The Modulation Effect of Bilingualism on Implicit Learning in Aging Adults

Author Information

Chui Luen Vera Hau, Hong Kong Metropolitan University, Hong Kong
Sara Tze Kwan Li, Hong Kong Metropolitan University, Hong Kong
Summer Cho Ngan Siu, Hong Kong Metropolitan University, Hong Kong

Abstract

Implicit learning enables individuals to acquire complex patterns without conscious awareness (Reber, 1967). Although generally preserved across the lifespan, older adults often show reduced performance when tasks involve complex sequences. Bilingualism may provide a protective advantage against age-related cognitive decline (Bialystok, 2011; Stern, 2009). The present study examined whether bilingualism modulates implicit learning ability in aging adults using two experiments with the nonverbal Serial Reaction Time (SRT) task (Nissen & Bullemer, 1987) with simple and complex visual sequences. Participants included 48 younger bilingual adults (aged 18–25; Cantonese–English), 51 older bilingual adults (aged 65–75; Cantonese–English), and 49 older monolingual adults (aged 65–75; Cantonese only). Results showed no implicit learning effects among younger adults, likely due to ceiling performance. Monolingual older adults showed slower responses over time, reflecting fatigue, whereas bilingual older adults showed significant improvement across blocks in the complex-sequence condition (β = –9.43, p = .009), indicating successful implicit learning. These findings demonstrate that bilingualism provides cognitive benefits beyond deliberate control, extending to unconscious detection of complex patterns and supporting flexible, adaptive learning in aging populations.

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