Výkon bilingválnych jednotlivcov pri psychodiagnostickom vyšetrení kognitívnych funkcií v ich prvom a druhom jazyku
č.7(2016)
Abstrakt
Klíčová slova:
bilingvizmus; druhý jazyk; inteligencia; pamä; pozornosť; prvý jazyk; psychologické testovanie.
Cieľom práce bolo porovnať výkon bilingválnych jednotlivcov pri testovaní pozornosti, pamäti a inteligencie v ich prvom a druhom jazyku. Mienili sme tým preveriť implicitné predpoklady o zhoršení výkonu bilingválnych jednotlivcov pri psychodiagnostickom vyšetrení, ak to neprebieha v ich prvom jazyku. Výskumný súbor tvorilo 126 bilingválnych respondentov s priemerným vekom 17.87 (SD = 7.77), 66 žien a 60 mužov. Súbor bol rozdelený na štyri vekové skupiny – mladší školský vek, obdobie pubescencie, adolescencie a dospelosti. Vybrané kognitívne funkcie boli merané slovenskými a maďarskými jazykovými formami nasledovných psychologických testov: Číselný štvorec, Pamäťový test učenia, Wechslerov inteligenčný test pre dospelých a Wechslerova inteligenčná škála pre deti. Z výsledkov vyplýva zhoršenie výkonu pri psychodiagnostickom vyšetrení pozornosti, pamäti a inteligencie v druhom jazyku bilingvistov a to bez ohľadu na ich vek. Závery práce poukazujú na dôležitosť voľby primeraného jazyka psychologického testovania bilingválneho klienta kvôli eliminácii znevýhodňujúcich podmienok oproti monolingvistom.
The aim of the study was to compare the performance of bilingual individuals in testing attention, memory and intelligence in their first (L1) and second (L2) languages. Our intention was to test the implicit assumptions about the deterioration of the performance of bilingual individuals by psychodiagnostic examination, if it does not proceed in their L1. The sample included 126 bilingual respondents with an average age of 17.87 (SD = 7.77), 66 women and 60 men. This work was divided into four age groups - younger school age, pubescence period, adolescence and adulthood. The selected cognitive functions were measured by Slovak and Hungarian language forms of the following psychological tests: Numeric Square, Memory test of learning, WAIS-R and WISC-III. The results indicate a deterioration of performance at psychodiagnostic test of attention, memory and intelligence in the L2 of bilinguals regardless of their age. The conclusions of the work show the importance of choosing the appropriate language of psychological testing of a bilingual client in order to eliminate disadvantageous conditions compared to a monolingual.
bilingvizmus; druhý jazyk; inteligencia; pamä; pozornosť; prvý jazyk; psychologické testovanie.
Reference
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Göncz, L. (1999). A magyar nyelv Jugoszláviában (Vajdaságban). Budapest – Újvidék: Forum Kiadó.
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Harding-Esch, E., Riley, P. (2008). Bilingvní rodina. Praha: Portál.
Hernandez, Ae., Dapretto, M., Mazziotta, J., Bookheimer, S. (2001). Language Switching and Language Representation in Spanish-English Bilinguals: An fMRI Study. Neuro Image, 14, 510-520. doi: 10.1006/nimg.2001.081
Hülür, G., Hertzog, Ch., Pearman, A.M., Gerstorf, D. (2015). Correlates and Moderators of Change in Subjective Memory and Memory Performance: Findings from the Health and Retirement Study. Gerontology, 61, 232-240. doi: 10.1159/000369010
Jirásek, J. (1992). Číselný čtverec. Bratislava: Psychodiagnostika s.r.o.
