Research demonstrates that bilingual children develop greater mental flexibility, a finer grasp of abstract concepts and stronger working memory…. The bilingual person is primed, therefore, in a way that monolinguals are not, to seek out and, at times separate, the meaning that a person is trying to convey from the words they are using to do so; the message becomes an abstraction embedded within the words – their setting.

In a study headed up by Ellen Bialystok at 91��ɫ [Department of Psychology, Faculty of Health] in Toronto, two groups of children – each group was comparable but differed in that one was composed exclusively of monolingual students and the other contained only bilingual students – were asked whether the sentence, "Do apples have noses?" was grammatically correct. The monolinguals were stumped. The bilinguals responded something like this, "The sentence is silly but grammatically correct." From this and other similar studies, Bialystok sums up the results of her overall findings this way: "Bilinguals we found manifested a cognitive system with the ability to attend to important information and ignore the less important."

Willingness to accept the possibility that what one hears is not always what the other means to say is an important step in the direction of creating and maintaining emotional safety in your relationship…. This is one definition of mindful listening.

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Her good news: Among other benefits, the regular use of two languages appears to delay the onset of Alzheimer’s disease symptoms. Dr. Bialystok, 62, a distinguished research professor of psychology at 91��ɫ [Faculty of Health] in Toronto, was for her contributions to social science. We spoke for two hours in a Washington hotel room in February and again, more recently, by telephone. An edited version of the two conversations follows.

Q. How did you begin studying bilingualism?

A. You know, I didn’t start trying to find out whether bilingualism was bad or good. I did my doctorate in psychology: on how children acquire language. When I finished graduate school, in 1976, there was a job shortage in Canada for PhDs. The only position I found was with a research project studying second language acquisition in school children. It wasn’t my area. But it was close enough.

As a psychologist, I brought neuroscience questions to the study, like “How does the acquisition of a second language change thought?” It was these types of questions that naturally led to the bilingualism research. The way research works is, it takes you down a road. You then follow that road.

Q. So what exactly did you find on this unexpected road?

A. As we did our research, you could see there was a big difference in the way monolingual and bilingual children processed language. We found that if you gave 5- and 6-year-olds language problems to solve, monolingual and bilingual children knew, pretty much, the same amount of language.

But on one question, there was a difference. We asked all the children if a certain illogical sentence was grammatically correct: “Apples grow on noses.” The monolingual children couldn’t answer. They’d say, “That’s silly” and they’d stall. But the bilingual children would say, in their own words, “It’s silly, but it’s grammatically correct.” The bilinguals, we found, manifested a cognitive system with the ability to attend to important information and ignore the less important.

Q. How does this work – do you understand it?

A. Yes. There’s a system in your brain, the executive control system. It’s a general manager. Its job is to keep you focused on what is relevant, while ignoring distractions. It’s what makes it possible for you to hold two different things in your mind at one time and switch between them.

If you have two languages and you use them regularly, the way the brain’s networks work is that every time you speak, both languages pop up and the executive control system has to sort through everything and attend to what’s relevant in the moment. Therefore the bilinguals use that system more, and it’s that regular use that makes that system more efficient.

Q. One of your most startling recent findings is that bilingualism helps forestall the symptoms of Alzheimer’s disease. How did you come to learn this?

A. We did two kinds of studies. In the first, published in 2004, we found that normally aging bilinguals had better cognitive functioning than normally aging monolinguals. Bilingual older adults performed better than monolingual older adults on executive control tasks. That was very impressive because it didn’t have to be that way. It could have turned out that everybody just lost function equally as they got older.

That evidence made us look at people who didn’t have normal cognitive function. In our next studies, we looked at the medical records of 400 Alzheimer’s patients. On average, the bilinguals showed Alzheimer’s symptoms five or six years later than those who spoke only one language. This didn’t mean that the bilinguals didn’t have Alzheimer’s. It meant that as the disease took root in their brains, they were able to continue functioning at a higher level. They could cope with the disease for longer.

Q. So high school French is useful for something other than ordering a special meal in a restaurant?

A. Sorry, no. You have to use both languages all the time. You won’t get the bilingual benefit from occasional use.

Q. One would think bilingualism might help with multitasking – does it?

A. Yes, multitasking is one of the things the executive control system handles. We wondered, “Are bilinguals better at multitasking?” So we put monolinguals and bilinguals into a driving simulator. Through headphones, we gave them extra tasks to do – as if they were driving and talking on cellphones. We then measured how much worse their driving got. Now, everybody’s driving got worse. But the bilinguals, their driving didn’t drop as much. Because adding on another task while trying to concentrate on a driving problem, that’s what bilingualism gives you – though I wouldn’t advise doing this.

