scholarly journals When a seven is not a seven: Self-ratings of bilingual language proficiency differ between and within language populations

2018 ◽  
Vol 22 (3) ◽  
pp. 516-536 ◽  
Author(s):  
BRENDAN TOMOSCHUK ◽  
VICTOR S. FERREIRA ◽  
TAMAR H. GOLLAN
Keyword(s):  
Language Proficiency ◽  
Classification Accuracy ◽  
Picture Naming ◽  
The Self ◽  
Group Differences ◽  
Population Differences ◽  
Significant Group ◽  
Different Types ◽  
Population Comparisons ◽  
Language Membership

Self-ratings of language proficiency are ubiquitous in research on bilingualism, but little is known about their validity, especially when the same scale is used across different types of bilinguals. Self-ratings and picture naming data from 1044 Spanish–English and 519 Chinese–English bilinguals were analyzed in five between- and within-population comparisons. Chinese–English bilinguals scored more extremely than Spanish–English bilinguals, and in opposite directions at different endpoints of the self-ratings scale. Regrouping bilinguals by dominant language, instead of language membership, reduced discrepancies but significant group differences remained. Population differences appeared even in English, though this language is shared between populations. These results demonstrate significant problems with self-ratings, especially when comparing bilinguals of different language combinations; and subgroups of bilinguals who speak the same languages but vary in acquisition history and/or dominance. Objective proficiency measures (e.g., picture naming or proficiency interviews) are superior to self-ratings, to maximize classification accuracy and consistency across studies.

Phonetic, Phonological, and Language Skills of Children with a Cleft Palate

2003 ◽  
Vol 40 (5) ◽  
pp. 460-470 ◽  
Author(s):  
Helen Morris ◽  
Anne Ozanne
Keyword(s):  
Language Development ◽  
Cleft Palate ◽  
Language Proficiency ◽  
Language Skills ◽  
Expressive Language ◽  
Speech Development ◽  
Group Differences ◽  
Language Abilities ◽  
Significant Group ◽  
Language Measures

Objective To evaluate the language, phonetic, and phonological skills at age 3 years of two groups of young children with a cleft palate, with different expressive language proficiency at 2 years of age. Design Two groups of children with a cleft palate with differing abilities in early expressive language skills were identified at age 2 years. Comparisons across groups were made over a range of speech and language measures at age 3 years. Participants Twenty children with cleft palate were allocated to two groups dependent on expressive language abilities at age 2 years. One group had normal language development, and the second group had been identified as having significantly delayed (8 to 12 months’ delay) expressive language development. Main Outcome Measures The children were assessed at 3 years of age using standardized assessments and spontaneous speech samples. Comparisons between the two groups were made on a range of language measures including comprehension, expressive language, and speech. Results Group differences were found on both language and speech abilities at age 3 years. Significant group differences were found in expressive language, percentage of consonants correct, phonetic inventory, and phonological process usage. The group with delayed early expressive language abilities at 2 years continued to have expressive language difficulties at 3 years of age and had more disordered speech development, compared with the nondelayed group. Conclusions A subgroup of children with a cleft palate was identified who exhibited delays in early expressive language and continued to have delayed language and disordered phonological patterns at a later age. Support for three possible etiologies including a structural/anatomical deficit, cognitive/linguistic delay, or language/phonological disorder are discussed.

I Will Use Declarative Self-Talk . . . or Will I? Replication, Extension, and Meta-Analyses

2018 ◽  
Vol 32 (1) ◽  
pp. 16-25 ◽  
Author(s):  
Judy L. Van Raalte ◽  
Allen E. Cornelius ◽  
Elizabeth M. Mullin ◽  
Britton W. Brewer ◽  
Erika D. Van Dyke ◽  
...  
Keyword(s):  
Perceived Exertion ◽  
The Self ◽  
Group Differences ◽  
Control Group ◽  
Significant Group ◽  
Self Talk ◽  
Outcome Differences ◽  
And Performance ◽  
Meta Analyses ◽  
And Control

A series of studies was conducted by Senay et al. in 2010 to replicate and extend research indicating that self-posed questions have performance benefits. Studies 1–3 compared the effects of the self-posed interrogative question (“Will I?”) to declarative (“I will”) and control self-talk, and found no significant group differences in motivation, perceived exertion, or performance. In Studies 4–5, interrogative, declarative, and control self-talk primes were compared, and no outcome differences were found. In Study 6, the effects of self-talk on motivation, perceived exertion, and physical performance were assessed. The self-talk groups performed better and were more motivated than the control group, but declarative and interrogative groups did not differ from each other. Finally, meta-analyses of the six studies indicated no significant differences among conditions. These results highlight the value of replication and suggest that factors other than grammatical form of self-posed questions may drive the demonstrated relationships between self-talk and performance.

