印度有教育背景和无教育背景的成年人中多语言能力与不同语系及认知的关联。
The association of multilingualism with diverse language families and cognition among adults with and without education in India.
作者信息
Petrosyan Sarah, Strangmann Iris M, Nichols Emma, Meijer Erik, Briceño Emily M, Narayanan Shrikanth, Lee Jinkook, Arce Rentería Miguel
机构信息
University of Southern California, Center for Economic and Social Research.
Columbia University College of Physicians and Surgeons, Taub Institute for Research on Alzheimer's Disease and the Aging Brain, Department of Neurology.
出版信息
Neuropsychology. 2025 Mar;39(3):223-234. doi: 10.1037/neu0000988.
OBJECTIVE
Early-life socioeconomic factors, such as education, closely associated with the opportunity to become multilingual (ML), are important determinants of late-life cognition. To study the cognitive advantage of multilingualism, it is critical to disentangle whether cognitive benefit is driven by multilingualism or education. With rich linguistic diversity across all socioeconomic gradients, India provides an excellent setting to examine the role of multilingualism on cognition among individuals with and without education.
METHOD
Using data from the Longitudinal Aging Study in India-Diagnostic Assessment of Dementia, we evaluated the association of multilingualism by language similarity (i.e., speaking languages from the same or different language families) and education with cognition. Longitudinal Aging Study in India-Diagnostic Assessment of Dementia is a nationally representative sample of older Indian adults aged 60 and over, speaking 40 different languages and dialects (N = 4,088, 54% without formal schooling). Multilingual participants were categorized whether they spoke ≥2 languages within the same (classified as ML1) or different (classified as ML2) language families. Participants completed a comprehensive cognitive assessment assessing the domains of executive functioning, language, memory, and visuospatial ability.
RESULTS
Education stratified regression models adjusted for relevant covariates in the full sample and in a propensity-score matched sample. Among those with education, multilingualism was associated with better cognitive functioning across all domains regardless of language family (all p's < .05). Among those without education, only ML1 (not ML2) was associated with better executive functioning (B = 0.17 [0.07, 0.27]) compared to monolinguals.
CONCLUSIONS
These findings add to the growing literature on cognitive advantage of multilingualism, disentangling them from education and suggesting differential effects by language similarity. (PsycInfo Database Record (c) 2025 APA, all rights reserved).
目的
早年的社会经济因素，如教育，与掌握多种语言（ML）的机会密切相关，是晚年认知的重要决定因素。为了研究多语言能力的认知优势，关键在于厘清认知益处是由多语言能力还是教育驱动的。印度社会经济各阶层语言丰富多样，为研究有教育背景和无教育背景人群中多语言能力对认知的作用提供了绝佳环境。
方法
利用印度纵向老龄化研究——痴呆诊断评估的数据，我们通过语言相似性（即说同一语系或不同语系的语言）评估多语言能力，并研究其与教育和认知之间的关联。印度纵向老龄化研究——痴呆诊断评估是一个具有全国代表性的样本，涵盖60岁及以上的印度老年人，他们说40种不同的语言和方言（N = 4088，54%没有接受过正规教育）。多语言参与者根据其所说的≥2种语言是属于同一语系（归类为ML1）还是不同语系（归类为ML2）进行分类。参与者完成了一项全面的认知评估，评估执行功能、语言、记忆和视觉空间能力等领域。
结果
在全样本和倾向得分匹配样本中，对相关协变量进行调整后进行教育分层回归模型分析。在有教育背景的人群中，无论语系如何，多语言能力与所有领域更好的认知功能相关（所有p值<0.05）。在没有教育背景的人群中，与单语言者相比，只有ML1（而非ML2）与更好的执行功能相关（B = 0.17 [0.07, 0.27]）。
结论
这些发现进一步丰富了关于多语言能力认知优势的文献，将其与教育区分开来，并表明语言相似性具有不同影响。（PsycInfo数据库记录（c）2025美国心理学会，保留所有权利）
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