Abutalebi, J., & Green, D. W. (2007). Bilingual language production: The neurocognition of language representation and control. Journal of Neurolinguistics, 20, 242–275.
Ahadi, S. A., Rothbart, M. K., & Ye, R. (1993). Children's temperament in the US and China similarities and differences. European Journal of Personality, 7, 359–377.
Alvarado, C. G. (2000). A theoretical and empirical study of the English/Spanish bilingual verbal ability tests. (assessment, second-grade, third-grade). Dissertation Abstracts International: Section A: Humanities and Social Sciences, 60 (7–A), 2336.
Anderson, V. (1989). Assessing executive functions in children: biological, psychological, and developmental considerations. Neuropsychological Rehabilitation, 8, 319–349.
Anton, E., Dunabeitia, J. A., Estevez, A., Hernandez, J. A., Castillo, A., Fuentes, L. J., Davidson, D. J., & Carreiras, M. (2014). Is there a bilingual advantage in the ANT task? Evidence from children. Frontiers in Psychology, 5, 1–12.
Arredondo, M. M., Hu, X., Satterfield, T., & Kovelman, I. (2016). Bilingualism alters children's frontal lobe functioning for attentional control. Developmental science, 20 (3).
Baker, S., Kovelman, L., Bialystok, E., & Petitto, L. A. (2003). Bilingual children's complex linguistic experience yields a cognitive advantage. Published abstracts of the Society for Neuroscience. Washington, DC.
Barac, R., Moreno, S., & Bialystok, E. (2016). Behavioral and electro- physiological differences in executive control between monolingual and bilingual children. Child Development, 87, 1277–1290.
Bellah, R., Madsen, R., Sullivan, W., Swidler, A., & Tipton, S. (1985). Habits of the heart: Individualism and commitment in American life. Berkeley: University of California Press.
Bernstein, D. M., Atance, C., Meltzoff, A. N., & Loftus, G. R. (2007). Hindsight bias and developing theories of mind. Child Development, 78, 1374–1394.
Best, J. R., & Miller, P. H. (2010). A developmental perspective on executive function. Child Development, 81, 1641–1660.
Best, J. R., Miller, P. H., & Naglieri, J. A. (2011). Relations between Executive Function and Academic Achievement from Ages 5 to 17 in a Large, Representative National Sample. Learning and Individual Differences, 21 (4), 327–336.
Bialystok, E. (1999). Cognitive complexity and attentional control in the bilingual mind. Child Development, 70, 636–644.
Bialystok, E. (2001). Bilingualism in development: Language, literacy, and cognition. New York: Cambridge University Press.
Bialystok, E. (2017). The bilingual adaptation: How minds accommodate experience. Psychological Bulletin, 143 (3), 233–262.
Bialystok, E., Craik, F. I. M., & Luk, G. (2008). Cognitive control and lexical access in younger and older bilinguals. Journal of Experimental Psychology: Learning, Memory and Cognition, 34, 859–873.
Bialystok, E., & Martin, M. M. (2004). Attention and inhibition in bilingual children: Evidence from the dimensional change card sort task. Developmental Science, 7, 325–339.
Bialystok, E., Poarch, G., Luo, L., & Craik, F. I. M. (2014). Effects of bilingualism and aging on executive function and working memory. Psychology and Aging, 29, 696–705.
Bialystok, E., & Viswanathan, M. (2009). Components of executive control with advantages for bilingual children in two cultures. Cognition, 112, 494–500.
Biedinger, N. (2011). The influence of education and home environment on the cognitive outcomes of preschool children in Germany. Child Development Research, 2011.
Blair, C., & Razza, R. P. (2007). Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten. Child Development, 78 (2), 647–663.
Blumenfeld, H. K., & Marian, V. (2007). Constraints on parallel activation in bilingual spoken language processing: Examining proficiency and lexical status using eye-tracking. Language and Cognitive Processes, 25, 633–660.
