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PubMed1997

Differential item functioning in the Mini-Mental State Examination in English- and Spanish-speaking older adults.

The purpose of this study was to determine if the Mini-Mental State Examination (MMS; M. F. Folstein, S. E. Folstein, & P. R. McHugh, 1975) demonstrates item bias with respect to measuring cognitive functioning of older Hispanics and non-Hispanics. Assessment of differential item functioning (DIF) of individual MMS items across 3 language/ethnicity groups (English test administration/non-Hispanic ethnicity, English test administration/Hispanic ethnicity, and Spanish test administration/Hispanic ethnicity) was performed by using a logistic regression procedure. Fifteen of the 26 MMS items were significantly related to total score and were shown to provide unbiased measurement across the 3 groups. Normative data are presented for older Hispanics (n = 365) and non-Hispanics (n = 388) on the raw MMS, a 15-item version in which items with significant DIF were eliminated, and a total score statistically adjusted for effects of education and age.

Aged↗
PubMed2004

Bilingualism, aging, and cognitive control: evidence from the Simon task.

Previous work has shown that bilingualism is associated with more effective controlled processing in children; the assumption is that the constant management of 2 competing languages enhances executive functions (E. Bialystok, 2001). The present research attempted to determine whether this bilingual advantage persists for adults and whether bilingualism attenuates the negative effects of aging on cognitive control in older adults. Three studies are reported that compared the performance of monolingual and bilingual middle-aged and older adults on the Simon task. Bilingualism was associated with smaller Simon effect costs for both age groups; bilingual participants also responded more rapidly to conditions that placed greater demands on working memory. In all cases the bilingual advantage was greater for older participants. It appears, therefore, that controlled processing is carried out more effectively by bilinguals and that bilingualism helps to offset age-related losses in certain executive processes.

Adult↗
PubMed2004

Orthography and the hemispheres: visual and linguistic aspects of letter processing.

Hebrew and Arabic are Semitic languages with a similar morphological structure and orthographies that differ in visual complexity. Two experiments explored the interaction of the characteristics of orthography and hemispheric abilities on lateralized versions of a letter-matching task (Experiment 1) and a global-local task (Experiment 2). In Experiment 1, native Hebrew readers and native Arabic readers fluent in Hebrew matched letters in the 2 orthographies. The results support the hypothesis that Arabic orthography is more difficult than Hebrew orthography for participants who can read both languages and that this difficulty has its strongest effects in the left visual field. In Experiment 2, native Arabic speakers performed a global-local letter detection task with Arabic letters with 2 types of inconsistent stimuli: different and similar. The results support the hypothesis that the right hemisphere of skilled Arabic readers cannot distinguish between similar Arabic letters, whereas the left hemisphere can.

Arabs↗
PubMed2005

Proper names get stuck on bilingual and monolingual speakers' tip of the tongue equally often.

Bilinguals' virtually doubled processing load could lead to general difficulty producing all word forms or to difficulty only in specific conditions. In Experiment 1, bilinguals and monolinguals completed diaries of naturally occurring tip-of-the-tongue states (TOTs), and in Experiment, 2 Spanish-English bilinguals and monolinguals produced the names of pictured objects and people's names given their descriptions. Bilinguals reported the same number (or fewer) TOTs for proper names but significantly more TOTs than did monolinguals for other words. With monolinguals as a baseline, proper names were harder to produce; thus, for a harder task, bilinguals showed relatively better performance. Bilingual disadvantages may be limited to representing multiple forms for individual meanings; proper names improved naming because they have essentially the same form across languages.

Adolescent↗
PubMed2005

Spanish and English neuropsychological assessment scales: relationship to demographics, language, cognition, and independent function.

This study examined the relationship of the Spanish and English Neuropsychological Assessment Scales (SENAS) to demographic, cultural, and language fluency variables and to measures of cognition and independent functioning. Participants were 367 Hispanics and 160 Caucasians in the 60+ years age range, all living in the community. In Study 1, education and language use had strong influences on SENAS scores and largely explained ethnic group differences in mean scale scores. Age had weak effects on most scales except for verbal memory measures. Acculturation effects in Hispanics were largely accounted for by education and language use. Study 2 showed equivalent sensitivity of SENAS to cognitive and functional status in Hispanics and Caucasians. Results indicate that interpretation of SENAS scores must be informed by effects related to education and language fluency but provide evidence of equivalent validity in Hispanics and Caucasians with respect to concurrent measures of cognition and independent function.