Accent, Comprehensibility, and Confidence in Second and Third Languages of Adolescents: How Do They Relate to Language Proficiency and Language Interactions?

2021 ◽  
pp. 1-17
Author(s):  
Elin Thordardottir ◽  
Guðlaugur Hávarðarson
Keyword(s):  
Language Proficiency ◽  
Native Speakers ◽  
First Language ◽  
Comfort Level ◽  
Foreign Accent ◽  
Group Differences ◽  
Educational Placement ◽  
Significant Group ◽  
Incidental Exposure ◽  
Language Exposure

Purpose This study examines the degree to which adolescents in Iceland are judged by native Icelandic speakers to have a foreign accent both in Icelandic and in English, two languages that are learned under different conditions, as the community and school language, and through school and incidental exposure. Method Fifty-eight adolescents, 27 with Icelandic as their first language (L1), 21 as their second language (L2), and 10 as one of two L1s read passages in Icelandic and English. Twelve untrained native speakers of Icelandic rated the degree of foreign accent, comprehensibility, and confidence level and selected from multiple-choice options what they thought was the L1 of the speakers. Results Significant group differences were found in Icelandic but not in English. L2 speakers had a significantly greater foreign accent than the other groups in Icelandic; however, there was substantial overlap with some L2 speakers judged to be native and some L1 speakers judged as nonnative. All groups had a significantly greater accent in English than in Icelandic. Accent was judged more sternly than comprehensibility and confidence and related differently to vocabulary proficiency. Conclusions Accent is typically not considered in studies of bilingual attainment in children for purposes of clinical assessment or educational placement but should be given closer attention. The study confirms previous findings that many young L2 learners have a detectable foreign accent. The overlap with L1 speakers also raises questions about the ideal of a native accent. More research is needed on how accent relates to bilingual and multilingual proficiency and on its impacts on comfort level, ease of communication, choice of language, and language exposure.

scholarly journals Language and literacy skills of home and international university students: How different are they, and does it matter?

2018 ◽  
Vol 22 (2) ◽  
pp. 349-365 ◽  
Author(s):  
DANIJELA TRENKIC ◽  
MEESHA WARMINGTON
Keyword(s):  
International Students ◽  
Language Proficiency ◽  
Academic Outcomes ◽  
Literacy Skills ◽  
Group Differences ◽  
Language And Literacy ◽  
Significant Group ◽  
Entry Requirements ◽  
International University

Although international students experience lower attainment at university than home students (Morrison et al., 2005), reasons are poorly understood. Some question the role of language proficiency as international students come with required language qualifications. This study investigated language and literacy of international students who successfully met language entry requirements and those of home students, matched on non-verbal cognition, studying in their native language. In a sample of 63 Chinese and 64 British students at a UK university, large and significant group differences were found at entry and eight months later. Furthermore, language and literacy indicators explained 51% of variance in the Chinese group's grades, without predicting the home students’ achievement. Thus language proficiency appears predictive of academic outcomes only before a certain threshold is reached, and this threshold does not correspond to the minimum language entry requirements. This highlights a systematic disadvantage with which many international students pursue their education.

Comparison of Auditory, Language, Memory, and Attention Abilities in Children With and Without Listening Difficulties

2020 ◽  
Vol 29 (4) ◽  
pp. 710-727
Author(s):  
Beula M. Magimairaj ◽  
Naveen K. Nagaraj ◽  
Alexander V. Sergeev ◽  
Natalie J. Benafield
Keyword(s):  
Auditory Processing ◽  
Short Term Memory ◽  
Group Differences ◽  
Long Term Memory ◽  
Short Term ◽  
Significant Group ◽  
Term Memory ◽  
Memory And Attention ◽  
Speed And Accuracy

Objectives School-age children with and without parent-reported listening difficulties (LiD) were compared on auditory processing, language, memory, and attention abilities. The objective was to extend what is known so far in the literature about children with LiD by using multiple measures and selective novel measures across the above areas. Design Twenty-six children who were reported by their parents as having LiD and 26 age-matched typically developing children completed clinical tests of auditory processing and multiple measures of language, attention, and memory. All children had normal-range pure-tone hearing thresholds bilaterally. Group differences were examined. Results In addition to significantly poorer speech-perception-in-noise scores, children with LiD had reduced speed and accuracy of word retrieval from long-term memory, poorer short-term memory, sentence recall, and inferencing ability. Statistically significant group differences were of moderate effect size; however, standard test scores of children with LiD were not clinically poor. No statistically significant group differences were observed in attention, working memory capacity, vocabulary, and nonverbal IQ. Conclusions Mild signal-to-noise ratio loss, as reflected by the group mean of children with LiD, supported the children's functional listening problems. In addition, children's relative weakness in select areas of language performance, short-term memory, and long-term memory lexical retrieval speed and accuracy added to previous research on evidence-based areas that need to be evaluated in children with LiD who almost always have heterogenous profiles. Importantly, the functional difficulties faced by children with LiD in relation to their test results indicated, to some extent, that commonly used assessments may not be adequately capturing the children's listening challenges. Supplemental Material https://doi.org/10.23641/asha.12808607

