scholarly journals Cognate identification methods: Impacts on the cognate advantage in adult and child Spanish-English bilinguals

2016 ◽  
Vol 20 (6) ◽  
pp. 714-731 ◽  
Author(s):  
Irina Potapova ◽  
Henrike K Blumenfeld ◽  
Sonja Pruitt-Lord
Keyword(s):  
Word Processing ◽  
Future Research ◽  
Young Population ◽  
Objective Criterion ◽  
Identification Methods ◽  
Test Items ◽  
Bilingual Speakers ◽  
Number Of Individuals ◽  
Accuracy Rates ◽  
Adult Experiment

Objectives: The purpose of this study was to determine whether four different cognate identification methods resulted in notably different classifications of cognate status for Peabody Picture Vocabulary Test-Third Edition (PPVT-III) test items and to investigate whether differences across criteria would impact findings of cognate effects in adult and preschool-aged Spanish-English bilingual speakers. Methodology: We compared four cognate identification methods: an objective criterion based on phonological overlap; two subjective criteria based on a translation elicitation task; and a hybrid criterion integrating objective and subjective standards. We then used each criterion to investigate cognate effects on the PPVT-III in 26 adult and 73 child Spanish-English bilinguals. Data and analysis: The test items identified as cognates by each criterion were compared (Experiment 1). Then, cognate advantage magnitudes, cognate accuracy rates, non-cognate accuracy rates, and number of individuals demonstrating the cognate advantage were investigated in both adult (Experiment 2) and child bilinguals (Experiment 3). Conclusions: Objective and subjective cognate identification methods were found to select notably different subsets of test items as cognates. Further, the methods led to differences in cognate effects, as well as in cognate and non-cognate accuracy rates, for both child and adult bilinguals. Originality: Although the cognate advantage has been widely studied in adult bilinguals, research on the cognate advantage in child bilinguals is limited and methods of identifying cognates are inconsistent across studies. The present study provides information about cognate effects in a young population and is the first comparison of objective and subjective approaches to cognate identification. Implications: This study extends previous work on cognate word processing in both child and adult bilinguals. Further, results offer an evaluation of methodologies that are critical for investigating the cognate advantage. This both facilitates interpretation of previous findings and can be used to guide methodological decisions in future research.

The effects of emotionality and lexical category on L2 word processing in different tasks: Evidence from late Chinese–English bilinguals

2021 ◽  
pp. 174702182110418
Author(s):  
Xiaogen Liao ◽  
Chuanbin Ni
Keyword(s):  
Stroop Task ◽  
Word Processing ◽  
English Word ◽  
Task Type ◽  
Future Research ◽  
Decision Task ◽  
Emotional Stroop ◽  
Emotional Words ◽  
Emotional Stroop Task ◽  
Lexical Categories

Although it has been well established that emotional content influences language comprehension, the effects of emotionality on L2 (second language: English) word processing require further clarification. Notably, most previous studies unsystematically mixed words of different lexical categories, although they often showed processing differences. Here, using the same set of tightly matched negative, positive, and neutral words across three lexical categories (i.e., nouns, verbs, adjectives), we examined the effects of emotionality and lexical category on L2 word processing by conducting three experiments. In these experiments, three groups of late Chinese–English bilinguals performed three tasks: the emotional Stroop task (Experiment 1), the lexical decision task (Experiment 2), and the emotional categorisation task (Experiment 3), respectively. Overall, our data suggested that emotionality and lexical category exerted no influence on L2 word processing in the emotional Stroop task, but acted interactively to influence it in the other two tasks. The results evidenced that the processing of L2 emotional words was sensitive to task type. Therefore, we conclude that future research on L2 word processing should fully consider the emotionality, lexical category, and task type.

scholarly journals Assessment of Dysfunctional Movements and Asymmetries in Children and Adolescents Using the Functional Movement Screen—A Narrative Review

2021 ◽  
Vol 18 (23) ◽  
pp. 12501
Author(s):  
Pat R. Vehrs ◽  
Martina Uvacsek ◽  
Aaron W. Johnson
Keyword(s):  
Movement Patterns ◽  
Normal Weight ◽  
Future Research ◽  
Physical Educators ◽  
Functional Movement Screen ◽  
Activity Levels ◽  
Obese Children ◽  
Functional Movement ◽  
Test Items ◽  
The Individual

