Aims and objectives:

The paper describes a study whose objective was to find whether there are any differences in inhibitory control measured with the Stroop test between Swedish early childhood (EC) monolingual and EC (bi-) multilingual university students in the language which is not their EC language and whether one can observe a relationship between the perceived proficiency in the subjects’ mother tongues and their Stroop Effect.

Methodology:

The analyses were conducted on a cohort of 105 students (41 EC monolinguals and 64 EC multilinguals) who took the Stroop test, the results of which (Stroop Effect) were compared for both the groups. A comparison was also made for multilinguals’ perceived proficiency in their mother tongues.

Data and analysis:

The data obtained via questionnaires and from a computerized version of the Stroop test were compared for EC monolinguals/EC multilinguals and evaluated statistically.

Findings/conclusion:

The results show no statistically significant difference in the inhibitory control measured by the Stroop test between the EC monolinguals and EC multilinguals. The only significant difference the analysis found between the groups is in reaction times, as the EC multilinguals reacted faster in both congruent and incongruent conditions. The analysis conducted among the EC multilinguals does not indicate any relationship between the perceived proficiency in their mother tongues and Stroop effect.

Originality and implication:

The findings contribute to a recent debate questioning cognitive early adulthood advantages of being an EC multilingual. Unlike the majority of other studies investigating inhibitory control, the Stroop test in this study was conducted in young adults and in the language (learnt at school and through extracurricular activities) in which all the students were on approximately the same proficiency level. The findings also bear relevance to future research on the relationship between inhibitory control and academic performance in young adults.