Comprehension Task Research Articles

Testing AI on language comprehension tasks reveals insensitivity to underlying meaning.

Large Language Models (LLMs) are recruited in applications that span from clinical assistance and legal support to question answering and education. Their success in specialized tasks has led to the claim that they possess human-like linguistic capabilities related to compositional understanding and reasoning. Yet, reverse-engineering is bound by Moravec's Paradox, according to which easy skills are hard. We systematically assess 7 state-of-the-art models on a novel benchmark. Models answered a series of comprehension questions, each prompted multiple times in two settings, permitting one-word or open-length replies. Each question targets a short text featuring high-frequency linguistic constructions. To establish a baseline for achieving human-like performance, we tested 400 humans on the same prompts. Based on a dataset of n = 26,680 datapoints, we discovered that LLMs perform at chance accuracy and waver considerably in their answers. Quantitatively, the tested models are outperformed by humans, and qualitatively their answers showcase distinctly non-human errors in language understanding. We interpret this evidence as suggesting that, despite their usefulness in various tasks, current AI models fall short of understanding language in a way that matches humans, and we argue that this may be due to their lack of a compositional operator for regulating grammatical and semantic information.

Impact of minimal self disorders on naturalistic episodic memory in first-episode psychosis and parallels in healthy individuals with schizotypal traits

BackgroundSelf-disorders constitute a core feature of the schizophrenia spectrum, including early stages such as first-episode psychosis (FEP). These disorders impact the minimal Self, or bodily self-consciousness, which refers to the basic, pre-reflective sense of embodied experience. The minimal Self is intrinsically linked to episodic memory, which captures specific past experiences of the Self. However, research on this relationship in the schizophrenia spectrum remains scarce. This pilot study aimed to investigate how the minimal Self modulated episodic memory of naturalistic events in FEP, using immersive virtual reality. A secondary objective was to examine the relationships between sense of Self, embodiment, episodic memory, schizotypal personality traits in healthy participants (CTL), and psychopathology in FEP.MethodsA full-body illusion was induced in 10 FEP and 35 matched CTL, using a first-person avatar, with synchronous or asynchronous visuomotor stimulation (strong or weak embodiment conditions, respectively). Following embodiment induction, participants navigated a virtual city and encountered naturalistic daily life events, which were incidentally encoded. Episodic memory of these events was assessed through a comprehensive recognition task (factual and contextual information, retrieval phenomenology). Sense of Self, schizotypal personality traits, and psychopathology were assessed via self-reported questionnaires or clinical assessments.ResultsSynchronous visuomotor stimulation successfully induced a stronger sense of embodiment in both FEP and CTL. The strong embodiment condition was associated with reduced perceived virtual space occupation by the body in FEP. Under strong embodiment, FEP performed significantly worse than CTL in contextual information recognition, but their ratings for retrieval phenomenology were comparable to CTL. Conversely, under weak embodiment, FEP performed similarly to CTL in contextual information recognition, but they rated retrieval phenomenology significantly lower. For CTL, we observed a slight, though non-significant, enhancement in recognition memory under strong compared to weak embodiment. Additionally, higher schizotypy in CTL correlated with a diminished sense of Self and poorer episodic memory.ConclusionsDisturbances in the minimal Self in FEP are associated with episodic memory impairments. These findings emphasise the importance of targeting minimal Self-disorders in schizophrenia spectrum disorders, since episodic memory impairments may negatively affect patients’ quality of life and psychosocial outcomes. Additionally, they support a fully dimensional model of schizotypy.

Variation and evolution analysis of SARS-CoV-2 using self-game sequence optimization