Q. Has the development of new neuroimaging technologies changed your work?

A. Tremendously. It used to be that we could only see what parts of the brain lit up when our subjects performed different tasks. Now, with the new technologies, we can see how all the brain structures work in accord with each other.

In terms of monolinguals and bilinguals, the big thing that we have found is that the connections are different. So we have monolinguals solving a problem, and they use X systems, but when bilinguals solve the same problem, they use others. One of the things we’ve seen is that on certain kinds of even nonverbal tests, bilingual people are faster. Why? Well, when we look in their brains through neuroimaging, it appears like they’re using a different kind of a network that might include language centres to solve a completely nonverbal problem. Their whole brain appears to rewire because of bilingualism.

Q. Bilingualism used to be considered a negative thing – at least in the United States. Is it still?

A. Until about the 1960s, the conventional wisdom was that bilingualism was a disadvantage. Some of this was xenophobia. Thanks to science, we now know that the opposite is true.

Q. Many immigrants choose not to teach their children their native language. Is this a good thing?

A. I’m asked about this all the time. People e-mail me and say, “I’m getting married to someone from another culture, what should we do with the children?” I always say, “You’re sitting on a potential gift.”

There are two major reasons people should pass their heritage language onto children. First, it connects children to their ancestors. The second is my research: Bilingualism is good for you. It makes brains stronger. It is brain exercise.

Q. Are you bilingual?

A. Well, I have fully bilingual grandchildren because my daughter married a Frenchman. When my daughter announced her engagement to her French boyfriend, we were a little surprised. It’s always astonishing when your child announces she’s getting married. She said, “But Mom, it’ll be fine, our children will be bilingual!”

Bialystok also holds an appointment at in Toronto. Her interview was featured on the front page of The New 91��ɫ Times and was the site's most emailed story on May 31, 2011.

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These benefits come from having a brain that’s constantly juggling two – or even more – languages, said Ellen Bialystok, [Distinguished Research Professor in Psychology, ] at 91��ɫ in Toronto, who spoke at the AAAS annual meeting. For instance, a person who speaks both Hindi and Tamil can’t turn Tamil off even if he’s speaking to only Hindi users, because the brain is constantly deciding which language is most appropriate for a given situation.

This constant back-and-forth between two linguistic systems means frequent exercise for the brain’s so-called executive control functions, located mainly in the prefrontal cortex. This is the part of the brain tasked with focusing one’s attention, ignoring distractions, holding multiple pieces of information in mind when trying to solve a problem, and then flipping back and forth between them.

“If you walk into a room, there are a million things that could attract your attention,” Bialystok said. “How is it we manage to focus at all? How does our mind pay attention to what we need to pay attention to without getting distracted?”

To test one’s ability to identify pertinent nuggets while being bombarded with extraneous information, scientists use something called the Stroop test. Subjects are presented with a word for a particular colour and asked to identify the colour of ink it’s printed in. So if the word is “blue” and it’s printed in blue, no problem. If, on the other hand, the word “blue” is printed in red, they have to sort out which piece of information – the colour of the ink, or the colour being spelled out – is the one they need.

“This is extremely hard to do, because it’s terribly difficult to block out the information from the word,” Bialystok said.

In monolingual speakers, this kind of mental curveball will add 240 milliseconds to their reaction time – a significant delay, in brain reaction terms. Bilingual people, on the other hand, take just 160 extra milliseconds to sort this out. Bialystok theorizes that it’s because they’re used to prioritizing information in potentially confusing situations all day.alz

Those advantages aren’t just useful for schoolchildren – they last over the course of a lifetime. A study published last year in the journal Neurology surveyed 211 patients diagnosed with Alzheimer’s and found that those who spoke only one language saw the onset of their first symptoms four to five years earlier than their bilingual peers. While knowing two languages doesn’t fight the disease, it does strengthen those parts of the brain that are susceptible to dementia’s early attacks, allowing them to withstand the assault much longer.

Republished courtesy of YFile – 91��ɫ’s daily e-bulletin.

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The more proficient you become, the better, but "every little bit helps," said Ellen Bialystok, a psychology professor at 91��ɫ [Faculty of Health].

Much of the study of bilingualism has centered on babies, as scientists wondered why simply speaking to infants in two languages allows them to learn both in the time it takes most babies to learn one. Their brains seem to become more flexible, better able to multi-task. As they grow up, their brains show better "executive control," a system key to higher functioning – as Bialystok puts it, "the most important part of your mind."

