Early research that relied on standardized assessments of intelligence reported negative effects of bilingualism for children, but a study by Peal and Lambert (1962) reported better performance by bilingual than monolingual children on verbal and nonverbal intelligence tests. This outcome led to the view that bilingualism was a positive experience. However, subsequent research abandoned intelligence tests as the assessment tool and evaluated performance on cognitive tasks, making the research after Peal and Lambert qualitatively different from that before their landmark study, creating a disconnect between the new and earlier research. These newer cognitive studies showed both positive effects of bilingualism and no differences between language groups. But why were Peal and Lambert's results so different from previous studies that were also based on intelligence tests? The present study analyzed data from verbal and nonverbal intelligence tests that were collected from 6,077 participants across 79 studies in which intelligence tests were administered as background measures to various cognitive tasks. By including adults, the study extends the results across the life span. On standardized verbal tests, monolinguals outperformed bilinguals, but on nonverbal measures of intelligence, there were no differences between language groups. These results, which are different from those reported by Peal and Lambert, are used to reinterpret their findings in terms of the sociolinguistic, political, and cultural context in which the Peal and Lambert study was conducted and the relevance of those factors for all developmental research. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

中文翻译：

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转变：童年双语如何从责任转变为利益。

早期依赖标准化智力评估的研究报告了双语对儿童的负面影响，但 Peal 和 Lambert (1962) 的一项研究报告称，在语言和非语言智力测试中，双语儿童比单语儿童表现更好。这一结果使人们认为双语是一种积极的经历。然而，随后的研究放弃了智力测试作为评估工具，而是评估认知任务的表现，使得皮尔和兰伯特之后的研究与他们里程碑式的研究之前的研究发生了质的不同，造成了新研究和早期研究之间的脱节。这些较新的认知研究表明双语的积极影响以及语言群体之间没有差异。但为什么皮尔和兰伯特的结果与之前同样基于智力测试的研究有如此不同呢？本研究分析了语言和非语言智力测试的数据，这些数据是从 79 项研究中的 6,077 名参与者那里收集的，在这些研究中，智力测试被作为各种认知任务的背景测量。通过将成年人纳入其中，该研究将结果扩展到整个生命周期。在标准化语言测试中，单语者的表现优于双语者，但在非语言智力测试中，不同语言群体之间没有差异。这些结果与皮尔和兰伯特报告的结果不同，用于根据皮尔和兰伯特研究进行的社会语言学、政治和文化背景以及这些因素与所有发展研究的相关性来重新解释他们的发现。（PsycInfo 数据库记录 (c) 2022 APA，保留所有权利）。