IntroductionThe evolution of SARS-CoV-2 has precipitated the emergence of new mutant strains, some exhibiting enhanced transmissibility and immune evasion capabilities, thus escalating the infection risk and diminishing vaccine efficacy. Given the continuous impact of SARS-CoV-2 mutations on global public health, the economy, and society, a profound comprehension of potential variations is crucial to effectively mitigate the impact of viral evolution. Yet, this task still faces considerable challenges.MethodsThis study introduces DARSEP, a method based on Deep learning Associates with Reinforcement learning for SARS-CoV-2 Evolution Prediction, combined with self-game sequence optimization and RetNet-based model.ResultsDARSEP accurately predicts evolutionary sequences and investigates the virus’s evolutionary trajectory. It filters spike protein sequences with optimal fitness values from an extensive mutation space, selectively identifies those with a higher likelihood of evading immune detection, and devises a superior evolutionary analysis model for SARS-CoV-2 spike protein sequences. Comprehensive downstream task evaluations corroborate the model’s efficacy in predicting potential mutation sites, elucidating SARS-CoV-2’s evolutionary direction, and analyzing the development trends of Omicron variant strains through semantic changes.ConclusionOverall, DARSEP enriches our understanding of the dynamic evolution of SARS-CoV-2 and provides robust support for addressing present and future epidemic challenges.

Theory of mind and text comprehension across the lifespan: A meta-analysis.

Researchers argue that theory of mind (ToM) abilities are needed for text (listening or reading) comprehension. Although many studies have supported this claim, findings are mixed and researchers have disagreed on how fundamental this relation is-for example, whether ToM and text comprehension are related merely because of shared variance with verbal and executive function skills. To address these issues more definitively, we conducted a meta-analysis examining ToM and text comprehension, which included 47 independent samples with 5,123 participants ranging in age from 3 to 70 years of age (M = 10.53 years). We found a statistically significant association (r = .33) between ToM and text comprehension across 157 effect sizes. This relation did not differ based on whether data were cross-sectional or longitudinal, the age of participants, or most characteristics of the ToM or comprehension tasks (e.g., the degree to which they were narrative or inferential). However, the effect size was stronger in some languages and for listening comprehension rather than reading comprehension tasks. In longitudinal designs, the effect size did not differ depending on whether ToM was assessed before text comprehension or the reverse. Finally, we conducted meta-analyses controlling for verbal and/or executive function abilities and found that the relation between ToM and text comprehension was significant when controlling for each as well as both abilities (r = .22-.32). The current findings provide the strongest evidence to date that there is a fundamental relation between ToM and text comprehension. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Oral Reading Prosody and Comprehension in Persons With Aphasia: A Preliminary Investigation.

This study acoustically characterized the oral reading prosody of persons with aphasia (PWA) and neurotypical controls for a connected text and aimed to determine which prosodic features were most associated with performance on a reading comprehension task. Six PWA and six neurotypical, age- and education-matched controls participated in this preliminary study. Participants read Paragraph 3 of the Gray Oral Reading Tests-Fifth Edition aloud and subsequently answered five comprehension questions. A total of 11 measures related to phrasing, intonation, and expressivity were extracted using Praat for each participant in order for comparisons to be made across participant groups and associations examined with reading comprehension scores. The Mann-Whitney U test suggested a significant difference between PWA and control participants for intersentential pause durations, pausal intrusion frequency, and duration of pausal-pausal syllables. Although statistically nonsignificant, intersentential pause duration, pausal intrusion frequency, pausal intrusion duration, duration of prepausal syllables, and intensity amplitude following a syntactic juncture were all moderately correlated (all rs > .58) with comprehension of Paragraph 3 of the Gray Oral Reading Tests-Fifth Edition in PWA. All measures were weakly correlated with comprehension for the control participants. PWA demonstrated statistically significant longer durations for intersentential pauses and prepausal syllables, and a greater number of pausal intrusions. Interestingly, three of the five measures moderately correlated to comprehension were those that were statistically different between the two participant groups. As such, preliminary findings of this study warrant further investigation in a larger sample of PWA.

The link between early iconic gesture comprehension and receptive language

AbstractChildren comprehend iconic gestures relatively later than deictic gestures. Previous research with English‐learning children indicated that they could comprehend iconic gestures at 26 months, a pattern whose extension to other languages is not yet known. The present study examined Turkish‐learning children's iconic gesture comprehension and its relation to their receptive vocabulary knowledge. Turkish‐learning children between the ages of 22‐ and 30‐month‐olds (N = 92, M = 25.6 months, SD = 1.6; 51 girls) completed a gesture comprehension task in which they were asked to choose the correct picture that matched the experimenter's speech and iconic gestures. They were also administered a standardized receptive vocabulary test. Children's performance in the gesture comprehension task increased with age, which was also related to their receptive vocabulary knowledge. When children were categorized into younger and older age groups based on the median age (i.e., 26 months—the age at which iconic gesture comprehension was present for English‐learning children), only the older group performed at chance level in the task. At the same time, receptive vocabulary was positively related to gesture comprehension for younger but not older children. These findings suggest a shift in iconic gesture comprehension at around 26 months and indicate a possible link between receptive vocabulary knowledge and iconic gesture comprehension, particularly for children younger than 26 months.

