A Comparison of Phonological Awareness Skills in Early French Immersion and English Children

This 2-year study examined the effects of early second language exposure on phonological awareness skills. Syllable, onset-rime and phoneme awareness skills of 72 anglophone children attending English or French immersion programs in primary and grade 1 were investigated. Three-way mixed ANOVAS revealed the following effects and interactions. In terms of grade effect, grade 1 students performed significantly better than primary students on phoneme and onset-rime tasks. A stimulus language effect was observed for the three levels of phonological awareness. All children performed better on English tasks than on French ones. Interaction effects of stimulus language by program were revealed for phoneme as well as syllable tasks. Posthoc analyses revealed that French students performed better on English phoneme and syllable tasks than on French, while English students performed better than French immersion students on French syllable tasks. Correlational analyses revealed significant relationships between reading and phoneme and onset-rime phonological awareness tasks regardless of program of instruction (English, French immersion) or language of reading test (English, French). Syllable awareness was only significantly correlated with the French non-word reading task for the French immersion students.     

Relationship between intelligence and vocabulary

This study explored the correlations of scores on the Wechsler Intelligence Scale for Children-III in screening language problems and scores on the three Comprehensive Receptive and Expressive Vocabulary Test subscales. Participants were 243 students ages 6 to 17 years in Grades K-11 who were identified as learning disabled, learning disabled with speech impairment, mentally retarded, and speech impaired. Analysis indicated strong correlations between the two measures, particularly between the CREVT General Vocabulary and WISC-III Verbal IQ (r = .80), WISC-III Verbal Comprehension Index (r =.83), and the Vocabulary subtest (r =.76). These results held across the grades. Supporting earlier studies of relationships of Verbal IQ and Receptive Vocabulary, correlations were lower between participants in Grades K through 2 than those in higher grades on the WISC-III Verbal IQ and the Receptive Vocabulary subtest. An analysis of the accuracy of the WISC-III for classifying students with language problems indicated improvement in classification over chance. These findings suggest that the WISC-III may be an effective screen for language problems.     

Chronic learning problems and maturation

An analysis of test scores of a longitudinal sample of normal children, who placed in the lowest quartile of the class on the California Achievement Test and children in the highest quartile yielded significant differences on three perceptual-motor tests and on Piaget's preoperational and precausal tests at Kindergarten level. Although matched for IQ in Kindergarten, significant IQ differences appeared in Grade 1 and continued to increase over 5 yr., as those on other tests. Cattell's Early School Personality Questionnaire indicated that low achievers were significantly less mature and more tense and anxious than high achievers from Grades 1 through 5. Maturational lag is hypothesized for retardation of learning.     

The word frequency effect in first- and second-language word recognition: A lexical entrenchment account

We investigate the origin of differences in the word frequency effect between native speakers and second-language speakers. In a large-scale analysis of English word identification times we find that group-level differences are fully accounted for by the individual language proficiency scores. Furthermore, exactly the same quantitative relation between word frequency and proficiency is found for monolinguals and three different bilingual populations (Dutch–English, French–English, and German–English). We conclude that the larger frequency effects for second-language processing than for native-language processing can be explained by within-language characteristics and thus need not be the consequence of “being bilingual” (i.e., a qualitative difference). More specifically, we argue that language proficiency increases lexical entrenchment, which leads to a reduced frequency effect, irrespective of bilingualism, language dominance, and language similarity.     

Discrimination of English and French orthographic patterns by biliterate children

We investigated whether young English–French biliterate children can distinguish between English and French orthographic patterns. Children in French immersion programs were asked to play a dictionary game when they were in Grade 2 and again when they were in Grade 3. They were shown pseudowords that contained either an English spelling pattern or a French spelling pattern, and they were asked to decide whether each pseudoword should go in an English dictionary or a French dictionary if it became a real word. Comparison groups of monolingual English children, monolingual French children, and English–French bilingual university students were also tested on the task. French immersion students in both grades were above chance in discriminating between the two types of pseudowords but were well below adult performance on the task. Measures obtained in kindergarten showed that early print knowledge had some ability to predict later ability to discriminate between the orthographic patterns of the two languages. Further analyses indicated that exposure to print in each language in Grades 1 to 3 was strongly related to discrimination performance. The findings are interpreted as being consistent with the statistical learning hypothesis.     

