Psychological Development and Education ›› 2025, Vol. 41 ›› Issue (2): 153-162.doi: 10.16187/j.cnki.issn1001-4918.2025.02.01

    Next Articles

The Effects of Different Language Conditions and Executive Functions on Memory Integration in College Students

ZHAO Xiaomei, CHENG Shi, LIU Zihan, LIU Hong   

  1. College of Education, Hebei Normal University, Shijiazhuang 050024
  • Published:2025-03-17

RichHTML

PDF (PC)

Abstract: Two experiments were conducted using a separate sentence paradigm to investigate memory integration performance in monolingual and bilingual conditions for adult college students with varying levels of executive functioning. The study controlled for presentation language and questioning language to create monolingual and bilingual conditions. The study found that the presentation language of the stem fact during the encoding stage had an impact on memory integration. Specifically, better performance was observed when the first stem fact was presented in the dominant language. Additionally, the questioning language of the integrated fact influenced memory integration, and the integration effect decreased as the difficulty of switching between the questioning language and the encoding language increased. Furthermore, the study found that executive function interacted with the encoding language condition but not with the retrieval language condition. This suggests that the effects of executive function and language condition on memory integration varied depending on the processing stage.

Key words: memory integration, language conditions, college students, executive functions

CLC Number: 

  • B844
Abutalebi, J., & Green, D.(2007). Bilingual language production: The neurocognition of language representation and control. Journal of Neurolinguistics, 20(3), 242-275.
Badham, S. P., Poirier, M., Gandhi, N., Hadjivassiliou, A., & Maylor, E. A.(2016). Aging and memory as discrimination: Influences of encoding specificity, cue overload, and prior knowledge. Psychology and Aging, 31(7), 758-770.
Bauer, P. J.(2021). We know more than we ever learned: Processes involved in accumulation of world knowledge. Child Development Perspectives, 15(4), 220-227.
Bauer, P. J., Blue, S. N., Xu, A., & Esposito, A. G.(2016). Productive extension of semantic memory in school-aged children: Relations with reading comprehension and deployment of cognitive resources. Developmental Psychology, 52(7), 1024-1037.
Bauer, P. J., Esposito, A. G., & Daly, J. J.(2020). Self-derivation through memory integration: A model for accumulation of semantic knowledge. Learning & Instruction, 66(C), 101271. https://doi.org/10.1016/j.learninstruc.2019.101271
Bauer, P. J., & Jackson, F. L.(2015). Semantic elaboration: ERPs reveal rapid transition from novel to known. Journal of Experimental Psychology: Learning, Memory, and Cognition, 41(1), 271-282.
Bauer, P. J., & Larkina, M.(2017). Realizing Relevance: The Influence of Domain-Specific Information on Generation of New Knowledge through Integration in 4- to 8-Year-Old Children. Child Development, 88(1), 247-262.
Bauer, P. J., & San Souci, P.(2010). Going beyond the facts: Young children extend knowledge by integrating episodes. Journal of Experimental Child Psychology, 107(4), 452-465.
Bauer, P. J., & Varga, N. L.(2017). Similarity and deviation in event segmentation and memory integration: Commentary on Richmond, Gold, & Zacks. Journal of Applied Research in Memory and Cognition, 6(2), 124-128.
Bauer, P. J., Varga, N. L., King, J. E., Nolen, A. M., & White, E. A.(2015). Semantic Elaboration through Integration: Hints Both Facilitate and Inform the Process. Journal of Cognition and Development, 16(2), 351-369.
