Various studies have shown that bilingual children score lower than their monolingual peers on standardized receptive vocabulary tests. This study investigates if this effect is moderated by language distance. Dutch receptive vocabulary was tested with the Peabody Picture Vocabulary Test (PPVT). The impact of cross-language distance was examined by comparing bilingual groups with a small (Close; n = 165) and a large between-language distance (Distant; n = 108) with monolingual controls (n = 39). As a group, the bilinguals scored lower on Dutch receptive vocabulary than the monolinguals. The bilingual Distant group had lower receptive vocabulary outcomes than the bilingual Close and monolingual groups. No difference emerged between the monolinguals and the bilingual Close group. It can be concluded that bilingual children whose languages provide ample opportunities for transfer and sharing knowledge do not have any receptive vocabulary delays. The findings underscore that bilingual children cannot be treated as a homogeneous group and are important for determining which bilingual children are at risk of low vocabulary outcomes.

中文翻译：

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跨语言距离影响双语儿童的接受词汇结果

各种研究表明，在标准化的接受词汇测试中，双语儿童的得分低于单语同龄儿童。这项研究调查了这种效果是否受语言距离的影响。荷兰人接受词汇已通过Peabody图片词汇测试（PPVT）进行了测试。跨语言距离的影响通过比较双语组（较小（关闭； n = 165）和较大语言间距离（远； n = 108））与单语言对照（n = 39）进行比较。作为一个整体，双语者在荷兰语接受词汇上的得分低于单语者。双语“远距离”组的接受词汇结果比双语“封闭”和“单语”组低。单语者和双语Close组之间没有差异。可以得出的结论是，双语儿童的语言为他们提供了充分的传播和分享知识的机会，没有接受语言的延迟。研究结果强调，双语儿童不能被视为同质群体，对于确定哪些双语儿童的词汇量较低风险很重要。