Interactional Context Mediates the Consequences of Bilingualism for Language and Cognition
Interactional Context Mediates the Consequences of Bilingualism for Language and Cognition
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DOI：
10.1037/xlm0000770
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发表时间：
2020-06-01
影响因子：
2.6
通讯作者：
Kroll, Judith F.
中科院分区：
文献类型：
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作者：
Beatty-Martinez, Anne L.;Navarro-Torres, Christian A.;Kroll, Judith F.
精通双语的人会积极地使用两种语言，但他们这样做的背景可能会有很大的不同。本研究询问语言使用的语境对认知资源调节语言能力的方式有什么影响。对三组说话者进行比较。他们都是非常熟练的西班牙语-英语双语者，他们在日常生活中使用这两种语言的背景不同。他们执行了两个词汇生成任务和连续表现任务（AX- cpt）的“AX”变体，这是一种认知控制的非语言测量。结果表明，两种语言的词汇获取及其与认知控制能力的关系，取决于双语者是单独使用两种语言还是相互使用，或者他们是否沉浸在第二语言中。这些发现表明，即使是精通两种语言的人，他们使用认知资源的方式也不一定相同。研究结果支持了最近提出的观点，即会说两种语言本身并不能确定一种独特的认知控制模式。一个重要的暗示是，目前围绕双语后果的许多争议，在一定程度上可以理解为未能描述与语言使用背景相关的复杂性。
Proficient bilinguals use two languages actively, but the contexts in which they do so may differ dramatically. The present study asked what consequences the contexts of language use hold for the way in which cognitive resources modulate language abilities. Three groups of speakers were compared. all of whom were highly proficient Spanish-English bilinguals who differed with respect to the contexts in which they used the two languages in their everyday lives. They performed two lexical production tasks and the "AX" variant of the Continuous Performance Task (AX-CPT), a nonlinguistic measure of cognitive control. Results showed that lexical access in each language, and how it related to cognitive control ability, depended on whether bilinguals used their languages separately or interchangeably or whether they were immersed in their second language. These findings suggest that even highly proficient bilinguals who speak the same languages are not necessarily alike in the way in which they engage cognitive resources. Findings support recent proposals that being bilingual does not, in itself, identify a unique pattern of cognitive control. An important implication is that much of the controversy that currently surrounds the consequences of bilingualism may be understood, in part, as a failure to characterize the complexity associated with the context of language use.