Kormi-Nouri Reza, Shojaei Razie-Sadat, Moniri Sadegheh, Gholami Ali-Reza, Moradi Ali-Reza, Akbari-Zardkhaneh Saeed, Nilsson Lars-Göran
Department of Psychology, Orebro University, Sweden.
Scand J Psychol. 2008 Apr;49(2):93-109. doi: 10.1111/j.1467-9450.2008.00633.x.
Kormi-Nouri, Moniri and Nilsson (2003) demonstrated that Swedish-Persian bilingual children recalled at a higher level than Swedish monolingual children, when they were tested using Swedish materials. The present study was designed to examine the bilingual advantage of children who use different languages in their everyday life but have the same cultural background and live in their communities in the same way as monolingual children. In four experiments, 488 monolingual and bilingual children were compared with regard to episodic and semantic memory tasks. In experiments 1 and 2 there were 144 boys and 144 girls in three school groups (aged 9-10 years, 13-14 years and 16-17 years) and in three language groups (Persian monolingual, Turkish-Persian bilingual, and Kurdish-Persian bilingual). In experiments 3 and 4, there were 200 male students in two school groups (aged 9-10 years and 16-17 years) and in two language groups (Persian monolingual and Turkish-Persian bilingual). In the episodic memory task, children learned sentences (experiments 1-3) and words (Experiment 4). Letter and category fluency tests were used as measures of semantic memory. To change cognitive demands in memory tasks, in Experiment 1, the integration of nouns and verbs within sentences was manipulated by the level of association between verb and noun in each sentence. At retrieval, a recognition test was used. In experiments 2 and 3, the organization between sentences was manipulated at encoding in Experiment 2 and at both encoding and retrieval in Experiment 3 through the use of categories among the objects. At retrieval, free recall or cued recall tests were employed. In Experiment 4, the bilingual children were tested with regard to both their first and their second language. In all four experiments, a positive effect of bilingualism was found on episodic and semantic memory tasks; the effect was more pronounced for older than younger children. The bilingual advantage was not affected by changing cognitive demands or by using first/second language in memory tasks. The present findings support the cross-language interactivity hypothesis of bilingual advantage.
科尔米-努里、莫妮里和尼尔森（2003年）证明，当使用瑞典语材料对瑞典-波斯双语儿童和瑞典单语儿童进行测试时，前者的回忆水平更高。本研究旨在考察那些在日常生活中使用不同语言，但拥有相同文化背景且与单语儿童以相同方式生活在其社区中的儿童的双语优势。在四项实验中，对488名单语和双语儿童在情景记忆和语义记忆任务方面进行了比较。在实验1和2中，三个学校组（9至10岁、13至14岁和16至17岁）以及三个语言组（波斯语单语、土耳其-波斯双语和库尔德-波斯双语）中各有144名男孩和144名女孩。在实验3和4中，两个学校组（9至10岁和16至17岁）以及两个语言组（波斯语单语和土耳其-波斯双语）中有200名男学生。在情景记忆任务中，儿童学习句子（实验1至3）和单词（实验4）。字母流畅性测试和类别流畅性测试被用作语义记忆的测量方法。为了改变记忆任务中的认知需求，在实验1中，通过每个句子中动词和名词之间的关联程度来操纵句子中名词和动词的整合。在检索时，使用了识别测试。在实验2和3中，通过在实验2的编码阶段以及实验3的编码和检索阶段使用对象之间的类别来操纵句子之间的组织。在检索时，采用自由回忆或线索回忆测试。在实验4中，对双语儿童的第一语言和第二语言都进行了测试。在所有四项实验中，发现双语对情景记忆和语义记忆任务有积极影响；这种影响在年龄较大的儿童中比年龄较小的儿童中更为明显。双语优势不受改变认知需求或在记忆任务中使用第一/第二语言的影响。本研究结果支持双语优势的跨语言交互性假说。
