Karlsson Linda C, Soveri Anna, Räsänen Pekka, Kärnä Antti, Delatte Sonia, Lagerström Emma, Mård Lena, Steffansson Mikaela, Lehtonen Minna, Laine Matti
Department of Psychology, Åbo Akademi University, Turku, Finland.
Niilo Mäki Institute, Jyväskylä, Finland.
PLoS One. 2015 Apr 29;10(4):e0125867. doi: 10.1371/journal.pone.0125867. eCollection 2015.
The present study investigated the effect of bilingualism on the two widely used developmental neuropsychological test batteries Wechsler Intelligence Scale for Children - Fourth Edition (WISC-IV) and A Developmental Neuropsychological Assessment, Second Edition (NEPSY-II) in children. The sample consisted of 100 Finland-Swedish children in two age groups. About half (n = 52) of the participants were early simultaneous bilinguals, and the other half (n = 48) were monolinguals. As no Finland-Swedish versions of the tests are available at the moment, both tests were translated and adapted to suit this population. The results revealed no difference in the performance between bilingual and monolingual children. This speaks against a cognitive advantage in bilingual children and indicates that development of separate norms for monolingual and bilingual children is not needed for clinical use.
本研究调查了双语能力对两种广泛使用的儿童发育神经心理测试量表的影响，这两种量表分别是《韦氏儿童智力量表-第四版》（WISC-IV）和《发育神经心理评估第二版》（NEPSY-II）。样本由100名芬兰瑞典裔儿童组成，分为两个年龄组。大约一半（n = 52）的参与者是早期同时双语者，另一半（n = 48）是单语者。由于目前没有芬兰瑞典语版本的测试，因此对这两种测试都进行了翻译和改编以适用于该人群。结果显示，双语儿童和单语儿童在测试表现上没有差异。这反驳了双语儿童具有认知优势的观点，并表明在临床应用中不需要为单语和双语儿童制定单独的常模。
