Abutalebi, J., & Green, D. W. (2008). Control mechanisms in bilingual language production: Neural evidence from language switching studies. Language and Cognitive Processes, 23, 557–582.
Akhtar, N., & Menjivar, J. A. (2012). Cognitive and linguistic correlates of early exposure to more than one language. Advances in Child Development and Behavior, 42, 41–78.
Ardila, A., Rosselli, M., Matute, E., & Guajardo, S. (2005). The influence of the parents’ educational level on the development of executive functions. Developmental Neuropsychology, 28, 539–560.
Barac, R., & Bialystok, E. (2012). Bilingual effects on cognitive and linguistic development: Role of language, cultural background, and education. Child Development, 83, 413–422.
Bialystok, E. (1999). Cognitive complexity and attentional control in the bilingual mind. Child Development, 70, 636–644.
Bialystok, E., & Barac, R. (2012). Emerging bilingualism: Dissociating advantages for metalinguistic awareness and executive control. Cognition, 122, 67–73.
Bialystok, E., & Martin, M. (2004). Attention and inhibition in bilingual children: Evidence from the dimensional change card sort task. Developmental Science, 7, 325–339.
Bialystok, E., & Viswanathan, M. (2009). Components of executive control with advantages for bilingual children in two cultures. Cognition, 112, 494–500.
Blume, M., Yang, S., & Lust, B. (2014). Virtual Linguistics Lab Child Multilingualism Questionnaire. Ms., Cornell University.
Bokhorst-Heng, W. (1998). Language planning and management in Singapore. In Foley, J. A., Kandiah, Bao Zhiming, T., Gupta, A. F., Alsagoff, L., Lick, Ho Chee, Wee, L., Talib, I. S. & Bokhorst-Heng, W. (eds.), English in new cultural contexts: Reflections from Singapore, pp. 287–309. Oxford: Oxford University Press.
Bradley, R. H. (1994). The HOME Inventory: Review and reﬂections. In Reese, H. (eds.), Advances in child development and behavior, pp. 241–288. San Diego, CA: Academic Press.
Bradley, R. H., & Corwyn, R. F. (2002). Socioeconomic status and child development. Annual Review of Psychology, 53, 371–399.
Bronfenbrenner, U. (1999). Environments in developmental perspective: Theoretical and operational models. In Friedman, S. L. & Wachs, T. D. (eds.), Measuring environment across the life span: Emerging methods and concepts, pp. 3–28. Washington, DC: American Psychological Association Press.
Carlson, S., & Meltzoff, A. (2008). Bilingual experience and executive functioning in young children. Developmental Science, 11, 282–298.
Cavallaro, F., & Serwe, S. K. (2010). Language use and language shift among Malays in Singapore. Applied Linguistics Review, 1, 129–170.
Costa, A., Hernández, M., & Sebastián-Gallés, N. (2008). Bilingualism aids conflict resolution: Evidence from the ANT task. Cognition, 106, 59–86.
Dixon, L.Q. (2003). The bilingual education policy in Singapore: Implications for second language acquisition. In J. Cohen, K. T. McAlister, K. Rolstad & J. MacSwan (eds.), Proceedings of the 4th International Symposium on Bilingualism, pp. 625–635. Somerville, MA: Cascadilla Press.
Dunn, L. M., Dunn, L. L., & Dunn, D. M. (2006). Peabody Picture Vocabulary Test – Fourth Edition examiner's manual and norms booklet. Circle Pines, MN: American Guidance Service.
Engel de Abreu, P. M. J., Cruz-Santos, A., Martin, R., & Bialystok, E. (2012). Bilingualism enriches the poor. Psychological Science, 23, 1364–1371.
Ensminger, M. E., & Fothergill, K. (2003). A decade of measuring SES: What it tells us and where to go from here. In Bornstein, M. H. & Bradley, R. H. (eds.), Socioeconomic status, parenting, and child development (Monographs in Parenting Series), pp. 13–27. Mahwah, NJ: Lawrence Erlbaum.
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.
Foley, J. A. (1998). Code-switching and learning among young children in Singapore. International Journal of the Sociology of Language, 130, 129–150.
Gathercole, V. C. M., Thomas, E. M., Jones, L., Guasch, N. V., Young, N., & Hughes, E. K. (2010). Cognitive effects of bilingualism: Digging deeper for the contributions of language dominance, linguistic knowledge, socio-economic status and cognitive abilities. International Journal of Bilingual Education and Bilingualism, 13, 617–664.
Hilchey, M. D., & Klein, R. M. (2011). Are there bilin-gual advantages on nonlinguistic interference tasks? Imp-lications for the plasticity of executive control pro-cesses. Psychonomic Bulletin Review, 18, 625–658.
Hughes, C., & Ensor, R. (2005). Executive function and theory of mind in 2 year olds: A family affair?
Developmental Neuropsychology, 28, 645–668.
