Siegal Michael, Iozzi Laura, Surian Luca
Department of Psychology, University of Sheffield, Western Bank, Sheffield, UK.
Cognition. 2009 Jan;110(1):115-22. doi: 10.1016/j.cognition.2008.11.002. Epub 2008 Dec 12.
The purpose of the two experiments reported here was to investigate whether bilingualism confers an advantage on children's conversational understanding. A total of 163 children aged 3-6 years were given a Conversational Violations Test to determine their ability to identify responses to questions as violations of Gricean maxims of conversation (to be informative and avoid redundancy, speak the truth, and be relevant and polite). Though comparatively delayed in their L2 vocabulary, children who were bilingual in Italian and Slovenian (with Slovenian as the dominant language) generally outperformed those who were either monolingual in Italian or Slovenian. We suggest that bilingualism can be accompanied by an enhanced ability to appreciate effective communicative responses.
这里所报告的两项实验的目的是研究双语能力是否会给儿童的对话理解带来优势。总共163名3至6岁的儿童接受了一项对话违规测试，以确定他们将对问题的回答识别为违反格赖斯会话准则（提供信息并避免冗余、讲真话、相关且礼貌）的能力。尽管在第二语言词汇方面相对滞后，但以意大利语和斯洛文尼亚语为双语（以斯洛文尼亚语为主导语言）的儿童通常比只会说意大利语或斯洛文尼亚语的单语儿童表现更好。我们认为，双语能力可能伴随着理解有效交际回应的能力增强。
