Hardy Lindsay M, Tomb Meghan, Cha Yoochai, Banker Sarah, Muñoz Francisco, Paul Alexis, Margolis Amy E
New York State Psychiatric Institute and Columbia University Irving Medical Center, New York City, USA.
Rush University Medical Center, Chicago, IL, USA.
J Atten Disord. 2021 Apr;25(6):865-873. doi: 10.1177/1087054719861745. Epub 2019 Jul 22.
The current study examined how the opposing effects of bilingualism and attention problems operate on executive functioning, visual processing, and verbal fluency in children with clinically significant levels of attention problems. We tested whether bilingualism moderated associations between attention problems and visual processing, executive functioning, and verbal fluency. Bilingual children ( = 331) showed visual processing advantages relative to their monolingual peers ( = 165), but only at higher, and not lower, levels of attention problems. Bilingualism did not moderate the association between attention problems and interference control; however, across all children, those with higher levels of attention problems had more difficulty with interference control. Monolingual children demonstrated advantages in verbal fluency relative to bilingual children, but this did not vary with attention problems. Visual processing advantages in bilinguals are detected among children with heightened attention problems, but advantages in interference control are not; findings may have implications for classroom interventions.
当前研究考察了双语能力和注意力问题的相反作用如何影响临床上存在显著注意力问题儿童的执行功能、视觉处理和语言流畅性。我们测试了双语能力是否调节了注意力问题与视觉处理、执行功能和语言流畅性之间的关联。双语儿童（n = 331）相对于单语同龄人（n = 165）表现出视觉处理优势，但仅在注意力问题程度较高而非较低时如此。双语能力并未调节注意力问题与干扰控制之间的关联；然而，在所有儿童中，注意力问题程度较高的儿童在干扰控制方面存在更多困难。单语儿童相对于双语儿童在语言流畅性方面表现出优势，但这并不随注意力问题而变化。在注意力问题加剧的儿童中发现了双语者的视觉处理优势，但干扰控制方面的优势未被发现；这些发现可能对课堂干预有启示意义。
