Monogr Soc Res Child Dev. 2018 Mar;83(1):109-123. doi: 10.1111/mono.12356.
In this article, we comment on the significant contributions to science and to clinical practice made by Floccia et al.'s study of over 400 bilingual 2-year-old children. To science, this work contributes new findings on the linguistic factors that make some pairs of languages easier to learn than others and rich data on the environmental factors that influence bilingual development. Their results provide clues to the nature of the language learning process. To clinical practice, Floccia et al. contribute a new instrument for the diagnosis of risk for language impairment in bilingual children and a new method for the development of assessment instruments more generally. The experience-adjusted approach to norming that they illustrate here provides an example for others to follow. Their method holds promise for test development in many domains where the goal is to assess children's internal capacity but the evidence that is available in children's achievement is systematically influenced by environmental factors.
在这篇文章中，我们评论了 Floccia 等人对超过 400 名双语 2 岁儿童进行的研究，这一研究对科学和临床实践做出了重要贡献。就科学而言，这项工作提供了新的发现，揭示了哪些语言因素使得某些语言对儿童来说比其他语言更容易学习，以及影响双语发展的丰富环境因素。其结果为语言学习过程的本质提供了线索。对临床实践而言，Floccia 等人提供了一种新的工具，用于诊断双语儿童的语言障碍风险，并为更广泛地开发评估工具提供了一种新的方法。他们在这里展示的经验调整方法为其他人提供了一个可供借鉴的范例。他们的方法有望在许多领域的测试开发中得到应用，这些领域的目标是评估儿童的内在能力，但现有的儿童成就证据会受到环境因素的系统性影响。