The Functional Movement Screen (FMS) is a screening tool that identifies dysfunctional movements in seven test items requiring an interplay of cognitive, perceptual, proprioceptive, and motor functions that involve muscular strength/endurance, flexibility, mobility, coordination, and balance. The results of the FMS include an overall composite score, scores on the individual test items, and identification of compensatory movement patterns and left-right asymmetries on 5 bilateral test items. Although there is a plethora of literature on the use of the FMS in adults, there is a growing body of evidence indicating its use in children. The available research in children involves school children and young athletes in at least 20 different sports in over 20 countries and comparisons between pre- and post-pubescent children, and normal weight, overweight, and obese children. Studies that include measures of adiposity and physical activity levels, or report prevalence of asymmetries and dysfunctional movement patterns are not well represented in the children’s literature. The purpose of this paper is to synthesize the currently available literature in children and suggest potential uses of the FMS by coaches, physical educators, and other health/fitness professionals, appropriate interpretation of results, and future research in children.

scholarly journals Task-Based Variability in Children’s Singing Accuracy

2016 ◽  
Vol 64 (3) ◽  
pp. 309-321 ◽  
Author(s):  
Bryan E. Nichols
Keyword(s):  
Task Type ◽  
Task Demands ◽  
Future Research ◽  
Pitch Interval ◽  
Internal Reliability ◽  
Singing Accuracy ◽  
Private Lessons ◽  
Test Items ◽  
History Of ◽  
Task Types

The purpose of this study was to explore the effect of task demands on children’s singing accuracy. A 2 × 4 factorial design was used to examine the performance of fourth-grade children ( N = 120) in solo and doubled response conditions. Each child sang four task types: single pitch, interval, pattern, and the song “Jingle Bells.” The results indicated that children’s singing accuracy varied by task type, with poorer performance on patterns and songs than on single pitches and intervals. Performance was significantly better for all tasks in the doubled condition than in the solo condition, and a significant interaction indicated task-based performance varied by response mode. Students who indicated some history of private lessons ( n = 54) performed significantly better than those without. Internal reliability using five test items for each type of singing task was satisfactory. Application of the Spearman-Brown formula suggests that a minimum of three items can be included in each task in future research for a reliability coefficient of .75, and four items for a coefficient greater than .80. Performance on these singing tasks was significantly intercorrelated.

Social Cognition in Bulimia Nervosa: A Systematic Review

2011 ◽  
Vol 28 (1) ◽  
pp. 1-6 ◽  
Author(s):  
H. DeJong ◽  
F. Van den Eynde ◽  
H. Broadbent ◽  
M.D. Kenyon ◽  
A. Lavender ◽  
...  
Keyword(s):  
Social Cognition ◽  
Bulimia Nervosa ◽  
Emotional Processing ◽  
A Priori ◽  
Emotional Awareness ◽  
Future Research ◽  
Specific Test ◽  
Impaired Performance ◽  
Test Items ◽  
Social Cognitive Deficits

AbstractObjectiveClinical accounts and previous evidence suggest that socio-emotional impairments may be present in people with bulimia nervosa (BN). The aim of this paper was to systematically review studies of social cognition, and to evaluate whether social cognitive deficits exist in BN.MethodKeywords were identified using an existing model of social cognition (Green et al., 2007) [16], and used to search for relevant papers in three online databases. Records were then screened according to a priori inclusion/exclusion criteria.ResultsFive papers reporting seven social cognition tasks were identified as pertinent to the review. All involved either theory of mind ability or emotional processing skills. Participants with BN had impaired performance on the Levels of Emotional Awareness Scale and showed greater attentional bias than controls on an emotional Stroop task. There were no overall group differences for any other tasks, although there were small differences for some specific test items.ConclusionsBasic social cognition does not appear to be impaired in people with BN. Future research should make use of more complex, ecologically valid measures, and consider the relationship between task performance and everyday social functioning.

