Kormi-Nouri Reza, Moniri Sadegheh, Nilsson Lars-Göran
Department of Psychology, University of Tehran, Iran.
Scand J Psychol. 2003 Feb;44(1):47-54. doi: 10.1111/1467-9450.00320.
Although bilinguality has been reported to confer advantages upon children with respect to various cognitive abilities, much less is known about the relation between memory and bilinguality. In this study, 60 (30 girls and 30 boys) bilingual and 60 (30 girls and 30 boys) monolingual children in three age groups (mean ages 8.5, 10.5 and 12.5 years) were compared on episodic memory and semantic memory tasks. Episodic memory was assessed using subject-performed tasks (with real or imaginary objects) and verbal tasks, with retrieval by both free recall and cued recall. Semantic memory was assessed by word fluency tests. Positive effects of bilingualism were found on both episodic memory and semantic memory at all age levels. These findings suggest that bilingual children integrate and/or organize the information of two languages, and so bilingualism creates advantages in terms of cognitive abilities (including memory). Some sex differences were also found in episodic memory but not in semantic memory. This episodic memory difference was found with younger children.
尽管据报道，双语能力会在各种认知能力方面赋予儿童优势，但关于记忆与双语能力之间的关系，我们所知甚少。在本研究中，对三个年龄组（平均年龄分别为8.5岁、10.5岁和12.5岁）的60名（30名女孩和30名男孩）双语儿童和60名（30名女孩和30名男孩）单语儿童进行了情景记忆和语义记忆任务的比较。情景记忆通过主体执行任务（使用真实或想象的物体）和言语任务进行评估，并通过自由回忆和线索回忆进行检索。语义记忆通过词汇流畅性测试进行评估。研究发现，双语能力在所有年龄水平的情景记忆和语义记忆方面均产生了积极影响。这些发现表明，双语儿童整合和/或组织了两种语言的信息，因此双语能力在认知能力（包括记忆）方面创造了优势。在情景记忆中也发现了一些性别差异，但在语义记忆中未发现。这种情景记忆差异在年幼儿童中更为明显。
