Influence Of Second Language Learning On Executive Function And Vocabulary Access Ability Of Children Of Different Ages

From the relationship between individual language learning and cognitive development,second language learning has both positive and negative effects.Most studies believe that the positive effect is that the second language learning will promote the development of individual executive function.The negative effect is that the second language learning will reduce the individual’s vocabulary access efficiency.However,there is still no very consistent conclusion.At present,there are usually studies in individuals of a certain age group,and there is little systematic comparison of groups at different language levels and ages.And most studies are based on the conclusion of an experimental task.Few studies have systematically compared the same batch of subjects through a number of different experimental tasks.The dependent variables that lead to different experimental tasks may have different recognitions.Knowledge process.In addition,in the previous studies,only one of the bilingual executives’ functional advantage or the bilingual’s lexical reach disadvantage was often used to examine.Few researchers used the system to compare the positive and negative effects of the same batch of subjects.The current study uses different experimental tasks,and from the perspective of development,explores the impact of second language learning on executive function and vocabulary access ability of children of different ages.In this study,children’s second language proficiency and grade were used as independent variables,and two experiments were conducted to investigate the executive function and vocabulary access ability.Experiment 1 used the task clue transition paradigm and the Simon arrow task to examine the effect of proficiency in second language proficiency on executive function of children in the second,fourth,and sixth grades.It was found that in the transitional paradigm of task cues,for the second-year children,the conversion cost of the proficiency of the second language proficiency test was significantly lower than that of the proficiency of the second proficiency tester,but for the fourth-grade and sixth-grade children,two There was no significant difference in the conversion cost of subjects with different language proficiency;in the Simon arrow task,the Simon effect of subjects with high second language proficiency was significantly lower than that of subjects with low second language proficiency for second-year children.For children in grades 4 and 6,there was no significant difference in Simon effect among subjects with different second language proficiency.Experiment 2 used image naming tasks and category fluency tasks to examine the effect of proficiency in second language proficiency on the vocabulary access ability of children in the second,fourth,and sixth grades.The results showed that in the picture naming task,the response time difference of the second language proficiency test was not significant for the second-year children,but for the fourth-grade and sixth-grade children,the response time of the second language proficiency test subjects was low.Significantly shorter than the second language proficiency test;In the fluency task,second grade children produced significantly fewer words than fourth and sixth grade children,fourth grade and sixth grade children’s production volume.The difference was not significant.Children with low proficiency in second language had significantly more word production than children with high proficiency in second language.The following conclusions are drawn from the study:(1)Executive function increases as children age,and second language learning has a promoting effect on children’s executive function,but the promotion effect decreases with age.(2)Children’s vocabulary accessibility increases with age,and second language learning has a negative impact on children’s vocabulary accessibility,and this effect will vary with age.For fourth-grade and sixth-grade children,second language proficiency has a negative effect on vocabulary accessibility,while for younger second-year children,there is no significant effect of second language proficiency on vocabulary access.