Bilingualism and the Measurement of Intelligence and Verbal Learning Ability

1972 ◽  
Vol 39 (1) ◽  
pp. 24-28 ◽  
Author(s):  
Tom Hickey
Keyword(s):  
Mexican American ◽  
Verbal Learning ◽  
Learning Ability ◽  
Bilingual Children ◽  
Vocabulary Test ◽  
Peabody Picture Vocabulary ◽  
Peabody Picture Vocabulary Test ◽  
Verbal Noun ◽  
Methods Of Evaluation

This study analyzed some of the problems of measuring intelligence and verbal learning ability among Mexican-American preschoolers. These bilingual children encountered greater difficulty in correctly identifying verbal noun concepts on the Peabody Picture Vocabulary Test. Structural and idiomatic differences between the English and Spanish languages were thought to be the source of the difficulty. The study emphasized the dangers of reliance upon methods of evaluation and prediction which are not analogous to the context of the particular learning handicap.

Equivalence of Forms L and M of the PPVT-R for Use with Anglo-American and Mexican-American Learning Disabled Students

1983 ◽  
Vol 52 (3) ◽  
pp. 827-830
Author(s):  
Ed N. Argulewicz ◽  
Joseph C. Kush
Keyword(s):  
Mexican American ◽  
Learning Disabled ◽  
Vocabulary Test ◽  
Peabody Picture Vocabulary ◽  
Peabody Picture Vocabulary Test ◽  
Moderate Amount ◽  
Disabled Students ◽  
Mexican American Students ◽  
American Students ◽  
Anglo American

The equivalence of Forms L and M of the Peabody Picture Vocabulary Test-Revised were examined for 57 learning disabled students. Nonsignificant differences between mean scores on the two forms were found for 33 Anglo-American and 24 Mexican-American students. However, correlation of the two groups' scores indicated only moderate relationships, suggesting a moderate amount of variability might be expected when both forms are used with the same student.

Woordkennis Van Turkse Kinderen in de Bovenbouw Van Het Basisonderwijs

1999 ◽  
Vol 61 ◽  
pp. 21-33 ◽  
Author(s):  
Marianne Verhallen-van Ling ◽  
Leyla Özdemir ◽  
Evrim Yüksef ◽  
Rob Schoonen
Keyword(s):  
The Netherlands ◽  
Word Association ◽  
Vocabulary Instruction ◽  
Bilingual Children ◽  
Vocabulary Test ◽  
Peabody Picture Vocabulary ◽  
Lexical Knowledge ◽  
Peabody Picture Vocabulary Test ◽  
Association Task ◽  
Better Than

In this study the breadth and depth of lexical knowledge in bilingual Turkish students in the Netherlands is compared to this knowledge in monolingual peers in Turkey. The Dutch students also performed a Dutch test on deep lexical knowledge, i.e. the Word Association Task (WAT). The results show that the bilingual children lag behind their peers in Turkey in both breadth (Peabody Picture Vocabulary Test) and depth (WAT) of lexical knowledge. Differences in deep lexical knowledge are relatively small compared to the differences in breadth of lexical knowledge. Furthermore, it turns out that the bilingual children's performance on the Dutch WAT is better than on the Turkish WAT. These findings are discussed in the context of transfer of lexical knowledge and the need for adequate vocabulary instruction to (bilingual) children.

scholarly journals Cross-language distance influences receptive vocabulary outcomes of bilingual children

2019 ◽  
Vol 40 (2) ◽  
pp. 151-171
Author(s):  
Elma Blom ◽  
Tessel Boerma ◽  
Evelyn Bosma ◽  
Leonie Cornips ◽  
Kirsten van den Heuij ◽  
...  
Keyword(s):  
At Risk ◽  
Receptive Vocabulary ◽  
Homogeneous Group ◽  
Bilingual Children ◽  
Vocabulary Test ◽  
Peabody Picture Vocabulary ◽  
Peabody Picture Vocabulary Test ◽  
Cross Language ◽  
The Impact

Various studies have shown that bilingual children score lower than their monolingual peers on standardized receptive vocabulary tests. This study investigates if this effect is moderated by language distance. Dutch receptive vocabulary was tested with the Peabody Picture Vocabulary Test (PPVT). The impact of cross-language distance was examined by comparing bilingual groups with a small (Close; n = 165) and a large between-language distance (Distant; n = 108) with monolingual controls ( n = 39). As a group, the bilinguals scored lower on Dutch receptive vocabulary than the monolinguals. The bilingual Distant group had lower receptive vocabulary outcomes than the bilingual Close and monolingual groups. No difference emerged between the monolinguals and the bilingual Close group. It can be concluded that bilingual children whose languages provide ample opportunities for transfer and sharing knowledge do not have any receptive vocabulary delays. The findings underscore that bilingual children cannot be treated as a homogeneous group and are important for determining which bilingual children are at risk of low vocabulary outcomes.

