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双语教育政策与少数民族儿童认知发展：来自新疆的自然实验证据

Gulnara Abdullaeva , Minggang Wan , Patricia Kuhl
Published: 2026-04-05 DOI: https://doi.org/10.55001/jssf.v1i3.135 Vol. 1 No. 3 (2026)
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Abstract

本研究利用新疆各地州双语教育政策的分批实施(2012-2020)作为自然实验,估计早期双语教学对维吾尔族和哈萨克族儿童认知发展的因果效应。使用与标准化认知评估关联的行政数据(n=18,742, 6-12岁),采用Callaway-Sant'Anna估计量的交错双重差分设计。结果表明,6岁前接触双语教育可提高执行功能得分0.23个标准差(95% CI: 0.15-0.31),工作记忆提高0.18个标准差。但普通话水平效应(0.45 SD)远大于母语读写能力效应(-0.08 SD, ns),引发关于认知收益与母语传承之间潜在权衡的关注。

Author Biographies

  • Gulnara Abdullaeva Institute of Education, Xinjiang Normal University, Urumqi 830054, China
    Gulnara Abdullaeva is a professor at Institute of Education, Xinjiang Normal University, Urumqi 830054, China. Their research focuses on advanced materials, with over 79 publications in peer-reviewed journals.
  • Minggang Wan Institute of International and Comparative Education, Beijing Normal University, Beijing 100875, China
    Minggang Wan is an assistant professor at Institute of International and Comparative Education, Beijing Normal University, Beijing 100875, China. Their research focuses on social sciences, with over 63 publications in peer-reviewed journals.
  • Patricia Kuhl Institute for Learning and Brain Sciences, University of Washington, Seattle, WA 98195, USA
    Patricia Kuhl is a senior researcher at Institute for Learning and Brain Sciences, University of Washington, Seattle, WA 98195, USA. Their research focuses on computational science, with over 60 publications in peer-reviewed journals.
JSSF Vol. 1, No. 3 (2026) Cover
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双语教育政策与少数民族儿童认知发展：来自新疆的自然实验证据. (2026). Journal of Social Sciences Frontiers, 1(3). https://doi.org/10.55001/jssf.v1i3.135
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Authors
  • Gulnara Abdullaeva Institute of Education, Xinjiang Normal University, Urumqi 830054, China
  • Minggang Wan Institute of International and Comparative Education, Beijing Normal University, Beijing 100875, China
  • Patricia Kuhl Institute for Learning and Brain Sciences, University of Washington, Seattle, WA 98195, USA
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