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Being bilingual has been linked to a number of cognitive benefits. Research has studied how a bilingual individual's L1 first language (L1) and second language (L2) interact, and has shown that both languages have an influence on the function of one another, and possibly on cognitive function outside of language. Some research on linguistic development, perception, and attentional and inhibitory control has suggested that bilinguals can benefit from significant cognitive advantages over monolingual peers in various settings. However, there is some disagreement over how these findings should be interpreted. A systematic review of studies carried out between 1999 and 2012 found that the evidence for cognitive advantages is mixed and that reporting may be subject to publication bias which has given a distorted view of the evidence. During the history of research into the cognitive advantages of bilingualism, the view shifted from a subtractive to an additive perspective; that is from believing that being bilingual detracts from one's abilities to believing that being bilingual adds to an individual's abilities. A bilingual can be defined as an individual that is exposed to two languages simultaneously from a young age (under 3), although the definition may vary slightly depending on the studies being presented and their sample selection processes. Several definitions have been given in the literature for bilingualism, for example, either individuals that are learners of another language irrespective of proficiency, or individuals that are equally proficient in both languages. ==History== Before the 1960s research on bilingual individuals was varied but with a specific pattern of conclusions, namely that being bilingual was detrimental to a child's linguistic and cognitive development, and put the individual at a disadvantage compared to monolingual peers. The general opinion was that bilinguals would have smaller vocabularies, stunted general cognitive abilities and that children learning two languages from a young age would be spending too much of their energy differentiating and building the two languages to become competent in either one. Studies referred to the “problem of bilingualism” the “handicapping influence of bilingualism” and reported that bilinguals performed worse in IQ tests, had smaller vocabularies, and suffered in most aspects of language development, as revealed mostly through verbal IQ tests.〔 However, these studies suffered from several methodological problems that undermined the soundness of their conclusions: These studies employed unstandardized and subjective definitions of bilingualism and of a bilingual individual (''e.g.'', labeling a person as bilingual or monolingual through assumptions based on the national origin of that person's parents or even based on that person's family name), raising the concern that there is no way of determining whether their samples were truly representative of a bilingual population; they did not control for socioeconomic status (SES); and many of them administered verbal-intelligence tests to non-proficient speakers of a second language in that second language.〔 In 1962, Peal and Lambert published a study which brought to light the importance of controlling for such factors as age, sex, and SES, as well as of having a standardised measure for bilingualism, when selecting a sample of bilinguals to be studied. In their study where they carefully matched their bilingual to their monolingual participants, they found that the bilinguals showed significant advantages over the monolinguals in both verbal and non-verbal tests, especially in non-verbal tests that required more mental flexibility. Since then, the literature has consistently found advantages of bilinguals over matched monolingual peers in several aspects of language development and ability, as well as in more general areas of aptitude such as perception and executive functioning. 抄文引用元・出典: フリー百科事典『 ウィキペディア（Wikipedia）』 ■ウィキペディアで「Cognitive advantages of bilingualism」の詳細全文を読む スポンサード リンク
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