The Effect of Emotionally Valenced Stimuli on Working Memory: A Linguistic Comparison

Bilingual advantage literature proposes that bilinguals perform significantly better on tasks of executive functioning when compared to monolingual individuals. This study explored the theory of the bilingual advantage when individuals were exposed to an increased cognitive load due to emotionally valenced stimuli. Due to the limited capacity of working memory, it has been previously found that the complexity of emotionally valenced stimuli contributes to the cognitive load and reduces the efficiency of the working memory system. This research aimed to test the limits of the bilingual advantage by comparing monolingual and bilingual performance on a test of working memory when exposed to emotionally valenced stimuli. This study was conducted in collaboration with Dr. Gilberto Galindo from the psychology department at the Autonomous University of Baja California and explored working memory performance in English monolinguals and English-Spanish bilinguals as measured by reaction time and response accuracy when placed under three emotionally valenced conditions (positive, negative, and neutral). A comparison of working memory performance between monolinguals and bilinguals was analyzed using a MANOVA, while within-group bilingual performance was measured using two matched paired t-tests. No significant differences in performance were identified. Additionally, negatively valenced stimuli resulted in the slowest reaction time and were the least accurate across other valenced conditions. Neutral stimuli appeared to have the least hindering effect on reaction time and accuracy of response among bilinguals, which is consistent with current research regarding the impact of emotional influence on working memory performance. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]