■这项研究调查了以意大利语为第二语言的意大利语单语和双语(TD)学龄前儿童以及年龄匹配的单语和双语同龄人的语言和非语言抑制控制能力。
■注册了四组学龄前儿童:30名TD意大利语单语者,24名TD双语者,19名具有DLD的意大利语单语者,和19名DLD的双语者。所有孩子都用意大利语评估词汇,接受形态语法,和意大利语中DLD的形态标记(即,第三人称动词变形,定冠词,第三人称直接宾语代词,简单介词)和非语言抑制控制技能。使用一系列单向方差分析比较了集团绩效。
■与TD单语和双语儿童相比,具有DLD的单语和双语儿童在所有语言指标上的表现明显较低。然而,TD双语者,尽管全面显示出比DLD的单语者更好的语言技能,取得了与DLD单语者更接近的成绩,但明显高于DLD双语者。在抑制性控制任务中,TD单语者和双语者都比DLD组显示出更好的结果,特别是在干扰抑制任务。
■这项研究提供了具有各种语言特征的儿童的语言和抑制控制特征的图片,并增加了有关双语儿童中DLD潜在标记的文献。这些结果表明,对非语言标记的评估,与语言障碍有关,可能是一种有用的方法,可以更好地指定DLD的诊断并减少双语情况下的误诊病例。
UNASSIGNED: This study examined the language and nonverbal inhibitory control skills of Italian monolingual and bilingual typically developing (TD) preschoolers with Italian as their second language and of age-matched monolingual and bilingual peers with developmental language disorder (DLD).
UNASSIGNED: Four groups of preschoolers were enrolled: 30 TD Italian monolinguals, 24 TD bilinguals, 19 Italian monolinguals with DLD, and 19 bilinguals with DLD. All children were assessed in Italian on vocabulary, receptive morphosyntax, and morphological markers for DLD in the Italian language (i.e., third-person verb inflections, definite articles, third-person direct-object clitic pronouns, simple prepositions) and nonverbal inhibitory control skills. Group performance was compared using a series of one-way analyses of variance.
UNASSIGNED: Monolingual and bilingual children with DLD achieved significantly lower performance in all language measures compared to both TD monolingual and bilingual children. However, TD bilinguals, although comprehensively showing better language skills than monolinguals with DLD, achieved a performance closer to that of monolinguals with DLD but significantly higher than that of bilinguals with DLD. Both TD monolinguals and bilinguals showed better results than both DLD groups in inhibitory control tasks, particularly in the interference suppression task.
UNASSIGNED: This study provides a picture of language and inhibitory control characteristics of children with various language profiles and adds to the literature on potential markers of DLD among bilingual children. These results suggest that the assessment of nonlinguistic markers, which are associated with language impairment, could be a useful approach to better specify the diagnosis of DLD and reduce cases of misdiagnosis in the context of bilingualism.