Alzheimer's & dementia (Amsterdam, Netherlands) · 2026
Multilingual characteristics and cognition among older adults in India.
СтатьяНазвание и аннотация: Перевод в очереди
Обработка статьи · этапы, ошибки и управление
Загрузка состояния…
Ошибки и ограничения
История · было → стало
Состояние обновляется каждые 5 секунд, пока блок открыт. Процент показывается только там, где известен объём работы. Пауза останавливает продолжение этапа; текущий запрос к источнику может завершиться.
Arce Rentería Miguel, Strangmann Iris M, Khobragade Pranali, Snider Madeleine G, Petrosyan Sarah, Narayanan Shrikanth, Meijer Erik, Nichols Emma, Aksman Leon M, Lee Jinkook
Аннотация
INTRODUCTION: Leveraging the Longitudinal Aging Study in India-Diagnostic Assessment of Dementia (LASI-DAD), we describe the linguistic profile of multilingual older Indian adults and the association of second language (L2) age of acquisition (AoA), proficiency, and daily use with cognition.
METHODS: Participants (N = 492) completed a language history questionnaire and cognitive battery assessing executive functioning, memory, and language. Models were stratified by education and adjusted for sociodemographic factors.
RESULTS: While L1s varied, the most common L2 was Hindi. Most participants acquired L2 during childhood and reported high understanding and speaking proficiencies. Acquisition location, language use, and reading/writing proficiencies differed by education. L2 proficiency was associated with executive functioning among those with (β = 0.09,[0.01,0.19]) and without (β = 0.07,[0.01,0.13]) formal schooling. Early AoA was associated with better language abilities (β = 0.36,[0.001,0.72]) among those without formal schooling.
DISCUSSION: In India, multilingualism is heterogenous across educational levels. Aspects of multilingualism were associated with cognition but differed by educational background.
METHODS: Participants (N = 492) completed a language history questionnaire and cognitive battery assessing executive functioning, memory, and language. Models were stratified by education and adjusted for sociodemographic factors.
RESULTS: While L1s varied, the most common L2 was Hindi. Most participants acquired L2 during childhood and reported high understanding and speaking proficiencies. Acquisition location, language use, and reading/writing proficiencies differed by education. L2 proficiency was associated with executive functioning among those with (β = 0.09,[0.01,0.19]) and without (β = 0.07,[0.01,0.13]) formal schooling. Early AoA was associated with better language abilities (β = 0.36,[0.001,0.72]) among those without formal schooling.
DISCUSSION: In India, multilingualism is heterogenous across educational levels. Aspects of multilingualism were associated with cognition but differed by educational background.