Cognitive advantages and disadvantages in early and late bilinguals.
Cognitive advantages and disadvantages in early and late bilinguals.
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早期和晚期双语者的认知优势和劣势。
DOI：
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发表时间：
2014
期刊：
影响因子：
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通讯作者：
L. Abrams
中科院分区：
文献类型：
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作者：
Sabra D. Pelham;L. Abrams
先前的研究已经记录了早期双语者的优势和劣势，早期双语者的定义是在上学年龄学习第二语言并从那时起使用两种语言。与单语者相比，早期双语者在词汇获取方面表现出缺陷，但在执行功能方面表现出优势。我们调查了儿童后成为双语者（晚期双语者）是否会产生早期双语者典型的认知优势和劣势。参与者是30名单语英语者，30名后期英西双语者和30名早期西班牙英双语者，他们完成了一个图片命名任务（词汇获取）和一个注意力网络任务（执行功能）。晚期和早期双语者在这两项任务中表现出相同的认知效果，表现出词汇获取缺陷和执行功能优势。这些发现支持了一种假设，即与双语相关的认知效应是熟练、习惯性地使用两种语言的结果，而不是与儿童时期成为双语相关的发展变化的结果。
Previous research has documented advantages and disadvantages of early bilinguals, defined as learning a 2nd language by school age and using both languages since that time. Relative to monolinguals, early bilinguals manifest deficits in lexical access but benefits in executive function. We investigated whether becoming bilingual after childhood (late bilinguals) can produce the cognitive advantages and disadvantages typical of early bilinguals. Participants were 30 monolingual English speakers, 30 late English-Spanish bilinguals, and 30 early Spanish-English bilinguals who completed a picture naming task (lexical access) and an attentional network task (executive function). Late and early bilinguals manifested equivalent cognitive effects in both tasks, demonstrating lexical access deficits and executive function benefits. These findings provide support for the hypothesis that cognitive effects associated with bilingualism arise as the result of proficient, habitual use of 2 languages and not of developmental changes associated with becoming bilingual during childhood.
影响因子：
0.6
作者：
Linck, Jared A.;Hoshino, Noriko;Kroll, Judith F.
通讯作者：
Kroll, Judith F.
影响因子：
4.3
作者：
Misra, Maya;Guo, Taomei;Bobb, Susan C.;Kroll, Judith F.
通讯作者：
Kroll, Judith F.
影响因子：
4.1
作者：
Gollan, Tamar H.;Slattery, Timothy J.;Goldenberg, Diane;Van Assche, Eva;Duyck, Wouter;Rayner, Keith
通讯作者：
Rayner, Keith