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Do Bilinguals Have an Advantage in Theory of Mind? A Meta-Analysis

机译：双语者在心智理论上有优势吗？荟萃分析

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Bilingualism might help children develop Theory of Mind, but the evidence is mixed. To address the disagreement in the literature, a meta-analysis was conducted on studies that compared bilingual and monolingual children on false belief and other Theory of Mind tests. The meta-analysis of 16 studies and 1,283 children revealed a small bilingual advantage (Cohena??s d=.22, p=.050). A secondary analysis was conducted on studies (k=8) that statistically adjusted the Theory of Mind scores to correct for a bilingual disadvantage in language proficiency. This secondary analysis indicated a medium-size bilingual advantage (Cohena??s d=.58, p.001). There was no evidence for publication bias in either analysis. Taken together, the results provide support for a beneficial effect of acquiring two languages on mental state reasoning. Explanations for this bilingual advantage, which include bilingual-monolingual differences in executive functioning, metalinguistic awareness, and socio-pragmatic abilities, are discussed.
机译：双语可能会帮助孩子发展心理理论，但证据混杂。为了解决文献中的分歧，对研究进行了荟萃分析，比较了双语和单语儿童的错误信念和其他心理理论测试。对16项研究和1,283名儿童进行的荟萃分析显示，双语者优势较小（Cohena ?? s d = .22，p = .050）。对研究（k = 8）进行了次要分析，该研究统计地调整了心智理论分数，以纠正双语能力方面的不利影响。该次要分析表明具有中等规模的双语优势（CohenaΔd= 0.58，p <.001）。两种分析都没有证据表明出版偏倚。两者合计，结果为获得两种语言对心理状态推理的有益效果提供了支持。讨论了这种双语优势的解释，包括执行功能的双语双语差异，元语言意识和社会语用能力。

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