Kaushanskaya, M., Blumenfeld, H.K., Marian, V. (2011). The relationship between vocabulary and short- term memory measures in monolingual and bilingual speakers. International Journal of Bilingualism, 15, 408-425. doi: 0.1177/1367006911403201
Kaushanskaya, M. & Marian, V. (2009). The bilingual advantage in novel word learning. Psychonomic Bulletin & Review, 16, 705–710. doi:10.3758/PBR.16.4.705
Kessler, C., Quinn, M.E. (1980). Positive effects of bilingualism on science problem-solving abilities. In: J. A. Alatis (Ed.), Current issues in bilingual education: Proceedings of the Georgetown Roundtable on Language and Linguistics, (pp. 295 – 308). Washington, DC: Georgetown University Press.
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Kormi-Nouri, R., Shojaei, R.S., Moniri, S., Gholami, A.R., Moradi, A.R., Akbari-Zardkhaneh, S., Nilsson, L.G. (2008). The effect of childhood bilingualism on episodic and semantic memory task. Scandinavian Journal of Psychology, 49, 93-109. doi: 10.1111/j.1467-9450.2008.00633.x
Kroll, J.F., Michael, E., Tokowicz, N., Dufour, R. (2002). The development of lexical fluency in a second language. Second language Research, 18, 137-171. doi: 10.1191/0267658302sr201oa
Kun, M. – Szegedi, M. (1996). Az intelligencia mérése. Budapest: Akadémiai Kiadó.
Lanstyák, I. (2002). Maďarčina na Slovensku – štúdia z variačnej sociolingvistiky. Sociolingvistický časopis, 38, 409-427.
Lantto, H. (2014). Code-switching, swearing and slang: The colloquial register of Basque in Greater Bilbao. International Journal of Bilingualism, 18, 633-648. doi: 10.1177/1367006912457274
Lee, K., Ning, F., Goh, H.Ch. (2014). Interaction between Cognitive and Non-Cognitive Factors: The Influences of Academic Goal Orientation and Working Memory on Mathematical Performance. Educational Psychology, 34, 73-91. doi: 10.1080/01443410.2013.836158
Loh, K.P., Ghorab, H. (2011). How to eliminate the stigmatisation in mental illness: medical students' perspective. International Journal of Students' Research, 1, 101-102.
Luk, G., Anderson, J.A.E., Craik, F.I.M, Grady, Ch., Bialystok, E. (2010). Distinct Neural Correlates for Two Types of Inhibition in Bilinguals: Response Inhibition versus Interference Suppression. Brain and Cognition, 74, 347-357. doi: 10.1016/j.bandc.2010.09.004
MacLeod, C. & Donnellan, A.M. (1993). Individual differences in anxiety and the restriction of working memory capacity. Personality and Individual Differences, 15, 163-173. doi:10.1016/0191-8869(93)90023-V
Mackey, W.F. (2000). The description of bilingualism. In: L. Wei (Ed.), The Bilingualism Reader, (pp. 22-52). London: Routledge.
Mikulášková, G. (2008). Psychologické diagnózy a psychodiagnostika z pohľadu diskurzívnej psychológie. Prešov: Filozofická fakulta Prešovskej univerzity.
Mi-Hyun, Ch., Su-Jeong, L., Jae-Woong, Y., Ji-Hye, K., Jin-Seung, Ch., Jang-Yeon, P., Jae-Hoon, J., Gye-Rae, T., Dae-Woon, L., Soon-Cheol, Ch. (2010). Changes in Cognitive Performance due to Three Types of Emotional Tension. International Journal of Bio-Science & Bio-Technology, 2, 23-28.
Montrul, S. (2005). Second Language acquisition and first language loss in adult early bilinguals: exploring some differences and similarities. Second language research, 21, 199-249. doi: 10.1191/0267658305sr247oa
Navracsics, J. (2010). Kódváltás és kódkeverés a kétnyelvűek beszédében. In: J. Navracsics (Ed.), Nyelv, beszéd, írás. Pszicholingvisztikai tanulmányok I. Segédkönyvek a nyelvészet tanulmányozásához, (pp. 121-129). Budapest: Tinta Könyvkiadó.
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