Bonifacci, P., Giombini, L., Bellocchi, S., & Contento, S. (2011). Speed of processing, anticipation, inhibition and working memory in bilinguals. Developmental Science, 14, 256–269.
Bornstein, M. H., & Cote, L. R. (2004). Mothers’ parenting cognitions in cultures of origin, acculturating cultures, and cultures of destination. Child Development,75, 221–235.
Bradley, R. H., & Corwyn, R. F. (2002). Socioeconomic status and child development. Annual Review of Psychology, 53, 371–399.
Brysbaert, M. (1998). Word recognition in bilinguals: Evidence against the existence of two separate lexicons. Psychologica Belgica, 23, 163–175.
Burns, E. B., & Charlip, J. A. (2006). Latin America: A Concise Interpretive History. New Jersey: Prentice Hall.
Carlson, S. M. (2005). Developmentally sensitive measures of executive function in preschool children. Developmental Neuropsychology, 28, 595–616.
Carlson, S. M., & Choi, H. P. (2008, July). Bilingualism and cultural influences on the development of executive function. Presented at the biennial meeting of the International Society for the Study of Behavioral Development, Würzburg, Germany.
Carlson, S. M., & Meltzoff, A. N. (2008). Bilingual experience and executive functioning in young children. Developmental Science, 11, 282–298.
Carlson, S. M., & Moses, L. J. (2001). Individual differences in inhibitory control and children's theory of mind. Child Development, 72, 1032–1053.
Chao, R., & Tseng, V. (2002). Parenting of Asians. In Bornstein, M. H. (Ed.), Handbook of parenting: Vol. 4 (2nd ed.): Social conditions and applied parenting (pp. 59–93). Mahwah, NJ: Lawrence Erlbaum.
Chasiotis, A., Kiessling, F., Hofer, J., & Campos, D. (2006). Theory of mind and inhibitory control in three cultures: Conflict inhibition predicts false belief understanding in Germany, Costa Rica and Cameroon. International Journal of Behavioral Development, 30, 249–260.
Chen, X., Hastings, P. D., Rubin, K. H., Chen, H., Cen, G., & Stewart, S. L. (1998). Childrearing attitudes and behavioral inhibition in Chinese and Canadian toddlers: A crosscultural study. Developmental Psychology, 34, 677–686.
Costa, A., Hernández, M., & Sebastián-Gallés, N. (2008). Bilingualism aids conflict resolution: Evidence from the ANT task. Cognition, 106, 59–86.
Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika, 16 (3), 297–334.
Davis-Kean, P. E. (2005). The influence of parent education and family income on child achievement: The indirect role of parental expectations and the home environment. Journal of Family Psychology, 19, 294–304.
De Baene, W., Duyck, W., Brass, M., & Carreiras, M. (2015). Brain circuit for cognitive control is shared by task and language switching. Journal of Cognitive Neuroscience, 27, 1752–1765.
Diamond, A. (2013). Executive functions. Annual Review in Psychology, 64, 135–168.
Diamond, A, Barnett, W. S., Thomas, J., & Munro, S. (2007). Preschool program improves cognitive control. Science, 318 (5855), 1387–1388.
Diamond, A., Kirkham, N., & Amso, D. (2002). Conditions under which young children CAN hold two rules in mind and inhibit a prepotent response. Developmental Psychology, 38, 352–362.
Duñabeitia, J. A., Hernández, J. A., Antón, E., Macizo, P., Estévez, A., Fuentes, L. J., & Carreiras, M. (2014). The inhibitory advantage in bilingual children revisited. Experimental Psychology, 61, 234–251.
Engel de Abreu, P. M., Cruz-Santos, A., Tourinho, C. J., Martin, R., & Bialystok, E. (2012). Bilingualism enriches the poor: Enhanced cognitive control in low income minority children. Psychological Science, 23, 1364–1371.
Esposito, A. G., Baker-Ward, L., & Mueller, S. (2013). Interference suppression vs. response inhibition: An explanation for the absence of a bilingual advantage in preschoolers’ Stroop task performance. Cognitive Development, 28, 354–363.
