Modulatory effects of SES and multilinguistic experience on cognitive development: a longitudinal data analysis of multilingual and monolingual adolescents from the SCAMP cohort.
Modulatory effects of SES and multilinguistic experience on cognitive development: a longitudinal data analysis of multilingual and monolingual adolescents from the SCAMP cohort.
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DOI：
10.1080/13670050.2022.2064191
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发表时间：
2022
影响因子：
2.8
通讯作者：
Dumontheil, Iroise
中科院分区：
文献类型：
--
作者：
Filippi, Roberto;Ceccolini, Andrea;Booth, Elizabeth;Shen, Chen;Thomas, Michael S. C.;Toledano, Mireille B.;Dumontheil, Iroise
关键词：
以往的研究表明，认知发展是敏感的社会经济地位（SES）和多语言的经验。然而，这些影响是难以解开和SES可以调节多语制的影响。本研究使用的数据来自一个大的队列的学生谁参加了认知，青少年和移动的手机（SCAMP）的研究在11-12岁（T1）和13-15岁（T2）。认知测量来自认知灵活性，言语，空间和视觉空间工作记忆，言语处理和非言语推理的任务。使用SES通过问卷调查（学校类型，剥夺程度，父母的教育和职业）收集的信息，样本被聚类为高/中/低SES组。比较集中在517单语和329多语种的学生在高/低SES组。在控制了多重比较后，结果表明双语在工作记忆、视觉空间处理和非语言推理方面具有显著的有益效果。这些影响都存在于高和低SES的个人和持续在两个时间的发展，与一个特别显着的改善工作记忆能力低SES双语在T2相比，单语同行。这些研究结果的理论和实践意义被认为是指导教育工作者进行了讨论。
Previous research has shown that cognitive development is sensitive to socio-economic status (SES) and multilinguistic experiences. However, these effects are difficult to disentangle and SES may modulate the effects of multilingualism. The present study used data from a large cohort of pupils who took part in the Study of Cognition, Adolescents and Mobile Phones (SCAMP) at ages 11–12 (T1) and 13–15 years old (T2). Cognitive measures were derived from tasks of cognitive flexibility, verbal, spatial and visuo-spatial working memory, speech processing and non-verbal reasoning. Using SES information collected through questionnaires (school type, level of deprivation, parental education and occupation), the sample was clustered into high/medium/low SES groups. Comparisons focused on 517 monolingual and 329 multilingual pupils in the high/low SES groups. Having controlled for multiple comparisons, the results indicated a significant beneficial effect of bilingualism in measures of working memory, visuo-spatial processing and non-verbal reasoning. These effects were present in both high and low SES individuals and sustained at both times of development, with a particularly significant improvement of working memory abilities in low SES bilinguals at T2 as compared to monolingual peers. Theoretical and practical implications of these findings are considered and guidance for educators is discussed.
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