Bialystok Ellen
Department of Psychology, York University, Toronto, Ontario, Canada.
Dev Sci. 2009 Jul;12(4):499-501; discussion 502-3. doi: 10.1111/j.1467-7687.2009.00868.x.
Morton and Harper (2007) argue that research presented in support of a bilingual advantage in the development of executive control has been confounded with social class, the actual mechanism for group differences. As evidence, they report a study in which a small group of monolingual and bilingual 6- and 7-year-olds performed similarly on a Simon task. The present paper points to weaknesses in their experimental design, analysis, and logic that together undermine their criticism of the conclusion that bilingualism is responsible for the reported group differences.
莫顿和哈珀（2007年）认为，那些为支持双语在执行控制能力发展方面具有优势而提出的研究，已经与社会阶层这一群体差异的实际机制混淆在一起了。作为证据，他们报告了一项研究，其中一小群6岁和7岁的单语和双语儿童在西蒙任务中的表现相似。本文指出了他们实验设计、分析和逻辑上的弱点，这些弱点共同削弱了他们对双语导致所报道的群体差异这一结论的批评。