The role of verbal and nonverbal memory in the Family Pictures Subtest: Data from children with specific language impairment

This study examined the contribution of verbal and visual memory to performance on the Family Pictures subtest of the Children’s Memory Scale. This subtest purports to assess declarative memory functioning in the visual/nonverbal domain. A total of 115 nine-year-old children participated in this study. Fifty-eight had specific language impairment (SLI), whilst the remaining 57 were typically developing (TD), with no history of language difficulties. Results showed that the children with SLI, who had intact declarative memory for visual but not verbal information, obtained significantly lower scores on the Family Pictures subtest when compared to the TD group. Regression analyses revealed that across the entire sample, individual differences on the Family Pictures subtest was best predicted by a measure of verbal working memory. These results question whether the Family Pictures subtest can be considered a measure of visual memory in pediatric populations. These results have implications for the interpretation of scores on this subtest regarding the nature of the types of neurocognitive difficulties children may exhibit.     

Ego development and intelligence in a psychiatric population: Wechsler subtest scores

The relationship between Loevinger's measure of ego development and the Wechsler Intelligence Scales subtest scores was investigated in 91 adolescent and young adult psychiatric inpatients. Correlations with Verbal IQ and verbal subtests in general were positive and significant. The correlation with the Comprehension subtest was the highest and remained significant when Full Scale IQ was partialled. Post-conformists obtained the highest mean scores on Picture Arrangement; however, there was no difference among the lower stages on this subtest. The results lend support to a social reasoning component of ego development.     

European and American WAIS IV norms: Cross‐national differences in perceptual reasoning,processing speed and working memory subtest scores

International comparisons of IQ test norms show differences between nations. In the present study, nonverbal reasoning, processing speed and working memory subtest scores of the US, German, French, Finnish, and Scandinavian (combined Swedish‐Norwegian‐Danish sample) WAIS IV standardization samples were compared. The European samples had higher scores on the reasoning subtests compared to the American sample, corroborating earlier studies. The Finnish and Scandinavian samples had lower processing speed and working memory scores than the American, German, and French samples. Mechanisms that may underlie the observed national IQ profiles include: (1) test‐taking attitudes—in tests that require balancing speed and accuracy of performance Americans may prioritize fast performance while Europeans avoid mistakes; (2) differences between languages in digit articulation times; and (3) educational factors—the European advantage on reasoning subtests may be based on there being better educational systems in Europe as compared to the US.     

Factor structure and sex differences on the Wechsler Preschool and Primary Scale of Intelligence in China, Japan and United States

This study presents data on the factor structure of the Wechsler Preschool and Primary Scale of Intelligence (WPPSI) and sex and cultural differences in WPPSI test scores among 5- and 6-year-olds from China, Japan, and the United States. Results show the presence of a verbal and nonverbal factor structure across all three countries. Sex differences on the 10 subtests were generally consistent, with a male advantage on a subtest of spatial abilities (Mazes). Males in the Chinese sample obtained significantly higher Full Scale IQ scores than females and had lower variability in their test scores. These observations were not present in the Japan and United States samples. Mean Full Scale IQ score in the Chinese sample was 104.1, representing a 4-point increase from 1988 to 2004.     

Crossover: the role of morphological awareness in French immersion children's reading

Achieving biliteracy is a remarkable accomplishment, and it is important to understand the range of factors that permit its successful realization. The authors investigated a factor known to affect reading in monolingual children that has received little attention in the second-language literature: morphological awareness. The researchers tracked the relationships between performance on past tense analogy tasks (the measure of morphological awareness) and reading of English and French in a group of 58 French immersion children across Grades 1-3. Early measures of English morphological awareness were significantly related to both English and French reading, after controlling for several variables. In contrast, early measures of French morphological awareness were significantly related to French reading only. Later measures of morphological awareness in French were significantly related to English and French reading. These relationships persisted even after controlling for several variables. Results of this study suggest that morphological awareness can be applied to reading across orthographies and that this relationship changes as children build their language and literacy skills. These findings are discussed in light of current theories of second-language reading acquisition.     

Intelligence and regional brain volumes in normal controls

The relationship between brain size and intelligence was examined in a large sample of healthy normal volunteers (N = 90). In addition to confirmation of the small but significant relationship between IQ and whole brain volume (r = 0.25, p < .05) using magnetic resonance imaging, regional differences were examined using a completely automated procedure to generate lobar volumes to address questions related to regional specificity and its relationship to intelligence. A significant positive relationship was found between measures of full scale IQ and frontal (r = 0.25, p < .05) and temporal (r = 0.28, p < .01) regions, although when correlations across different brain regions were tested against each other, there was no evidence of regional specificity. In addition, no laterality effects were seen. Correlations between WAIS-R subtest scores and brain regions indicated few correlations between verbal subtest scores and brain size, but several significant correlations between the performance subtest scores and frontal, temporal, parietal, and cerebellar brain regions. These results support the notion of a modest relationship between brain size and measures of global intelligence and suggest diffuse brain involvement on performance tasks which require integration and use of multiple cognitive domains.     