Bialystok studied 450 Alzheimer's patients, all of whom showed the same degree of impairment at the time of diagnosis. Half are bilingual – they've spoken two languages regularly for most of their lives. The rest are monolingual.

The bilingual patients had Alzheimer's symptoms and were diagnosed between four and five years later than the patients who spoke only one language, she told the annual meeting of the American Association for the Advancement of Science.

Being bilingual does nothing to prevent Alzheimer's disease from striking. But once the disease does begin its silent attack, those years of robust executive control provide a buffer so that symptoms don't become apparent as quickly, Bialystok said. "They've been able to cope with the disease," she said.

Her work supports an earlier study from other researchers that also found a protective effect.

But people don't have to master a new language to benefit some, Bialystok said. Exercising your brain throughout life contributes to what's called "cognitive reserve", the overall ability to withstand the declines of aging and disease. That's the basis of the use-it-or-lose-it advice from aging experts, who also recommend such things as crossword puzzles to keep your brain nimble. "If you start to learn at 40, 50, 60, you are certainly keeping your brain active," she said.

Newspapers and online news sites around the world reported on Bialystok’s lecture remarks, including media across Canada, the US, Australia, Bangladesh, China, England, Iran, Ireland, India, Malaysia, Mexico, New Zealand, Qatar, South Africa, Scotland and Wales.

Bialystok’s study was also features in stories on radio and television stations around the world, including major networks in the US and Canada.

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Bialystok, a Distinguished Research Professor in 91��ɫ’s Department of Psychology in the Faculty of Health, is known internationally for her research on language, bilingualism and cognitive development. The award was announced in April by the Canada Council for the Arts, which administers the .

One of the most important research prizes in the world, the Killam Prize is awarded annually to five eminent Canadian scholars for their distinction in health sciences, engineering, humanities, natural sciences and social sciences. Bialystok is being recognized for her work in the social sciences category.

Right: Ellen Bialystok

The first in her field to research claims of cognitive deficits in bilingual children, Bialystok discovered that bilingual children and adults have distinct advantages over unilingual people when completing both linguistic and non-linguistic tasks. Her research is now revealing that this advantage continues for bilingual people as they age; she is part of a team of Canadian researchers who recently uncovered that bilingualism can delay the onset of Alzheimer’s by up to five years.

Bialystok has also been recognized by the international linguistics community for her body of work on theories of language processing and on practical issues related to foreign and second-language education.

When the prize was announced, 91��ɫ President & Vice-Chancellor Mamdouh Shoukri remarked that the Killam Prize “recognizes Professor Bialystok’s groundbreaking contributions to psychology and confirms the international excellence of her achievements. Her success contributes to the growing national and international leadership of 91��ɫ’s faculty in health-related research as they respond to medical, social and environmental challenges facing Canadians and people around the world.”

Bialystok was awarded a Killam Research Fellowship in 2001 and is a Fellow of the Royal Society of Canada. In November 2009, she received the 91��ɫ President’s Research Award of Merit in recognition of her research contributions.

Faculty of Health Dean Harvey Skinner commented that Bialystok’s work is changing our understanding of language acquisition and literacy, as well as cognition and aging, by using both behaviour and neuroimaging approaches. “Her research, and the collaborative research of many other faculty researching developmental and cognitive processes, reflects the Faculty’s goals of innovative research that helps keep more people healthier, longer.”

The Killam Prizes were inaugurated in 1981 with a donation by Dorothy J. Killam in memory of her husband, Izaak Walton Killam. The prizes were created to honour eminent Canadian scholars and scientists actively engaged in research, whether in industry, government agencies or universities.

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Bialystok, a Distinguished Research Professor in 91��ɫ’s Department of Psychology, Faculty of Health, is known internationally for her research on language, bilingualism and cognitive development. She received the award from the , which administers the .

One of the most important research prizes in the world, the $100,000 Killam Prize is annually awarded to five eminent Canadian scholars for their distinction in health sciences, engineering, humanities, natural sciences and social sciences. Bialystok was recognized for her work in the social sciences category. Bialystok is the only woman to be recognized this year.

The full announcement and event details are available on the .

By Elizabeth Monier-Williams, research communications officer.

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The study, published today in the journal , follows up on a 2007 study led by 91��ɫ, which found that lifelong use of two or more languages keeps symptoms of Alzheimer’s and other forms of dementia at bay (see YFile, Jan. 15, 2007).

Led by the , the current study examined the clinical records of more than 200 patients diagnosed with probable Alzheimer’s disease in the Sam & Ida Ross Memory Clinic at Toronto’s Baycrest Research Centre for Aging and the Brain.

