RUDN Journal of Language Studies, Semiotics and SemanticsRUDN Journal of Language Studies, Semiotics and SemanticsВестник Российского университета дружбы народов. Серия: Теория языка. Семиотика. Семантика2313-22992411-1236Peoples’ Friendship University of Russia named after Patrice Lumumba (RUDN University)3070410.22363/2313-2299-2022-13-1-125-143SOCIOCOGNITIVE STUDIESСОЦИОКОГНИТИВНЫЕ ИССЛЕДОВАНИЯResearch ArticleThe Relationship Between Cognitive Flexibility, Bilingualism and Language Production: Evidence from Narrative Abilities in Senior Preschoolers from the Republic of Sakha (Yakutia)Взаимосвязь между когнитивной гибкостью, билингвизмом и порождением речи на материале нарративов старших дошкольников из Республики Cаха (Якутия)7680-8527OshchepkovaEkaterina S.ОщепковаЕкатерина СергеевнаPhD in Philology, Researcher, Department of Psychology of Education and Pedagogics, Faculty of Psychologyкандидат филологических наук, научный сотрудник кафедры психологии образования и педогогики факультета психологииoshchepkova_es@iling-ran.ruShatskayaArina N.ШатскаяАрина НиколаевнаLaboratory Assistant for Childhood Psychology and Digital Socializationлаборант лаборатории психологии детства и цифровой социализацииarina.shatskaya@mail.ru9809-2174DedyukinaMarfa I.ДедюкинаМарфа ИвановнаCandidate of Pedagogical Sciences, Associate Professor, Deputy Head of the Department of Preschool Education for Academic Affairsкандидат педагогических наук, доцент, заместитель заведующей кафедры дошкольного образования по учебной работеarina.shatskaya@mail.ru3608-2625YakupovaVera A.ЯкуповаВера АнатольевнаCandidate of Psychological Sciences, Researcher, Department of Methodology of Psychology, Faculty of Psychologyкандидат психологических наук, научный сотрудник кафедры методологии психологии факультета психологииvera.a.romanova@gmail.com1570-8446KovyazinaMaria S.КовязинаМария СтаниславовнаCorresponding Member of the Russian Academy of Education, Doctor of Psychology, Professor of the Department of Neuro- and Pathopsychology of the Faculty of Psychologyчлен-корреспондент РАО, доктор психологических наук, профессор кафедры нейро- и патопсихологии факультета психологииKMS130766@mail.ruLomonosov Moscow State UniversityМосковский государственный университет имени М.В. ЛомоносоваInstitute of Linguistics, Russian Academy of SciencesИнститут языкознания Российской Академии наукPsychological Institute, Russian Academy of EducationПсихологический институт Российской Академии образованияPreschool Education Department, Ammosov North-Eastern Federal UniversityСеверо-Восточный федеральный университет имени М.К. Аммосова31032022131VOL 13, NO1 (2022)ТОМ 13, №1 (2022)12514331032022Copyright ©; 2022, Oshchepkova E.S., Shatskaya A.N., Dedyukina M.I., Yakupova V.A., Kovyazina M.S.Copyright ©; 2022, Ощепкова Е.С., Шатская А.Н., Дедюкина М.И., Якупова В.А., Ковязина М.С.2022Oshchepkova E.S., Shatskaya A.N., Dedyukina M.I., Yakupova V.A., Kovyazina M.S.Ощепкова Е.С., Шатская А.Н., Дедюкина М.И., Якупова В.А., Ковязина М.С.https://creativecommons.org/licenses/by-nc/4.0https://journals.rudn.ru/semiotics-semantics/article/view/30704

Bilingualism remains one of the key agents of influence on cognitive and language development of a child. Recently, this phenomenon became the focus of research attention. On the one hand, it can be explained by the active migration processes occurring on a global level. On the other hand, the influence of bilingualism over children’s cognitive and language development is still quite a divisive issue. This study is aimed to explore, which phenomenon is more associ-ated with the language development, - the fact of a child’s bilingualism or his/her level of execu-tive functions development. 380 children from a bilingual Russian region participated in this re-search. The final sample consisted of 279 6-7-year-old subjects without deviations in their cogni-tive and language development. There were 181 monolingual children and 98 bilinguals. Age, gender and non-verbal intelligence were controlled. Average age equaled to 6.65 years (SD = 0.37). The study demonstrated that the differences revealed in the language development of mono- and bilingual children were related mostly to lexical and grammatical aspects and didn’t intervene with the macrostructure of the narrative. In regard to the influence of executive functions, the role of cognitive flexibility turned out to be an essential element from the perspective of the difference in mono- and bilingual children’s language development. As a whole, the study results allow drawing a conclusion that the development of cognitive flexibility contributes to a more efficient simultaneous mastering of two languages.

Билингвизм остается одним из ключевых факторов, влияющих на когнитивное и языковое развитие ребенка. В последнее время это явление стало объектом пристального внимания исследователей. С одной стороны, это можно объяснить активными миграционными процессами, происходящими на глобальном уровне. С другой стороны, влияние двуязычия на когнитивное и языковое развитие детей по-прежнему вызывает разногласия: насколько оно сильно и можно ли нивелировать отрицательное влияние билингвизма. Данное исследование направлено на изучение того, какой фактор больше связан с языковым развитием - факт двуязычия ребенка или уровень развития его регуляторных функций. В исследовании приняли участие 380 детей из двуязычного региона России. В окончательную выборку вошли 279 испытуемых в возрасте 6-7 лет без отклонений в когнитивном и языковом развитии. Респондентами стали 181 ребенок русскоязычный монолиингв и 98 русско-якутских билингвов. Факторы возраста, пола и невербального интеллекта также учитывались. Средний возраст детей составил 6,65 года (SD = 0,37). Исследование показало, что выявленные различия в языковом развитии одно- и двуязычных детей были связаны в основном с лексико-грамматическими аспектами и не влияли на макроструктуру нарратива. Что касается влияния регуляторных функций, роль когнитивной гибкости оказалась более важным элементом с точки зрения разницы в языковом развитии одно- и двуязычных детей. В целом результаты исследования позволяют сделать вывод о том, что развитие когнитивной гибкости способствует более эффективному одновременному овладению двумя языками.

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