CAJ | 학술논문

研究目的：探讨不同熟练双语儿童“注意定向”成分中抑制控制的差异，及这一差异是否依赖于双语儿童第二语言的熟练程度。方法：采用IOR范式的行为实验。被试为平衡、未平衡双语儿童和单语儿童。结果：SOA600ms时，三组被试均出现了IOR，平衡双语儿童与单语儿童的IOR效应量差异显著，其余被试问差异均不显著。结论：（1）双语学习促进了平衡双语儿童抑制控制能力的发展。（2）双语学习对抑制控制能力的促进作用依赖于双语儿童第二语言的熟练程度。
연구목적：탐토불동숙련쌍어인동“주의정향”성분중억제공제적차이，급저일차이시부의뢰우쌍어인동제이어언적숙련정도。방법：채용IOR범식적행위실험。피시위평형、미평형쌍어인동화단어인동。결과：SOA600ms시，삼조피시균출현료IOR，평형쌍어인동여단어인동적IOR효응량차이현저，기여피시문차이균불현저。결론：（1）쌍어학습촉진료평형쌍어인동억제공제능력적발전。（2）쌍어학습대억제공제능력적촉진작용의뢰우쌍어인동제이어언적숙련정도。
Attentional process contains three components： alerting, orienting and executive control. Costa and her partners have found the ＂bilingual effect＂ in alerting and executive control, but not in orienting. However, they have neglected an inhibition factor in atten- tional orienting called ＂inhibition of return, abbreviated IOR＂. So we plan to use the paradigm of IOR to discuss whether the bilingual effect will occur in orienting, and whether the effect occurreuce depends on the proficiency of the second language. The experiment was a 3 × 2 × 2 design. The first variable was the type of subjects, who were 15 balance bilingual children, 16 unbalance bilingual children and 17 monolingual children. The second variable was SOA, which referred to 400ms and 650ms. The third variable was location, which referred to cue and target at the same or different location（s）. The experiment included four condi- tions, every condition having 20 trials. All the 80 trials appeared randomly and no three trials were the same. All the subjects had a practice activity before the experiment. They could not begin if the practice error rate was higher than 5%. In the experiment, the fixa- tion was presented 200ms, and the peripheral cue 2ooms, the central cue lOOms. And the cue was presented lOOms or 350ms in order to control SOA. Finally, the target was presented at the peripheral location at random. The subjects were asked to press the space bar as quickly as possibly when the target appeared. The response time and error rate were recorded by the software DMDX. One unbalance bilingual child and two monolingual children were excluded because their practice rates were higher than 5 %. The response time was analyzed by repeated measure ANOVA. The results showed that the main effect was significant, F （ 1, 42） = 37. 03, p 〈 . 05. The interaction effect of SOA and location was significant, F（1,42） = 109.81, p 〈. 05. There was no main effect or interaction effect on error rate. Further analyses found that IOR appeared when SOA was 600ms, but not when SOA was 4OOms. The difference of the IOR effect was significant between balance bilingual children and monolingual children. There was no significant differ- ence in other types of children. Based on the results, we conclude that bilingual learning promotes the ability of inhibition control in attentional orienting ; whether bilingual learning promotes inhibition control depend on the proficiency of language.