"All the patients in the study had been diagnosed with Alzheimer’s, so clearly bilingualism does not prevent the onset of dementia," says study co-author Ellen Bialystok (right), Distinguished Research Professor of psychology in 91��ɫ’s and associate scientist at the Rotman Research Institute, which is part of Baycrest.

"Instead, our results show that people who have been lifelong bilinguals have built up a cognitive reserve that allows them to cope with the disease for a longer period of time before showing symptoms," she says.

While the brains of bilingual patients did show deterioration, researchers believe that the use of more than one language equips them with compensatory skills that keep symptoms like memory loss and confusion in check.

The research team included Fergus Craik, senior scientist at the Rotman Research Institute, and Dr. Morris Freedman, professor in the University of Toronto’s Faculty of Medicine (Neurology), and scientist at the Rotman Research Institute. They found that bilingual patients were diagnosed with Alzheimer’s 4.3 years later and had reported the onset of symptoms five years later than those who spoke only one language. The groups were equivalent on measures of cognitive and occupational level; there was no apparent effect of immigration status, and there were no differences between genders.

The Neurology paper replicates findings from the team’s 2007 study led by Bialystok and published in Neuropsychologia. That study examined the clinical records of 184 patients diagnosed with probable Alzheimer’s and other forms of dementia. It found that bilingual patients delayed the onset of their symptoms by four years compared to monolingual patients.

"Overall, bilingualism should be seen as an important tool for healthy aging, along with exercise, diet, and other lifestyle choices," Bialystok says. "It’s also another reason to encourage people in multicultural societies like ours to keep speaking their native tongue and pass it along to their children," she says.

The study was funded in part by grants from the (CIHR) and the to 91��ɫ and the Rotman Research Institute.

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In a soon to be published study three researchers from Baycrest – Ellen Bialystok, Fergus Craik and Morris Freedman – found in a study of more than 100 bilingual patients and 100 monolingual patients that the bilinguals experienced the onset of symptoms and were diagnosed with Alzheimer’s disease between four and five years later than monolingual patients.

Bialystok, distinguished research professor in psychology in 91��ɫ’s , Craik, a senior scientist at Rotman Research Institute at Baycrest, and Freedman, a neurologist at Baycrest, confirmed results from an earlier study in which they examined hospital records from about 100 bilingual and 100 monolingual patients.

Bialystok's research was profiled by .

She also for Discovery News:

A new study from the University of California, Los Angeles has revealed that the ability to speak multiple languages is associated with better mental capacities.

“Being able to use two languages and never knowing which one you’re going to use right now rewires your brain,” Discovery News quoted Ellen Bialystok, distinguished research professor of psychology in 91��ɫ’s Faculty of Health, whose work has been cited by Jared Diamond of the University of California in his article.

Bialystok also added that bilinguals fare better at multitasking tasks, including ones that simulated driving and talking on a phone. However, being able to speak more than one language comes at a cost, she said. “Bilinguals have more 'tip-of-the-tongue’ problems,” Bialystock said. “Bilingual children have on average a smaller vocabulary in each of their languages than monolingual children,” she added.

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Over time, regularly speaking more than one language appears to strengthen skills that boost the brain’s so-called cognitive reserve, a capacity to work even when stressed or damaged. This build-up of cognitive reserve appears to help bilingual people as they age.

“Speaking two languages isn’t going to do anything to dodge the bullet” of getting Alzheimer’s disease or dementia, says Ellen Bialystok, Distinguished Research Professor in Psychology in 91��ɫ’s . But greater cognitive reserve means the “same as the reserve tank in a car: Once the brain runs out of fuel, it can go a little farther,” she says.

Specifically, the advantages of bilingualism are thought to be related to a brain function known as inhibitory or cognitive control: the ability to stop paying attention to one thing and focus on something else, says Bialystok. Fluent speakers of more than one language have to use this skill continually to silence one language in their minds while communicating in another.

. . .

Dr. Bialystok began her decades-long research by studying how children learn a second language. In 2004, she and her colleague Fergus Craik shifted to conduct three studies looking at the cognitive effects in some 150 monolingual and bilingual people between 30 and 80 years old.

They found that in both middle and old age, the bilingual subjects were better able to block out distracting information than the single-language speakers in a series of computerized tests. The advantage was even more pronounced in the older subjects.

Dr. Bialystok says other research also shows better performance from bilingual people on tests requiring cognitive control, such as when they are instructed to determine whether a sentence is grammatically correct, even if the content doesn't make sense.

