It has been suggested that EFs consist of three components: WM, inhibition, and shifting. EFs are cognitive processes that regulate goal-directed human behavior as well as control human thoughts and responses in an automatic or established manner. WM is a component of executive functions (EFs). These three components collaboratively work together to process information for ongoing tasks. The visuospatial sketchpad subsystem deals with visual and spatial information, while the phonological loop subsystem processes sound or phonological information. This system makes decisions on how to use incoming information in the two subsystems and allows one to hold or drain information from those subsystems when they are overloaded. The central executive is an attentional controller system, which is assisted by two independent subsystems: the phonological loop and the visuospatial sketchpad. Īccording to Baddeley and Hitch’s widely used WM model, there are three components of WM: the central executive, the phonological loop, and the visuospatial sketchpad subsystems. Because of the nature of constant information processing of WM, it has been suggested that WM plays a significant role in diverse cognitive processes such as language comprehension, planning, reasoning, and problem-solving where holding incoming information in mind is required. Working memory refers to a function of the brain that holds, manipulates, and processes temporary information needed to accomplish various tasks at any given moment. It also uses interview data to explore how bilingualism influences memory use since research suggests that cognition changes might depend on bilinguals’ dual language practices. The present study tests WM differences among three language groups with different second language (L2) proficiency levels to find out whether bilingualism grants any WM advantage and whether the advantage relates to bilinguals’ L2 proficiency. However, studies on bilinguals’ WM have provided conflicting results so it remains inconclusive whether bilingual WM advantages exist or not. Studies suggest that bilinguals’ two activated languages impose a heavier cognitive load so that their WM might be, to a certain degree, influenced by the dual language practices. This simultaneous activation requires a higher working memory (WM) capacity. The main reason suggested for bilinguals’ advantage is their need to process and manage the two languages, which are simultaneously activated whenever one of the languages is used. Studies show evidence in favor of bilinguals’ cognitive benefits in various areas such as problem solving, metacognitive awareness, divergent thinking and attention control. Cognitive differences between monolinguals and bilinguals have been widely studied over the last few decades.
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