通过调查文献评论来了解双语的好处

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这些文献综述显示了双语的好处.

(From the chapter) 研究 addressing the possible cognitive consequences of bilingualism for children's development has found mixed results when seeking effects in domains such as language ability and intelligence. The approach in the research reported in this chapter is to investigate the effect that bilingualism might have on specific cognitive processes rather than domains of skill development. 研究了三个认知领域:数量概念, 任务切换和概念形成, 以及心理理论. The common finding in these disparate domains is that bilingual children are more advanced than monolinguals in solving problems requiring the inhibition of misleading information. The conclusion is that bilingualism accelerates the development of a general cognitive function concerned with attention and inhibition, and that facilitating effects of bilingualism are found on tasks and processes in which this function is most required.(PsycINFO数据库记录(c) 2006 APA，版权所有).

双语对认知发展的影响. 美国纽约:牛津大学出版社.

比亚韦斯托克,E. (. (2005).
The past five years have witnessed an increase in interest in bilingualism & 研究人员的第二语言学习 & 政策制定者. 日益增长的文化 & 语言多样性，跨文化接触， & the increasing recognition of the linguistic rights of indigenous & 少数文化群体培养了这种兴趣. 最新研究进展 & 讨论了有关这些问题的理论. Four topics are given specific attention: language shift in early childhood, cognitive & 双语的学术后果 & 第二语言学习，双语 & 在校期间的第二语言学习， & 双语发展的理论途径 & 英语是第二语言的学习. 还提供了带注释的参考书目.

双语与第二语言学习. 《电子下注软件》, 13, 51-70. 来自语言学和语言行为摘要数据库.

康明斯、J. (1993).
(From the chapter) proposes an explanatory model of the relation between bilingualism and cognitive abilities that specifies the role of language awareness in the development of non-linguistic cognitive skills it is our belief that any successful explanation of the interaction between bilingualism and cognitive development must fulfill two basic requirements: first, 应该制定模型, 发达, and tested within a solid theoretical framework regarding the relation between language and thought in development; second, the model should be constrained by the available data / in other words, the model should be 发达 in order to explain the reliable findings to date on bilingual cognitive development in order to fulfill our second requirement for the development of an explanatory model, we review the literature in search of findings that must be explained / discuss six different sets of findings regarding the relation between bilingualism and cognitive development cognitive advantages / metalinguistic abilities / additive and substractive situations / timing of positive effects / bilingual private speech Vygotsky's theory of thought and language (PsycINFO数据库记录(c) 2006 APA，版权所有)

Towards an explanatory model of the interaction between bilingualism and cognitive development. 在E. 比亚韦斯托克(Ed.), Most of the chapters in this volume were originally presented in the invited symposium "language acquisition and implications for processing in bilingual children" at the meeting of the society for research in child development, 1987. (pp. 167-192). 美国纽约:剑桥大学出版社.

迪亚兹,R. M. (., & 科林格,C. (1991).
The idea that bilingualism causes cognitive damage to children is no longer held by researchers, 但它仍然存在于大众的信仰中. It is based on the assumption that language is central to cognitive development, 并不是所有的理论家都持有这种观点. Another theoretical issue is whether the mind is a limited-capacity container or can accommodate two languages with ease. Social concerns arising from cases of poor acculturation have also influenced research on bilingualism. More recent research has compared the performance of "real" bilingual children, 语言能力大致相当的人, with that of monolingual children and found the former group to have superior performance, 尤其是在元语言能力方面. There is now data suggesting that even language minority students in bilingual education programs who are in the process of learning English can benefit from some of the advantages of bilingualism. These studies contradict the argument that bilingualism in itself might cause cognitive confusion in the child, and support the idea that bilingualism can lead to higher levels of metalinguistic awareness and cognitive ability. 在一般情况下, they point to the benefits to children of all language backgrounds of learning and maintaining two languages. (MSE)

双语儿童的认知发展No. ER3). U.S.; Connecticut

Hakuta K. (1986).

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通过调查文献评论来了解双语的好处

这些文献综述显示了双语的好处.