Balancing bilinguals II: Lexical comprehension and cognitive processing in children learning Spanish and English
Balancing bilinguals II: Lexical comprehension and cognitive processing in children learning Spanish and English
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DOI：
10.1044/1092-4388(2002/027
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发表时间：
2002-04-01
影响因子：
2.6
通讯作者：
Bates, E
中科院分区：
文献类型：
--
作者：
Kohnert, KJ;Bates, E
本研究考察了早期连续双语者在西班牙语(L1)和英语(L2)中词汇理解技能的发展变化，探讨了年龄、经验年限和基本认知加工(特别是在混合语言与单一语言加工过程中保持成绩的能力)在定时图词验证任务中的影响。参与者为100人，五个不同年龄段的人各20人(年龄分别为5-7岁、8-10岁、11-13岁、14-16岁和成年人)。所有人都是在家里学习西班牙语作为第一语言的，从5岁开始就有了正式的英语经验。两种语言在各个年龄段都取得了进步(以增加的反应速度为指标)，尽管英语的进步比西班牙语更大。最年轻的参与者在跨语言方面的表现相对“平衡”。到了童年中期，英语的表现更好了。在混合语言和单一语言处理条件之间的任何年龄都没有反应减少。这些结果与之前一项研究的结果进行了比较，该研究调查了发展中的西班牙语-英语双语者的基本词汇产出。这两项研究都表明，在童年中期，英语处于主导地位，但这种转变发生在理解的更早阶段。产出性研究表明，混合语言处理和单一语言处理之间的差异(反映了潜在的中介语干扰)在理解上并不明显。
The present study investigated developmental changes in lexical comprehension skills in early sequential bilinguals, in both Spanish (L1) and English (L2), exploring the effects of age, years of experience, and basic-level cognitive processing (specifically the ability to maintain performance during mixed vs. single-language processing) within a timed picture-word verification task. Participants were 100 individuals, 20 at each of five different age levels (ages in years, 5-7, 8-10, 11-13, 14-16, and adults). All had learned Spanish as a first language in the home, with formal English experience beginning at 5 years. Gains (as indexed by increased response speed) were made in both languages across age, although these gains were greater in English than in Spanish. The youngest participants were relatively ''balanced'' in their crosslinguistic performance. By middle childhood, performance was better in English. There were no response decrements at any age between the mixed and single-language processing conditions. These results are compared to those from a previous study that investigated basic-level lexical production in developing Spanish-English bilinguals. Both studies show a move toward English dominance in middle childhood, but the transition occurs earlier in comprehension. The production study showed differences between mixed and single-language processing (reflecting potential interlanguage interference) that are not evident in comprehension.