Calvo Alejandra, Bialystok Ellen
York University, Canada.
York University, Canada.
Cognition. 2014 Mar;130(3):278-88. doi: 10.1016/j.cognition.2013.11.015. Epub 2013 Dec 25.
One hundred and seventy-five children who were 6-years old were assigned to one of four groups that differed in socioeconomic status (SES; working class or middle class) and language background (monolingual or bilingual). The children completed tests of nonverbal intelligence, language tests assessing receptive vocabulary and attention based on picture naming, and two tests of executive functioning. All children performed equivalently on the basic intelligence tests, but performance on the language and executive functioning tasks was influenced by both SES and bilingualism. Middle-class children outperformed working-class children on all measures, and bilingual children obtained lower scores than monolingual children on language tests but higher scores than monolingual children on the executive functioning tasks. There were no interactions with either group factors or task factors. Thus, each of SES and bilingualism contribute significantly and independently to children's development irrespective of the child's level on the other factor.
175名6岁儿童被分配到四个组中的一组，这四个组在社会经济地位（SES；工人阶级或中产阶级）和语言背景（单语或双语）方面存在差异。孩子们完成了非言语智力测试、基于图片命名评估接受性词汇和注意力的语言测试，以及两项执行功能测试。所有儿童在基本智力测试中的表现相当，但在语言和执行功能任务上的表现受到SES和双语能力的影响。中产阶级儿童在所有指标上的表现都优于工人阶级儿童，双语儿童在语言测试中的得分低于单语儿童，但在执行功能任务上的得分高于单语儿童。无论是组因素还是任务因素，均不存在交互作用。因此，无论儿童在另一个因素上处于何种水平，SES和双语能力各自都对儿童的发展有显著且独立的贡献。