Fan, J., McCandliss, B. D., Sommer, T., Raz, A., & Posner, M. I. (2002). Testing the efficiency and independence of attentional networks. Journal of Cognitive Neuroscience, 14, 340–347.
Fenson, L., Dale, P. S., Reznick, J. S., Thal, D., Bates, E., Hartung, J. P., Pethick, S., & Reilly, J. S. (1993). The MacArthur Communicative Development Inventories: User's Guide and Technical Manual. San Diego: Singular Publishing Group.
Fisher, A. V. (2011). Automatic shifts of attention in the Dimension Change Card Sort task: Subtle changes in task materials lead to flexible switching. Journal of Experimental Child Psychology, 108, 211–219.
Francis, N. (1999). Bilingualism, writing, and metalinguistic awareness: Oral-literate interactions between first and second languages. Applied Psycholinguistics, 20, 533–561.
Frye, D., Zelazo, P. D., & Palfai, T. (1995). Theory of mind and rule-based reasoning. Cognitive Development, 10, 483–527.
Garon, N., Bryson, S. E., & Smith, I. M. (2008). Executive function in preschoolers: A review using an integrative framework. Psychological Bulletin, 134, 31–60.
Gathercole, V. C. M., Thomas, E. M., Kennedy, I., Prys, C., Young, N., Vinas Guasch, N., Roberts, E. J., Hughes, E. K., & Jones, L. (2014). Does language dominance affect cognitive performance in bilinguals? Lifespan evidence from preschoolers through older adults on cardsorting, Simon, and metalinguistic tasks. Frontiers in Psychololgy, 5:11.
Gerstadt, C. L., Hong, Y. J., & Diamond, A. (1994). The relationship between cognition and action: Performance of children 3-and-a-half to 7-years old on a Stroop-like day-night test. Cognition, 53, 129–153.
Gold, S. (1992a). Mental health and illness in Vietnamese refugees. The Western Journal of Medicine, 157, 290–295.
Gold, S. (1992b). Vietnamese refugees: Background and characteristics. In Stanfield, J. (Ed.), Refugee Communities: A Comparative Field Study (pp. 47–66). Newbury Park, CA: Sage Publications.
Gollan, T., & Kroll, J. F. (2001). Bilingual lexical access. In Rapp, B. (Ed.), The handbook of cognitive neuropsychology: What deficits reveal about the human mind (pp. 321–345). Philadelphia, PA: Psychology Press.
Guttentag, R. E., Haith, M. M., Goodman, G. S., & Hauch, J. (1984). Semantic processing of unattended words by bilinguals: A test of the input switch mechanism. Journal of Verbal Learning & Verbal Behavior, 23, 178–188.
Haskins, W. A., & Eggleston, T. (2003). Freedom of speech: Cross-cultural perspectives in Argentina, France, Japan, Nigeria, Qatar, South Korea, and the United States. International Journal of Humanities, 1, 961–978.
He, J. & van de Vijver, F. (2012). Bias and equivalence in cross-cultural research. Online Readings in Psychology and Culture, 2 (2), 1–19.
Ho, D. Y. F. (1994). Cognitive socialization in Confucian heritage cultures. In Greenfield, Patricia M. and Cocking, Rodney R. (Eds.), Cross-cultural roots of minority child development (pp. 285–313). Hillsdale, NJ, England: Lawrence Erlbaum Associates Inc.
Ho, D. Y. F., & Chiu, C. Y. (1994). Component ideas of individualism, collectivism, and social organization: An application in the study of Chinese culture. In Kim, Uichol, Triandis, Harry C., Kâğitçibaşi, Çiğdem, Choi, Sang-Chin, and Yoon, Gene, (Eds.), Individualism and collectivism: Theory, method, and applications (pp. 137–156). Thousand Oaks, CA, US: Sage Publications, Inc.
Hofstede, G. (1980). Culture's consequences: International differences in work-related values. Beverly Hills: Sage.