A Comparison of Symbol Transparency in Nonspeaking Persons with Intellectual Disabilities

1989 ◽  
Vol 54 (2) ◽  
pp. 131-140 ◽  
Author(s):  
Pat Mirenda ◽  
Peggy A. Locke
Keyword(s):  
The Other ◽  
Future Research ◽  
Severe Mental Retardation ◽  
Physical Impairments ◽  
Black And White ◽  
Self Talk ◽  
Different Types ◽  
Real Objects ◽  
Number Of Individuals ◽  
Picture Communication

This investigation compared the transparency of 11 different types of symbols representing objects with 40 nonspeaking subjects who experienced various degrees of intellectual disability. The subjects included a number of individuals with physical impairments or autism in addition to mild, moderate, or severe mental retardation. The symbol sets included: nonidentical objects, miniature objects, identical colored photographs, nonidentical colored photographs, black-and-white photographs, Picture Communication Symbols (PCS), Picsyms, Rebus, Self-Talk, Blissymbols, and written words. Statistical analyses indicated that real objects were more readily recognized than were any of the symbol sets and that Blissymbols and written words were more difficult than were any of the other sets. In addition, the results suggest the existence of a hierarchy of difficulty at the object (noun) level for the symbol sets assessed. The results are discussed in terms of their implications for selecting an initial symbol set for nonspeaking individuals. In addition, some suggestions for using the assessment protocols in clinical practice are presented, along with future research implications.

Relationships between lexical and phonological development in young children*

2010 ◽  
Vol 38 (1) ◽  
pp. 1-34 ◽  
Author(s):  
CAROL STOEL-GAMMON
Keyword(s):  
Word Processing ◽  
Active Role ◽  
Review Article ◽  
Future Research ◽  
Phonological Development ◽  
Developmental Patterns ◽  
Child Centered ◽  
Ambient Language ◽  
Similarities And Differences ◽  
Methodological Approaches

ABSTRACTOur understanding of the relationships between lexical and phonological development has been enhanced in recent years by increased interest in this area from language scientists, psychologists and phonologists. This review article provides a summary of research, highlighting similarities and differences across studies. It is suggested that the research falls into two categories with different goals and different methodological approaches: (1) child-centered studies that examine the influences active in the prelinguistic and early-word period, emphasizing individual developmental patterns and the active role played by the child; and (2) studies inspired by research on word processing in adults; these focus on the effects of the phonological and lexical characteristics of the ambient language on underlying representations and word learning in children. The article concludes with suggestions for integrating the findings from the two approaches and for future research.

Test Items and Standards Related to Body Composition on the Brockport Physical Fitness Test

2005 ◽  
Vol 22 (4) ◽  
pp. 356-370 ◽  
Author(s):  
Francis X. Short ◽  
Joseph P. Winnick
Keyword(s):  
Body Mass Index ◽  
Body Composition ◽  
Physical Fitness ◽  
Future Research ◽  
Validity And Reliability ◽  
Physical Fitness Test ◽  
Fitness Test ◽  
Test Items ◽  
Cord Injury ◽  
Criterion Referenced

This manuscript examines the validity and reliability of the tests used to measure body composition in the Brockport Physical Fitness Test. More specifically, information is provided on skinfold measures and body mass index and their applicability to youngsters with mental retardation and mild limitations in fitness, visual impairment (blindness), cerebral palsy, spinal cord injury, or congenital anomalies or amputations. The rationale for criterion-referenced standards for these test items for youngsters with these disabilities is provided along with some data on attainability of those standards. Possible ideas for future research are recommended.

Test Items and Standards Related to Flexibility/Range of Motion on the Brockport Physical Fitness Test

2005 ◽  
Vol 22 (4) ◽  
pp. 401-417 ◽  
Author(s):  
Francis X. Short ◽  
Joseph P. Winnick
Keyword(s):  
Spinal Cord ◽  
Spinal Cord Injury ◽  
Physical Fitness ◽  
Range Of Motion ◽  
Test Validity ◽  
Future Research ◽  
Physical Fitness Test ◽  
Fitness Test ◽  
Test Items ◽  
Cord Injury

This manuscript provides information on the test items and standards used to assess flexibility and range of motion in the Brockport Physical Fitness Test. Validity, attainability, and reliability of the back saver sit and reach, the shoulder stretch, the modified Apley test, the modified Thomas test, and the Target Stretch Test are discussed. Particular attention is paid to the utility of these tests for youngsters with mental retardation and mild limitations in fitness, visual impairments (blindness), cerebral palsy, spinal cord injury, or congenital anomalies or amputations. Suggestions for future research are provided.