Comparison and AI-based prediction of graph comprehension skills based on the visual strategies of first-year physics and medicine students

Graphical representations of data are common in many disciplines. Previous research has found that physics students appear to have better graph comprehension skills than students from social science disciplines, regardless of the task context. However, the graph comprehension skills of physics students have not yet been compared with (veterinary) medicine students, both of which are disciplines that require multiple science, technology, engineering, and mathematics (STEM) courses. This study extends previous research on this subject by exploring whether physics majors possess superior graph comprehension skills due to their study discipline. Here, participants solved 24 graph comprehension tasks across various subjects, including mathematics, physics, and medicine; these tests were conducted at the beginning and end of their first semester. Graph comprehension gain was calculated based on the percentage of correct and incorrect answers in the pretest and the post-test. In addition to these comparisons, we replicated previous research that successfully distinguished correct and incorrect solvers based on their visual behavior by using a novel machine-learning method tailored to small datasets. Through this replication of statistical analyses, we aim to ensure the reliability of adaptive learning systems in the future, regardless of data size, using the same machine-learning method. Physics and medical students were found to exhibit relatively similar graph comprehension gain; this is in contrast to previous research comparing physics and non-STEM students. Our results also revealed that both physics and medical students use similar visual strategies to solve these tasks. However, correct and incorrect solvers could be distinguished via machine-learning methods regardless of their discipline. Our research suggests that visual behavior is a good predictor of graph comprehension skills. Published by the American Physical Society 2024

GPT4Kinase: High-accuracy prediction of inhibitor-kinase binding affinity utilizing large language model

The accurate prediction of inhibitor-kinase binding affinity is crucial in biological research and medical applications. Particularly, kinases play a pivotal role in numerous cellular processes and are essential enzymes in Mitogen-Activated Protein Kinase (MAPK) signaling pathway. This present study harnesses the capabilities of Large Language Models (LLMs), specifically GPT-4, to predict the binding affinity between inhibitors and kinases within the MAPK pathway, including Raf protein kinase (RAF), Mitogen-activated protein kinase kinase (MEK) and Extracellular Signal-Regulated Kinase (ERK). Remarkably, GPT-4 achieved an impressive 87.31 % accuracy in prediction on RAF binding affinity, and 77.00 % accuracy in comprehensive prediction tasks, substantially outperforming existing mainstream methods such as Autodock Vina (21.21 %), BatchDTA (52.00 %) and KIPP (59.60 %). Furthermore, GPT-4 was employed to delineate the features of high-affinity and low-affinity molecules, as well as their contributing functional groups. These contributing groups were subsequently validated through molecular docking. Additionally, to validate the generalizability of the method, we applied it to six other kinases and achieved a maximum accuracy of 83.78 %. Also, we utilized a dataset comprising over 200 kinases, obtaining a high accuracy of 66.20 %. The study showcases the transformative impact of LLMs on molecular binding affinity prediction, with major implications for biological sciences and therapeutic development.

Predictive brain activity related to auditory information is associated with performance in speech comprehension tasks in noisy environments.

Understanding speech in noisy environments is challenging even for individuals with normal hearing, and it poses a significant challenge for those with hearing impairments or listening difficulties. There are limitations associated with the current methods of evaluating speech comprehension in such environments, especially in individuals with peripheral hearing impairments. According to the predictive coding model, speech comprehension is an active inference process that integrates sensory information through the interaction of bottom-up and top-down processing. Therefore, in this study, we aimed to examine the role of prediction in speech comprehension using an electrophysiological marker of anticipation: stimulus-preceding negativity (SPN). We measured SPN amplitude in young adults with normal hearing during a time-estimation task with auditory feedback under both quiet and noisy conditions. The results showed that SPN amplitude significantly increased in noisy environments. Moreover, individual differences in SPN amplitude correlated with performance in a speech-in-noise test. The increase in SPN amplitude was interpreted as reflecting the increased requirement for attentional resources for accurate prediction of speech information. These findings suggest that SPN could serve as a noninvasive neural marker for assessing individual differences in top-down processing involved in speech comprehension in noisy environments.