For example, in distinguishing, "apples grow on trees" from "apple trees on grow" and "apples grow on noses," the third sentence requires people to focus on the structure and suppress paying attention to the meaning of the words.

The findings from the 2004 study led Dr. Bialystok to wonder whether these benefits might help older people compensate for age-related losses in learning.

She and her colleagues examined the medical records of 228 memory-clinic patients who had been diagnosed with different kinds of dementia, two-thirds with Alzheimer's disease.

The results, published in the journal in 2007, suggested that bilingual patients exhibit problematic memory problems later than those who only spoke one language.

Bilingual patients were, on average, four years older than single-language speakers when their families first noticed memory problems, or when the patient first came to the clinic seeking treatment.

Moreover, bilingual patients' memories were no worse than those of single-language speakers by the time they arrived at the clinic, and there was no difference in the length of time between the detection of symptoms and when the patients were first checked in.

In a subsequent study, Dr. Bialystok and her colleagues looked at brain images of monolingual and bilingual Alzheimer's patients at the same age and stage of disease.

They found that the brains of the bilingual people appeared to be in worse physical condition. This suggests that bilingualism doesn't delay the disease process itself, but rather helps bilingual individuals better handle memory deficits, Dr. Bialystok says.

. . .

Dr. Bialystok's group is now conducting a study testing patients every six months to measure the rate of mental decline over the course of dementia.

Bialystok's research was also covered by the Oct. 12.

Republished courtesy of YFile– 91��ɫ’s daily e-bulletin

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Distinguished Research Professor of Psychology Ellen Bialystok, of 91��ɫ's , is one of five scholars to be awarded this year’s Killam Prize in recognition of her work, which has focused on language acquisition and how bilingualism affects brain development.

Bialystok talked to The Globe and Mail about the dynamics of research, how some ideas have to find their time, and her future projects.

Q: How significant is it as a researcher to receive a $100,000 prize? That seems like a lot of money.

A: As a research prize it is enormous. It really is unprecedented in academia to give such a large prize for a body of work. It doesn’t have any restrictions on it. I can use it as I decide to. I haven’t given that much thought. I have a very active lab. We are in the middle of between 15 and 20 different projects.

Q: How do you decide as a researcher what area you will examine next? How much of it is intuition?

A: Research moves forward in teeny-weeny steps and then sometimes at the end of a very long journey that could last 10, 20, 30 years, these steps produce something that seems to be incredible. You look at that last step and say, “Wow, that’s amazing.” You forget about all the steps that led up to it. This is the real art of research, knowing how to stay on the path and follow the evolution of an idea through all of its twists and turns. When we look at a research finding as a breakthrough, for the person who found it, it is anything but a breakthrough. It is years of tedious small steps.

Q: Is there a finding that you have made that you would put in that category?

A: In some sense all of them.

Q: What about the link you found between bilingualism and warding off the effects of Alzheimer’s?

The research on dementia was a real flyer. We had done work on bilingual children and adults. We thought the chances of it working were small, but we got very powerful results.

I’d been doing research for a long time and it wasn’t particularly noticed. At some point we began to change our ideas about the mind – that the mind really does reflect new learning into adulthood. So it became more interesting to think that an experience like bilingualism could have an effect. I had been saying these things for a long time, and quite honestly nobody believed it. Now we understand that the mind is much more flexible than we thought.

Q: What are the next questions you are thinking about?

We have to start seriously tackling “how come?” We know very little about the why. The other thing we are looking at is the process.

We have always looked at bilingual people versus monolingual people. Now we are looking at people in the process of becoming bilingual. How bilingual do you need to be to see benefits?

The is available on the Globe's Web site. Their coverage also featured a and an :

Unlike some other major scholarly awards, the Killam Prize recognizes the career contributions of scholars, rather than a single discovery or piece of research. Ellen Bialystok, one of this year’s five winners, is a psychologist best known for her work in language, bilingualism and cognitive development. Here are three areas of her work that gained widespread attention:

Video gaming and the brain: In one study that gained wide media attention, Bialystok examined how a group of undergraduates performed on tricky mental tasks. The gamers in the group were faster and better – and those who were also bilingual were unbeatable.

Bilingualism and dementia: Bialystok was the principal investigator in a study that discovered fluency in two or more languages may stave off cognitive decline because of the mental agility needed to juggle them. The link was far stronger than suspected, and the finding has since been replicated by other researchers.

Bilingualism as a brain boost: Her most widely cited work is a breakthrough study conducted in 2004 that showed bilingual adults had a cognitive advantage over subjects who were fluent in only one language. The study found that edge lasted well into adulthood.

, and also covered the story.

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