Cognitive mechanisms of word learning in bilingual and monolingual adults: The role of phonological memory*
Cognitive mechanisms of word learning in bilingual and monolingual adults: The role of phonological memory*
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双语和单语成人单词学习的认知机制：语音记忆的作用*
DOI：
10.1017/s1366728911000472
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发表时间：
2012
期刊：
影响因子：
--
通讯作者：
Margarita Kaushanskaya
中科院分区：
文献类型：
--
作者：
Margarita Kaushanskaya
以往的研究表明，双语能力可以促进成年人的词汇学习。本研究的目的是（一）检查是否双语影响单词学习的语音熟悉和语音陌生的新单词的分歧，以及（二）检查是否增加语音记忆容量可以解释双语对单词学习的影响。在实验1中，参与者学习语音熟悉的新单词，这些单词是使用英语的音素构建的-所有参与者的母语。在实验2中，参与者学习语音陌生的新单词，其中包括非英语音素。在每个实验中，双语成人与两组单语成年人进行了对比：高记忆广度单语组（匹配双语者的语音记忆表现）和低跨度单语组。结果表明，双语参与者在两个实验中的表现优于单语参与者，无论是高跨度还是低跨度。高跨度的单语者在学习语音不熟悉的新单词时优于低跨度的单语者，但在学习语音熟悉的新单词时则不然。研究结果表明，双语的优势，为新的单词学习是不偶然的语音特性的新的单词，语音记忆容量，这里测量不能解释双语学习的效果。
Previous studies have indicated that bilingualism may facilitate lexical learning in adults. The goals of this research were (i) to examine whether bilingual influences on word learning diverge for phonologically-familiar and phonologically-unfamiliar novel words, and (ii) to examine whether increased phonological memory capacity can account for bilingual effects on word learning. In Experiment 1, participants learned phonologically-familiar novel words that were constructed using the phonemes of English – the native language for all participants. In Experiment 2, participants learned phonologically-unfamiliar novel words that included non-English phonemes. In each experiment, bilingual adults were contrasted with two groups of monolingual adults: a high memory-span monolingual group (that matched bilinguals on phonological memory performance) and a low-span monolingual group. Results showed that bilingual participants in both experiments outperformed monolingual participants, both high-span and low-span. High-span monolinguals outperformed low-span monolinguals when learning phonologically-unfamiliar novel words, but not when learning phonologically-familiar novel words. The findings suggest that the bilingual advantage for novel word learning is not contingent on the phonological properties of novel words, and that phonological memory capacity as measured here cannot account for the bilingual effects on learning.
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影响因子：
4.1
作者：
Engle, RW;Tuholski, SW;Conway, ARA
通讯作者：
Conway, ARA
影响因子：
4
作者：
Bialystok, Ellen
通讯作者：
Bialystok, Ellen
工作记忆和检索：资源依赖的抑制模型。
DOI：
10.1037//0096-3445.123.4.354
发表时间：
1994
期刊：
Journal of experimental psychology. General
影响因子：
--
作者：
Conway,AR;Engle,RW
通讯作者：
Engle,RW
影响因子：
4.1
作者：
Shah, P;Miyake, A
通讯作者：
Miyake, A