假设双语儿童的两种语言之间的相互干扰迫使儿童发展出特定的应对策略，这在某种程度上加速了认知发展. The sample consisted of 96 5-8 yr olds: 2 groups of Hebrew-English bilinguals, one group tested in theUSand the other group tested inIsrael; and 2 groups of monolinguals, 在美国接受测试的人只说英语，在以色列接受测试的人只说希伯来语. In all groups parent occupation and education level were similarly high. In spite of lower vocabulary level, bilinguals showed more advanced processing of verbal material, more discriminating perceptual distinctions, more propensity to search for structure in perceptual situations, and more capacity to reorganize their perceptions in response to feedback.

The influence of bilingualism on cognitive strategy and cognitive development. Child Development, 48(3), 1009-1018. from PsycINFO database.

Ben-Zeev, S. (1977).

先前的一项研究发现，中产阶级的希伯来-英语双语儿童具有独特的感知策略和在某些口头任务中更高级的处理, as compared to similar monolinguals. 本研究测试了当涉及的儿童来自不同的语言群体和来自相对不利的城市社区时，是否会出现类似的策略和反应模式. 结果表明，西班牙-英语双语儿童表现出与先前研究中发现的相似的策略(不同的感知策略和在某些言语任务中的更高级处理)。, although with some attenuation. The strategies apply to nonverbal as well as verbal material. 尽管西班牙语-英语双语者在词汇和句法使用方面存在缺陷，但与种族和社会背景相似的对照组相比，这些结果还是出现了.

Bilingualism and cognition: Some recent findings. NABE: The Journal for the National Association for Bilingual Education, 4(1), 15-50. from ERIC database.

Duncan, S. E., & De Avila Edward A. (1979).

对一年级和三年级的西班牙裔儿童进行了测试，以检验英语和西班牙语双语程度之间的关系, intellectual development level, 以及在认知知觉功能或领域依赖/独立两项测试中的表现. A positive, 相对语言熟练程度与认知知觉表现之间存在显著的相关关系.

Bilingualism and cognition: Some recent findings.NABE: The Journal for the National Association for Bilingual Education, 4(1), 15-50. from ERIC database.

Duncan, S. E., & De Avila Edward A. (1979).

研究儿童双语与认知发展的关系. 法意双语儿童(7-11岁)被分为四组:(1)两种语言同样流利, acquired at home; (2) equally fluent in both languages, acquired scholastically; (3) dominant in French; & (4) dominant in Italian. 一组只会说一种语言的意大利儿童作为对照，与研究结果进行比较. A series of cognitive tests was administered to the students and to the control group. 结果表明，幼儿时期的双语对儿童认知过程的形成具有积极的影响.

Franco-italian bilingualism in early childhood and cognitive development. [Bilinguisme precoce franco-italien et developpement cognitif] Il Forneri,7(2), 83-99. from Linguistics and Language Behavior Abstracts database.

Fardeau, O. (1993).

关于双语及其与认知发展关系的理论和研究提供了不同的结果, especially in relation to the value of United States bilingual education programs. Little of the existing research on bilingualism is generalizable to U.S. minority language groups. However, 一项针对双语项目儿童的研究发现，双语和各种能力之间存在正相关关系，该研究旨在观察智力能力是否与学生的双语程度有关，而不是比较双语儿童和单语儿童, such as the ability to think abstractly about language and to think nonverbally. In addition, 学生在双语教育项目中发展的两种语言能力之间的相关性在项目过程中变得更强, supporting the idea of the interdependence of the languages of the bilingual.

Cognitive development in bilingual instruction. U.S. ; Virginia

Hakuta, K. (1985).

The cognitive development of Italian-English bilingual & 研究了意大利单语儿童(5-6岁)的元语言意识, creativity, nonverbal abilities, & reading achievement. Following proficiency testing in both languages, students were assigned to groups of high & low Italian proficiency & high & low English proficiency, producing six groups for comparison. 认知发展测试的比较结果表明，两种英语均表现出较高水平的学生 & Italian achieved higher scores on the creativity, metalinguistic awareness, & reading achievement tests.

罗马意英双语者和意单语者认知发展的调查 .Journal of Multilingual and Multicultural Development,14(4), 345-346. from Linguistics and Language Behavior Abstracts database.

Ricciardelli, L. A. (1993).

本研究的主要目的是探讨双语对同一文化环境下不同年龄儿童认知发展和语言表现的影响. 本文还研究了双语和单语受试者的形式操作思维与以领域独立/领域依赖为代表的先决认知风格之间的关系. The bilingual subjects were tested for both language dominance and language proficiency. To investigate the interrelationships between bilingualism and cognitive function, it was necessary to include both verbal and non-verbal tests of cognition. No significant differences in performance could be attributed to lingualism, grade, 除语言能力外，年龄与分析推理的认知水平相关. 儿童的整体认知水平为抽象思维的语言和非语言测量之间的理论关系提供了一定的理由. 双语儿童比单语儿童更频繁地使用高阶规则. 证据似乎表明，双语可能会促进概念形成和一般的心理灵活性.

The effects of bilingualism on cognitive development. (EdD, ProQuest Information & Learning/Temply University).Dissertation Abstracts International,53(4-A), 1104.

Rodriguez, Y. G. (. (1992).

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Bilingualism Correlates with Increased Cognitive Development and Abilities

这项研究支持了双语者认知发展和能力提高的相关性.