Multifaceted Natural Language Processing Task-Based Evaluation of Bidirectional Encoder Representations From Transformers Models for Bilingual (Korean and English) Clinical Notes: Algorithm Development and Validation.

The bidirectional encoder representations from transformers (BERT) model has attracted considerable attention in clinical applications, such as patient classification and disease prediction. However, current studies have typically progressed to application development without a thorough assessment of the model's comprehension of clinical context. Furthermore, limited comparative studies have been conducted on BERT models using medical documents from non-English-speaking countries. Therefore, the applicability of BERT models trained on English clinical notes to non-English contexts is yet to be confirmed. To address these gaps in literature, this study focused on identifying the most effective BERT model for non-English clinical notes. In this study, we evaluated the contextual understanding abilities of various BERT models applied to mixed Korean and English clinical notes. The objective of this study was to identify the BERT model that excels in understanding the context of such documents. Using data from 164,460 patients in a South Korean tertiary hospital, we pretrained BERT-base, BERT for Biomedical Text Mining (BioBERT), Korean BERT (KoBERT), and Multilingual BERT (M-BERT) to improve their contextual comprehension capabilities and subsequently compared their performances in 7 fine-tuning tasks. The model performance varied based on the task and token usage. First, BERT-base and BioBERT excelled in tasks using classification ([CLS]) token embeddings, such as document classification. BioBERT achieved the highest F1-score of 89.32. Both BERT-base and BioBERT demonstrated their effectiveness in document pattern recognition, even with limited Korean tokens in the dictionary. Second, M-BERT exhibited a superior performance in reading comprehension tasks, achieving an F1-score of 93.77. Better results were obtained when fewer words were replaced with unknown ([UNK]) tokens. Third, M-BERT excelled in the knowledge inference task in which correct disease names were inferred from 63 candidate disease names in a document with disease names replaced with [MASK] tokens. M-BERT achieved the highest hit@10 score of 95.41. This study highlighted the effectiveness of various BERT models in a multilingual clinical domain. The findings can be used as a reference in clinical and language-based applications.

Metalinguistic and Reading Skills in a Sample of Colombian Children with Attention Deficit Hyperactivity Disorder

Objective: This study aimed to examine metalinguistic skills and reading processes in children diagnosed with ADHD, compared to a matched control group. Method: An explanatory experimental design was employed, involving a sample of 194 children from Manizales, comprising 97 children diagnosed with ADHD and 97 controls. The study utilized tasks from the Children’s Neuropsychological Assessment (CNA) protocol to assess metalinguistic and reading abilities. Results: Children with ADHD exhibited significantly lower performance across all metalinguistic and reading tasks compared to the control group, except for spelling and silent reading comprehension tasks. Conclusions: These findings corroborate previous research conducted in Manizales, underscoring the specific challenges in metalinguistic and reading domains among children with ADHD. Future research should explore the influence of working memory on phonological awareness and its implications for metalinguistic skills and reading development.

Involvement of Executive Functions in Idiom Comprehension: A Life-Span Perspective

Objectives—Our aim is to investigate the executive functions involved in idiom comprehension. The understanding of idioms has largely been explored from a developmental perspective. However, little is known about the cognitive processes involved. Recent studies highlight the contributions of working memory and inhibitory control in idiom processing. We investigated executive functions’ implication in idiom comprehension from a life-span perspective. Methods—The participants of this study were aged from 6 years to adulthood (n = 109 participants). An idiom comprehension task and executive tests were administered. Results and Conclusions—The results indicated that idiom comprehension improved across all the age groups tested. Moreover, the involvement of inhibition and cognitive flexibility processes was specific at different ages and particularly involved during adolescence.

