Segalowitz Norman, Frenkiel-Fishman Sarah
Department of Psychology, Concordia University, Montreal, Quebec, Canada.
Mem Cognit. 2005 Jun;33(4):644-53. doi: 10.3758/bf03195331.
In this study, we investigated the relationship between attention control and proficiency in a complex cognitive skill. The participants were English-French bilinguals with varying degrees of second-language (French) proficiency. Proficiency was operationalized as efficiency of lexical access in an animacy judgment task, as reflected in the coefficient of variability of response time adjusted for first-language performance on the same task. Attention control was operationalized as the shift cost obtained in a linguistic version of the alternating runs task-switching paradigm. Hierarchical regression revealed that, overall, attention control accounted for 59% of the variance of proficiency and that second-language attention control alone accounted for 32% of the unique variance of proficiency, indicating a high degree of skill domain (second language) specificity in the relationship between attention control and proficiency. The results speak to issues regarding the development of expertise, second-language acquisition, and a cognitive linguistic approach to language and attention.
在本研究中，我们调查了注意力控制与一项复杂认知技能的熟练程度之间的关系。参与者为英法双语者，其第二语言（法语）熟练程度各不相同。熟练程度通过在一项 animacy 判断任务中的词汇通达效率来衡量，这体现在针对同一任务中第一语言表现进行调整后的反应时间变异系数上。注意力控制通过在交替运行任务切换范式的语言版本中获得的转换成本来衡量。层次回归显示，总体而言，注意力控制解释了熟练程度方差的59%，仅第二语言注意力控制就解释了熟练程度独特方差的32%，这表明在注意力控制与熟练程度之间的关系中存在高度的技能领域（第二语言）特异性。研究结果涉及专业技能发展、第二语言习得以及语言与注意力的认知语言学方法等问题。
