Using Cognates to Improve Bilingual Verbal Assessment

事实上，没有标准化的神经心理学测试已经制定了双语者和很少有人知道正常的双语者应该如何执行目前可用的神经心理学措施。 相当多的实验证据表明，双语者在测试“同源词”时表现出更好的表现（即，形式相似的跨语言翻译，例如西班牙语单词“fruta”，意思是“水果”）。本申请人建议评估同源状态对命名、单词识别、流畅性和非文字记忆测试的影响。本文假设同源词能更全面、更准确地评估双语者的认知加工，因为同源词代表了跨越双语者两种不同语言能力水平之间加工障碍的桥梁。 除了他们的临床效用，在拟议的研究中收集的数据将提供有用的约束条件，发展理论模型的双语者的语言处理。申请人要求通过指导患者为导向的研究职业发展奖（K23）五年的资金，以提高她进行研究的技能，这将提高双语神经心理学评估的敏感性。申请人在双语语言处理（英语，西班牙语和希伯来语），神经心理学评估临床培训和认知神经心理学学术培训方面的强大研究背景为这项工作提供了基础。拟议的培训目标包括获得1）使用多种实验范式的增强技能，2）深入了解双语研究和理论的当前发展，3）提高对老年人进行研究的技能，以及4）自然（非实验控制）变量的数据分析高级培训。申请人需要这些技能来追求创新，全面和理论动机的研究，以开发评估双语认知技能的改进方法。

Virtually no standardized neuropsychological tests have been developed for bilinguals and very little is known about how normal bilinguals should perform on currently available neuropsychological measures. Considerable experimental evidence suggests that bilinguals demonstrate improved performance when tested on 'cognates' (i.e., cross-language translations that are similar in form, such as the Spanish word 'fruta' which means 'fruit'). This applicant proposes to evaluate the influence of cognate status on tests of naming, word recognition, fluency, and verbal memory. It is hypothesized that cognates will provide a more complete and accurate assessment of cognitive processing in bilinguals because cognates represent a bridge across the processing barrier between bilinguals' differing levels of competence in two different languages. In addition to their clinical utility the data collected in the proposed research will provide useful constraints for developing theoretical models of language processing in bilinguals. The applicant is requesting five years of funding through a Mentored Patient Oriented Research Career Development Award (K23) to enhance her skills for conducting research that will improve sensitivity in bilingual neuropsychological assessment. The applicant's strong background of research with bilingual language processing (in English, Spanish, and Hebrew), clinical training in neuropsychological assessment, and academic training in cognitive neuropsychology, provide the foundation for this work. The proposed training goals include acquiring 1) enhanced skills for using multiple experimental paradigms, 2) in-depth knowledge of current developments in bilingual research and theory, 3) increased skills for conducting research on older adults, and 4) advanced training in data analysis with naturalistic (not experimentally controlled) variables. These skills are needed for the applicant to pursue innovative, comprehensive, and theoretically motivated research on developing improved methods for assessing cognitive skills in bilinguals.