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At least 685 records · Page 38Linked to original sources
PubMed2002

A cross-linguistic comparison of verbal fluency tests.

The aim of this study was to compare oral fluency strategies of Spanish-English bilinguals in Spanish and English with Spanish and English monolinguals when given either phonemic (alphabetical) or semantic categorical cues. The use of grammatical words (words that play a grammatical function relating words within a sentence) or content words (words that have a meaning such as nouns, verbs, and adjectives) in the alphabetical categories is analyzed. This study also addresses the relation between productivity and the use of a semantic strategy to organize responses. Eighty-two right-handed participants (28 males and 54 females) with a mean age of 61.76 (SD = 9.30; range 50-84) and a mean educational level of 14.8 years (SD = 3.6; range 2-23) were selected. Forty-five of the subjects were English monolinguals, 18 were Spanish monolinguals, and 19 were Spanish-English bilinguals. Oral verbal fluency was tested asking subjects to generate words within phonemic (F, A, and S) and semantic (animals) categories. In the phonemic condition, performance of English and Spanish monolinguals was similar. Bilinguals produced significantly fewer words than English monolinguals in the categorical semantic condition but not in the phonological condition. In the phonological condition, English monolinguals generated significantly more grammatical words than Spanish monolinguals, and bilinguals produced a significantly higher number of grammatical words in English than in Spanish. Animal subcategories and semantic associations were similar in both languages for all groups. Results were discussed in terms of crosslinguistic differences in the recall of alphabetical words.

Aged↗
PubMed2003

Limitations of the mnemonic-keyword method.

The effectiveness of the mnemonic-keyword method was investigated in 4 experiments in which participants were required to learn the 1st-language (L1, Spanish) equivalents of a list of 30 2nd-language words (L2, Latin). Experiments 1 (adolescents) and 2 (adults) were designed to assess whether the keyword method was more effective than the rote method; the researcher supplied the keyword, and the participants were allowed to pace themselves through the list. Experiments 3 (adolescents) and 4 (adults) were similar to Experiments 1 and 2 except that the participants were also supplied with a drawing that illustrated the relationship between the keyword and the L1 target word. All the experiments were performed with groups of participants in their classrooms (i.e., not in a laboratory context). In all experiments, the rote method was significantly more effective than was the keyword method.

Adolescent↗
PubMed2002

Language and mathematical problem solving among bilinguals.

Does using a bilingual's 1st or 2nd language have an effect on problem solving in semantically rich domains like school mathematics? The author conducted a study to determine whether Filipino-English bilingual students' understanding and solving of word problems in arithmetic differed when the problems were in the students' 1st and 2nd languages. Two groups participated-students whose 1st language was Filipino and students whose 1st language was English-and easy and difficult arithmetic problems were used. The author used a recall paradigm to assess how students understood the word problems and coded the solution accuracy to assess problem solving. The results indicated a 1st-language advantage; that is, the students were better able to understand and solve problems in their 1st language, whether the 1st language was English or Filipino. Moreover, the advantage was more marked with the easy problems. The theoretical and practical implications of the results are discussed.

Analysis of Variance↗
PubMed1996

Inferring gender from handwriting in Urdu and English.

Handwriting samples in both English and Urdu from 30 donors were judged for masculinity-femininity by 25 judges (both judges and donors were adult Pakistanis, bilingual and literate in both Urdu and English). Inferences about gender were made reliably and accurately in both Urdu and English. Levels of accuracy (about 68%) were similar to those reported in studies of handwriting in English. Judged gender of handwriting was significantly stable across the two languages studied. These effects are relevant for the study of gender roles and gender stereotyping in assessment.

Adult↗
PubMed1998

The learning of Hebrew by Israeli Arab students in Israel.

The relationship was investigated between the attitudes and cultural backgrounds of Israeli Arab students and their reading comprehension of Jewish and Arab stories. The participants were 210 Israeli Arab students in the 10th grade. An attitude questionnaire, Arab and Jewish stories, multiple-choice questions about each story, and a semantic differential test for evaluating the stories' characters were used. The students scored higher on reading comprehension of texts from their own (Arab) culture than of texts from the unfamiliar (Jewish) culture. The motivation of the Arab students to learn Hebrew was primarily instrumental rather than integrative. The participants evaluated Jewish characters and their roles more negatively than they evaluated Arab characters in both the Jewish and Arab stories.

Adolescent↗
PubMed1998

The effect of native-language retention and insecurity on Asian Indian fertility in the United States.

The relationship of social/psychological insecurity and native-language retention to fertility was explored among a nationally representative sample of 3,408 endogamously wed Asian Indian women living in the United States. Native-language retention had a negative impact on Asian Indian women's fertility that cannot be explained by the normative dimension of the minority group status hypothesis (Goldscheider & Uhlenberg, 1969); therefore, alternative explanations for minority fertility differentials are required.

Acculturation↗
PubMedDate not supplied

Argumentation with restricted linguistic ability: performing a role play with aphasia or in a second language.

