{"title":"双语教育在小学一年级提高创造性的流畅性和灵活性","authors":"Valeria Agostini, Ian A. Apperly, Andrea Krott","doi":"10.1017/s1366728924000579","DOIUrl":null,"url":null,"abstract":"<p>Can exposure to a foreign language in the first year of school enhance divergent thinking skills? Ninety-nine monolingual children from predominantly White neighbourhoods (<span>M</span><span>Age</span> = 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.</p>","PeriodicalId":8758,"journal":{"name":"Bilingualism: Language and Cognition","volume":"29 1","pages":""},"PeriodicalIF":2.5000,"publicationDate":"2024-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Bilingual education enhances creative fluency and flexibility over the first year of primary school\",\"authors\":\"Valeria Agostini, Ian A. Apperly, Andrea Krott\",\"doi\":\"10.1017/s1366728924000579\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>Can exposure to a foreign language in the first year of school enhance divergent thinking skills? Ninety-nine monolingual children from predominantly White neighbourhoods (<span>M</span><span>Age</span> = 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.</p>\",\"PeriodicalId\":8758,\"journal\":{\"name\":\"Bilingualism: Language and Cognition\",\"volume\":\"29 1\",\"pages\":\"\"},\"PeriodicalIF\":2.5000,\"publicationDate\":\"2024-12-13\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Bilingualism: Language and Cognition\",\"FirstCategoryId\":\"98\",\"ListUrlMain\":\"https://doi.org/10.1017/s1366728924000579\",\"RegionNum\":1,\"RegionCategory\":\"文学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"LINGUISTICS\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Bilingualism: Language and Cognition","FirstCategoryId":"98","ListUrlMain":"https://doi.org/10.1017/s1366728924000579","RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"LINGUISTICS","Score":null,"Total":0}
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.