Working memory in multilingual children: Is there a bilingual effect?
Working memory in multilingual children: Is there a bilingual effect?
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DOI：
10.1080/09658211.2011.590504
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发表时间：
2011-01-01
期刊：
影响因子：
2.1
通讯作者：
de Abreu, Pascale M. J. Engel
中科院分区：
文献类型：
--
作者：
de Abreu, Pascale M. J. Engel
本研究调查了幼儿期双语是否影响6至8岁儿童的工作记忆表现，跟踪了3年的纵向时间。这项研究验证了双语者可能比单语者表现出更有效的工作记忆能力的假设，可能是通过双语环境提供的机会，通过对抗非目标语言的干扰和入侵来训练认知控制。共有44名双语和单语儿童，年龄，性别和社会经济地位相匹配，完成了工作记忆（简单跨度和复杂跨度任务），流体智力和语言（词汇和语法）的评估。数据显示，单语者多年来在语言测量上表现得更好，而在考虑言语能力后，在工作记忆和流体智力任务上没有出现语言群体效应。研究表明，双语者大脑中需要管理几个语言系统对儿童的语言技能有影响，而对工作记忆的发展影响不大
This research investigates whether early childhood bilingualism affects working memory performance in 6- to 8-year-olds, followed over a longitudinal period of 3 years. The study tests the hypothesis that bilinguals might exhibit more efficient working memory abilities than monolinguals, potentially via the opportunity a bilingual environment provides to train cognitive control by combating interference and intrusions from the non-target language. A total of 44 bilingual and monolingual children, matched on age, sex, and socioeconomic status, completed assessments of working memory (simple span and complex span tasks), fluid intelligence, and language (vocabulary and syntax). The data showed that the monolinguals performed significantly better on the language measures across the years, whereas no language group effect emerged on the working memory and fluid intelligence tasks after verbal abilities were considered. The study suggests that the need to manage several language systems in the bilingual mind has an impact on children's language skills while having little effects on the development of working memory