A Systematic Review and Meta-Analysis of the Cognitive Correlates of Bilingualism

被引:649
作者
Adesope, Olusola O. [1 ]
Lavin, Tracy [2 ]
Thompson, Terri [2 ]
Ungerleider, Charles [3 ]
机构
[1] Washington State Univ, Dept Educ Leadership & Counseling Psychol, Pullman, WA 99164 USA
[2] Four Bentall Ctr, Direct Evidence & Policy Res Grp, Vancouver, BC V7X 1A2, Canada
[3] Univ British Columbia, Vancouver, BC V6T 1Z4, Canada
关键词
bilingual; cognitive correlates; biliteracy; meta-analysis; systematic review; WORKING-MEMORY CAPACITY; PHONOLOGICAL AWARENESS; LANGUAGE-ACQUISITION; CHILDRENS USE; META-ANALYSIS; ENGLISH; TASK; 2ND-LANGUAGE; ATTENTION; HETEROGENEITY;
D O I
10.3102/0034654310368803
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
A number of studies have documented the cognitive outcomes associated with bilingualism. To gain a clear understanding of the extent and diversity of these cognitive outcomes, the authors conducted a meta-analysis of studies that examined the cognitive correlates of bilingualism. Data from 63 studies (involving 6,022 participants) were extracted and analyzed following established protocols and procedures for conducting systematic reviews and guidelines for meta-analysis. Results indicate that bilingualism is reliably associated with several cognitive outcomes, including increased attentional control, working memory, metalinguistic awareness, and abstract and symbolic representation skills. Overall mean effect sizes varied from small to large, depending on the cognitive outcomes measured, and were moderated by methodological features of the studies.
引用
收藏
页码:207 / 245
页数:39
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