The establishment of international cooperative universities presents a unique challenge for educators and administrators due to cultural differences in practices around academic integrity. This is especially relevant in the context of Sino-foreign universities due to increased tolerance and decreased training concerning plagiarism in Chinese education. For many students enrolled in these universities, knowledge of academic integrity may be bound to the English language. Informed by research on the Foreign Language Effect, the present study investigated whether Mandarin-English bilingual university students (n = 106) respond differently to academic integrity dilemmas based on the language of presentation. Most interestingly, we identified a modulatory role of English proficiency with higher levels associated with a lower likelihood of plagiarism when dilemmas were presented in English. Additional findings suggest that separable dimensions of English experience interact to modulate responses to academic integrity dilemmas.

A considerable number of studies have investigated whether speaking two languages improves executive function. Results, while controversial, have highlighted the influence of second language proficiency on the emergence of these cognitive advantages. To date, few studies have investigated whether other related linguistic experiences, such as dialect use, confer similar advantages. The diverse range of dialects found across the People’s Republic of China provide ideal conditions under which to explore this question. Using a heterogeneous sample of Mandarin-English bilingual, bidialectal young adults (n = 73), the present study investigated whether differences in self-reported dialect proficiency impacted on Simon Task performance. While results showed reduced Simon effects associated with higher reported dialect proficiency, it was a consequence of slower performance on congruent trials, not improved performance on incongruent trials. The observed reduction in facilitation from congruent trials associated with higher reported dialect proficiency suggests a cognitive disadvantage, but merits further investigation.

The question of whether bilingual language experience confers a cognitive advantage remains open. Controversy arises from assertions that putative advantages can instead be explained by differences in culture, socioeconomic class, or immigration status, as well as the classification of bilingual experience as a fixed variable rather than a random effect. The present study addresses these issues by assessing the impact of variability in English (L2) language experience on executive function in a group of Mandarin-English speakers (n = 41) from Shenzhen. Participants reported on demographic details, language history, perceived stress, and performed a Simon task online. Data were analysed using Linear Mixed Effects (LME) models to test for individual differences on Simon task performance. Results showed higher levels of L2 proficiency were associated with reduced Simon effects, suggesting a cognitive advantage.

Investigation of the relationship between cognitive function and academic performance has recently pivoted from differences in intelligence to executive function. To date, these studies have focused disproportionately on samples recruited from Western countries, despite evidence in support of cultural differences in these putative relationships. To address this gap, the present study investigated whether differences in inhibitory and/or attentional control could predict academic performance in a sample of Chinese adolescents (n=42). Participants reported on demographic details and completed both the Simon task and Attention Network Test. Data were analyzed using multiple linear regression controlling for gender, age, SES, English language proficiency, processing speed, and fluid intelligence. Results showed that one index of inhibitory control derived from flanker task performance explained a significant amount of unique variance in academic performance. Our findings provide evidence that executive function, specifically inhibitory control, plays a significant role in academic performance.