The main objective of this study is to illustrate how adaptation to linguistic limitations takes place in a specific activity and is affected by factors pertaining to the social activity or the individuals. A man with aphasia is compared to an adult immigrant L2 learner. An argumentative role play was video-recorded, transcribed and analysed. Both subjects have a very limited vocabulary and produce short utterances. The L2 learner often uses words that are semantically related to the target word, while the subject with aphasia uses more general and vague words, like pronouns, in combination with adverbs and set phrases. Both subjects use gesturing as strategy, and it is suggested that the semantic specificity of words as well as gestures is important in determining the role of gesture. Apart from gesture, he L2 learner uses mainly simplification and appeal strategies, while the subject with aphasia uses mainly fluency and sociolinguistic strategies.

Aptitude↗
PubMedDate not supplied

Phonological acquisition in preschoolers learning a second language via immersion: a longitudinal study.

Phonological development in first and second languages (L1 and L2 respectively) has not been extensively studied in young children who are acquiring a second language via immersion. This lack of information is unfortunate, as the number of children who are acquiring a second language in this context is growing and such children make up a part of the clinical caseload of many speech-language pathologists. To address the need for information regarding phonological development of children acquiring a second language in immersion, the present investigation sought to provide longitudinal data on the development of both L1 and L2 phonologies. Five preschoolers who were acquiring English as a L2 and who spoke different L1s participated in the study. A picture identification task was used to assess productive phonological skills in L1 and English. Analyses included a description of the children's phonetic inventories, accuracy rates, and non-target response patterns. Both within child (across languages) and between child comparisons were made to discern possible patterns of use and to identify factors that may impact phonological skill in the L1 and L2. Results of the investigation suggest that children who are learning a L2 utilize their knowledge of the L1 to aid them in acquiring the phonological system of the L2. At the same time, they appear to maintain, at least as measured via perceptual analysis of their speech, distinct phonological systems.

Child Language↗
PubMed2002

Language familiarity effects in short-term memory: the role of output delay and long-term knowledge.

Four experiments examined the origins of language familiarity effects in bilingual short-term recall. In Experiments 1A and 1B, bilingual adults were tested on serial recall and probed serial recall of words and nonwords in their first and second languages. A first-language advantage was obtained on both measures, indicating that the beneficial effects of language familiarity are not exclusively attributable to lesser output delay during overt recall. In Experiments 2A and 2B, the same group of bilinguals was tested on serial recall and serial recognition of word lists in both languages. Although a sizeable first-language advantage was obtained on the serial recall measure, recognition performance was comparable in the two languages. On the basis of these results it is suggested that language differences in bilingual immediate memory arise in large part as a consequence of the differential availability of language-specific long-term knowledge with which to support retrieval processes in serial recall.

Adult↗
PubMed2004

ERP correlates of a receptive language-switching task.

Previous research has shown large response time costs (in excess of 50 ms) when bilingual speakers switch predictably back and forth between naming items (a productive switching task) in their first (L1) and second languages (L2). A recent study using event-related potentials (ERPs) has shown that switching between languages is associated with activity over frontal (N2) and parietal (late positive complex) areas of cortex (Jackson, Swainson, Cunnington, & Jackson, 2001). Switching between naming in different languages requires a switch in both language representations and language-specific motor responses. The current study investigated a receptive (input) language-switching task with a common manual response. Number words were presented in L1 and L2, and participants were required to judge whether the words were odd or even (a parity judgement). Response costs were considerably reduced, and the frontal and parietal switch related activity reported in the productive switching task was absent. Receptive switching was associated with early switch-related activity over central sensors that were not language specific. These results are discussed in relation to the idea that there is no language-specific lexical selection mechanism. Instead the costs of receptive language switching may arise from outside the bilingual lexicon.

Adult↗
PubMed2002

Language impairment in Swedish bilingual children: a comparison between bilingual and monolingual children in Malmö.

UNLABELLED: In this study two groups of children were compared, 192 bilingual and 246 monolingual, referred over a 12-mo period to University Hospital in Malmö for suspected language impairment. Compared with monolingual children, bilingual children ran a significantly lower risk (RR = 0.76, p < 0.0001) of being referred by a child health centre, and a significantly higher risk (RR= 1.54, p < 0.0103) of being referred after 5 y of age. In the bilingual group there was also a significantly higher risk of parental refusal of assessment (RR = 2.35, p < 0.0016) and of the children being diagnosed with a severe language impairment (RR = 1.87, p < 0.0009). The risk for bilingual children with severe language impairment being discharged owing to non-attendance was high (RR = 6.20, p < 0.0002) compared to monolingual children. The risk increased with severity of language impairment. CONCLUSION: Bilingual children displayed a higher risk of a diagnosis of severe language impairment and of being discharged for non-attendance. The problem of low compliance among bilingual parents, despite strong indications of parental distress, must be addressed.

Adolescent↗
PubMed2002

Inner speech and bilingual autobiographical memory: a Polish-Danish cross-cultural study.

Thirty years after fleeing from Poland to Denmark, 20 immigrants were enlisted in a study of bilingual autobiographical memory. Ten "early immigrators" averaged 24 years old at the time of immigration, and ten "late immigrators" averaged 34 years old at immigration. Although all 20 had spent 30 years in Denmark, early immigrators reported more current inner speech behaviours in Danish, whereas late immigrators showed more use of Polish. Both groups displayed proportionally more numerous autobiographical retrievals that were reported as coming to them internally in Polish (vs Danish) for the decades prior to immigration and more in Danish (vs Polish) after immigration. We propose a culture- and language-specific shaping of semantic and conceptual stores that underpins autobiographical and world knowledge.

Adult↗