The study, titled "The Foreign Language Effect: Thinking in a Foreign Tongue Reduces Decision Biases", appears in the current issue of Psychological Science.
Others suggested that the language effect kicked in only after some basic perception occurred.
24 25 An example of transforming standardised mean difference effect size into common language effect size is shown in a meta-analysis of social skills group interventions for children with autism spectrum disorders by Reichow et al, 26 who showed the weighted mean effect size of d=0.47 equated to a gain of 24 additional social skills for the treatment group compared with control.
The gender-linked language effect (GLLE) is a phenomenon in which transcripts of female communicators are rated higher on Socio-Intellectual Status and Aesthetic Quality and male communicators are rated higher on Dynamism.
This measure of effect size is often called the "common language effect size"[ 33], though it is, in fact, the parameter that underlies the Wilcoxon Mann-Whitney test[ 34].
Likewise, in a post hoc analysis of the specific language effects of memantine in patients with moderate to severe AD (MMSE scores 3 to 14) enrolled in six clinical trials, memantine was associated with significantly better SIB language subscale scores compared with placebo; however, scores in both groups declined from baseline to the end of the study (six months) [ 25].
The study is "The Foreign-Language Effect: Thinking in a Foreign Tongue Reduces Decision Biases" by Boaz Keysar, Sayuri L. Hayakawa and Sun Gyu An in Psychological Science (unfortunately behind a paywall, but written up by Wired here).
This may reflect a subtle balance between ethnicity and fee status, and also underlying cultural and language effects, as found in numerous other studies.
Experiment 2 replicated this flag-language congruency effect in a priming paradigm, where the word and pseudo-word targets followed the brief presentation of the flag prime, and this time effects were seen in both languages.
The aims of the current study are (a) to investigate potential language interference effects in children who acquire an L2 at an early stage in childhood and (b) to investigate the developmental trajectory of English bilabial and velar plosive acquisition in Sylheti-English sequential bilinguals.
