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双语的类型,任务领域和注意力需求会影响孩子的认知表现
Danika Wagner1, Sadek Hefni Shorbagi1, Leora Goldreich1
1Department of Psychology, York University.
Developmental psychology
|February 26, 2024
概括
这项研究表明,不同类型的双语体验对儿童的认知能力有不同的影响. 家庭双语有利于非语言任务,而学校双语则有助于年轻学习者的口语流利.
科学领域:
- 认知心理学 认知心理学
- 发展心理学 发展心理学
- 语言学的语言学.
背景情况:
- 双语研究往往忽视了不同语言暴露类型的细微差别.
- 了解多种双语体验如何影响认知发展至关重要.
研究的目的:
- 研究不同类型的双语体验与儿童认知任务表现之间的关系.
- 区分家庭双语与学校双语对口头和非口头认知能力的影响.
主要方法:
- 在法语沉浸课程中评估了195名七岁的英语儿童.
- 测量"家庭双语" (家庭使用语言) 和"学校双语" (法语学习进展).
- 管理口头流利,n-back和全球-本地任务,需要不同的注意力.
主要成果:
- 家庭双语与注意力苛刻的非语言任务 (n-back,全球-本地) 的表现有积极的相关性.
- 学校的双语能力与口头任务的表现 (英语口头流) 有积极的相关性.
- 双语经验的程度调节了这些效应.
结论:
- 双语经验的类型和程度显著影响儿童的特定认知结果.
- 未来的研究必须精确地定义双语类型和任务需求,以澄清其发展影响.
- 研究结果强调了在认知研究中考虑各种双语语境的重要性.
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