Problems with Identification of Children Who Are Physically Awkward Using the TOMI

1996 ◽  
Vol 13 (4) ◽  
pp. 347-356 ◽  
Author(s):  
Janice Causgrove Dunn ◽  
E. Jane Watkinson
Keyword(s):  
Motor Skills ◽  
Future Research ◽  
Performance Difference ◽  
Chi Square ◽  
Test Items ◽  
Performance Differences ◽  
Significant Performance ◽  
Ball Skills

This study investigated whether the TOMI (Stott, Moyes, & Henderson, 1984), a motor skills test recommended for the identification of children who are physically awkward (Sugden, 1985; Wall, Reid, & Paton, 1990), contains biased items. Findings of a study by Causgrove and Watkinson (1993) indicated that an unexpectedly high proportion of girls from Grades 3 to 6 were identified as physically awkward, and the authors suggested that the TOMI may be biased in favor of boys. In the present study, this suggestion was investigated through comparison of performances of TOMI subtest items by boys and girls from Grades 1 to 6. Chi-square analyses on each of the eight test items revealed significant performance differences between boys and girls on the two ball skills tasks of catching and throwing (p < .0001) at Age Bands 3 and 4; a significantly greater proportion of boys than girls age 9 to 12 years passed the catching and throwing tasks. A significant performance difference was also found on the tracing task at Age Band 1, with more girls passing tracing than boys. Implications for future research requiring the identification of children who are physically awkward are discussed.

scholarly journals A Behaviour Sequence Analysis of Young People and Gambling-Related Harm

2019 ◽  
Vol 43 ◽  
Author(s):  
David Keatley ◽  
Adrian Parke ◽  
Ellen Townsend ◽  
Claire Markham ◽  
David Clarke
Keyword(s):  
Sequence Analysis ◽  
Young People ◽  
Life Histories ◽  
Future Research ◽  
Gambling Behaviour ◽  
Pathway Models ◽  
Novel Method ◽  
Number Of Individuals ◽  
First Time ◽  
Related Harm

Gambling is a worldwide issue that requires continued, extensive investigation. Most people have gambled at some point in their lives, and many do so without incurring problems. However, a number of individuals do experience gambling-related harm, and understanding the pathways or life histories these individuals have experienced may elucidate how and why their gambling became harmful. The current research uses a novel method, Behaviour Sequence Analysis, to understand the temporal pathways that young people experience when first gambling. Behaviour Sequence Analysis takes multiple qualitative accounts, first-person interviews in the current study, and collates the data into statistical pathway models that show the chains between behaviours and events. A sample of 66 participants provided details of their life experiences regarding what led them to first gamble. Results indicated that parents and peers had a large influence and were facilitators in the first-time gambling episode, which was expected. However, the results also showed that many participants suggested that receiving scratch cards in their birthday cards was their first experience of gambling, and this seemingly innocuous act was the first step towards a pathway into gambling-related harm. The findings, therefore, support previous literature, while highlighting a novel method for future research, and various key intervention points for which strategies could be developed to reduce the potential for developing gambling-related harm behaviours.RésuméLes jeux de hasard constituent un problème mondial qui nécessite des études approfondies et continues. La plupart des gens ont joué à un moment de leur vie et beaucoup le font sans problème. Cependant, un certain nombre de personnes subissent des préjudices liés au jeu. Comprendre les parcours ou les histoires de vie de ces personnes peut expliquer comment et pourquoi leur jeu est devenu préjudiciable. Les recherches actuelles utilisent une méthode innovante, la Behaviour Sequence Analysis (analyse séquentielle de comportement) pour comprendre les parcours temporels qu’empruntent les jeunes lorsqu’ils commencent à jouer. Cette forme d’analyse séquentielle se fonde sur plusieurs analyses qualitatives et des entretiens à la première personne, et les données sont regroupées dans des modèles de parcours statistique qui mettent en évidence les liens entre les comportements et les événements. Soixante-six participants ont fourni des détails sur leur première expérience de jeu et sur ce qui les a amenés à jouer la première fois. Les résultats indiquent que les parents et les pairs ont une grande influence sur le premier épisode de jeu, ce à quoi l’on s’attendait. Cependant, les résultats montrent également que de nombreux participants ont indiqué que des cartes à gratter en guise de cadeau d’anniversaire étaient leur première expérience de jeu, et que cet acte apparemment anodin était le premier pas dans une voie menant à une dépendance au jeu. Les résultats corroborent donc la littérature antérieure, tout en soulignant une méthode innovante pour les recherches futures et divers points d’intervention clé pour lesquels des stratégies pourraient être élaborées afin de réduire le potentiel de développement de comportements préjudiciables liés au jeu.

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