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How different code-switching types modulate bilinguals' executive functions : A dual control mode perspective
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In: Bilingualism: Language and Cognition ; 23 (2020), 4. - S. 909-925. - Cambridge University Press. - ISSN 1366-7289. - eISSN 1469-1841 (2020)
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Experimentally Induced Language Modes and Regular Code-Switching Habits Boost Bilinguals' Executive Performance : Evidence From a Within-Subject Paradigm
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In: Frontiers in Psychology ; 11 (2020). - 542326. - Frontiers Research Foundation. - eISSN 1664-1078 (2020)
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Experimentally Induced Language Modes and Regular Code-Switching Habits Boost Bilinguals’ Executive Performance: Evidence From a Within-Subject Paradigm
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In: Front Psychol (2020)
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Experimentally induced language modes and regular code-switching habits boost bilinguals’ executive performance: evidence from a within-subject paradigm
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How different code-switching types modulate bilinguals’ executive functions - a dual control mode perspective
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Lost in transmission: the role of attrition and input in heritage language development
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The contribution of general language ability, reading comprehension and working memory to mathematics achievement among children with English as additional language (EAL): an exploratory study
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Measuring reading and vocabulary with the Test for English Majors Band 4: a concurrent validity study
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Age of acquisition of 299 words in seven languages: American English, Czech, Gaelic, Lebanese Arabic, Malay, Persian and Western Armenian
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Multilingualism and multiliteracy in primary education in India: a discussion of some methodological challenges of an interdisciplinary research project
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Age of acquisition of 299 words in seven languages: American English, Czech, Gaelic, Lebanese Arabic, Malay, Persian and Western Armenian
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Using the YARC Secondary with adult Arabic L1 learners of English: an exploration of L2 learners’ reading comprehension and their ability to learn new words
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Predicting executive functions in bilinguals using ecologically valid measures of code-switching behavior
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Explaining listening comprehension among L2 learners of English: the contribution of general language proficiency, vocabulary knowledge and metacognitive awareness
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