Hofstede, G. (1991). Cultures and Organizations: Software of the Mind. London: McGraw-Hill.
Hofstede, G. (2001). Culture's Consequences: Comparing Values, Behaviors, Institutions and Organizations Across Nations. Thousand Oaks, CA: Sage.
John, D. & Catherine, T. MacArthur Foundation Research Network on Socioeconomic Status and Health. Retrieved from http://www.macses.ucsf.edu
Kalashnikova, M., & Mattock, K. (2014). Maturation of executive func- tioning skills in early sequential bilingualism. International Journal of Bilingual Education and Bilingualism, 17, 111–123.
Kloo, D., & Perner, J. (2005). Disentangling dimensions in the dimensional change card sorting task. Developmental Science, 8, 44–56.
Kochanska, G., Murray, K. T., & Harlan, E. T. (2000). Effortful control in early childhood: Continuity and change, antecedents, and implications for social development. Developmental Psychology, 36, 220–232.
Kochanska, G., Murray, K., Jacques, T. Y., Koenig, A. L., & Vandegeest, K. A. (1996). Inhibitory control in young children and its role in emerging internalization. Child Development, 67, 490–507.
Kroll, J. F., & Bialystok, E. (2013). Understanding the consequences of bilingualism for language processing and cognition. Journal of Cognitive Psychology, 25, 497–514.
Kroll, J. F., & Dijkstra, A. (2002). The bilingual lexicon. In Kaplan, R. (Ed.), Handbook of Applied Linguistics (pp. 301–321). Oxford: Oxford University Press.
Kopp, C. B. (1982). Antecedents of self-regulation: A developmental perspective. Developmental Psychology, 18, 199–214.
Kuwabara, M., & Smith, L. B. (2012). Cross-cultural differences in cognitive development: Attention to relations and objects. Journal of Experimental Child Psychology, 113, 20–35.
Laird, N. M., & Ware, J. H. (1982). Random-Effects Models for Longitudinal Data. Biometrics (International Biometric Society), 38 (4), 963–974.
Leon-Guerrero, S. L., Smith, S., & Luk, G. (2016). Home language usage and cognitive control in bilingual preschoolers. In Cognitive control and consequences in the multilingual mind. Amsterdam: John Benjamins Publishing.
Lillard, A. S., & Else-Quest, N. (2006). The early years: evaluating montessori. Science 313, 1893–1894.
Luk, G., Green, D. W., Abutalebi, J., & Grady, C. L. (2012). Cognitive control for language switching in bilinguals: A quantitative meta-analysis of functional neuroimaging studies. Language and Cognitive Processes, 27, 1479.1488.
Lytle, A., Brett, J. M., Barsness, Z., Tinsley, C., & Janssens, M. (1994). A paradigm for confirmatory cross-cultural research in organizational behavior. In Staw, B. M. & Cummings, L. L. (Eds.), Research in organizational behavior, Vol. 17 (pp. 167–214). Greenwich, CT: JAI Press.
Markus, H. R., & Kitayama, S. (1991). Culture and the self: Implications for cognition, emotion, and motivation. Psychological Review, 98, 224–253.
Martin-Rhee, M. M., & Bialystok, E. (2008). The development of two types of inhibitory control in monolingual and bilingual children. Bilingualism: Language and Cognition, 11 (1), 81–93.
Matsuoka, J. K. (1990). Differential acculturation among Vietnamese refugees. Social Work, 35 (4), 341–345.
McAuley, T., Christ, S. E., & White, D. A. (2011). Mapping the development of response inhibition in young children using a modified day-night task. Developmental Neuropsychology, 36, 539–551.
McLean, R. A., Sanders, W. L., & Stroup, W. W. (1991). A Unified Approach to Mixed Linear Models. The American Statistician (American Statistical Association), 45 (1), 54–64.
Mezzacappa, E. (2004). Alerting, orienting, and executive attention: Developmental properties and sociodemographic correlates in an epidemiological sample of young, urban children. Child Development, 75, 1373–1386.
