Brito Natalie H, Greaves Ashley, Leon-Santos Ana, Fifer William P, Noble Kimberly G
Department of Applied Psychology, New York University, New York, NY, 10003.
Department of Biobehavioral Sciences, Teachers College, Columbia University, New York, NY, 10027.
Biling (Camb Engl). 2021 Mar;24(2):231-240. doi: 10.1017/s1366728920000334. Epub 2020 May 22.
Past studies have reported memory differences between monolingual and bilingual infants (Brito & Barr, 2012; Singh et al., 2015). A common critique within the bilingualism literature is the absence of socioeconomic indicators and/or a lack of socioeconomic diversity among participants. Previous research has demonstrated robust bilingual differences in memory generalization from 6- to 24-months of age. The goal of the current study was to examine if these findings would replicate in a sample of 18-month-old monolingual and bilingual infants from a range of socioeconomic backgrounds (N = 92). Results indicate no differences between language groups on working memory or cued recall, but significant differences for memory generalization, with bilingual infants outperforming monolingual infants regardless of socioeconomic status (SES). These findings replicate and extend results from past studies (Brito & Barr, 2012; Brito, Sebastián-Gallés, & Barr, 2015) and suggest possible differential learning patterns dependent on linguistic experience.
以往的研究报告了单语和双语婴儿之间的记忆差异（布里托和巴尔，2012年；辛格等人，2015年）。双语研究文献中一个常见的批评是缺乏社会经济指标和/或参与者之间缺乏社会经济多样性。先前的研究表明，在6至24个月大的婴儿中，双语记忆泛化存在显著差异。本研究的目的是检验这些发现是否会在来自不同社会经济背景的18个月大的单语和双语婴儿样本（N = 92）中得到重复。结果表明，语言组在工作记忆或线索回忆方面没有差异，但在记忆泛化方面存在显著差异，无论社会经济地位（SES）如何，双语婴儿的表现都优于单语婴儿。这些发现重复并扩展了以往研究的结果（布里托和巴尔，2012年；布里托、塞巴斯蒂安 - 加列斯和巴尔，2015年），并表明可能存在依赖于语言经验的不同学习模式。
