本研究通过检查他们的语言技能,调查了巴西(葡萄牙语-日语双语学习者或DLL)5岁儿童的入学准备情况(1),执行功能(EF),和心理理论(ToM)与他们的单语同龄人相比,以及(2)通过调查这三种技能之间的发展关系。DLL在日语技能方面得分低于单语种者,特别是在接受词汇和日语补语从句的理解方面。DLL和单语言在EF中执行类似,特别是在抑制控制任务测量干扰抑制和反应抑制。然而,单语言者在评估错误信念理解的ToM任务中的性能优于DLL。最后,DLL的干扰抑制和对补语从句的理解都与其错误信念理解呈正相关。总之,DLL在日语技能和ToM方面有学校准备方面的困难,但不是在EF,与他们的日本单语同龄人相比。此外,语言和EF技能与ToM发展的正相关关系,这在单语儿童中很常见,在这项研究中扩展到了一个被深入研究的DLL群体。
The present study investigated school readiness in Brazilian (Portuguese-Japanese dual language learner or DLL) 5-year-olds in Japan (1) by examining their language skills, executive function (EF), and theory of mind (ToM) in comparison to their monolingual peers and (2) by investigating the developmental relations between these three skills. DLLs scored lower than monolinguals in Japanese language skills, specifically in receptive vocabulary and the understanding of complement clauses in Japanese. DLLs and monolinguals performed similarly in EF, particularly in inhibitory control tasks measuring interference suppression and response inhibition. However, monolinguals outperformed DLLs in ToM tasks assessing false belief understanding. Finally, DLLs\' interference suppression and understanding of complement clauses were both positively related to their false belief understanding. In conclusion, DLLs had school readiness difficulties in Japanese language skills and ToM, but not in EF, compared to their Japanese monolingual peers. Furthermore, the positive relationship of language and EF skills with ToM development, which is commonly reported in monolingual children, extended to an understudied population of DLLs in this study.