不同语言学习经验对学生认知控制的影响差异  

The Impact of Bilingual Experiential Model on Cognitive Control of Uygur Bilingual Students

作　　者：赵雪艳 ZHAO Xueyan(Department of Education,Yili Nonnal University,Yining 835000,China)

机构地区：[1]伊犁师范大学教育科学学院,新疆伊宁835000

出　　处：《渭南师范学院学报》2020年第5期71-76,85,共7页Journal of Weinan Normal University

基　　金：新疆维吾尔自治区双语教育研究课题:国语教育与少数民族学生认知发展研究(SY20153199);伊犁师范大学重点项目:哈-汉与维-汉双语者语义通达机制的对比研究(2013YSZD08)。

摘　　要：随机选取74名维吾尔族双语被试,采用语言转换问卷(BSQW)和Simon任务范式及变式分别考察基于不同第二语言(国语)学习经验的双语学习者(单语生和双语生)的语言转换倾向、工作记忆和抑制三种认知控制成分的差异。研究发现,问卷调查中单语生和双语生被试在语言转换维度上均无显著差异。在Simon任务中双语生被试的工作记忆能力显著优于单语生被试,双语被试的抑制能力在没有增加记忆负荷时显著优于单语生被试。结果表明,不同的双语学习经验不影响双语者的语言转换能力倾向,但是可以影响双语者的工作记忆和抑制任务绩效;双语生的国语学习经验对于优化学习者的工作记忆和抑制控制成分要优于单语生的学习经验。74 Uighur bilingual subjects were randomly selected to investigate the differences of language conversion tendency, working memory and inhibition of bilingual learners(monolinguals and bilinguals) based on different second language(Mandarin) learning experience by using the questionnaire(BSQW) and Simon task paradigm and variation. It is found that there is no significant difference in the dimension of language conversion between monolingual and bilingual students. In Simon task, the working memory ability of bilingual students was significantly better than that of monolingual students, and the inhibition ability of bilingual students was significantly better than that of monolingual students without increasing memory load. The results show that different bilingual learning experiences do not affect the bilinguals’ ability of language conversion, but can affect the working memory and inhibition task performance of bilinguals;the Chinese learning experience of bilinguals is better than that of monolinguals in optimizing the working memory and inhibition control components of learners.

关 键 词：语言学习经验 认知控制 语言转换 SIMON效应 

分 类 号：B842[哲学宗教—基础心理学]