Roberto Filippi
Biographic Data
| ID | 5008652 |
|---|---|
| NAME | Roberto Filippi |
| GIVEN NAMES | Roberto |
| FAMILY NAME | Filippi |
| SIGNATURE | FILIPPI R |
| AFFILIATIONS | University College London |
| ORCID | 0000-0003-4251-3093 |
| VERIFIED | Yes |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 16 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Exploring the cognitive interplay between multilingualism, inhibitory control and mind wandering
This study examined whether self-assessed multilingual proficiency and use of additional languages predict individual differences in inhibitory control (IC) and mind wandering (MW) among UK university students. Sixty-five participants completed a Go/No-Go task measuring response inhibition and the BMW-3 questionnaire, which assessed unintentional, intentional and meta-awareness dimensions of MW. Multilingualism was operationalised using a continu…
Effects of Italian/English bilingual education on cognitive development: A pilot study
Aims and Objectives/Purpose/Research Questions: This pilot study examined the effects of Italian/English bilingual education on cognitive development. Specifically, it investigated whether biliteracy—the ability to read and write in two languages—offers new insight into the relationship between language and cognition, and whether it supports specific cognitive advantages. Design/Methodology/Approach: Twenty-six children aged 9 to 10 were tested a…
Does language shape the way we think? A review of the foreign language effect across domains
Purpose and research question: This review investigates the influence of the foreign language effect (FLE) on moral decision-making, risk aversion, and causality perception. Recent research indicates that bilinguals employ different decision-making strategies according to the language in use (first vs. second language). Methodology: Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol, we conducted a …
Bicultural bilinguals: Juggling languages, shifting ‘personalities’, destroying barriers
Purpose and research questions: Despite the amount of existing work about bilingualism and some interesting studies about biculturalism, research somehow lacks interest in considering these two aspects as one big reality, bicultural bilingualism. The aim of this article is to bridge the gap between the linguistic and the cultural components that build bicultural bilinguals and to show the importance of taking into account these two components tog…
The impact of multilingualism and socio-economic status on academic performance: Evidence from the SCAMP and the national pupil databases
Beyond the foreign language effect: Unravelling the Impact of L2 Proficiency on Rationality
This study investigated the impact of reading statements in a second language (L2) versus the first language (L1) on core knowledge confusion (CKC), superstition, and conspiracy beliefs. Previous research on the Foreign Language Effect (FLE) suggests that using an L2 elicits less intense emotional reactions, promotes rational decision-making, reduces risk aversion, causality bias and superstition alters the perception of dishonesty and crime, and…
Modulating bilingual language production and cognitive control: How Bilingual Language Experience Matters
The Adaptive Control Hypothesis and the Control Process Model propose that bilingual language use in different interactional contexts requires control processes that can adapt in different ways to linguistic demands. This study explored the effects of language experience on cognitive flexibility and inhibition among 41 Chinese–English bilingual adults. In particular, it aimed to investigate the relationship between spontaneous language production…
Teaching Bilingually: Unlocking the Academic and Cognitive Potential—Teachers’ Insights
Recent quantitative research on bilingual education suggests beneficial academic outcomes for pupils regardless of socio-economic status (SES). Bilingual education in England, a relatively novel phenomenon, may be better understood from teachers’ perspectives; however, there is a paucity of qualitative research in this area. To fill the gap, the present study explores the unique perspective of a sample of bilingual schoolteachers regarding the ch…
The Foreign Language Effect on Tolerance of Ambiguity
Previous research has shown that bilingual speakers may be more tolerant to ambiguity, they might perceive situations of ambiguity more interesting, challenging and desirable (e.g., Dewaele & Li, 2013). To our knowledge, no data are available addressing the question whether the language in use can have an effect on the personality trait of tolerance of ambiguity (ToA). This study investigated whether and how reading statements in a second languag…
A cross-sectional developmental approach to bilingualism: Exploring neurocognitive effects across the lifespan
This article summarises over ten years of research on the effects of multilanguage acquisition on cognitive development (and decline) across the lifespan conducted by our lab. We adopted a developmental approach to research on bilingualism with the aim of building developmental trajectories of components of executive functions and metacognition. We examined the performance of over 900 individuals from the age of 8–80 years, half of them multiling…
Modulating effects of interactional contexts on bilinguals’ cognitive control: Evidence for the Adaptive Control Hypothesis
Aims and Objects: The Adaptive Control Hypothesis (ACH) proposed that different interactional contexts place different demands on cognitive processes for bilinguals. However, how cognitive control processes dynamically adapt to comprehending and producing languages in different interactional contexts is still poorly understood. This study investigated how different language interactional contexts (i.e., single-language, dual-language, and dense c…