Aged↗
PubMed2006

Hemispheric differences for identification of words and nonwords in Urdu-English bilinguals.

Hemispheric asymmetry was examined for Urdu-English bilinguals identifying printed Urdu words and nonwords, separated Urdu letter strings, digits, and English nonwords. In all cases, fewer errors occurred when stimuli were presented to the right visual field/left hemisphere (RVF/LH) than to the left visual field/right hemisphere (LVF/RH). Qualitative error patterns suggested that separated Urdu letter strings were processed more serially than Urdu letter strings joined to form words or pronounceable nonwords and more serially on RVF/LH than on LVF/RH trials. This qualitative laterality effect is similar to that found for Hebrew and Arabic but opposite that found for English and suggests that the qualitative manner of processing printed verbal material is influenced by language-specific factors such as scanning direction, orthographic-to-phonological mapping rules, and morphology.

Adult↗
PubMed2004

Comparison of Hispanic children with and without limited English proficiency on the Naglieri Nonverbal Ability Test.

Hispanic children with (n=148) and without (n=148) limited English proficiency were given the Naglieri Nonverbal Ability Test (NNAT; J. A. Naglieri. 1997a) and the Stanford Achievement Test-9th edition (SAT-9: 1995). The groups were selected from the NNAT standardization sample (N=22.620) and matched on geographic region, gender, socioeconomic status, urbanicity. and ethnicity. There was a very small difference (d ratio=0.1) between the NNAT standard scores for the children with limited English proficiency (M - 98.0) and those without limited English proficiency (M=96.7). The NNAT correlated moderately and similarly with achievement for the 2 groups. The sample of children with limited English proficiency earned considerably lower scores on SAT-9 Reading and Verbal subtests. Results suggest that the NNAT may be useful for the assessment of Hispanic children with and without limited English proficiency.

Adolescent↗
PubMed2005

A psychometric comparison of the Beck Depression Inventory-II in English and Spanish.

The Beck Depression Inventory-II (BDI-II; A. T. Beck, R. A. Steer, & G. K. Brown, 1996) is a widely used measure of depressive symptomatology originally authored in English and then translated to Spanish. However, there are very limited data available on the Spanish translation. This study compared the psychometric characteristics of the BDI-II in Spanish and English in a sample of 895 college students. The instrument was administered twice with a 1-week interval, either in the same language on both occasions or in a different language on each occasion. Results show strong internal consistency and good test-retest reliability in both languages. Confirmatory factor analysis demonstrated that the published English-language factor structure showed good fit with data from the Spanish instrument. Among bilingual participants who took the BDI-II in both languages, there was no significant language effect. These data provide initial evidence of comparable reliability and validity between the English and Spanish BDI-II in a nonclinical sample.

Acculturation↗
PubMed2004

You say "probable" and I say "likely": improving interpersonal communication with verbal probability phrases.

When forecasters and decision makers describe uncertain events using verbal probability terms, there is a risk of miscommunication because people use different probability phrases and interpret them in different ways. In an effort to facilitate the communication process, the authors investigated various ways of converting the forecasters' verbal probabilities to the decision maker's terms. The authors present 3 studies in which participants judged the probabilities of distinct events using both numerical and verbal probabilities. They define several indexes of interindividual coassignment of phrases to the same events and evaluate the conversion methods by comparing the values of these indexes for the converted and the unconverted judgments. In all the cases studied, the conversion methods significantly reduced the error rates in communicating uncertainties.

Adolescent↗
PubMed2005

Ethnic identity and mentoring among Latinas in professional roles.

This study examined ethnic identity and mentoring (a known strategy to promote career success and advancement) in a sample of 103 Latina women with professional roles in the areas of business, academia, policy, and politics. Other variables examined included traditional gender roles and perceptions of professional success. Findings indicated that the women's ethnic identity was consistent with a bicultural profile; some received mentoring and, if given a choice, would prefer to be mentored by someone of similar ethnicity. This finding is critical and can allow researchers, service providers, and policy developers to apply culturally responsive strategies in communities and in organizations. Other hypotheses were not supported. A discussion of the findings, implications, and suggestions for future research are presented.

