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

基本信息

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
项目类别：
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

项目摘要

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）：执行控制是童年时期发展的最重要的认知能力。它包括有选择地关注相关信息、适当分配有限的注意力资源、在同时执行的任务之间切换以及操纵暂时记住的信息的能力。执行控制是学业成就和长期福祉最有力的预测因素之一。先前的研究表明，双语儿童比单语同龄人更早发展执行控制，并且更有效地执行执行控制任务。目前的提案通过调查双语改变这些能力的机制并确定双语在改变有执行控制挑战的儿童的这种发展方面的局限性来扩展这项研究。这里研究的执行控制面临的两个挑战是贫困和注意力缺陷多动障碍（ADHD），这两种情况都会导致发育迟缓或受损。随着双语的出现，该研究将使用横断面和纵向设计来研究这些过程，使用行为和电生理（ERP）方法来记录与这种认知发展相关的大脑反应的可能变化，并随机分配到训练中的小组研究旨在建立因果关系，并针对典型发展人群和困难人群（贫困、多动症）来调查存在执行控制不良风险的儿童的这些发展情况。尽管有大量证据表明双语儿童的执行控制能力发展早熟，而贫困儿童和多动症儿童的执行控制能力发展延迟，但迄今为止还没有研究调查双语是否继续对这些具有挑战性的儿童的发展产生积极影响。情况。该研究将揭示神经可塑性如何在儿童发展中发挥作用，以及双语如何特别改变认知和大脑功能。了解特定的经历如何增强执行控制的发展对于制定干预措施、补救方法和教学策略以最大限度地发展所有儿童的这一重要能力具有明显的转化影响。