Cognitive and Language Development in Bilingual Children: Mechanisms, Limitation

双语儿童的认知和语言发展：机制、局限性

• 批准号: 8847750
• 负责人: Ellen Bialystok
• 金额: $ 24.1万
• 依托单位: YORK UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2007
• 资助国家: 美国
• 起止时间: 2007-05-10 至 2017-04-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8847750
• 关键词: Academic achievement; Accounting; Achievement; Adult; Age; Analysis of Variance; Area; Attention deficit hyperactivity disorder; Behavior; Behavioral; Brain; California; Child; Child Development; Childhood; Clinical assessments; Cognition; Cognitive; Comorbidity; Conceptions; Control Groups; Data; Development; Diagnosis; Education; Educational Curriculum; Effectiveness; Enrollment; Environment; Etiology; Family; Foundations; Grant; Health; Immersion Investigative Technique; Intervention; Joints; Language; Language Development; Lead; Linguistics; Measures; Methods; Mind; Modeling; Modification; Monitor; Music; Neuronal Plasticity; Outcome; Outcome Study; Performance; Plant Roots; Policies; Population; Poverty; Process; Public Health; Recommendation; Research; Resources; Risk; Risk Factors; Role; Schools; Source; Staging; Structure; Testing; Time; Training; base; behavior measurement; bilingualism; cognitive ability; cognitive development; cognitive load; conflict resolution; design; executive function; experience; group intervention; improved; longitudinal design; model development; peer; programs; remediation; response; skills; social; success; therapy design

DESCRIPTION (provided by applicant): Executive control is the most important of the cognitive abilities developed in childhood. It includes the ability to selectively attend to relevat information, allocate limited attentional resources appropriately, switch between simultaneous tasks, and manipulate information held temporarily in mind. Executive control is one of the strongest predictors of academic achievement and long-term well being. Previous research has shown that bilingual children develop executive control earlier and perform executive control tasks more efficiently than their monolingual peers. The present proposal extends this research by investigating the mechanism by which bilingualism modifies these abilities and determining the limits of bilingualism in modifying this development for children who have executive control challenges. The two challenges to executive control investigated here are poverty and attention-deficit hyperactivity disorder (ADHD), both situations that lead to delayed or impaired development. The research will use both cross-sectional and longitudinal designs to study these processes as bilingualism is emerging, both behavioral and electrophysiological (ERP) methods to document possible changes in brain response that are associated with this cognitive development, random assignment to groups in a training study to establish causality, and both typically-developing and challenged populations (poverty, ADHD) to investigate these developments in children at risk for poor executive control. Although there is substantial evidence for precocious development of executive control in bilingual children and delayed development of executive control in children in poverty and with ADHD, there is no research to date that investigates whether bilingualism continues to confer positive effects on development for children in these challenging situations. The research will reveal how neuroplasticity operates in children's development and how bilingualism in particular modifies cognitive and brain function. Understanding how a specific experience enhances the development of executive control has clear translational impact for creating interventions, remediation approaches, and instructional strategies to maximize the development of this crucial ability for all children.

描述（由申请人提供）：执行控制是童年发展的最重要的认知能力。它包括能够选择性地参与相关信息，适当地分配有限的注意力资源，同时切换在任务之间的能力，并暂时牢记持有的信息。执行控制是学术成就和长期福祉的最强预测指标之一。先前的研究表明，双语儿童比单语同伴更早地制定执行控制，并更有效地执行执行控制任务。本提案通过调查双语化修改这些能力的机制来扩展这项研究，并确定双语在修改这一发展的限制中，为有执行控制挑战的儿童修改这一发展。此处调查的执行控制的两个挑战是贫困和注意力缺陷多动症障碍（ADHD），这两种情况都导致发展延迟或受损。 The research will use both cross-sectional and longitudinal designs to study these processes as bilingualism is emerging, both behavioral and electrophysiological (ERP) methods to document possible changes in brain response that are associated with this cognitive development, random assignment to groups in a training study to establish causality, and both typically-developing and challenged populations (poverty, ADHD) to investigate these developments in children at risk for poor executive control.尽管有大量证据表明，双语儿童的执行控制早熟，并延迟了贫困儿童和多动症的执行控制的发展，但迄今为止尚无研究调查双语主义是否继续对这些充满挑战的情况下对儿童的发育产生积极影响。该研究将揭示神经可塑性如何在儿童的发育中起作用，以及双语如何尤其改变了认知和大脑功能。了解特定的经验如何增强执行控制的发展具有明显的翻译影响，以创建干预措施，补救方法和教学策略，以最大程度地提高所有儿童这种关键能力。