HUMAN beings are not born with the knowledge that others possess minds with different contents. Children develop such a “theory of mind” gradually, and even adults have it only imperfectly. But a study by Samantha Fan and Zoe Liberman at the University of Chicago, published in Psychological Science, finds that bilingual children, and also those simply exposed to another language on a regular basis, have an edge at the business of getting inside others’ minds.

In a simple experiment, Dr Fan and Dr Liberman sat monolingual, bilingual and “exposure” children aged between four and six with a grid of objects placed between them and an experimenter. Some objects were blocked from the experimenter’s sight, a fact the children could clearly see. With a large, a medium and a small car visible to the child, but the small car hidden from the adult, the adult would ask “I see a small car” and ask the child to move it. Both bilingual and those in the exposure group moved the medium-sized car (the smallest the experimenter could see) about 75% of the time, against 50% for the monolinguals. The successful children were less likely even to glance at the car the experimenter could not see.

This study joins a heap of others suggesting that there are cognitive advantages to being bilingual. Researchers have found that bilinguals have better executive function (control over attention and the planning of complex tasks). Those that suffer dementia begin to do so, on average, almost five years later than monolinguals. Full bilinguals had previously been shown to have better theory-of-mind skills. But this experiment is the first to demonstrate that such benefits also accrue to those merely exposed to other languages. More.

See: The Economist

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