Singapore Management University.
Child Dev. 2019 Jul;90(4):1215-1235. doi: 10.1111/cdev.13032. Epub 2018 Jan 10.
Socioeconomic status (SES) and bilingualism have been shown to influence executive functioning during early childhood. Less is known, however, about how the two factors interact within an individual. By analyzing a nationally representative sample of approximately 18,200 children who were tracked from ages 5 to 7 across four waves, both higher SES and bilingualism were found to account for greater performance on the inhibition and shifting aspects of executive functions (EF) and self-regulatory behaviors in classroom. However, only SES reliably predicted verbal working memory. Furthermore, bilingualism moderated the effects of SES by ameliorating the detrimental consequences of low-SES on EF and self-regulatory behaviors. These findings underscore bilingualism's power to enrich executive functioning and self-regulatory behaviors, especially among underprivileged children.
社会经济地位（SES）和双语能力在儿童早期的执行功能方面表现出影响。然而，关于这两个因素在个体内部如何相互作用的了解较少。通过分析一个大约 18200 名儿童的全国代表性样本，这些儿童在四个波次中从 5 岁到 7 岁被跟踪，发现较高的 SES 和双语能力都与课堂上的抑制和转换方面的执行功能（EF）和自我调节行为表现更好相关。然而，只有 SES 可靠地预测了言语工作记忆。此外，双语能力通过减轻 SES 对 EF 和自我调节行为的不利影响，调节了 SES 的影响。这些发现强调了双语能力增强执行功能和自我调节行为的力量，尤其是在贫困儿童中。