Analysis of a Spanish Translation of the Peabody Picture Vocabulary Test

1982 ◽  
Vol 54 (3_suppl) ◽  
pp. 1335-1338 ◽  
Author(s):  
Ernest L. Chavez
Keyword(s):  
Spanish Version ◽  
Bilingual Children ◽  
Vocabulary Test ◽  
English Version ◽  
Peabody Picture Vocabulary ◽  
Spanish Translation ◽  
Peabody Picture Vocabulary Test ◽  
Spanish Speaking

An experiment was undertaken in which Spanish translations of the English forms of the Peabody Picture Vocabulary Test were compared. 37 Spanish-speaking children scored significantly higher on the English version. Significant interactions of trial × form and trial × language were found. The author concludes that this local Spanish version of the Peabody is an inappropriate instrument for use with bilingual children. Full standardization is required.

Facilitation of Verb Recognition by MR Subjects through Syntactic Cuing

1981 ◽  
Vol 12 (1) ◽  
pp. 39-43
Author(s):  
Kandace A. Penner ◽  
Betsy Partin Vinson
Keyword(s):  
Mentally Retarded ◽  
Vocabulary Test ◽  
Peabody Picture Vocabulary ◽  
Word Comprehension ◽  
Peabody Picture Vocabulary Test ◽  
Syntactic Form ◽  
Standard Version

It has been our experience in using the Peabody Picture Vocabulary Test that an inordinate number of verbs are missed by mentally retarded individuals. This study attempts to determine whether verb errors were due to a lack of word comprehension or a failure to understand what was being requested by the morphological-syntactic form of the stimulus. Twenty-eight subjects residing in a state facility for the mentally retarded were given a standard version and a modified version of the PPVT. On the modified version of the test, the stimulus "verbing" was altered to incorporate a syntactic helper, forming the stimulus "somebody verbing." As a result, there was a mean reduction of verb error by almost 50%.

Arousal and Cognition: Picture Vocabulary Performance and Individual Differences in Physiological Arousal

1980 ◽  
Vol 50 (2) ◽  
pp. 579-582
Author(s):  
Frank H. Farley ◽  
Valerie J. Reynolds
Keyword(s):  
Individual Differences ◽  
Physiological Arousal ◽  
Learning Disabled ◽  
Significant Trend ◽  
Receptive Vocabulary ◽  
Vocabulary Test ◽  
Disabled Children ◽  
Peabody Picture Vocabulary ◽  
Peabody Picture Vocabulary Test

The contribution of individual differences in physiological arousal to intellective assessment in learning disabled children was studied. Arousal was measured by salivary response and intellective function (receptive vocabulary) by the Peabody Picture Vocabulary Test. It was predicted that best performance would be found at intermediate levels of arousal. Peabody scores of learning disabled subjects of high, middle, and low arousal showed a non-significant trend in the predicted direction. Reasons for the lack of significance of this hypothesized trend were proposed and needed research outlined.

Relationship of Scores on PPVT—R and WISC—R with Special Education Children and Youth

1986 ◽  
Vol 62 (2) ◽  
pp. 417-418 ◽  
Author(s):  
Ann C. Candler ◽  
Cleborne D. Maddux ◽  
Dee La Mont Johnson
Keyword(s):  
Special Education ◽  
Mentally Retarded ◽  
Learning Disabled ◽  
Full Scale ◽  
Children And Youth ◽  
Vocabulary Test ◽  
Peabody Picture Vocabulary ◽  
Peabody Picture Vocabulary Test ◽  
Intelligence Scale ◽  
Relationship Of

Comparisons of the Peabody Picture Vocabulary Test—Revised and the Wechsler Intelligence Scale for Children—Revised were made with 104 children diagnosed as learning disabled and mentally retarded. Significant but modest correlations were found between all but one of the WISC—R scaled scores (i.e., Coding) and PPVT—R standard scores, and between WISC—R IQs and PPVT—R standard scores. Significant differences were found among mean Verbal, Performance, and Full Scale IQs and mean PPVT—R standard scores. The PPVT—R standard scores underestimated WISC—R Verbal IQs by 7 points, WISC—R Performance IQs by 17 points, and WISC—R Full Scale IQs by 11 points.

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