双语对有或无发育障碍儿童心理理论的影响：范围综述

IF 5.7 1区心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL

Developmental Review Pub Date : 2025-02-03 DOI:10.1016/j.dr.2025.101186

Franziska Baumeister , Dafni Vaia Bagioka , Laura Rivoletti , Stephanie Durrleman

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引用次数: 0

摘要

调查双语对儿童心理理论（ToM）影响的研究结果参差不齐，可能是由于方法的差异，包括双语特征的差异。同时，研究人员表示，需要考虑到双语的异质性，以一种连续的方式进行测量。本综述旨在探讨以前的研究如何确定重要的双语变量，以便未来研究其对有或无发育障碍儿童的ToM的影响。它分析了这些研究的“推理框架”来评估这些见解。双语被认为直接或通过执行功能或元语言意识等因素影响认知能力。在分析的37项研究中，很少有研究完全验证了这些假设。那些报告积极结果的人往往是双语者，他们有大量的语言接触，这支持了双语影响汤姆的观点，尤其是在考虑到接触的情况下。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

The impact of bilingualism on theory of mind in children with and without developmental disorders: A scoping review

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The impact of bilingualism on theory of mind in children with and without developmental disorders: A scoping review

Findings across studies investigating the impact of bilingualism on Theory of Mind (ToM) in children have been mixed, potentially due to methodological differences, including variations in the characterization of bilingualism. At the same time, researchers express the need to take into account the heterogeneity of bilingualism by measuring it in a continuous manner.

This scoping review aimed to explore how previous research identifies important bilingualism variables for future studies on its effects on ToM in children with and without developmental disorders. It analysed the studies’ ‘reasoning frameworks’ to assess these insights. Bilingualism is suggested to influence ToM directly or via factors like executive functioning or metalinguistic awareness. Of 37 studies analysed, few fully tested these hypotheses. Those reporting positive outcomes often involved bilinguals with significant language exposure, supporting the idea that bilingualism impacts ToM, particularly when exposure is considered.

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来源期刊

Developmental Review PSYCHOLOGY, DEVELOPMENTAL-

CiteScore

11.00

自引率

3.00%

发文量

审稿时长

51 days

期刊介绍： Presenting research that bears on important conceptual issues in developmental psychology, Developmental Review: Perspectives in Behavior and Cognition provides child and developmental, child clinical, and educational psychologists with authoritative articles that reflect current thinking and cover significant scientific developments. The journal emphasizes human developmental processes and gives particular attention to issues relevant to child developmental psychology. The research concerns issues with important implications for the fields of pediatrics, psychiatry, and education, and increases the understanding of socialization processes.