Behavioral and emotional differences between children of divorce and children from intact families: Clinical significance and mediating processes *This study is part of a dissertation () supported from the German research community.

2002 ◽  
Vol 61 (1) ◽  
pp. 5-14 ◽  
Author(s):  
Andreas Schick
Keyword(s):  
Self Esteem ◽  
Research Community ◽  
Children Of Divorce ◽  
Group Differences ◽  
Significant Group ◽  
Intact Families ◽  
Divorce Adjustment ◽  
Theoretical Assumptions ◽  
German Research ◽  
Clinically Significant

The following study is based on a sample of 241 9-13-year-old children (66 children from divorced parents, 175 children from non divorced parents). They were examined for differences regarding anxiety, self-esteem, different areas of competence, and degree of behavior problems. With a focus on the children’s experiences, the clinically significant differences were examined. Clinically significant differences, revealing more negative outcomes for the children of divorce, were only found for social anxiety and unstable performance. The frequency of clinical significant differences was independent of the length of time the parents had been separated. The perceived destructiveness of conflict between the parents one of four facets of interparental conflict in this study functioned as a central mediator of the statistically significant group differences. The children’s perception of the father’s social support was a less reliable indicator of variance. Further studies should try to make underlying theoretical assumptions about the effects of divorce more explicit, to distinguish clearly between mediating variables, and to investigate them with respect to specific divorce adjustment indicators.

Simulating Self-Regeneration and Self-Replication Processes Using Movable Cellular Automata with a Mutual Equilibrium Neighborhood

2020 ◽  
Vol 29 (4) ◽  
pp. 741-757
Author(s):  
Kateryna Hazdiuk ◽  
◽  
Volodymyr Zhikharevich ◽  
Serhiy Ostapov ◽  
◽  
...  
Keyword(s):  
Cellular Automata ◽  
Cellular Automaton ◽  
Three Dimensional ◽  
Computer Models ◽  
The Self ◽  
Model Construction ◽  
Natural Phenomena ◽  
Different Types ◽  
Movable Cellular Automata ◽  
Self Replication

This paper deals with the issue of model construction of the self-regeneration and self-replication processes using movable cellular automata (MCAs). The rules of cellular automaton (CA) interactions are found according to the concept of equilibrium neighborhood. The method is implemented by establishing these rules between different types of cellular automata (CAs). Several models for two- and three-dimensional cases are described, which depict both stable and unstable structures. As a result, computer models imitating such natural phenomena as self-replication and self-regeneration are obtained and graphically presented.

A novel approach to assessing language proficiency in adults: A pre-pilot classification accuracy study

2021 ◽  
pp. 136700692199945
Author(s):  
Amy Louise Schwarz ◽  
Maria Resendiz ◽  
Laura Catarina Herrera ◽  
Maria Diana Gonzales
Keyword(s):  
Outcome Measures ◽  
Language Proficiency ◽  
Classification Accuracy ◽  
Service Providers ◽  
Research Question ◽  
Likelihood Ratios ◽  
Self Assessment ◽  
Proficiency Levels ◽  
English Bilingual ◽  
Accuracy Study