Bosma, E., & Nota, N.(2020). Cognate facilitation in Frisian-Dutch bilingual children’s sentence reading: An eye-tracking study. Journal of Experimental Child Psychology, 189, 104699. https://doi.org/10.1016/j.jecp.2019.104699
Butterfuss, R., & Kendeou, P.(2018). The Role of Executive Functions in Reading Comprehension. Educational Psychology Review, 30(3), 801-826.
Chung, K. K. H., Li, X., Lam, C. B., Fung, W. K., & Liu, C.(2022). What Predicts First‐ and Second‐Language Difficulties? Testing Language and Executive Functioning Skills as Correlates. Learning Disabilities Research & Practice (Wiley-Blackwell), 37(2), 85-99.
Cirino, P. T., Miciak, J., Ahmed, Y., Barnes, M. A., Taylor, W. P., & Gerst, E. H.(2019). Executive Function: Association with Multiple Reading Skills. Reading and Writing, 32(7), 1819-1846.
Crescioni, A. W., Ehrlinger, J., Alquist, J. L., Conlon, K. E., Baumeister, R. F., Schatschneider, C., & Dutton, G. R.(2011). High trait self-control predicts positive health behaviors and success in weight loss. Journal of Health Psychology, 16(5), 750-759.
Dugan, J. A., & Bauer, P. J.(2022). Putting the pieces together: Cognitive correlates of self-derivation of new knowledge in elementary school classrooms. Journal of Experimental Child Psychology, 221, 105441. https://doi.org/10.1016/j.jecp.2022.105441
Esposito, A. G., & Bauer, P. J.(2018). Building a knowledge base: Predicting self-derivation through integration in 6- to 10-year-olds. Journal of Experimental Child Psychology, 176, 55-72.
Esposito, A. G., & Bauer, P. J.(2019). Self-derivation through memory integration under low surface similarity conditions: The case of multiple languages. Journal of Experimental Child Psychology, 187, 104661. https://doi.org/10.1016/j.jecp.2019.07.001
Farah, R., Coalson, R. S., Petersen, S. E., Schlaggar, B. L., & Horowitz-Kraus, T.(2019). Children Use Regions in the Visual Processing and Executive Function Networks during a Subsequent Memory Reading Task. Cerebral Cortex, 29(12), 5180-5189.
Faul, F., Erdfelder, E., Buchner, A., & Lang, A.-G.(2009). Statistical power analyses using G*Power 3.1: Tests for correlation and regression analyses. Behavior Research Methods, 41(4), 1149-1160.
Franconeri, S. L., Alvarez, G. A., & Cavanagh, P.(2013). Flexible cognitive resources: Competitive content maps for attention and memory. Trends in Cognitive Sciences, 17(3), 134-141.
Gross, J., Gardiner, B., & Hayne, H.(2016). Developmental reversals in recognition memory in children and adults. Developmental Psychobiology, 58(1), 52-59.
Gross, M. C., Lopez, E., Buac, M., & Kaushanskaya, M.(2019). Processing of code-switched sentences by bilingual children: Cognitive and linguistic predictors. Cognitive Development, 52, 100821. https://doi.org/10.1016/j.cogdev.2019.100821
Hernandez, A. E., Martinez, A., & Kohnert, K.(2000). In search of the language switch: An fMRI study of picture naming in Spanish-English bilinguals. Brain and Language, 73(3), 421-431.
Kheder, S., & Kaan, E.(2021). Cognitive control in bilinguals: Proficiency and code-switching both matter. Cognition, 209, 104575. https://doi.org/10.1016/j.cognition.2020.104575
Kim, D., & Runco, M. A.(2022). Role of Cognitive Flexibility in Bilingualism and Creativity. Journal of Creativity, 32(3), 100032. https://doi.org/10.1016/j.yjoc.2022.100032
Kwakkel, H., Droop, M., Verhoeven, L., & Segers, E.(2021). The impact of lexical skills and executive functioning on L1 and L2 phonological awareness in bilingual kindergarten. Learning and Individual Differences, 88, 102009. https://doi.org/10.1016/j.lindif.2021.102009
