Dataset Information

Typicality Effect and Category Structure in Spanish-English Bilingual Children and Adults.

ABSTRACT: Purpose:The study examines the typicality effect in Spanish-English bilingual children and adults in their 2 languages. Method:Two studies were conducted using a category-generation task to compare the typical items generated by children with those generated by adults. Children in the 1st study differed orthogonally with respect to age (older, younger) and language use (higher Spanish use, higher English use). In the 2nd study, the older and younger children were matched with adults on their current Spanish use to delineate the influence of test language and age. Results:Children with higher English use generated more typical items, and these occurred earlier in their word lists in English than in Spanish. Participants at all levels of Spanish experience generated fewer typical items in Spanish than in English. Thus, there was less convergence of items considered typical among participants in Spanish. Older and younger children did not differ in the number of typical items generated. However, when participants were matched for language use, older children produced typical items earlier in their word lists than did younger children. Conclusion:This study demonstrates the influence of language use and test language in generation of typical items in bilingual children.Supplemental Materials: https://doi.org/10.23641/asha.5089888.

SUBMITTER: Shivabasappa P

PROVIDER: S-EPMC5544412 | biostudies-other | 2017 Jun

REPOSITORIES: biostudies-other

ACCESS DATA

Publications

Typicality Effect and Category Structure in Spanish-English Bilingual Children and Adults.

Shivabasappa Prarthana P Peña Elizabeth D ED Bedore Lisa M LM

Journal of speech, language, and hearing research : JSLHR 20170601 6

<h4>Purpose</h4>The study examines the typicality effect in Spanish-English bilingual children and adults in their 2 languages.<h4>Method</h4>Two studies were conducted using a category-generation task to compare the typical items generated by children with those generated by adults. Children in the 1st study differed orthogonally with respect to age (older, younger) and language use (higher Spanish use, higher English use). In the 2nd study, the older and younger children were matched with adul ...[more]

PMID: 28535193

Similar Datasets

Project description:Purpose The purpose of this study was to examine the diagnostic accuracy of traditional measures of phonological ability developed for monolingual English-speaking children with their bilingual peers in both English and Spanish. We predicted that a composite measure, derived from a combination of English and Spanish phonological measures, would result in higher diagnostic accuracy than examining the individual phonological measures of bilingual children separately by language. Method Sixty-six children, ages 3;3-6;3 (years;months), participated in this study: 29 typically developing bilingual Spanish-English-speaking children (x = 5;3), five bilingual Spanish-English-speaking children with speech sound disorders (x = 4;6), 26 typically developing monolingual English-speaking children (x = 4;8), and six monolingual English-speaking children with speech sound disorders (x = 4;9). Children were recorded producing single words using the Assessments of English and Spanish Phonology, and productions were phonetically transcribed and analyzed using the Logical International Phonetics Program. Overall consonants correct-revised; accuracy of early-, middle-, and late-developing sounds; and percent occurrence of phonological error patterns in both English and Spanish were calculated. Receiver operating characteristic curves and support vector machine models were applied to observe diagnostic accuracy, separately and combined, for each speaker group and each language. Results Findings indicated the combination of measures improved diagnostic accuracy within both the English and Spanish of bilingual children and significantly increased accuracy when measures from both languages of bilingual children were combined. Combining measures for the productions of monolingual English-speaking children did not increase diagnostic accuracy. Conclusion To prevent misdiagnosis of speech sound disorders in bilingual preschoolers, the composite phonological abilities of bilingual children need to be assessed across both gross and discrete measures of phonological ability. Supplemental Material https://doi.org/10.23641/asha.16632604.

Project description:Background/objectivesAdvance care planning (ACP) rates are low in diverse, vulnerable older adults, yet little is known about the unique barriers they face and how these barriers impact ACP documentation rates.DesignValidated questionnaires listing patient, family/friend, and clinician/system-level ACP barriers and an open-ended question on ACP barriers.SettingTwo San Francisco public/Department of Veterans Affairs hospitals.ParticipantsOne thousand two hundred and forty-one English and Spanish-speaking patients, aged 55 and older, with two or more chronic conditions.MeasurementsThe open-ended question on ACP barriers was analyzed using content analysis. We conducted chart review for prior ACP documentation. We used chi-square/Wilcoxon rank-sum tests and logistic regression to assess associations between ACP barriers and demographic characteristics/ACP documentation.ResultsParticipant mean age was 65 ± 7.4 years; they were 74% from racial/ethnic minority groups, 36% Spanish-speaking, and 36% with limited health literacy. A total of 26 barriers were identified (15 patient, 4 family/friend, 7 clinician/system-level), and 91% reported at least one ACP barrier (mean: 5.6 ± 4.0). The most common barriers were: (patient-level) discomfort thinking about ACP (60%), wanting to leave health decisions to "God" (44%); (family/friend-level) not wanting to burden friends/family (33%), assuming friends/family already knew their preferences (31%); (clinician/system-level) assuming doctors already knew their preferences (41%), and mistrust (37%). Compared with those with no barriers, participants with at least one reported barrier were more likely to be from a racial/ethnic minority group (76% vs 53%), Spanish-speaking (39% vs 6%), with fair-to-poor health (48% vs 34%), and limited health literacy (39% vs 9%) (p < 0.001 for all). Participants who reported barriers were less likely to have ACP documentation (adjusted odds ratio = 0.64, 95% confidence interval [0.42, 0.98]).ConclusionEnglish- and Spanish-speaking older adults reported 26 unique barriers to ACP, with higher barriers among vulnerable populations, and barriers were associated with lower ACP documentation. Barriers must be considered when developing customized ACP interventions for diverse older adults.

Dataset Information

Typicality Effect and Category Structure in Spanish-English Bilingual Children and Adults.

Publications

Typicality Effect and Category Structure in Spanish-English Bilingual Children and Adults.

Similar Datasets

OmicsDI is part of the ELIXIR infrastructure

Tweets