Sex differences in Cognitive Abilities Test scores: A UK national picture

Background and aims. There is uncertainty about the extent or even existence of sex differences in the mean and variability of reasoning test scores ( Jensen, 1998 ; Lynn, 1994, 1998 ; Mackintosh, 1996 ). This paper analyses the Cognitive Abilities Test (CAT) scores of a large and representative sample of UK pupils to determine the extent of any sex differences. Sample. A nationally representative UK sample of over 320,000 school pupils aged 11–12 years was assessed on the CAT (third edition) between September 2001 and August 2003. The CAT includes separate nationally standardized tests for verbal, quantitative, and non‐verbal reasoning. The size and recency of the sample is unprecedented in research on this issue. Methods. The sheer size of the sample ensures that any sex difference will achieve statistical significance. Therefore, effect sizes (d) and variance ratios (VR) are employed to evaluate the magnitude of sex differences in mean scores and in score variability, respectively. Results. The mean verbal reasoning score for girls was 2.2 standard score points higher than the mean for boys, but only 0.3 standard points in favour of girls for non‐verbal reasoning (NVR), and 0.7 points in favour of boys for quantitative reasoning (QR). However, for all three tests there were substantial sex differences in the standard deviation of scores, with greater variance among boys. Boys were over represented relative to girls at both the top and the bottom extremes for all tests, with the exception of the top 10% in verbal reasoning. Conclusions. Given the small differences in means, explanations for sex differences in wider domains such examination attainment at age 16 need to look beyond conceptions of ‘ability’. Boys tend to be both the lowest and the highest performers in terms of their reasoning abilities, which warns against the danger of stereotyping boys as low achievers.     

Language differences in verbal short-term memory do not exclusively originate in the process of subvocal rehearsal

Language differences in verbal short-term memory were investigated in two experiments. In Experiment 1, bilinguals with high competence in English and French and monolingual English adults with extremely limited knowledge of French were assessed on their serial recall of words and nonwords in both languages. In all cases recall accuracy was superior in the language with which individuals were most familiar, a first-language advantage that remained when variation due to differential rates of articulation in the two languages was taken into account. In Experiment 2, bilinguals recalled lists of English and French words with and without concurrent articulatory suppression. First-language superiority persisted under suppression, suggesting that the language differences in recall accuracy were not attributable to slower rates of subvocal rehearsal in the less familiar language. The findings indicate that language-specific differences in verbal short-term memory do not exclusively originate in the subvocal rehearsal process. It is suggested that one source of language-specific variation might relate to the use of long-term knowledge to support short-term memory performance.     

Cognitive Predictors of English Reading Achievement in Chinese English-Immersion Students

This study investigated the effects of English and Chinese phonological awareness (PA) and naming speed (NS) on English reading achievement and the evidence for cross-linguistic transfer in Chinese English-immersion students. English PA was a significant predictor of English reading achievement for immersion students in Grades 2 and 4. There was little evidence of cross-linguistic transfer from Chinese PA and NS to English reading achievement. English immersion students performed equal to non-immersion students on NS and mathematics in both grades, and in Chinese PA in Grade 4. Results are discussed in terms of theories of reading development in second language.     

An exploratory analysis of American Indian children's cultural engagement, fluid cognitive skills, and standardized verbal IQ scores

This exploratory cross-sectional study examined fluid cognitive skills and standardized verbal IQ scores in relation to cultural engagement amongst Tohono O'odham children (N = 99; ages 7 to 12 years). Guardians with higher socioeconomic status engaged their children in more cultural activities, and participation in more cultural activities contributed to higher standardized verbal IQ scores. Mean cognitive skill scores varied as a function of age and Tohono O'odham language knowledge. Children who understood and/or spoke Tohono O'odham started out with lower average scores than did children with no language knowledge, but mean scores generally increased in the older age groups such that they were equal to or higher than those of nonspeakers by age 9. Children with higher fluid cognitive skill scores had higher standardized verbal IQ scores than did children with lower scores.     