Mischel, W., Ebbesen, E. B., & Zeiss, A. R. (1972). Cognitive and attentional mechanisms in delay of gratification. Journal of Personality and Social Psychology, 21, 204–218.
Miyake, A, Friedman, N. P., Emerson, M. J., Witzki, A. H., Howerter, A., & Wager, T. D. (2000). The unity and diversity of executive functions and their contributions to complex “frontal lobe” tasks: A latent variable analysis. Cognitive Psychology, 41, 49–100.
Montgomery, D. E., Anderson, M., & Uhl, E. (2008). Interference control in preschoolers: factors influencing performance on the day–night task. Infant Child Dev, 17, 457–470.
Montgomery, D. E., & Fosco, W. (2012). The effect of delayed responding on stroop-like task performance among preschoolers. The Journal of Genetic Psychology: Research and Theory on Human Development, 173, 142–157.
Morales, J., Calvo, A., & Bialystok, E. (2013). Working Memory Development in Monolingual and Bilingual Children. Journal of Experimental Child Psychology, 114, 187–202.
Moriguchi, Y., Sakata, Y., Ishibashi, M., & Ishikawa, Y. (2015). Teaching others rule-use improves executive function and prefrontal activations in young children. Frontiers in Psychology, 6: 894.
Nisbett, R. E., Peng, K., Choi, I., & Norenzayan, A. (2001). Culture and systems of thought: Holistic vs. analytic cognition. Psychological Review, 108, 291–310.
Noble, K. G., Norman, M. F., & Farah, M. J. (2005). Neurocognitive correlates of socioeconomic status in kindergarten children. Developmental Science, 8, 74–87.
Nowak, T. (1998). Vietnamese-Americans. In Purnell, L. D. & Paulanka, B. J. (Eds.), Transcultural health care: a culturally competent approach (pp. 449–477). Philadelphia: F.A. Davis Company.
Ogura, T., & Watamaki, T. (1997). Japanese Communicative Developmental Inventories: user's guide and technical manual. San Diego, CA: Singular.
Ogura, T., Yamashita, Y., Murase, T., & Dale, P. (1993). Some preliminary findings from the Japanese Early Communicative Inventory. Paper presented at the 6th International Conference for Child Language, Trieste, Italy.
Oh, S., & Lewis, C. (2008). Korean preschoolers' advanced inhibitory control and its relation to other executive skills and mental state understanding. Child Development, 79, 80–99.
Okanda, M., Moriguchi, Y., & Itakura, S. (2010). Language and cognitive shifting: Evidence from young monolingual and bilingual children. Psychological Reports, 107, 68–78.
Oller, D. K. (2005). The distributed characteristic in bilingual learning. In Cohen, J., McAlister, K. T., Rolstad, K., & MacSawn, J. (Eds.), Proceedings of the 4th International Symposium on Bilingualism (pp. 58–77). Somerville, M.A.: Cascadilla Press.
Oller, D. K., & Pearson, B. Z. (2002). Assessing the effects of bilingualism: A background. In Oller, D. K. & Eilers, R. E. (Eds.), Language and Literacy in Bilingual Children (pp. 3–21). Clevedon, UK: Multilingual Matters.
Paap, K. R., & Greenberg, Z. I. (2013). There is no coherent evidence for a bilingual advantage in executive processing. Cognitive Psychology, 66, 232–258.
Parmar, P., Harkness, S., & Super, C. M. (2004). Asian and Euro-American Parents’ Ethnotheories of Play and Learning: Effects on Pre-School Children's Home Routines and School Behavior. International Journal of Behavioral Development 28, 97–104.
Parrado, E. A., & Cerrutti, M. (2003). Labor migration between developing countries: The case of Paraguay and Argentina. International Migration Review, 37, 101–132.
Pearson, B. Z., Fernández, S. C., & Oller, D. K. (1993), Lexical Development in Bilingual Infants and Toddlers: Comparison to Monolingual Norms. Language Learning, 43, 93–120.
