【作者】 王瑞明； 吕欢；

【Author】 Ruiming Wang;Huan Lv;School of Psychology, South China Normal University;

【机构】 华南师范大学心理学院；

【摘要】 很多研究发现双语儿童比单语儿童在认知灵活性、抑制控制和工作记忆等方面都存在着一定的优势,甚至有研究者提出了双语认知控制优势的观点。但是也有一些研究者认为双语认知控制优势并不存在。正因如此,早期二语学习经验对个体认知发展的影响目前仍然是双语领域的研究热点之一。另外,第二语言学习是否存在关键期,不同的年龄阶段开始学习二语对个体的认知发展是否会有不同,这也是双语领域的一个研究热点。基于这些研究问题,我们梳理了早期二语学习影响个体认知发展方面的研究成果,并以450名初中生为研究对象,考查了早期英语学习开始时间及学习经验对个体词汇通达能力和一般认知能力的影响。研究结果发现,英语的始学年龄不仅对被试的词汇通达能力有影响,对一般认知能力也有影响;不同始学年龄的被试的词汇通达能力和一般认知能力存在显著差异,其中3岁是个体英语学习的重要转折点,3岁开始学习英语的被试的词汇通达能力和一般认知能力是最高的;英语学习兴趣和学习策略在其中有部分中介作用。该结果揭示了早期二语学习会对个体认知发展产生影响,并且这种影响会随着二语始学年龄的变化而不同。本研究最后还进一步明确了该研究领域在未来研究中需要进一步解决的问题。更多还原

【Abstract】 Many studies found that bilingual children have certain advantages over monolingual children in cognitive flexibility, inhibitory control, working memory, and other aspects. Some researchers have proposed the theory of bilingual cognitive control advantages. However, others argue that the bilingual advantage in cognitive control does not exist. For this reason, the effects of early-stage second language learning on individual cognitive development are still interesting issues in the field of bilingualism. In addition, whether there is a critical period for second language learning, and whether the onset age and the experiences of second language learning have different effects on cognitive development, which are also of strong interest for researchers. Therefore, we carried out a systematic review on the studies of early-stage second language learning at home and abroad. We randomly assigned 450 junior high school students as the subjects. The present study aimed to examine the effects of the onset age of second language learning on individual lexical-access ability and general cognitive abilities. Results showed that the onset age of second language learning not only affected the lexical-access ability, but also the general cognitive skills.There were significant differences in the lexical-access ability and general cognitive skills of the subjects of different onset ages. The age of 3 was an important turning point for English learning, because the lexical-access ability and general cognitive abilities were the highest for the subjects who started learning English at 3 years old. Results also showed that English learning interest and learning strategies played a partial mediating role. In summary, the present study revealed that early-stage second language learning would have effects on individual cognitive development,and the effects would vary with the onset age. Finally, the paper clarified the problems to be further solved in future research in this research field.更多还原