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MINI REVIEW article

Front. Lang. Sci.
Sec. Bilingualism
Volume 3 - 2024 | doi: 10.3389/flang.2024.1471133

Examining functional Near-Infrared Spectroscopy as a tool to study brain function in bilinguals

Provisionally accepted
  • 1 School of Psychology, University of Reading, Reading, United Kingdom
  • 2 Cognitive Science Center, Nebrija University, Madrid, Asturias, Spain

The final, formatted version of the article will be published soon.

    There is increasing evidence that using more than one languages has significant effects on brain function. These effects have been observed in the developing, adult and ageing brain, and have been suggested to have implications for cognitive and brain decline in bilinguals and multilinguals. Aside from extensive investigations with behavioral methods, such effects are now commonly investigated with functional neuroimaging methods, mostly functional Magnetic Resonance Imaging (fMRI) and electroencephalography (EEG). A relatively underused method in the field is functional Near-Infrared Spectroscopy (fNIRS), which carries several advantages over more established methods, including being appropriate for use with infants and children, but also with older and diseased samples. This paper provides an overview of the method and an account of how it has been used in the field of bilingual cognition. It concludes with suggestions of how the method can be best utilized in future research, highlighting it as a method with a strong potential for updating existing theories on the effects of bilingualism on brain function.

    Keywords: bilingualism, fNIRS, brain function, Brain Development, brain decline, executive functions, Resting state brain activity, Functional Neuroimaging

    Received: 26 Jul 2024; Accepted: 07 Oct 2024.

    Copyright: © 2024 Pliatsikas. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

    * Correspondence: Christos Pliatsikas, School of Psychology, University of Reading, Reading, United Kingdom

    Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.