Gutiérrez-Clellen Vera F, Calderón Janet, Ellis Weismer Susan
School of Speech, Language, and Hearing Sciences, San Diego State University, San Diego, CA 92182-1518, USA.
J Speech Lang Hear Res. 2004 Aug;47(4):863-76. doi: 10.1044/1092-4388(2004/064).
The present study compared the performance of 44 Latino children on the Competing Language Processing Task (CLPT; C. Gaulin and T. Campbell, 1994) and the Dual Processing Comprehension Task (DPCT; S. Ellis Weismer, 1996). First, it was of interest to know if there were significant differences between children with and without bilingual proficiency on processing tasks that were assumed to require limited vocabulary knowledge. The second goal of this research was to determine whether there were cross-linguistic differences in verbal working memory by examining performance within bilinguals and between children with limited proficiency in a second language. The performance of the participating children was also examined in the context of research with other English-speaking groups. Finally, given that the CLPT and the DPCT may differ in their processing demands (from a relative focus on storage to one of attention inhibition or resistance to interference), it was important to know the extent to which these tasks were related or involved similar cognitive-linguistic operations. Results revealed shared processing skills as well as differences related to individual attainments in bilingual acquisition.
本研究比较了44名拉丁裔儿童在竞争语言处理任务（CLPT；C. 高林和T. 坎贝尔，1994年）和双重处理理解任务（DPCT；S. 埃利斯·魏斯默，1996年）中的表现。首先，了解在假定需要有限词汇知识的处理任务上，具备和不具备双语能力的儿童之间是否存在显著差异很有意思。本研究的第二个目标是通过检查双语儿童内部以及第二语言能力有限的儿童之间的表现，来确定言语工作记忆中是否存在跨语言差异。还在与其他英语群体的研究背景下考察了参与研究的儿童的表现。最后，鉴于CLPT和DPCT在处理要求上可能存在差异（从相对侧重于存储到侧重于注意力抑制或抗干扰），了解这些任务在多大程度上相关或涉及相似的认知语言操作很重要。结果揭示了共同的处理技能以及与双语习得中个体成就相关的差异。
