The Differences Of Monolingual And Bilingual Preschool Children’s Control Ability In Uighur And Kazak

Language is an essential tool Of human communication,the realization of economic globalization makes bilingualism increasingly prominent, bilingualism has become the focus of attention of many researchers. Related researchers compared monolinguals and bilinguals differences in cognitive abilities,found monolinguals on vocabulary fluency and vocabulary retrieval tasks had better performance; and bilingual on inhibitory control tasks shown advantage. Frideman(2012) put inhibition control into two components by latent variable analysis, interference suppression and prepotent response inhibition. To explore the substance of bilingual advantages, related scholars carried out and found that bilingual experience makes bilinguals ‘s ability to inhibit irrelevant information strengthened. It promotes the bilingual’s ability of interference suppression rather than prepotent response inhibition. In recent years, foreign researchers found that older bilinguals bilingual advantages preformed on slowing cognitive decline; the bilingual advantage in bilingual adults and school-age children were reflected in the superior ability of interference suppression. Are bilingual advantage appeared before elementary school stage? If present, are the bilingual advantage of preschool children and adults the same? If not, the difference is reflected in the aspect of response inhibition or the aspect of interference suppression ? Therefore, I expand the experiment to explore.This study takes stop signal task and bivalent Shapes task, these tasks are adapted to the preschoolers’ age. The study research 146 Uighur and Kazakh bilingual-monolingual children’s ability of inhibition control in preschool according to its classification. we compare differences of preschooler’s accuracy and response time to explore the substance of bilingual advantages. It turns out:(1)The bilingual experience enhances Uighur and Kazakh bilingual preschooler’s attention control.(2)The effect of bilingual experience for Uighur and Kazakh bilingual preschooler’s ability of interference suppression and prepotent response inhibition is independent.(3) Uighur and Kazakh bilingual preschool girls ’ ability of inhibition control is the strongest.(4)The bilingual experience promote Uighur and Kazakh bilingual preschoolers’ cognitive control ability.