Acculturation↗
PubMed1997

Bilingual telephone-assisted computerized speech-recognition assessment: is a voice-activated computer program a culturally and linguistically appropriate tool for screening depression in English and Spanish?

The purpose of this study was to evaluate an automated voice-interactive program for screening depression in English and Spanish. The Center for Epidemiological Studies-Depression Scale (CES-D) was administered in two interview formats: a speech recognition program presented by cellular telephone, and a face-to-face method. In a single-session counterbalanced design, 32 English speakers and 23 Spanish speakers completed randomly ordered administrations of the two CES-D methods, the Beck Depression Inventory (BDI), and the Short Acculturation Scale (SAS). There was strong evidence that the two CES-D methods were psychometrically equivalent, reliable, and valid in both languages. The two methods were highly rated by both language groups. The Spanish speakers did not display a preference for either method, but the English speakers preferred the face-to-face method. The results also suggested that verbal response latency time was positively correlated with depression scores. Last, the Spanish-speakers' acculturation levels were not correlated with depression scores. Differences in age, education, and income between the language groups were confounded by unequal sample sizes. The findings generally supported the viability of the automated CES-D as a culturally and linguistically appropriate tool for screening depression in English and Spanish. Furthermore, the analyses of respondent voice characteristics show promise as a method for screening depression in both languages.

Acculturation↗
PubMed2002

Effects of speech accents on interpersonal evaluations: implications for counseling practice and research.

This article reviews literature from the fields of psycholinguistics, communications, and social psychology that has examined the effects of speech accents (i.e., regional, national, and international variations in same-language use) on interpersonal attitudes, casual attributions, and subsequent behaviors. The authors link selected findings from this literature to the field of counseling to show that these findings can inform service delivery, particularly counseling conducted with ethnic minority and immigrant populations in the United States. Implications for practice and ideas for future research in this area are also discussed.

Attitude of Health Personnel↗
PubMed2003

Stress within a bicultural context for adolescents of Mexican descent.

Folkman and Lazarus's theory of stress and coping was used to develop a measure assessing the perceived stress within a bicultural context. Middle school students of Mexican descent (N = 881) reported their perceived stress from intergenerational acculturation gaps, within-group discrimination, out-group discrimination, and monolingual stress. Although immigrant youths reported more total number of stressors, U.S.-born youths reported more stress from needing better Spanish and impact of parents' culture. Immigrant youths reported more stress from needing better English in school. Higher stress was associated with more depressive symptoms for both U.S.-born and immigrant youths. Although this study has identified some elements of stress, it has not identified positive coping mechanisms of the bicultural context for Latino youths.

Acculturation↗
PubMed2006

Is the Chinese number-naming system transparent? Evidence from Chinese-English bilingual children.

Chinese-speaking children have been shown to have an advantage over English-speaking children in a variety of mathematical areas, including counting. One possible explanation for the advantage in counting is that the Chinese number-naming system is relatively transparent, compared to English, in that number names typically are directly indicative of base-10 structure (e.g., 12 is named "ten-two" rather than "twelve"). To determine whether the transparency of the Chinese number-naming system influences counting in bilingual children, we tested 25 Chinese-English bilingual children between the ages of 3 and 5 years, both in English and in Chinese. Children were asked to count as high as they could (abstract counting) and also to count objects in small, medium, and large arrays (object counting). No evidence was found for transparency or for transfer from one language to the other. Instead, relative proficiency in the two languages influenced counting skill. These results are discussed in terms of linguistic and cultural variables that might account for cross-linguistic differences in counting.

Alberta↗
PubMed2006

Effect of bilingualism and computer video game experience on the Simon task.

A group of 97 participants who were monolingual or bilingual and who had extensive practice playing computer video games or not completed two Simon tasks. The tasks were presented in two conditions that manipulated the number of response switches required in each block of trials. Bilingualism and video-game experience each influenced a different aspect of performance: Video-game players were faster in most conditions, including control conditions that did not include conflict from irrelevant position; bilinguals were faster only in a condition that required the most controlled attention to resolve conflict from the position and the stimulus. The results show the potential of experience to modify performance and point to subtle processing differences in various versions of the Simon task.

Adult↗