Hypothesized that mutual interference between a bilingual child's 2 languages forces the child to develop particular coping strategies which in some ways accelerate cognitive development. 样本由96名5-8岁的儿童组成:两组希伯来语-英语双语者, one group tested in theUSand the other group tested inIsrael; and 2 groups of monolinguals, with those tested in theUSspeaking only English and those tested inIsraelspeaking only Hebrew. 在所有群体中，父母的职业和教育水平都同样高. 尽管词汇量较低, 双语者表现出更高级的语言材料处理能力, 更具辨别性的知觉差别, 在感知情境中更倾向于寻找结构, 更有能力根据反馈重新组织他们的看法.

双语对认知策略和认知发展的影响. 孩子的发展t, 48(3), 1009-1018. 从PsycINFO数据库.

Ben-Zeev,年代. (1977).

A previous study found that middle-class Hebrew-English bilingual children were characterized by distinctive perceptual strategies and more advanced processing in certain verbal tasks, 与类似的单语者相比. The present study tested whether similar strategies and response patterns will appear when the children involved are from different language groups and from relatively disadvantaged inner-city neighborhoods. The results showed that Spanish-English bilingual children manifest similar strategies to those found in the previous study (distinctive perceptual strategies and more advanced processing in certain verbal tasks), 尽管有一些衰减. 这些策略既适用于语言材料，也适用于非语言材料. These results appeared in spite of deficiencies in vocabulary and syntax usage for the Spanish-English bilinguals relative to their control group of similar ethnic and social background.

双语和认知:一些最近的发现. NABE:全国双语教育协会杂志, 4(1), 15-50. 来自ERIC数据库.

邓肯,年代. E., & 爱德华·德·阿维拉. (1979).

Hispanic children in 年级s 1 and 3 were tested to examine the relationship between degree of bilingualism in English and Spanish, 智力发展水平, and performance on two tests of cognitive-perceptual functioning or field dependence /independence. 一个积极的, significant relationship was found between relative language proficiency and cognitive perceptual performance.

双语和认知:一些最近的发现.NABE:全国双语教育协会杂志, 4(1), 15-50. 来自ERIC数据库.

邓肯,年代. E., & 爱德华·德·阿维拉. (1979).

Investigated is the relationship between bilingualism in children and cognitive development. French-Italian bilingual children (aged 7-11) were categorized into four groups: (1) equally fluent in both languages, acquired at home; (2) equally fluent in both languages, acquired scholastically; (3) dominant in French; & (4)意大利语占优势. A control group of monolingual Italian children is identified for comparison with the results. 对学生和对照组进行了一系列认知测试. It is concluded that bilingualism in early childhood exerts a positive effect on the formation of cognitive processes in children.

幼儿法意双语与认知发展. 双语性早熟与发展认知 Forneri,7(2), 83-99. 来自语言学和语言行为摘要数据库.

阿,Fardeau. (1993).

Theory and research on bilingualism and its relationship to cognitive development have provided mixed results, 特别是关于美国双语教育项目的价值. 现有的关于双语的研究很少能推广到美国.S. 少数语言群体. 然而, one study of children in a bilingual program designed to see if intellectual abilities are related to the student's degree of bilingualism rather than to compare bilingual and monolingual children found that a positive relation exists between bilingualism and various abilities, 比如对语言进行抽象思考和非语言思考的能力. 除了, the correlation between the students' abilities in the two languages developed in the bilingual education program became stronger in the course of the program, 支持两种语言相互依存的观点.

双语教学中的认知发展. U.S. ; Virginia

Hakuta K. (1985).

两个一年级学生的样本, 50 monolingual and 50 bilingual were tested on a specially constructed Concepts of Linear Measurement Test based on Piaget's test items. The bilingual sample proved to be significantly superior to the monolingual sample on the concept formation test.

概念形成与双语. 阿尔伯塔教育研究杂志, 14(4), 225-232. 从PsycINFO数据库.

利特克,W. W., & 纳尔逊,我. D. (1968).

意英双语者的认知发展 & Italian monolingual children (aged 5-6) was studied based on measures of metalinguistic awareness, 创造力, 非语言能力, & 阅读成就. 在两种语言的熟练程度测试之后，学生们被分配到高水平的小组 & 意大利语熟练程度低 & 高 & 英语水平低，产生六组进行比较. Results of comparison of performance on the measures of cognitive development indicated that students who demonstrated 高 proficiency in both English & 意大利语在创造力、元语言意识、 & 阅读成绩测验.

An investigation of the cognitive development of Italian-English bilinguals and Italian monolinguals from Rome .多语言和多元文化发展杂志，14(4), 345-346. 来自语言学和语言行为摘要数据库.

Ricciardelli L. A. (1993).

It was the primary purpose of this study to investigate the effects of bilingualism on the cognitive development and linguistic performance of children at various ages living in the same cultural environment. It also studied the relationship between formal operational thought and a prerequisite cognitive style as typified by field independence/field dependence for both bilingual and monolingual subjects. 对双语受试者进行语言优势和语言熟练度测试. 探讨双语与认知功能之间的相互关系, 有必要包括语言和非语言的认知测试. 表现上的显著差异不能归因于语言, 年级, or age with the exception of language proficiency correlated with cognitive level on analytical reasoning. The childrens' overall cognitive level indicated some justification for the theoretical relationship between verbal and non-verbal measures of abstract thinking. The bilingual children used 高er order rules more frequently than the monolingual children. The evidence seems to suggest that bilingualism may scaffold concept formation and general mental flexibility.

双语对认知发展的影响. (EdD, ProQuest Information & 学习/天普大学).论文摘要国际，53(4-A), 1104.

罗德里格斯,Y. G. (. (1992).

按主题划分的资源

双语与认知发展和能力的提高有关

This research supports a correlation with increased cognitive development and abilities in bilinguals.