Kang, C. K. (2009). Tracing the etiology of discrepancies: When socioeconomic and literacy effects are considered in the bilingual advantage of executive attention. Honors thesis, Singapore Management University.
Kaufman, A. S., & Kaufman, N. L. (2004). Kaufman Brief Intelligence Test – Second Edition. Circle Pines, MN: American Guidance Service, Inc.
Kovács, A., & Mehler, J. (2009). Cognitive gains in 7-month-old bilingual infants. Proceedings of the National Academy of Sciences, 106, 6556–6560.
Leimgruber, J. R. E. (2013). Singapore English: Structure, variation, and usage (Studies in English Language). Cambridge: Cambridge University Press.
Lewis, C., Koyasu, M., Oh, S., Ogawa, A., Short, B., & Huang, Z. (2009). Culture, executive function, and social understanding. New Directions in Child and Adolescent Development, 123, 69–85.
Lipina, S. J., Martelli, M. I., Vuelta, B., & Colombo, J. A. (2005). Performance on the A-not-B task of Argentinean infants from unsatisfied and satisfied basic needs homes. Interamerican Journal of Psychology, 39, 49–60.
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.
Mcloyd, V. C. (1998). Socioeconomic disadvantage and child development. American Psychologist, 53, 185–204.
Morton, J. P., & Harper, S. N. (2007). What did Simon say? Revisiting the bilingual advantage. Developmental Science, 10, 719–726.
Mutalib, H. (2005). Singapore Muslims: The quest for identity in a modern city-state. Journal of Muslim Minority Affairs, 25, 53–72.
Mutalib, H. (2011). The Singapore minority dilemma. Asian Survey, 51, 1156–1171.
Noble, K. G., Norman, M. F., & Farah, M. J. (2005). The neurocognitive correlates of a socioeconomic status in kindergarten children. Developmental Science, 8, 74–87.
Noble, K. G., McCandliss, B. D., & Farah, M. J. (2007). Socioeconomic background predicts individual differences in neurocognitive abilities. Developmental Science, 10, 464–480.
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.
Paap, K. R., & Greenberg, Z. I. (2013). There is no coherent evidence for a bilingual advantage in executive processing. Cognitive Psychology, 66, 232–258.
Patterson, J. L. (2002). Relationships of expressive vocabulary to frequency of reading and television experience among bilingual toddlers. Applied Psycholinguistics, 23, 493–508.
Posner, M. I., & Fan, J. (2004). Attention as an organ system. In Pomerantz, J. & Crair, Michael C. (eds.), Topics in integrative neuroscience: From cells to cognition, pp. 31–61. Cambridge: Cambridge University Press.
Posner, M. I., & Petersen, S. E. (1990). The attention systems of the human brain. Annual Review of Neuroscience, 13, 25–42.
Posner, M. I., & Rothbart, M. K. (2007). Research on attention networks as a model for the integration of psychological science. Annual Review of Psychology, 58, 1–23.
Rueda, M. R., Fan, J., McCandliss, B. D., Halparin, J. D., Gruber, D. B., Lercari, L. P., & Posner, M. I. (2004). Development of attentional networks in childhood. Neuropsychologia, 42, 1029–1040.
Rueda, M. R., Rothbart, M. K., McCandliss, B. D., Saccomanno, L., & Posner, M. I. (2005). Training, maturation, and genetic influences on the development of executive attention. Proceedings of the National Academy of Sciences of the United States of America, 102, 14931–14936.
Sabbagh, M. A., Xu, F., Carlson, S. M., Moses, L. J., & Lee, K. (2006). The development of executive functioning and theory of mind: A comparison of Chinese and U.S. preschoolers. Psychological Science, 17, 74–80.
Stroud, C. (2007). Multilingualism in ex-colonial countries. In Auer, P. & Wei, Li (eds.), Handbook of multilingualism and multilingual communication, 509–538. Berlin & New York: Mouton de Gruyter.
Tobin, J. J., Wu, D. Y. H., & Davidson, D. H. (1989). Preschool in three cultures. New Haven, CT: Yale University Press.
Townsend, J. T., & Ashby, F. G. (1978). Methods of modeling capacity in simple processing systems. In Castellan, J. & Restle, F. (eds.), Cognitive theory (vol. III), pp. 200–239. Hillsdale, NJ: Lawrence Erlbaum.
Videsott, G., Della Rosa, P. A., Wiater, W., Franceschini, R., & Abutalebi, J. (2012). How does linguistic competence enhance cognitive functions in children? A study in multilingual children with different linguistic competences. Bilingualism: Language and Cognition, 15, 884–895.
White, K. R. (1982). The relation between socioeconomic status and academic achievement. Psychological Bulletin, 91, 461–481.
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.
Yim, O., & Bialystok, E. (2012). Degree of conversational code-switching enhances verbal task switching in Cantonese–English bilinguals. Bilingualism: Language and Cognition, 15, 873–883.