Maternal and Paternal Education on Italian Monolingual Toddlers’ Language Skills

Background. Language development in toddlers can be influenced by social interactions in environments and proximal contexts with mothers and fathers. We present the literature on mothers’ and fathers’ education level and socioeconomic status on the child’s language development; further evidence is needed in the Italian-speaking context. Aims. The study aims to confirm the role of mother and father education level on toddlers’ language skills assessed with direct and indirect measures. Methods and Procedures. Participants were 51 Italian-speaking children aged 33 to 41 months. Children were tested with a lexical test (PinG test) for comprehension and production of nouns and predicates and a morpho-syntactic test for grammar comprehension (PCGO). Parents of the children completed a demographic form and the Italian adaptation of the MacArthur-Bates CDI long version. Two series of one-way ANCOVAs were performed to study the role of mothers’ and fathers’ level of education on separate measures of their child’s language. Outcomes and Results. Findings suggest that in most families, mothers’ level of education is higher than fathers’ level of education. There was no significant difference between children of parents with low–middle level of education and children of parents with high level of education for the grammar comprehension tasks (PCGO) and indirect measure of vocabulary production (MacArthur-Bates CDI). However, both mothers’ and fathers’ level of education appears to be significant for the direct measurement of word production. Conclusions and Implications. This study provides new evidence for the role of mothers’ and fathers’ education on the development of word production in children aged 33 to 41 months, contributing to enriching the literature on the Italian context; it lays the groundwork for future research on the social and environmental factors that can affect language development.

Answering, Fast and Slow: Strategy enhancement of visual understanding guided by causality

In his classic book Thinking, Fast and Slow (Daniel, 2017), Kahneman points out that human thinking can be categorized into two main modes of thinking: a system that displays intuition and emotion (i.e., System 1), and a system that is more planned and relies more on logic, defined as System 2. This idea explains both rational and irrational motivations. In this paper, we revisit visual comprehension tasks based on this idea. At the theoretical level, we focus on the relationship between intuitive thinking, prior knowledge, and environmental information, and build a causal graph between the three. Further, inspired by the constructed causal graph, an intuitive optimization strategy with clear interpretability is proposed. In the validation session, we provide conclusions consistent with the theoretical analyses through extensive experiments on public datasets based on a visual quizzing task. Excitingly, our scheme demonstrates strong competitiveness in terms of generalizability without adding new technologies.

Swedish L2 teacher cognitions of the initial assessment of students' L1 literacy resources

In this paper, we explore second language (L2) teachers’ cognitions regarding the initial assessment of adult learner literacy in their strongest language. Instruction can thus be adapted according to what is stipulated in the curriculum and syllabus. The literacy assessment is conducted in the student’s strongest language with assistance from an interpreter, translated decoding and reading comprehension tasks and concerns assessment of learners with little or no prior education. Questionnaires and interviews with L2 teachers reveal great variation based on four categories of teacher knowledge, namely, Subject matter knowledge, Knowledge of students, Pedagogical knowledge, and Knowledge of educational contexts. These four categories were partly intertwined with each other and both a resource and a deficit perspective emerged. The teachers’ cognitions regarding the concept of literacy, the value of initial L1 literacy assessment and students’ prior literacy and multilingual resources, as well as its potential for instruction planning were diverse. This may have significant implications for what emerges in initial assessments of a student's L1 literacy. In turn, this affects the validity of the assessment and, ultimately, the quality of education.

Developing modelling competencies in pre-service mathematics teachers through reflective thinking skills

Background: Ghana’s commitment to quality education has been reflected in its goal of providing equal access to high-quality education, leading to the reforms of the New Common Core Mathematics Curriculum for Basic Schools. The study explored the integration of mathematical modelling using reflective thinking skills, which are not currently core competencies in Ghanaian basic school curriculum.Aim: The study examined the modelling proficiency of pre-service mathematics teachers by assessing their reflective thinking abilities in a modelling laboratory context.Setting: The study focussed on pre-service mathematics teachers from two education colleges in Ghana.Methods: Using purposive sampling to select participants, a quasi-experimental design with pre- and post-test interventions was employed. Data were analysed through content and inferential analysis, supplemented by interviews.Findings: The findings indicated that the comparison group lacked prior knowledge of modelling problems and struggled with comprehension tasks. In contrast, the experimental group successfully translated real-world problems into mathematical models.Conclusion: Providing pre-service mathematics teachers access to a modelling laboratory and modelling-eliciting activities was essential for developing future modellers. This approach would enhance their effectiveness in teaching foundational mathematics in Ghanaian education.Contribution: This study advocated for re-orienting the mathematics curriculum at both Basic schools and Colleges of Education in Ghana to include mathematical modelling and reflective thinking skills as core components.