Mechie, I. R., Plaisted-Grant, K., & Cheke, L. G.(2021). How does episodic memory develop in adolescence? Learning & Memory, 28(6), 204-217.
Ong, G., McKague, M., Weekes, B., & Sewell, D. K.(2019). Diffusing the bilingual lexicon: Task-based and lexical components of language switch costs. Cognitive Psychology, 114, 101225. https://doi.org/10.1016/j.cogpsych.2019.101225
Peeters, D., Runnqvist, E., Bertrand, D., & Grainger, J.(2014). Asymmetrical switch costs in bilingual language production induced by reading words. Journal of Experimental Psychology: Learning, Memory, and Cognition, 40(1), 284-292.
Peng, P., Barnes, M., Wang, C., Wang, W., Li, S., Swanson, H. … Tao, S.(2018). A meta-analysis on the relation between reading and working memory. Psychological Bulletin, 144(1), 48-76.
Poirier, M., Nairne, J. S., Morin, C., Zimmermann, F. G. S., Koutmeridou, K., & Fowler, J.(2012). Memory as discrimination: A challenge to the encoding-retrieval match principle. Journal of Experimental Psychology: Learning, Memory, and Cognition, 38(1), 16-29.
Rogers R. D., & Monsell S. (1995). Costs of a predictible switch between simple cognitive tasks. Journal of Experimental Psychology General, 124(2), 207-231.
Service, E., Simola, M., Metsänheimo, O., & Maury, S.(2002). Bilingual working memory span is affected by language skill. European Journal of Cognitive Psychology, 14(3), 383-407.
Smith, E. E., & Jonides, J.(1997). Working memory: A view from neuroimaging. Cognitive Psychology, 33(1), 5-42.
Tulving, E., & Thomson, D. M.(1973). Encoding specificity and retrieval processes in episodic memory. Psychological Review, 80(5), 352-373.
van Veen, V., & Carter, C. S.(2005). Separating semantic conflict and response conflict in the Stroop task: A functional MRI study. NeuroImage, 27(3), 497-504.
Varga, N. L., & Bauer, P. J.(2013). Effects of delays on 6-year-old children’s self-generation and retention of knowledge through integration. Journal of Experimental Child Psychology, 115(2), 326-341.
Varga, N. L., & Bauer, P. J.(2017). Young adults self-derive and retain new factual knowledge through memory integration. Memory & Cognition, 45(6), 1014-1027.
Varga, N. L., & Manns, J. R.(2021). Delta-modulated cortical alpha oscillations support new knowledge generation through memory integration. NeuroImage, 244, 118600. https://doi.org/10.1016/j.neuroimage.2021.118600
Wheeler, R. L., & Gabbert, F.(2017). Using Self-Generated Cues to Facilitate Recall: A Narrative Review. Frontiers in Psychology, 8, 1830. https://doi.org/10.3389/fpsyg.2017.01830
Wilson, J. T., & Bauer, P. J.(2021). Prompt-facilitated learning: The development of unprompted memory integration and subsequent self-derivation. Memory & Cognition, 49(7), 1488-1489.
Zhu, J. D., Seymour, R. A., Szakay, A., & Sowman, P. F.(2020). Neuro-dynamics of executive control in bilingual language switching: An MEG study. Cognition, 199, 104247. https://doi.org/10.1016/j.cognition.2020.104247
李美华, 白学军, 闫国利. (2007). 执行功能水平高与低的大学生心理旋转眼动实验. 心理学探新, 03, 55-60.
李馨, 李海潮, 刘璟尧, 白学军. (2017). 阅读水平和阅读任务对英语词频效应的影响:来自非熟练汉-英双语者的眼动证据. 心理与行为研究, 15(04), 455-461.
马恒芬, 王培培, 翁旭初. (2010). 双语Stroop效应的性别差异研究. 应用心理学, 16(1), 61-66.
王敬欣, 李莎, 郝立莎, 张雪, 张阔. (2019). 空格减少汉语发展性阅读障碍儿童的视觉拥挤效应:来自眼动的证据. 心理科学, 42(04), 834-840.
[1] LIAO Chenxi, WANG Dahua. The Influence of Attachment on Self-esteem and Interpersonal Adjustment in College Students [J]. Psychological Development and Education, 2025, 41(2): 196-205.
[2] GUO Ying, CHEN Xiaodan, LIU Wenzhi, LIU Yutong, ZHU Bi. Development of Semantic False Memories in Adolescents: Study and Test Factors [J]. Psychological Development and Education, 2025, 41(1): 12-21.
