kvmolurОбразование и саморазвитиеEducation and Self-Development1991-7740Казанский (Приволжский) федеральный университет10.26907/esd.18.3.14FOYLMEkvmolur-78Research ArticleСтатьиКогнитивная регуляция младших школьников-билингвов в процессе изучения третьего языкаCognitive Regulation of Junior Bilingual Schoolchildren in the Process of Learning a Third Languagehttps://orcid.org/0000-0001-9515-9433ХотинецВера Ю.KhotinetsVera

Ижевск

Izhevsk

khotinets@mail.ruhttps://orcid.org/0000-0003-4903-9021ШишоваЕвгения О.ShishovaEvgeniya

Казань

Kazan

Evgeniya.Shishova@kpfu.ruhttps://orcid.org/0000-0003-1021-8591НовгородоваЮлия О.NovgorodovaYulia

Ижевск

Izhevsk

novgorodova_yulia@inbox.ruhttps://orcid.org/0000-0002-1995-3886КожевниковаОксана В.KozhevnikovaOksana

Ижевск

Izhevsk

oxana.kozhevnikova@gmail.comhttps://orcid.org/0000-0001-9020-9673МедведеваДарья С.MedvedevaDaria

Ижевск

Izhevsk

dsmedvedeva@bk.ruУдмуртский государственный университетРоссияUdmurt State UniversityRussian FederationКазанский (Приволжский) федеральный университетРоссияKazan (Volga Region) Federal UniversityRussian Federation202329092025183215229Copyright © Хотинец В.Ю., Шишова Е.О., Новгородова Ю.О., Кожевникова О.В., Медведева Д.С., 20252025Хотинец В.Ю., Шишова Е.О., Новгородова Ю.О., Кожевникова О.В., Медведева Д.С.Khotinets V., Shishova E., Novgorodova Y., Kozhevnikova O., Medvedeva D.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://kvmolur.elpub.ru/jour/article/view/78

В работе ставятся вопросы о возможности экстраполяции эффектов билингвизма на трилингвизм в младшем школьном возрасте, об усилении/снижении когнитивной регуляции у детей-билингвов в процессе/результате овладения ими другими языками. Целью пилотажного исследования является выявление возможностей когнитивной регуляции у младших школьников-билингвов в образовательной ситуации изучения третьего языка. В исследовании приняли участие школьники вторых классов (N=60) в возрасте от 8 до 9,8 лет (M=8,8, SD=0,36), среди которых 30 человек с несбалансированным билингвизмом (N=30, 15 мальчиков, 15 девочек) из национальной удмуртской гимназии и 30 – монолингвы с родным русским языком (N=30, 13 мальчиков, 17 девочек) из общеобразовательной школы г. Ижевска Удмуртской Республики.

Для измерения компонентов когнитивной регуляции использованы: тестовая батарея NEPSY-II (детский вариант в печатном виде): «Повторение предложений», «Память на конструирование», «Торможение»; компьютерные тестовые пробы Программного обеспечения инструментария психолога «Практика – МГУ»: Stroop Test, Shulte Tables, Memory for geometric shapes, Go-NoGo. Основной статистический метод анализа данных эмпирического исследования – структурное моделирование (моделирование структурными уравнениями). Результаты пилотажного исследования показывают возможный синкретический (смешанный) эффект билингвизма в процессе овладения третьим языком младшими школьниками с необходимостью его контроля в образовательной ситуации. Допускаем, что билингвизм в образовательной ситуации изучения третьего языка, как предиктор когнитивных изменений, обеспечивает преимуществами в самоорганизации субсистем регуляторных процессов когнитивного уровня и, наряду с этим, порождает трудности в связи с высокой регуляторной нагрузкой.

The work raises problems about the possibility of extrapolating the effects of bilingualism to trilingualism at primary school age, about the increase/decrease in cognitive regulation in bilingual children in the process/result of their acquisition of other languages. The purpose of the pilot study is to identify opportunities in cognitive regulation among primary bilingual schoolchildren in the educational situation of learning a third language. The study involved second grade schoolchildren (N=60) aged from 8 to 9.8 years (M=8.8, SD=0.36), among them with unbalanced bilingualism (N=30, 15 boys, 15 girls ) from the national Udmurt gymnasium; monolinguals with their native Russian language (N=30, 13 boys, 17 girls) from a secondary school in Izhevsk, Udmurt Republic. To measure the components of cognitive regulation, the following were used: test battery NEPSYII (children's version in printed form): “Repetition of sentences”, “Memory for construction”, “Inhibition”; computer test samples of the software of the psychologist's toolkit “Practice – MSU”: Stroop Test, Shulte Tables, Memory for geometric shapes, Go-NoGo. The main statistical method for analyzing empirical research data is structural modeling (structural equation modeling).

The results of the pilot study show a possible syncretic (mixed) effect of bilingualism in the process of mastering a third language by primary schoolchildren with the need to control it in the educational situation. We assume that bilingualism in the educational situation of learning a third language, as a predictor of cognitive changes, provides advantages in the self-organization of subsystems of regulatory processes at the cognitive level and, at the same time, creates difficulties due to the high regulatory load.

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The authors declare that there are no conflicts of interest present.