检查双语发展研究中的神经多样性:通过公平,多样性和包容性镜头的最新见解
Kai Ian Leung1, Monika Molnar2
1Department of Speech-Language Pathology, University of Toronto, Toronto, Canada.
概括
对神经分化双语儿童的研究中的偏见影响了对语言和认知能力的公平评估. 为了公平的评估和更好的支持,需要文化上适当的工具和包容的方法.
科学领域:
- 儿童发展 儿童发展
- 神经多样性研究 神经多样性研究
- 语言学研究语言学研究
背景情况:
- 对典型发育儿童的研究表明,在评估双语能力方面存在偏见,这可能导致过高/低估.
- 这些偏见也可能影响对神经分歧双语儿童的临床研究.
- 现有的审查表明,在评估双语儿童的语言和认知技能方面存在不平等.
研究的目的:
- 通过公平,多样性和包容 (EDI) 镜头检查儿童双语神经多样性研究.
- 评估最近评估双语儿童语言和认知能力的研究中的潜在偏见.
- 识别代表的语言和神经多样性经验以及双语个体在研究中的角色.
主要方法:
- 对双语神经分离儿童的定量研究进行了简要的系统审查.
- 利用Joanna Briggs研究所对偏见风险评估的检查清单进行了调整.
- 分析了95项研究的数据,重点关注方法,双语因素,结果和任务.
主要成果:
- 由于缺乏文化和语言上适当的工具,公平的评估受到阻碍.
- 比较神经分离的双语者与单语同龄人的案例控制设计促进了基于缺陷的观点.
- 定义和测量双语的挑战使交叉研究的比较变得复杂;重点是DLD和ASD,低估获得障碍.
- 缺乏以社区为基础的研究限制了包容性方法.
结论:
- 强调需要对神经分歧双语儿童进行公平和包容性的研究实践.
- 建议对双语和神经多样性的细微理解.
- 优先考虑包容性方法和整体评估,使用文化适当的工具,以避免误诊并确保公平的评估.
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