[3] SHI Zifu, ZHOU Zhihao, XU Lei, CHEN Huohong, GUAN Jinliang, LIU Chengzhen. The Relationship between Negative Parenting Style and College Students’ Malevolent Creativity Behaviors: A Moderated Mediation Model [J]. Psychological Development and Education, 2024, 40(6): 808-815.
[4] JIA Lina, YIN Xiaojuan. The Relationship between Inhibitory Differences and the Continued Influence Effect of Misinformation: The Role of Information Relevance [J]. Psychological Development and Education, 2024, 40(5): 609-615.
[5] LI Jiaojiao, XU Bibo, YUAN Hailong, YIN Xiyang. The Relationship between Social Exclusion and Malevolent Creativity of College Students: The Chain Mediating Effect of Coping Styles and Aggressiveness [J]. Psychological Development and Education, 2024, 40(5): 667-674.
[6] SU Binyuan, GUO Qianlan, XIE Binru, ZHANG Wei. The Measurement Index Identifying College Students at High Risk of Suicide: From Personal-centered Perspective [J]. Psychological Development and Education, 2024, 40(4): 572-588.
[7] HU Zhiqin, XIONG Meng. The Relationship between Relative Deprivation and Cyberbullying in College Students:The Mediating Effect of Moral Disengagement and Moderating Effect of Moral Identity [J]. Psychological Development and Education, 2024, 40(3): 346-356.
[8] WANG Lei, BING Qian, ZHAO Jingxin. The Relationships among Parent-child Cohesion, Sympathetic Nervous System Activity and College Students’ Depression under the Context of Parent-child Separation [J]. Psychological Development and Education, 2024, 40(3): 403-411.
[9] XUE Zhaoxia, REN Ziyuan, JING Lei, LI Hui. Classification Decision Tree Analysis on Influencing Factors of Suicidal Behavior in College Students [J]. Psychological Development and Education, 2024, 40(3): 421-430.
[10] FAN Xianglin, CUI Yingjin. The Relationship between Objectified Body Consciousness and Restrained Eating Behavior among Female College Students: The Mediating Roles of Fear of Negative Appearance Evaluation and Sociocultural Pressure [J]. Psychological Development and Education, 2024, 40(1): 122-131.
[11] ZHANG Huiru, ZHANG Weida, FU Wangqian, DENG Min, PENG Suhao, LI Yu. The Influence of Loneliness on Creative Inclination: Mediating Role of Boredom and Anxiety [J]. Psychological Development and Education, 2024, 40(1): 132-141.
[12] HE Anming, ZHANG Yurui, HUI Qiuping. The Relationship between Gratitude and Social Well-being in College Students: The Mediating Role of Phubbing and the Moderating Role of Negative Life Events [J]. Psychological Development and Education, 2023, 39(4): 505-512.
[13] ZENG Zihao, PENG Liyi, ZHAN Lin, LIU Shuangjin, OUYANG Xiaoyou, DING Daoqun, LI Zhihua, HU Yiqiu, FANG Xiaoyi. The Effect of Childhood Maltreatment on College Students’ Depressive Symptoms: The Mediating Role of Subjective Well-being and the Moderation Role of Gene [J]. Psychological Development and Education, 2023, 39(2): 276-285.
[14] CAO Ruilin, MEI Songli, LIANG Leilei, LI Chuanen, ZHANG Ying. Relationship between Gratitude and Internet Addiction among College Students: The Mediating Role of Core Self-evaluation and Meaning in Life [J]. Psychological Development and Education, 2023, 39(2): 286-294.
[15] CHEN Zixun, LI Jinwen, WANG Yumeng, LIU Xia. The Relationship between Cumulative Environmental Risk and Non-suicidal Self-injury among College Students: The Effects of Emotion Regulation Strategies [J]. Psychological Development and Education, 2023, 39(1): 109-120.
Viewed
Full text


Abstract

Cited
  Shared   
  Discussed   
No Suggested Reading articles found!
Copyright 2018 © Editorial office of Psychological Development and Education
Supported by Beijing Magtech Co.Ltd