Antón Eneko, Duñabeitia Jon Andoni
Humanitate eta Hezkuntza Zientzien Fakultatea, Mondragon Unibertsitatea, 20500 Mondragon, Spain.
Centro de Investigación Nebrija en Cognición, Universidad Antonio de Nebrija, 28015 Madrid, Spain.
Brain Sci. 2021 May 26;11(6):703. doi: 10.3390/brainsci11060703.
In bilingual communities, social interactions take place in both single- and mixed-language contexts. Some of the information shared in multilingual conversations, such as interlocutors' personal information, is often required in consequent social encounters. In this study, we explored whether the autobiographical information provided in a single-language context is better remembered than in an equivalent mixed-language situation. More than 400 Basque-Spanish bilingual (pre) teenagers were presented with new persons who introduced themselves by either using only Spanish or only Basque, or by inter-sententially mixing both languages. Different memory measures were collected immediately after the initial exposure to the new pieces of information (immediate recall and recognition) and on the day after (delayed recall and recognition). In none of the time points was the information provided in a mixed-language fashion worse remembered than that provided in a strict one-language context. Interestingly, the variability across participants in their sociodemographic and linguistic variables had a negligible impact on the effects. These results are discussed considering their social and educational implications for bilingual communities.
在双语社区中，社交互动发生在单语和混合语言环境中。多语言对话中分享的一些信息，比如对话者的个人信息，在随后的社交场合中常常会被用到。在本研究中，我们探究了在单语环境中提供的自传信息是否比在同等的混合语言情境中更容易被记住。400多名巴斯克语-西班牙语双语（准）青少年接触了通过仅使用西班牙语、仅使用巴斯克语或在句子间混合两种语言来介绍自己的新人。在首次接触新信息后立即收集了不同的记忆指标（即时回忆和识别），并在第二天（延迟回忆和识别）进行收集。在任何一个时间点，以混合语言方式提供的信息都没有比在严格的单语环境中提供的信息记忆效果更差。有趣的是，参与者在社会人口统计学和语言变量方面的差异对这些效果的影响可以忽略不计。我们结合这些结果对双语社区的社会和教育意义进行了讨论。