Phinney, J. S., Ong, A., & Madden, T. (2000). Cultural values and intergenerational value discrepancies in immigrant and non-immigrant families. Child Development, 71 (2), 528–539.
Prior, A., Goldwasser, N., Ravet-Hirsh, R., & Schwartz, M. (2016). Executive functions in bilingual children: Is there a role for language balance? In Schwieter (Ed.), Cognitive control and consequences of multilingualism: Bilingual Processing and Acquisition, 2, 323–350.
Reed, M., Pien, D. L., & Rothbart, M. K. (1984). Inhibitory self-control in preschool children. Merrill-Palmer Quarterly, 30, 131–147.
Riggs, N. R., Blair, C. B., & Greenberg, M. T. (2003). Concurrent and 2-year longitudinal relations between executive function and the behavior of 1st and 2nd grade children. Child Neuropsychology, 9, 267–276.
Sabbagh, M. A., Moses, L. J., & Shiverick, S. (2006a). Executive functioning and preschoolers’ understanding of false beliefs, false photographs, and false signs. Child Development, 77, 1034–1049.
Sabbagh, M. A., Xu, F., Carlson, S. M., Moses, L. J., & Lee, K. (2006b). The development of executive functioning and theory of mind. Psychological Science, 17, 74–81.
Sebastián-Gallés, N., Albareda-Castellot, B., Weikum, W. M., & Werker, J. F. (2012). A bilingual advantage in visual language discrimination in infancy. Psychological Science, 23 (9), 994–999.
Schwieter, J. W. (Ed.) (2016). Cognitive control and consequences of multilingualism. Amsterdam, The Netherlands/Philadelphia, PA: John Benjamins Publishing.
Simpson, A., & Riggs, K. J. (2005). Inhibitory and working memory demands of the day-night task in children. British Journal of Developmental Psychology, 23, 471–486.
Singer, J. D., & Willett, J. B. (2003). Applied longitudinal data analysis: Modeling change and event occurrence. New York: Oxford University Press.
Singh, L., Fu, C. L., Rahman, A. A., Hameed, W. B., Sanmugam, S., Agarwal, P., & . . . Rifkin-Graboi, A. (2015). Back to basics: A bilingual advantage in infant visual habituation. Child Development, 86 (1), 294–302.
Smith, M. C. (1997). How do bilinguals access lexical information? In de Groot, Annette M. B. and Kroll, Judith F. (Eds.), Tutorials in bilingualism: Psycholinguistic Perspectives (pp. 145–168). Mahwan, NJ, US: Lawrence Erlbaum Associates Publishers.
Smith, J. R., Brooks-Gunn, J., & Klebanov, P. K. (1997). Consequences of living in poverty for young children's cognitive and verbal ability and early school achievement. In Duncan, G. J. & Brooks-Gunn, J. (Eds.), Consequences of growing up poor (pp. 132–189). New York: Russell Sage Foundation.
Soliman, A. M. (2014). Bilingual advantages of working memory revisited: a latent variable examination. Learn. Individ. Differ. 32, 168–177.
Sui, D., Fouladi, R. T., & Shieh, Y. Y. (2002). General linear mixed models of longitudinal studies: Small samples, varied distributional conditions, and missing data. Proceedings of the Joint Statistical Meetings, American Statistical Association, August 11–15, New York, pp. 1026–1031.
Tare, M., & Linck, J. (2011). Exploring bilingual cognitive advantages when controlling for background variables. In 52nd Annual meeting of The Psychonomic Society, Seattle, WA.
Tobin, J., Wu, D., & Davidson, D. (1989). Preschool in Three Cultures: Japan, China, and the United States. New Haven, CT: Yale University Press.
Tran, C. D., Arredondo, M. M., & Yoshida, H. (2015). Differential effects of bilingualism and culture on early attention: A longitudinal study in the U.S., Argentina, and Vietnam. Frontiers in Psychology, 6 (795), 1–15.
