A longitudinal study of Turkish-Dutch children’s language mixing in single-language settings: Language status, language proficiency, cognitive control and developmental language disorder

IF 1.8 3区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Cognitive Development Pub Date : 2024-07-01 DOI:10.1016/j.cogdev.2024.101481

Elma Blom , Gülşah Yazıcı , Tessel Boerma , Merel van Witteloostuijn

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引用次数: 0

Abstract

The aim of this study was to investigate the role of language status, language proficiency, cognitive control and Developmental Language Disorder (DLD) in bilingual Turkish-Dutch children’s language mixing in single-language settings. We investigated these factors over time following 31 children (20 with typical development, 11 with DLD), from the age of 5 or 6 years until they were 7 or 8 years old. Children more often mix the majority-societal language (Dutch) into the minority-heritage language (Turkish) than the other way around. Higher proficiency in Dutch, lower proficiency in Turkish, and having DLD are linked to more mixing in the Turkish setting. Effects of cognitive control on children’s language mixing are limited. Linguistic factors at a child-external and child-internal level impact on children’s mixing in single-language settings, and are more important than domain-general cognitive control. Increasing language proficiency in Turkish could explain why children mix less as they grow older.

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土耳其-荷兰儿童在单一语言环境中的语言混合纵向研究：语言地位、语言能力、认知控制和发育性语言障碍

本研究的目的是调查语言地位、语言能力、认知控制和发育性语言障碍（DLD）对土耳其-荷兰双语儿童在单一语言环境中的语言混合所起的作用。我们对 31 名儿童（20 名发育典型儿童和 11 名发育语言障碍儿童）从 5 或 6 岁到 7 或 8 岁期间的语言混合情况进行了调查。儿童更经常地将多数社会语言（荷兰语）混合到少数遗产语言（土耳其语）中，而不是相反。较高的荷兰语熟练程度、较低的土耳其语熟练程度以及患有 DLD 都与土耳其语环境中更多的混用有关。认知控制对儿童语言混合的影响有限。儿童外部和儿童内部的语言因素会影响儿童在单一语言环境中的语言混合，而且比一般领域认知控制更为重要。土耳其语语言能力的提高可以解释为什么儿童随着年龄的增长混合语言的情况会减少。

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来源期刊

Cognitive Development Multiple-

CiteScore

3.20

自引率

5.60%

发文量

114

期刊介绍： Cognitive Development contains the very best empirical and theoretical work on the development of perception, memory, language, concepts, thinking, problem solving, metacognition, and social cognition. Criteria for acceptance of articles will be: significance of the work to issues of current interest, substance of the argument, and clarity of expression. For purposes of publication in Cognitive Development, moral and social development will be considered part of cognitive development when they are related to the development of knowledge or thought processes.