كليدواژه :
آزمون استروپ , بازداري شناختي , دانش آموزان , دوزبانه , يك زبانه
چكيده فارسي :
در زبان شناسي شناختي، زبان بخشي از توانمندي هاي شناختي انسان تلقي مي شود و هرگونه تحليل زباني با تحليلي از توانايي هاي شناختي انسان همراه است. يكي از توانايي هاي شناختي انسان بازداري شناختي است. پژوهش حاضر با هدف مقايسه بازداري شناختي در دانش آموزان دو زبانه و دانش آموزان يك زبانه انجام شد. روش اين پژوهش عل ّ ي مقايسه اي بود. جامعه مورد مطالعه، دانش آموزان دوره دوم متوسطه شهر قزوين بودند كه تعداد 82 دانش آموز (43 دانش آموز دو زبانه و 39 دانش آموز يك زبانه) با روش نمونه گيري هدفمند انتخاب شدند. ابزار هاي پژوهشِ پرسش نامه دموگرافيك و آزمون رايانه اي استروپ عددي بود. دانش آموزان پس از پر كردن پرسش نامه دموگرافيك، به آزمون استروپ عددي پاسخ دادند. داده هاي حاصل از پژوهش با استفاده از روش تحليل واريانس چند متغيره (مانوا) تجزيه و تحليل شد. يافته هاي آزمون تحليل واريانس چندمتغيره نشان داد كه بين عملكرد دانش آموزان دو زبانه و يك زبانه در آزمون استروپ عددي تفاوت معناداري وجود دارد. بدين صورت كه اثر استروپ عددي و اثر استروپ فيزيكي در دانش آموزان يك زبانه بيشتر از دانش آموزان دو زبانه است. با توجه به يافته هاي پژوهش مي توان چنين نتيجه گرفت كه دانش آموزان دو زبانه نسبت به دانش آموزان يك زبانه، عملكرد بهتري در بازداري شناختي دارند كه سبب مي شود در برخورد با مسائل شناختي، خطاي كم تري داشته باشند و سريع تر پاسخ دهند. واژه هاي كليدي: آزمون استروپ، بازداري شناختي، دانش آموزان، دو زبانه، يك زبانه.
چكيده لاتين :
In cognitive linguistics, language is considered part of human cognitive
abilities, and any linguistic analysis is accompanied by an analysis of
human cognitive abilities. One of the human cognitive abilities is cognitive
inhibition. The aim of this study was to compare cognitive inhibition in
bilingual students and monolingual students. The research question is
whether there is a significant difference between cognitive inhibition in
bilingual and monolingual students?
The present study is a descriptive causal-comparative study. In this study,
cognitive inhibition (performance in numerical stroop test) was compared
between two groups of bilingual and monolingual students. The statistical
population of the present study included all secondary school students in
Qazvin. The sample group consisted of 90 students (45 Persian monolingual
students and 45 Turkish-Persian and Kurdish-Persian bilingual students)
who were selected by purposive sampling method. A demographic
questionnaire and numerical stroop test were used to collect information. A
demographic questionnaire and numerical stroop test were used to collect
information. Due to the lack of complete cooperation of some sample people
in answering the numerical strop test, the number of sample people was
reduced to 39 monolingual students and 43 bilingual students.
Despite the attention of many researchers to cognitive inhibition,
understanding and access to the true concept of cognitive inhibition is
complex. Two strategies have been used to study cognitive processes: selfreport
techniques (interview and questionnaire) and the use of empiricalcognitive
models. Interviews and questionnaires assess only aspects of
cognition that can be verbalized, and such data can only provide relative
support for cognitive models of disorders.
The existence of such problems in interviews and questionnaires has
increased the use of empirical concepts and patterns. The Stroop test is one
of the most effective tools that studies cognitive inhibition and selective
attention in a practical way and its results are extracted directly from the
individual's performance. The test was named after John Ridley Stroop
(1935), who invented the color version of the test. Since then, various forms
of this test such as directional stroop, odor and taste stroop, numerical
stroop, shape strokes & etc have been made and used. In the present study, to
measure cognitive inhibition used the numerical stroop .The Persian version
of this test was made by the researcher (the first author of the present study).
The reliability of the test was 86% using the retest method on 100 subjects.
The numerical stroop test consists of 96 numeric pairs, of which 48 pairs
are used for physical comparison and 48 pairs are used for numerical
comparison. In the 48 pairs on which the physical comparison is performed,
16 pairs of inconsistent numbers, 16 pairs of consonants and 16 pairs of
numbers are neutral, and in the 48 pairs on which the numerical comparison
is performed, the same order of properties is established. The subject's task is
to select the number that is larger in terms of physical size in the physical
comparison section and the number that is larger in terms of numerical value
in the numerical comparison section.
The output of the numerical stroop test includes pairs of numbers to be
compared, reaction time, subject selection, correct or incorrect answer, and
type of comparison (physical comparison and numerical comparison). In
order to determine the Stroop effect, the interference score is calculated by
calculating the difference between the reaction time to the consonant and
inconsistent numbers. Using this test, the effect of numerical stroop and the
effect of physical stroop can be calculated. The larger stroop effect indicates
greater interference and a lower level of cognitive inhibition.
Multivariate analysis of variance was used to measure the difference
between the effect of numerical and physical stroop in bilingual and
monolingual students. The results showed that there was a significant
difference between bilingual and monolingual students in the numerical
stroop effect and the physical stroop effect. There is a significant difference
in cognitive inhibition performance between the two groups and according to
the mean, monolingual students have poorer performance in cognitive
inhibition.
This result is in line with the findings of Bialystok and et al. (2005),
Carlson and Meltzoff (2008), Bialystok and Viswanthan (2009), Prior and
Macwhinney (2020), Cushen and Wiley (2011), Poulin-Dubois et al. (2011)
and Blumenfeld and Marian (2011) are consistent. In these studies, it has
been concluded that the performance of bilinguals in cognitive activities
such as cognitive control, flexibility and cognitive inhibition is better than
monolinguals.
Cognitive inhibition involves the ability to switch between sets of
responses. Bilingual students have a stronger central performer. Because
more linguistic information in bilinguals is constantly challenged and acted
upon, they perform better in suppressing interference with a stimulus that
competes with the initial response, and are better at controlling disturbances
from different tasks.
It can be said that bilinguals use more effective cognitive strategies in
dealing with problems because they speak a variety of languages. The
interaction of languages can be considered as a factor that confronts the
bilingual person with situations that he learns to use more appropriate
cognitive strategies, and these strategies improve their cognitive
performance. Also, the ability of symbolic substitution in different forms
causes the superiority of bilinguals in cognitive function and this effect is
due to the interaction and interrelationship of two languages. Thus, because
in bilinguals both languages are mutually active and have common
representational regions in the brain, bilinguals have a greater ability to
inhibit and selectively pay attention to cognitive processes.
