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Tip-of-the-tongue phenomenon occurs due to a temporary phonological encoding failure in the process of lexical retrieval. While tip-of-the-tongue generally occurs with words that Bilinguals may experience more retrieval failures than monolinguals, but when it comes to proper names, bilinguals tend to report fewer tip-of-the-tongue experiences than those who only speak one language. One study showed that even though bilinguals experience more tip-of-the-tongue’s than monolinguals when it comes to recalling specific words, they did not experience any more tip-of-the-tongue’s in everyday speech than monolinguals.

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There are two hypotheses as to why the tip-of-the-tongue phenomenon may occur more frequently with bilinguals. The first is called the weaker links hypothesis and says that because bilinguals spread their time between two languages, the word-finding process is not used as often as it is for monolinguals. By using each language less, this could lead to a weak link between the semantic and phonological system. Results from several studies have found that tip-of-the tongue occurs because of the less frequent use of words in each language. The second hypothesis is called the competition for selection hypothesis. According to this hypothesis, there are alternative words that are competing for selection during the process of production for a bilingual.

Language-dependent recall

In a study by Luna Filipović, bilingual memory recall was tested in order to see if bilinguals use both languages to access memories. It was found that when Spanish-English speakers were in bilingual mode they were likely to draw from both of their languages in regards to grammatical as well as conceptual differences. However, the results of this study also found that monolingual speakers in both Spanish and English tended to describe and recall information differently. For example, Spanish speakers tended to use two different constructions in describing and recalling information: one construct for intentional events and one for non-intentional events. Intentional events tend to be described the same way in both Spanish and English, however unintentional events are described differently.

Advantages to bilingual memory:

It has been found that being bilingual can have many advantages, including advantages in cognitive abilities and memory. While this topic remains somewhat controversial, a large amount of research points to the idea that there are in fact cognitive advantages to being bilingual despite earlier research saying that bilinguals may have cognitive detriments.

Advantages in Working Memory, Executive Control and Word Learning:

Those who are bilingual have shown to be more efficient in their executive functioning. They are more effective in deploying resources that aid in attention. They have also shown that they are less likely to be affected by irrelevant information. In a study conducted by Kaushanskaya, it was found that bilinguals were better at learning new, novel words than monolinguals. This could, in part, be due to the experience bilinguals have with learning new words. In an experiment involving Hindi-English speakers, it was found that bilinguals showed advantages in working memory. They were also more advantaged than monolinguals when it came to response inhibition. In a study that compared bilingual 18-month-olds to monolingual 18-month-olds, it was found that bilinguals tended to perform significantly better in cued recall and memory generalization than their monolingual counterpart.

Advantages in visuo-spatial memory:

There is evidence that bilinguals tend to rank higher than monolinguals in visuo-spatial memory. One study asked participants to detect changes in the same visual scenes and showed that bilinguals outperformed monolinguals in how fast they were able to detect those changes. This showed that there was an advantage for bilinguals in non-verbal reasoning. This may also be explained by bilinguals’ ability to be flexible in managing their attention for various task demands.

One study had 83 English-Chinese bilinguals complete nonverbal executive control tasks following comprehension language tasks. In this study, it was found that bilinguals have larger resources having to do with task mixing and working memory that helped to prevent lower performance.