Department of Experimental Psychology.
Department of Cognitive Science and Artificial Intelligence.
J Exp Psychol Gen. 2019 Jul;148(7):1169-1177. doi: 10.1037/xge0000536. Epub 2018 Dec 13.
We monitored the progress of 40 children when they first started to acquire a second language (L2) implicitly through immersion. Employing a longitudinal design, we tested them before they had any notions of an L2 (Time 0) and after 1 school year of L2 exposure (Time 1) to determine whether cognitive abilities can predict the success of L2 learning. Task administration included measures of intelligence, cognitive control, and language skills. Initial scores on measures of inhibitory control seemed predictive of L2 Dutch vocabulary acquisition. At the same time, progress on IQ, inhibitory control, attentional shifting, and working memory were also identified as contributing factors, suggesting a more intricate relationship between cognitive abilities and L2 learning than previously assumed. Furthermore, L1 development was mainly predicted by performance on inhibitory control and working memory. (PsycINFO Database Record (c) 2019 APA, all rights reserved).
我们监测了 40 名儿童在通过沉浸式学习初次开始隐性习得第二语言 (L2) 的进展。采用纵向设计，我们在他们还没有任何 L2 概念的时候（时间 0）和在 L2 接触 1 学年后（时间 1）对他们进行了测试，以确定认知能力是否可以预测 L2 学习的成功。任务管理包括智力、认知控制和语言技能的测量。在抑制控制方面的初始分数似乎可以预测 L2 荷兰语词汇习得。与此同时，智商、抑制控制、注意力转换和工作记忆方面的进展也被确定为促成因素，这表明认知能力与 L2 学习之间的关系比之前假设的更为复杂。此外，L1 的发展主要由抑制控制和工作记忆的表现来预测。（心理学文摘数据库记录（c）2019 APA，保留所有权利）。
