Using Cognates to Improve Bilingual Verbal Assessment

实际上，目前还没有针对双语者的标准化神经心理学测试，而且对于正常双语者在目前可用的神经心理学测试中应该如何表现，我们所知甚少。大量实验证据表明，双语者在“同源词”（即形式相似的跨语言翻译，如西班牙语单词“fruta”，意思是“水果”）的测试中表现出更高的表现。该申请人拟评估同源状态对命名、单词识别、流畅性和言语记忆测试的影响。由于同源词在两种不同语言的不同能力水平之间架起了一座跨越加工障碍的桥梁，因此我们假设同源词将为双语者的认知加工提供更完整和准确的评估。除了临床应用外，本研究收集的数据将为发展双语者语言处理的理论模型提供有用的约束。申请人正申请一项为期五年的以病人为导向的研究事业发展奖（K23），以提高她进行研究的技能，以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）方面的强大研究背景，在神经心理学评估方面的临床培训以及在认知神经心理学方面的学术培训，为这项工作提供了基础。建议的培训目标包括：1)提高使用多种实验范式的技能；2)深入了解双语研究和理论的最新发展；3)提高对老年人进行研究的技能；4)提高对自然（非实验控制）变量进行数据分析的技能。这些技能是申请人在开发评估双语者认知技能的改进方法方面追求创新、全面和理论动机的研究所需要的。

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.