The effects of habitual code-switching in bilingual language production on cognitive control
This study explored how bilingual code-switching habits affect cognitive shifting and inhibition. Habitual code-switching from 31 Mandarin–English bilingual adults were collected through the Language and Social Background Questionnaire (Anderson, Mak, Keyvani Chahi & Bialystok, 2018) and the Bilingual Switching Questionnaire (Rodriguez-Fornells, Krämer, Lorenzo-Seva, Festman & Münte, 2012). All participants performed verbal and nonverbal switchin…
Modulatory effects of SES and multilinguistic experience on cognitive development: A longitudinal data analysis of multilingual and monolingual adolescents from the SCAMP cohort
Previous research has shown that cognitive development is sensitive to socio-economic status (SES) and multilinguistic experiences. However, these effects are difficult to disentangle and SES may modulate the effects of multilingualism. The present study used data from a large cohort of pupils who took part in the Study of Cognition, Adolescents and Mobile Phones (SCAMP) at ages 11-12 (T1) and 13-15 years old (T2). Cognitive measures were derived…
Developmental trajectories of control of verbal and non-verbal interference in speech comprehension in monolingual and multilingual children
A developmental approach to bilingual research: The effects of multi-language experience from early infancy to old age
Aims and objectives: In this commentary article we consider the benefits of adopting a neuroconstructivist approach in the study of bilingualism in order to promote empirical and theoretical progress on the fiercely debated issue of whether bilingualism confers genuine cognitive advantages. Significance/implications: Although there is a general consensus that exposure to multilingual environments does not impair cognitive development, there are s…
Progressive modularization: Reframing our understanding of typical and atypical language development
The ability to acquire language is a critical part of human development. Yet there is no consensus on how the skill emerges in early development. Does it constitute an innately-specified, language-processing module or is it acquired progressively? One of Annette Karmiloff-Smith’s (1938–2016) key contributions to developmental science addresses this very question. Karmiloff-Smith persistently maintained that the process of development itself const…
Beyond the foreign language effect: Unravelling the Impact of L2 Proficiency on Rationality
This study investigated the impact of reading statements in a second language (L2) versus the first language (L1) on core knowledge confusion (CKC), superstition, and conspiracy beliefs. Previous research on the Foreign Language Effect (FLE) suggests that using an L2 elicits less intense emotional reactions, promotes rational decision-making, reduces risk aversion, causality bias and superstition alters the perception of dishonesty and crime, and…
Modulating bilingual language production and cognitive control: How Bilingual Language Experience Matters
The Adaptive Control Hypothesis and the Control Process Model propose that bilingual language use in different interactional contexts requires control processes that can adapt in different ways to linguistic demands. This study explored the effects of language experience on cognitive flexibility and inhibition among 41 Chinese–English bilingual adults. In particular, it aimed to investigate the relationship between spontaneous language production…
Progressive modularization: Reframing our understanding of typical and atypical language development
The ability to acquire language is a critical part of human development. Yet there is no consensus on how the skill emerges in early development. Does it constitute an innately-specified, language-processing module or is it acquired progressively? One of Annette Karmiloff-Smith’s (1938–2016) key contributions to developmental science addresses this very question. Karmiloff-Smith persistently maintained that the process of development itself const…
A developmental approach to bilingual research: The effects of multi-language experience from early infancy to old age
Aims and objectives: In this commentary article we consider the benefits of adopting a neuroconstructivist approach in the study of bilingualism in order to promote empirical and theoretical progress on the fiercely debated issue of whether bilingualism confers genuine cognitive advantages. Significance/implications: Although there is a general consensus that exposure to multilingual environments does not impair cognitive development, there are s…
Developmental trajectories of control of verbal and non-verbal interference in speech comprehension in monolingual and multilingual children
The effects of habitual code-switching in bilingual language production on cognitive control
This study explored how bilingual code-switching habits affect cognitive shifting and inhibition. Habitual code-switching from 31 Mandarin–English bilingual adults were collected through the Language and Social Background Questionnaire (Anderson, Mak, Keyvani Chahi & Bialystok, 2018) and the Bilingual Switching Questionnaire (Rodriguez-Fornells, Krämer, Lorenzo-Seva, Festman & Münte, 2012). All participants performed verbal and nonverbal switchin…
Modulatory effects of SES and multilinguistic experience on cognitive development: A longitudinal data analysis of multilingual and monolingual adolescents from the SCAMP cohort
Previous research has shown that cognitive development is sensitive to socio-economic status (SES) and multilinguistic experiences. However, these effects are difficult to disentangle and SES may modulate the effects of multilingualism. The present study used data from a large cohort of pupils who took part in the Study of Cognition, Adolescents and Mobile Phones (SCAMP) at ages 11-12 (T1) and 13-15 years old (T2). Cognitive measures were derived…
