Second language reading and cognitive processes : Constructing a developmental and multi-linguistic bilingual process model

本研究基于眼动、在线视觉单词识别和双语儿童识字能力发展等不同阅读实验的结果，从多能力的角度考察了双语儿童认知能力的发展。结果表明：1)双语者的视觉单词识别过程在第一语言和第二语言中是共同的，因此它们随语言组合的不同而不同；2)双语认知似乎是在两种语言的影响下发展和确立的，而且很容易因每种语言的使用量而改变。

This study examined from a Multi-Competence viewpoint how bilinguals' cognition could develop, based on the results in various reading experiments including eye-movement, on-line visual word recognition and bilingual children's literacy development. The results suggested that 1) bilinguals visual word recognition processes are in common in the first and second languages thus they vary depending on the combination of languages and 2) bilingual cognition seems to be developed and then established influenced by the two languages and it could change easily by the amount of use of each language.