Aims and objectives/purpose/research questions: Speech–language pathologists who speak more than one language and who are members of the American Speech–Language–Hearing Association self-identify in one yes/no question whether they have the proficiency level to be bilingual service providers. This research note describes a preliminary attempt to address the very practical issue of whether and in what circumstances Spanish–English bilinguals can accurately judge their proficiency levels in both languages. The research question is: Will bilingual adults accurately identify their first language and second language proficiency levels using a self-assessment when compared to a commonly used standardized norm-referenced test (SNRT) in both formal and informal contexts across the following outcome measures: (a) overall proficiency; (b) listening; (c) speaking; (d) reading; and (e) writing? Design/methodology/approach: Classification accuracy studies require at least 34 participants. Thirty-nine participants completed the commonly used Language Use Questionnaire (LUQ) self-assessment and the commonly used Woodcock–Muñoz Language Survey SNRT (WMLS-III). For this pre-pilot study, participants were Spanish–English bilingual university students. Data and analysis: Forty likelihood ratios (LRs) were calculated. Benchmarks for interpreting LRs for classification accuracy studies were applied to identify the likelihood of an individual being proficient or non-proficient in two languages. Findings/conclusions: For the overall proficiency and formal speaking proficiency outcomes in Spanish, positive LRs met the benchmark for strong agreement. Originality: The current study is the first to show that Spanish–English bilingual adults can accurately judge their Spanish proficiency levels for two specific outcome measures. Significance/implications: These results are important for two reasons. First, they suggest that Spanish–English bilingual adults can accurately judge their overall proficiency levels in Spanish. Second, they identify which outcome measures from the LUQ and WMLS-III should be considered in a future classification accuracy study.

scholarly journals Effects of aging on emotion recognition from dynamic multimodal expressions and vocalizations

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Diana S. Cortes ◽  
Christina Tornberg ◽  
Tanja Bänziger ◽  
Hillary Anger Elfenbein ◽  
Håkan Fischer ◽  
...  
Keyword(s):  
Older Adults ◽  
Emotion Recognition ◽  
Positive Emotions ◽  
Negative Emotions ◽  
Group Differences ◽  
Significant Group ◽  
Positivity Effect ◽  
Video Recordings ◽  
Age Related ◽  
Effects Of Aging

AbstractAge-related differences in emotion recognition have predominantly been investigated using static pictures of facial expressions, and positive emotions beyond happiness have rarely been included. The current study instead used dynamic facial and vocal stimuli, and included a wider than usual range of positive emotions. In Task 1, younger and older adults were tested for their abilities to recognize 12 emotions from brief video recordings presented in visual, auditory, and multimodal blocks. Task 2 assessed recognition of 18 emotions conveyed by non-linguistic vocalizations (e.g., laughter, sobs, and sighs). Results from both tasks showed that younger adults had significantly higher overall recognition rates than older adults. In Task 1, significant group differences (younger > older) were only observed for the auditory block (across all emotions), and for expressions of anger, irritation, and relief (across all presentation blocks). In Task 2, significant group differences were observed for 6 out of 9 positive, and 8 out of 9 negative emotions. Overall, results indicate that recognition of both positive and negative emotions show age-related differences. This suggests that the age-related positivity effect in emotion recognition may become less evident when dynamic emotional stimuli are used and happiness is not the only positive emotion under study.

Standardised ginseng extract G115® potentiates the antidepressant-like properties of fluoxetine in the forced swim test

2021 ◽  
pp. 1-7
Author(s):  
Dylan J. Terstege ◽  
Debra S. MacDonald ◽  
R. Andrew Tasker
Keyword(s):  
Prefrontal Cortex ◽  
Forced Swim Test ◽  
Ginseng Root ◽  
Group Differences ◽  
Post Mortem ◽  
Ginseng Extract ◽  
Significant Group ◽  
Swim Test ◽  
Forced Swim ◽  
Plus Maze

Abstract Objective: Ginsenosides, biologically active components of the root of Panax ginseng, have been reported to have therapeutic benefits in a number of disease states including psychiatric conditions such as major depressive disorder. Our objective was to determine if a standardised commercial ginseng extract, G115®, could reduce the signs of behavioural despair commonly observed in animal models of depression either alone or in combination with the selective serotonin reuptake inhibitor (SSRI) fluoxetine. Methods: Male Sprague-Dawley (SD) rats (N = 51) were divided into four groups: vehicle control, G115® ginseng root extract, fluoxetine and fluoxetine plus G115®. Rats were trained to voluntarily consume treatments twice daily for 14 days and were then tested in an open field (OF), elevated plus maze (EPM) and forced swim test (FST). Post-mortem hippocampal and prefrontal cortex tissue was analysed for expression of brain-derived neurotrophic factor (BDNF) and tropomyosin receptor kinase B (TrkB) by western blot. Results: One-way Analysis of Variance revealed no significant group differences in the OF or plus-maze performance on any variable examined. In the FST, fluoxetine significantly reduced immobility time and increased latency to immobility. The effects of fluoxetine were further significantly potentiated by co-administration of G115®. Post-mortem tissue analysis revealed significant group differences in BDNF expression in the left hippocampus and left prefrontal cortex without any accompanying changes in TrkB expression. Conclusions: We conclude that oral G115® significantly potentiates the antidepressant-like effect of fluoxetine in the FST in the absence of potentially confounding effects on locomotion and anxiety.

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