Tran, C. D., & Yoshida, H. (2012 June). A Mechanistic Perspective on Conservation Task Performances. Talk presented at the 42nd Annual Conference of the Jean Piaget Society (JPS): Rethinking Cognitive Development, Toronto, Canada.
Triandis, H. C. (1994). Culture and social behavior. New York: McGraw-Hill.
Triandis, H. C. (1995). Collectivism v. individualism: A reconceptualization of a basic concept in cross-cultural social psychology. In Verma, G. K. & Bagley, C. (Eds.), Cross-cultural studies of personality, attitudes and cognition (pp. 60–95). London: Macmillan.
Triandis, H. C. (1999). Cross-cultural psychology. Asian Journal of Social Psychology, 2, 127–143.
Umbel, V. M., Pearson, B. Z., Fernandez, M. C., & Oller, D. K. (1992). Measuring bilingual children's receptive vocabularies. Child Development, 63, 1012–1020.
Van de Vijver, F., & Tanzer, N. K. (2004). Bias and equivalence in cross-cultural assessment: An overview. European Review of Psychological Application, 54, 119–135.
Varnum, M. E. W., Grossmann, I., Kitayama, S., & Nisbett, R. E. (2009). The origin of cultural differences in cognition: The social orientation hypothesis. Current Directions in Psychological Science, 1–5.
Vuong, G. T. (1976). Getting to Know the Vietnamese and their Culture. New York: Frederick Ungar Publishing Company.
Vygotsky, L. S. (1962). Thought and language. Cambridge, MA: MIT press.
Vygotsky, L. S. (1967). Play and its role in the mental development of the child. Sov. Psychol. 5, 6–18.
Welsh, M. C., Pennington, B. F., & Groisser, D. B. (1991). A normative-developmental study of executive function: A window of prefrontal function in children. Developmental Neuropsychology, 7, 131–149.
Wimmer, M. C., & Marx, C. (2014). Inhibitory processes in visual perception: A bilingual advantage. Journal Of Experimental Child Psychology, 126 412–419.
Witkin, H. A., & Berry, J. W. (1975). Psychological differentiation in cross-cultural perspective. Journal of Cross Cultural Psychology, 1, 5–87.
Wu, D. Y. H. (1996). Parental control: Psychocultural interpretations of Chinese patterns of socialization. In Lau, S. (Ed.), Growing up the Chinese way (pp. 1–68). Hong Kong: Chinese University of Hong Kong Press.
Yang, S., & Yang, H. (2016). Bilingual effects on deployment of the attention system in linguistically and culturally homogeneous children and adults. Journal of Experimental Child Psychology, 146, 121–136.
Yang, S., Yang, H., & Lust, B. (2011). Early childhood bilingualism leads to advances in executive attention: Dissociating culture and language. Bilingualism: Language and Cognition, 14, 412–422.
Yoshida, H., Tran, C. D., Benitez, V., & Kuwabara, M. (2011). Inhibition and adjective learning in bilingual and monolingual children. Frontiers in Psychology, 2, 1–14.
Yow, W. Q., Li, X., Lam, S., Gliga, T., Chong, Y. S., Kwek, K., & Broekman, B. P. (2017). A bilingual advantage in 54-month-olds’ use of referential cues in fast mapping. Developmental Science, 20 (1), 1–15.
Yow, W. Q., & Markman, E. M. (2015). A bilingual advantage in how children integrate multiple cues to understand a speaker's referential intent. Bilingualism: Language And Cognition, 18 (3), 391–399.
Zelazo, P. D., Carter, A., Reznick, J. S., & Frye, D. (1997). Early development of executive function: A problem-solving framework. Review of General Psychology, 1, 198–226.
Zelazo, P. D., Frye, D., & Rapus, T. (1996). An age-related dissociation between knowing rules and using them. Cognitive Development, 11 (1), 37–63.
Zelazo, P. D., Muller, U., Frye, D., & Marcovitch, S. (2003). The development of executive function in early childhood. Monographs of the Society for Research in Child Development, 68 (3, Serial No. 274).