Shibboleth / Open Athens technology is used to provide single sign-on between your institution’s website and Oxford Academic. This authentication occurs automatically, and it is not possible to sign out of an IP authenticated account.Ĭhoose this option to get remote access when outside your institution. Typically, access is provided across an institutional network to a range of IP addresses. If you are a member of an institution with an active account, you may be able to access content in one of the following ways: Get help with access Institutional accessĪccess to content on Oxford Academic is often provided through institutional subscriptions and purchases. However, the evidence base was limited and further research is essential if stronger conclusions are to be drawn. In general, findings were inconclusive or inconsistent regarding a bilingual advantage or disadvantage in cognitive processes for bimodal bilinguals. Areas of cognition that are discussed include language processing, inhibition and selective attention, task switching, and working memory.
This chapter briefly summarizes research describing differences in cognition between monolingual and multilingual oral language users without hearing loss, and then focuses on research comparing bimodal bilinguals (both DHH and hearing) with monolinguals and/or spoken-language multilinguals. Much less attention has been paid to cognitive differences associated with multilingualism in people who are DHH and people who use signed languages. There is a constantly evolving body of research that describes cognitive differences between monolinguals and multilinguals, the majority of which examines people without hearing loss who use more than one spoken language. A sizable proportion of deaf and hard-of-hearing (DHH) people are multilingual, either through use of language that involves more than one modality (i.e., signing and speaking/listening) or the use of two or more languages within the same modality.