Conceptual versus monolingual scoring:: When does it make a difference?
Conceptual versus monolingual scoring:: When does it make a difference?
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DOI：
10.1044/0161-1461(2005/020
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发表时间：
2005-07-01
影响因子：
2.4
通讯作者：
Cortez, C
中科院分区：
文献类型：
--
作者：
Bedore, LM;Peña, ED;Cortez, C
目的：探讨双语儿童在不同语言的语义技能评估任务上产生相同或重叠反应的程度，以及基于单语或概念评分的分类分析是否能准确地对典型发育(TD)儿童的语义发展进行分类。方法：在研究1中，55名来自双语背景的TD儿童(年龄4‘0[岁；月]至7；11岁)被命名为熟悉项目的特征属性。检查了儿童在每种语言中产生重叠反应的程度和他们的错误。在研究2中，40名TD儿童(5岁；0至6岁；1岁)，年龄和双语接触相匹配的组，对第二阶段版本的双语英语西班牙语评估(BESA；E.D.Pena，V.Gutierrez-Clellen，A.Iglesias，B.A.Goldstein，&L.M.Bedore，正在发育中)做出反应。结果：研究1的结果表明，双语背景的TD儿童在回答测试项目时，更容易产生独特的反应，而不是重叠的反应。孩子们在用西班牙语测试时比用英语测试时更有可能转换代码，但他们更有可能在英语中犯错误。在研究2中，单语儿童和双语儿童获得了类似的概念分数。对于说西班牙语的双语儿童，概念得分更有可能在单语儿童的平均范围内，而不是他们的单语得分。对于英语测试，单语和概念分数是相似的。临床意义：双语儿童将受益于概念评分，特别是当他们用西班牙语测试时。
Purpose: This study evaluates the extent to which bilingual children produce the same or overlapping responses on tasks assessing semantic skills in each of their languages and whether classification analysis based on monolingual or conceptual scoring can accurately classify the semantic development of typically developing (TD) bilingual children.Method: In Study 1, 55 TD children (ages 4'0 [years;months] to 7;11) from bilingual backgrounds named characteristic properties of familiar items. The extent to which children produced overlapping responses in each of their languages and their errors were examined. In Study 2, 40 TD children (ages 5;0 to 6;1), group matched for age and bilingual language exposure, responded to the Phase 2 version of the Bilingual English Spanish Assessment (BESA; E. D. Pena, V. Gutierrez-Clellen, A. Iglesias, B. A. Goldstein, & L. M. Bedore, in development). Conceptual and monolingual scores were compared to determine the extent to which these were comparable for groups of children.Results: The results of Study 1 indicated that TD children from bilingual backgrounds are more likely to produce unique than overlapping responses when they respond to test items. Children were more likely to code switch when tested in Spanish than in English, but they were more likely to produce errors in English. In Study 2, monolingual and bilingual children achieve comparable conceptual scores. For Spanish-speaking bilingual children, the conceptual score was more likely to be in the average range of the monolingual children than was their monolingual score. For testing in English, monolingual and conceptual scores were similar.Clinical Implications: Bilingual children will benefit from conceptual scoring, especially when they are tested in Spanish.