A cross-sectional developmental approach to bilingualism: Exploring neurocognitive effects across the lifespan
This article summarises over ten years of research on the effects of multilanguage acquisition on cognitive development (and decline) across the lifespan conducted by our lab. We adopted a developmental approach to research on bilingualism with the aim of building developmental trajectories of components of executive functions and metacognition. We examined the performance of over 900 individuals from the age of 8–80 years, half of them multiling…
Modulating effects of interactional contexts on bilinguals’ cognitive control: Evidence for the Adaptive Control Hypothesis
Aims and Objects: The Adaptive Control Hypothesis (ACH) proposed that different interactional contexts place different demands on cognitive processes for bilinguals. However, how cognitive control processes dynamically adapt to comprehending and producing languages in different interactional contexts is still poorly understood. This study investigated how different language interactional contexts (i.e., single-language, dual-language, and dense c…
Teaching Bilingually: Unlocking the Academic and Cognitive Potential—Teachers’ Insights
Recent quantitative research on bilingual education suggests beneficial academic outcomes for pupils regardless of socio-economic status (SES). Bilingual education in England, a relatively novel phenomenon, may be better understood from teachers’ perspectives; however, there is a paucity of qualitative research in this area. To fill the gap, the present study explores the unique perspective of a sample of bilingual schoolteachers regarding the ch…
The Foreign Language Effect on Tolerance of Ambiguity
Previous research has shown that bilingual speakers may be more tolerant to ambiguity, they might perceive situations of ambiguity more interesting, challenging and desirable (e.g., Dewaele & Li, 2013). To our knowledge, no data are available addressing the question whether the language in use can have an effect on the personality trait of tolerance of ambiguity (ToA). This study investigated whether and how reading statements in a second languag…
Effects of Italian/English bilingual education on cognitive development: A pilot study
Aims and Objectives/Purpose/Research Questions: This pilot study examined the effects of Italian/English bilingual education on cognitive development. Specifically, it investigated whether biliteracy—the ability to read and write in two languages—offers new insight into the relationship between language and cognition, and whether it supports specific cognitive advantages. Design/Methodology/Approach: Twenty-six children aged 9 to 10 were tested a…
Does language shape the way we think? A review of the foreign language effect across domains
Purpose and research question: This review investigates the influence of the foreign language effect (FLE) on moral decision-making, risk aversion, and causality perception. Recent research indicates that bilinguals employ different decision-making strategies according to the language in use (first vs. second language). Methodology: Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol, we conducted a …
Bicultural bilinguals: Juggling languages, shifting ‘personalities’, destroying barriers
Purpose and research questions: Despite the amount of existing work about bilingualism and some interesting studies about biculturalism, research somehow lacks interest in considering these two aspects as one big reality, bicultural bilingualism. The aim of this article is to bridge the gap between the linguistic and the cultural components that build bicultural bilinguals and to show the importance of taking into account these two components tog…
The impact of multilingualism and socio-economic status on academic performance: Evidence from the SCAMP and the national pupil databases
Beyond the foreign language effect: Unravelling the Impact of L2 Proficiency on Rationality
This study investigated the impact of reading statements in a second language (L2) versus the first language (L1) on core knowledge confusion (CKC), superstition, and conspiracy beliefs. Previous research on the Foreign Language Effect (FLE) suggests that using an L2 elicits less intense emotional reactions, promotes rational decision-making, reduces risk aversion, causality bias and superstition alters the perception of dishonesty and crime, and…
Modulating bilingual language production and cognitive control: How Bilingual Language Experience Matters
The Adaptive Control Hypothesis and the Control Process Model propose that bilingual language use in different interactional contexts requires control processes that can adapt in different ways to linguistic demands. This study explored the effects of language experience on cognitive flexibility and inhibition among 41 Chinese–English bilingual adults. In particular, it aimed to investigate the relationship between spontaneous language production…
Exploring the cognitive interplay between multilingualism, inhibitory control and mind wandering
This study examined whether self-assessed multilingual proficiency and use of additional languages predict individual differences in inhibitory control (IC) and mind wandering (MW) among UK university students. Sixty-five participants completed a Go/No-Go task measuring response inhibition and the BMW-3 questionnaire, which assessed unintentional, intentional and meta-awareness dimensions of MW. Multilingualism was operationalised using a continu…
Psychology (13 works) · Cognition (10 works) · Neuroscience of multilingualism (10 works) · Linguistics (9 works) · Cognitive psychology (8 works) · Neurobiology of Language and Bilingualism (8 works) · Language Development and Disorders (7 works) · Reading and Literacy Development (7 works) · Computer Science (6 works) · Developmental psychology (5 works)