Exploring the Reliability and Validity of the DAT-K in Grade 11 Learners in a Historically Disadvantaged School in Johannesburg,South Africa

This study explored the reliability and validity of the Differential Aptitude Test—Form K (DAT-K) in a sample of 75 learners (mean age = 17.1 years, SD = 1.13) from a previously disadvantaged school in Johannesburg. Adequate reliability coefficients were obtained but coefficients were higher for nonverbal than verbal subtests. Face validity was judged to be adequate but construct validity was questionable. All subtests correlated within cluster (verbal, non-verbal) but all the subtests with the exception of the Comparison subtest loaded highly on a single factor. Examination of the influence of language as a variable suggested that learners whose home language was an African language did significantly poorer on all the DAT-K subtests except for the Comparison subtest. These findings lend support to the arguments that psychological testing in South Africa is problematic particularly in individuals who do not speak English as their first language.     

Order of Attainment of the Mental Structures for Five of Piaget's Logical,Infralogical, and Formal Tasks

This study explored the relationship between illegitimate birth and cognitive development among 513 boys on probation. Prior research has shown that being part of a single-parent household leads to diminished verbal capacities and often puts a child in greater danger of abuse and neglect. Frequent abuse is thought to lead to the enhancement of visual and spatial skills relative to verbal skills through a process of “frozen watchfulness”. I hypothesized that illegitimate boys from one-parent homes would have greater verbal-performance discrepancy scores than would boys from other combinations of birth status and family structure. These boys had the lowest verbal IQ and highest performance IQ scores and, hence, the largest discrepancy. These boys also suffered the highest degree of abuse and neglect of all four birth status/family structure combinations studied.     

The determinants of parents' beliefs about the intelligence their children: A study from Hong Kong

One hundred and ninety‐three Hong Kong parents (mean age 42.2 years) were given a structured interview / questionnaire concerning their own and their children's self‐estimated overall and multiple intelligence. Previous research suggested that males tend to give higher overall “g” estimates to their children and themselves than do females, as well as higher scores on mathematical and spatial intelligence (Furnham, 2001). Further, studies in the West suggest that parents think their children are significantly brighter than they are and that their sons are brighter than their daughters. Estimates were lower than those found in Western populations but, even so, males rated their own mathematical and spatial intelligence higher than did females. Hong Kong Chinese parents did not think their sons were brighter than their daughters. The seven multiple intelligences factored into three clear factors for self and children, and regressions indicated that it was “academic” intelligence (verbal, mathematical, spatial) that was most “g” loaded. The child's age and the self‐rated overall IQ of both the parents were the best predictors of the child's overall estimated IQ. Less than a third of the parents had taken an IQ test or believed they measured IQ very well. Those who were more likely to be better educated, had taken an IQ test, and believed intelligence was inherited were more likely to award themselves higher overall IQ scores. Results are compared with the British studies in the same area.     

IQ and Scores on the Mini-Mental State Examination (MMSE): Controlling for Effort and Education Among Geriatric Inpatients

ABSTRACT

The Mini-Mental State Examination (MMSE) and the Peabody Picture Vocabulary Test, Third Edition (PPVT-III) were administered to 76 Extended Care Center inpatients of a Veterans Affairs Medical Center, 56 of whom did not carry a diagnosis associated with brain impairment, and 20 of whom had a diagnosis associated with degenerative or cerebrovascular conditions. MMSE and PPVT-III scores, the latter of which estimates verbal IQ, were significantly correlated in both groups, even when controlling for the effects of education. This correlation was attenuated, but remained significant, in the face of varying levels of patient effort. The findings of this study support earlier findings, which also suggest that interpretation of “impaired” performance on the MMSE for those with IQ scores below 90 should be interpreted with caution. Average MMSE scores for Wechsler IQ classifications are provided.     

The effect of a commercial game on children's block design scores on the WISC-R IQ test

Two experiments investigated the extent to which 10-year old children's scores on the WISC-R Block Design subtest were affected by prior experience with a specific commercial game that involved blocks and matching patterns. Experiment 1 found that 12 10-year old children who happened to have experience with the particular commercial game scored approximately three scaled score points higher on the WISC-R Block Design subtest than 24 matched children without game experience. In Experiment 2, 24 children who did not have prior experience with this particular commercial game were randomly assigned either to a Game condition (involving two 15-minute sessions with the game) or to a No-Game condition (which involved no further game experience). Children in the Game condition subsequently increased their WISC-R Block Design scores more than children in the No-Game condition. Taken together, the experiments indicate that relatively brief interactions with a commercial game can cause a significant improvement in children's performance on an IQ subtest.