Cross-Linguistic and Cross-Cultural Effects on Verbal Working Memory and Vocabulary: Testing Language-Minority Children With an Immigrant Background

作者：Pascale Engel de Abreu, Martine Baldassi, Marina Leite Puglisi, Débora Maria Befi‐Lopes · 发表于：Journal of Speech Language and Hearing Research · 年份：2012 · DOI：10.1044/1092-4388(2012/12-0079) · 研究领域：Language Development and Disorders、Neurobiology of Language and Bilingualism、Categorization, perception, and language

PURPOSE: In this study, the authors explored the impact of test language and cultural status on vocabulary and working memory performance in multilingual language-minority children. METHOD: Twenty 7-year-old Portuguese-speaking immigrant children living in Luxembourg completed several assessments of first (L1)- and second-language (L2) vocabulary (comprehension and production), executive-loaded working memory (counting recall and backward digit recall), and verbal short-term memory (digit recall and nonword repetition). Cross-linguistic task performance was compared within individuals. The language-minority children were also compared with multilingual language-majority children from Luxembourg and Portuguese-speaking monolinguals from Brazil without an immigrant background matched on age, sex, socioeconomic status, and nonverbal reasoning. RESULTS: Results showed that (a) verbal working memory measures involving numerical memoranda were relatively independent of test language and cultural status; (b) language status had an impact on the repetition of high- but not on low-wordlike L2 nonwords; (c) large cross-linguistic and cross-cultural effects emerged for productive vocabulary; (d) cross-cultural effects were less pronounced for vocabulary comprehension with no differences between groups if only L1 words relevant to the home context were considered. CONCLUSION: The study indicates that linguistic and cognitive assessments for language-minority children require careful choi...