Cognitive and Linguistic Aspects of Motivation, Learning, and Achievement

Publications:

Madrazo, A. R., & Bernardo, A. B. I. (2018). Measuring two types of inhibitory control in bilinguals and trilinguals: Is there a trilingual advantage? Psychological Studies, 63, 52-60. https://doi.org/10.1007/s12646-018-0439-9

Mante-Estacio, M. J., & Bernardo, A. B. I. (2015). Illusory transparency in bilinguals: Does language of text affect bilingual readers’ perspective taking in reading? Current Psychology, 34, 744-752. https://doi.org/10.1007/s12144-014-9286-6

Madrazo, A., & Bernardo, A. B. I. (2012). Are three languages better than two? Inhibitory control in trilinguals and bilinguals in the Philippines. Philippine Journal of Psychology, 45, 225-246.

Bernardo, A. B. I. (2008). English in Philippine education: Solution or problem? In M. L. S. Bautista & K. Bolton (Eds.), Philippine English: Linguistic and literary perspectives (pp. 29-48). Hong Kong: Hong Kong University Press.

Lucas, R. I. G. & Bernardo, A. B. I. (2008). Exploring the noun bias in Filipino-English bilingual children. Journal of Genetic Psychology, 169,149-164. https://doi.org/10.3200/GTP/169.2.149-164

Bernardo, A. B. I. (2007). Language in Philippine education: Rethinking old fallacies, exploring new alternatives amidst globalization. In T. R. F. Tupas (Ed.), (Re)making society: The politics of language, discourse and identity in the Philippines (pp 1-26). Quezon City: University of the Philippines Press.

Bernardo, A. B. I. (2005). Bilingual code-switching as a resource for learning and teaching: Alternative reflections on the language and education issue in the Philippines. In D. T. Dayag & J. S. Quakenbush (Eds.), Linguistics and language education in the Philippines and beyond (pp. 151-169). Manila: Linguistic Society of the Philippines.

Bernardo, A. B. I. (2005). Language and modeling word problems in mathematics among bilinguals. The Journal of Psychology: Interdisciplinary and Applied, 139, 413-425. https://doi.org/10.3200/JRLP.139.5.413-425

Bernardo, A. B. I. & Calleja, M. O. (2005). The effects of stating problems in bilingual students' first and second languages on solving mathematical word problems. The Journal of Genetic Psychology, 166, 117-128.

https://doi.org/10.3200/GNTP.166.1.117-129

Bernardo, A. B. I. (2004). McKinley’s questionable bequest: Over 100 years of English in Philippine Education. World Englishes, 23, 17-31. https://doi.org/10.1111/j.1467-971X.2004.00332.x

Solon, F. S., Sarol, J. N., Bernardo, A. B.I., Solon, J. A. A., Mehansho, H., Sanchez-Bermin, L. E., Wambangco, L. S. & Juhlin, K. D. (2003). Effect of a multiple-micronutrient-fortified fruit powder beverage on the nutrition status, physical fitness, and cognitive performance of schoolchildren in the Philippines. Food and Nutrition Bulletin, 24(4, Supp), S127-S138. https://doi.org/10.1177/15648265030244S210

Bernardo, A. B. I. (2002). Language and mathematical problem solving among bilinguals. The Journal of Psychology: Interdisciplinary and Applied, 136, 283-297. https://doi.org/10.1080/00223980209604156

Bernardo, A. B. I. (2001). Analogical problem construction and transfer in mathematical problem solving. Educational Psychology, 21(2), 137-150. https://doi.org/10.1080/01443410020043841

Bernardo, A. B. I. (2001). Analogical problem construction as an indicator of understanding in mathematics word problem solving. In F. Salili, C.-Y. Chiu, & Y.-Y. Hong (Eds.), Multiple competencies and self-regulated learning: Implications for multicultural education (pp. 67-81). Greenwich, CT: Information Age Publishing.

Bernardo, A. B. I. (2001). Asymmetric activation of number codes in bilinguals: Further evidence for the encoding-complex model of number processing. Memory & Cognition, 29, 968-976. https://doi.org/10.3758/BF03195759

Bernardo, A. B. I. (2001). Principle explanation and strategic schema abstraction in problem solving. Memory & Cognition, 29, 627-633. https://doi.org/10.3758/BF03200463

Bernardo, A. B. I. (2000). On defining and developing literacy across communities. International Review of Education, 46(5), 455-465. https://doi.org/10.1023/A:1004185632315

Bernardo, A. B. I. (2000). The multifarious effects of language on mathematical learning and performance among bilinguals: A cognitive science perspective on the language of instruction issue. In M. L. Bautista, T. Llamzon, & B. Sibayan (Eds.), Parangal cang Bro. Andrew: Festschrift for Andrew Gonzalez on his 60th Birthday (pp. 303-316). Manila: Linguistic Society of the Philippines.

Bernardo, A. B. I. (1999). Cognitive representation of number facts in bilinguals: Insights from an incidental recall task. Philippine Journal of Psychology, 32(1), 30-49.

Bernardo, A. B. I. (1999). Defining the domains and levels of literacy development for Philippine bilinguals: Issues and prospects. In M. L. S. Bautista, & G. O. Tan (Eds.), The Filipino bilingual revisited: A multidisciplinary perspective(pp. 73-86). Manila: Linguistic Society of the Philippines.

Bernardo, A. B. I. (1998). Language format and analogical transfer among bilingual problem solvers in the Philippines. International Journal of Psychology, 33(1), 33-44. https://doi.org/10.1080/002075998400592

Bernardo, A. B. I. (1996). Task-specificity in the use of words in mathematics: Insights from bilingual word problem solvers. International Journal of Psychology, 31, 13-28. https://doi.org/10.1080/002075996401188

Bernardo, A. B. I. (1996). Language and understanding in mathematical problem solving. Philippine Journal of Educational Measurement, 7, 29-54.

Bernardo, A. B. I. (1994). Problem-specific information and the development of problem-type schemata. Journal of Experimental Psychology: Learning, Memory, and Cognition, 20, 379-395. http://dx.doi.org/10.1037/0278-7393.20.2.379

Bernardo, A. B. I. & Okagaki, L.(1994). Roles of symbolic knowledge and problem-information context in solving word problems. Journal of Educational Psychology, 86, 212-220. http://dx.doi.org/10.1037/0022-0663.86.2.212