Development of L1-L2 naming skills in a monolingual context: Evidence from children and adolescents

IF 1.8 3区心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL

Cognitive Development Pub Date : 2024-09-18 DOI:10.1016/j.cogdev.2024.101492

Antonio Iniesta , Marta Rivera , Daniela Paolieri , Teresa Bajo

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引用次数: 0

Abstract

Adolescence is marked by significant developmental changes that can influence language processing and control. This study aimed to uncover developmental differences in language co-activation and control in unbalanced Spanish (L1)-English (L2) bilinguals. Children and adolescents attending bilingual schools within a L1 monolingual context completed a picture-naming task including cognates and non-cognates nouns, with collection of behavioral and ERP data. The study consistently found a cognate facilitation effect (CFE) in L2, evident in enhanced accuracy, faster reaction times, and reduced N400 negativity for cognates in comparison with no-cognate nouns. However, in L1, CFE was only observed in the N400 component, indicating weaker transfer from L2 to L1. Additionally, children exhibited greater N200 negativity when naming cognates in L1, while adolescents showed no N200 modulations, suggesting differences in frontal control region involvement and potential differences in control strategies. Language co-activation appears independent of maturation, while language control depends on development.

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单语环境下 L1-L2 命名能力的发展：来自儿童和青少年的证据

青春期的显著发育变化会影响语言处理和控制。本研究旨在揭示不平衡的西班牙语（第一语言）-英语（第二语言）双语者在语言共同激活和控制方面的发展差异。在母语为单语的环境下，在双语学校就读的儿童和青少年完成了一项图片命名任务，包括认知和非认知名词，并收集了行为和ERP数据。研究一致发现，在 L2 中存在认知促进效应（CFE），表现为认知名词与非认知名词相比，认知名词的准确性提高、反应时间加快、N400 负性降低。然而，在 L1 中，只在 N400 成分中观察到 CFE，这表明从 L2 到 L1 的迁移较弱。此外，儿童在用 L1 命名同义词时表现出更大的 N200 负性，而青少年则没有表现出 N200 调节，这表明额叶控制区参与的差异和控制策略的潜在差异。语言共同激活似乎与成熟无关，而语言控制则取决于发育情况。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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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.