发展性语言障碍学龄前儿童双语词汇的个体变化
Lisa Verbeek1, Tijs Kleemans2, Constance T W M Vissers1
1Radboud University, Behavioural Science Institute, Thomas van Aquinostraat 4, 6525 GD Nijmegen, the Netherlands; Royal Kentalis, PO box 89, 3500 AB Utrecht, the Netherlands.
Research in developmental disabilities
|February 23, 2024
概括
选择性注意力和第一语言 (L1) 语言显著影响双语学前儿童与发育语言障碍 (DLD) 的词汇发展,影响他们的L1/L2形状.
科学领域:
- 儿童语言习得 儿童语言习得
- 双语研究研究 双语研究
- 发展心理学是发展心理学.
背景情况:
- 了解发展性语言障碍 (DLD) 的双语学前儿童的词汇获取是复杂的.
- 对于这群人来说,与第一语言 (L1) 和第二语言 (L2) 词汇相关的语音生产,选择性注意力和声学工作记忆之间的相互作用仍然不清楚.
研究的目的:
- 为了调查DLD双语学前儿童的单个词汇变化.
- 将DLD双语者与典型的发展 (TD) 双语者和单语同行 (TD和DLD) 进行比较.
- 检查L2词汇的预测因素,并对双语学前儿童的L1/L2词汇概况进行描述.
主要方法:
- 评估了3至5岁儿童的选择性注意力,工作记忆和L1/L2语言和词汇.
- 包括DLD双语,TD双语,DLD单语和TD单语的群体.
- 用土耳其语/波兰语作为L1和荷兰语作为L1/L2用于相关参与者.
主要成果:
- DLD双语者通常得分低于TD同龄人,除了L2词汇,所有双语者都低于单语者.
- 选择性注意力是所有群体中荷兰语词汇的重要预测因素.
- 根据L1主导,L1/L2平衡,以及与注意力和L1语言能力相关的L2主导,确定了三种不同的双语词汇概况.
结论:
- 第一语言 (L1) 语音和选择性注意力是DLD学龄前儿童双语词汇变化的关键因素.
- 第二语言 (L2) 语音和工作记忆对于理解这些词汇差异似乎不那么重要.
- 研究结果为双语儿童提供了针对性语言支持的见解.
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