Marton Klara, Gehebe Thorfun, Pazuelo Lia
Department of Speech-Language-Hearing Sciences, Graduate Center, City University of New York, New York, New York.
Department of Communication Arts, Sciences and Disorders, Brooklyn College, City University of New York, New York; New York.
Semin Speech Lang. 2019 Aug;40(4):256-271. doi: 10.1055/s-0039-1692962. Epub 2019 Jul 16.
Cognitive control refers to the ability to perform goal-directed behaviors in the presence of other compelling actions or in the face of habitual practices. Cognitive control functions play a critical role in children's language processing and literacy development. In recent years, many clinicians have expanded their assessment and treatment to target specific cognitive skills. Our goal is to provide a review of recent findings on cognitive control functions in children with different language status (i.e., monolingual and bilingual children with and without language impairment). While children with language impairment show performance deficits in specific cognitive functions (e.g., working memory updating and interference control), typically developing bilingual children often outperform their monolingual peers in cognitive control tasks. However, the relationship between bilingualism and cognitive control has been controversial. Several factors that influence these variations are discussed. Given the findings on the joint impact of bilingualism and language impairment on cognitive control functions, we identify conditions in which bilingualism attenuates the negative effects of the language deficit and conditions in which language impairment has a stronger effect than bilingualism. Critical issues of bilingual assessment, suggestions, and future directions are discussed.
认知控制是指在存在其他引人注目的行为或面对习惯性行为时执行目标导向行为的能力。认知控制功能在儿童语言处理和读写能力发展中起着关键作用。近年来，许多临床医生已将他们的评估和治疗扩展到针对特定的认知技能。我们的目标是综述关于不同语言状态儿童（即有和无语言障碍的单语和双语儿童）认知控制功能的最新研究结果。虽然有语言障碍的儿童在特定认知功能（如工作记忆更新和干扰控制）方面表现出缺陷，但通常发育的双语儿童在认知控制任务中往往比他们的单语同龄人表现更好。然而，双语与认知控制之间的关系一直存在争议。讨论了影响这些差异的几个因素。鉴于双语和语言障碍对认知控制功能的联合影响的研究结果，我们确定了双语减轻语言缺陷负面影响的情况以及语言障碍比双语影响更强的情况。讨论了双语评估的关键问题、建议和未来方向。
