双语教育在小学一年级提高创造性的流畅性和灵活性

IF 2.5 1区 文学 Q1 LINGUISTICS Bilingualism: Language and Cognition Pub Date : 2024-12-13 DOI:10.1017/s1366728924000579
Valeria Agostini, Ian A. Apperly, Andrea Krott
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引用次数: 0

摘要

在学校的第一年接触外语能提高发散性思维能力吗?来自白人社区的99名单语儿童(MAge = 57.7个月,SD 1.2;参加双语学校、每周有外语课程的学校和没有外语课程的学校(=对照组)的47名女孩在学年开始和24周后完成了发散思维和执行功能任务。在学年开始时,两组学生在创造力方面没有差异。在第二个测试点上,只有双语学校的孩子和每周学习语言的孩子在发散思维方面有所提高,前者在创造性流畅性和灵活性方面的表现明显优于对照组。改善不能用执行功能的发展来解释。因此,在早期正规教育中大量接触外语似乎可以促进创造性思维。
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Bilingual education enhances creative fluency and flexibility over the first year of primary school

Can exposure to a foreign language in the first year of school enhance divergent thinking skills? Ninety-nine monolingual children from predominantly White neighbourhoods (MAge = 57.7 months, SD 1.2; 47 girls) attending bilingual schools, schools with weekly foreign language lessons, or schools without a foreign language provision (= controls) completed divergent thinking and executive function tasks at the beginning of the school year and 24 weeks later. The groups did not differ on creativity measures at the beginning of the school year. Only bilingual school children and weekly language learners improved divergent thinking at the second testing point, with the former significantly outperforming controls on creative fluency and flexibility. Improvements could not be explained by executive function development. Therefore, a considerable amount of exposure to a foreign language in early formal education appears to boost creative thinking.

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来源期刊
CiteScore
8.90
自引率
16.70%
发文量
86
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