The relationship between white matter architecture and language lateralisation in the healthy brain.

Interhemispheric anatomical differences have long been thought to be related to language lateralisation. Previous studies have explored whether asymmetries in the diffusion characteristics of white matter language tracts are consistent with language lateralisation. These studies, typically with smaller cohorts, yielded mixed results. This study investigated whether connectomic analysis of quantitative anisotropy (QA) and shape features of white matter tracts across the whole brain are associated with language lateralisation. We analysed 1040 healthy individuals (562 females) from the Human Connectome Project database. Hemispheric language dominance for each participant was quantified using a laterality quotient (LQ) derived from fMRI activation in regions of interest (ROIs) associated with a language comprehension task compared against a math task. A linear regression model was used to examine the relationship between structural asymmetry and functional lateralisation. Connectometry revealed a significant negative correlation between LQs and QA of corpus callosum tracts, indicating that higher QA in these regions is associated with bilateral and right-hemisphere language representation in frontal and temporal regions, respectively. Left language laterality in temporal lobe was significantly associated with longer right inferior fronto-occipital fasciculus (IFOF) and forceps minor tracts. These results suggest that diffusion measures of microstructural architecture as well as geometrical features of reconstructed white matter tracts play a role in language lateralisation. People with increased dependence on right or both frontal hemispheres for language processing may have more developed commissural fibres, which may support more efficient interhemispheric communication.Significance statement The left cerebral hemisphere is dominant for language functions in most people. In some healthy people, language functions are lateralised to the right hemisphere or distributed across both hemispheres. The anatomy underlying patterns of hemispheric language dominance are not well established. Emerging evidence suggests that white matter connectivity and architecture is an important feature of cortical functional organisation. In this work, we report that people who have language functions distributed across both hemispheres have greater inter-hemispheric connectivity compared to lateralised people. Our findings provide further insights into the anatomical basis of language function and may have wider clinical implications.

Empatica E4 Assessment of Child Physiological Measures of Listening Effort During Remote and In-Person Communication.

Telepractice is a growing service model that delivers aural rehabilitation to deaf and hard-of hearing children via telecommunications technology. Despite known benefits of telepractice, this delivery approach may increase patients' listening effort (LE) characterized as an allocation of cognitive resources toward an auditory task. The study tested techniques for collecting physiological measures of LE in normal-hearing (NH) children during remote (referred to as tele-) and in-person communication using the wearable Empatica E4 wristband. Participants were 10 children (age range: 9-12 years old) who came to two tele- and two in-person weekly sessions, order counterbalanced. During each session, the children heard a short passage read by the clinical provider, completed an auditory passage comprehension task, and self-rated their effort as a part of the larger study. Measures of electrodermal activity and blood volume pulse amplitude were collected from the child E4 wristband. No differences in child subjective, physiological measures of LE or passage comprehension scores were found between in-person sessions and telesessions. However, an effect of treatment duration on subjective and physiological measures of LE was identified. Children self-reported a significant increase in LE over time. However, their physiological measures demonstrated a trend indicating a decrease in LE. A significant association between subjective measures and the passage comprehension task was found suggesting that those children who reported more effort demonstrated a higher proportion of correct responses. The study demonstrated the feasibility of collection of physiological measures of LE in NH children during remote and in-person communication using the E4 wristband. The results suggest that measures of LE are multidimensional and may reflect different sources of, or cognitive responses to, increased listening demand. https://doi.org/10.23641/asha.27122064.

Detection of Vocabulary Delay through Syntactic Complexity in Sentence Comprehension

Objectives: This study investigated the best condition for capturing signs of vocabulary delay in children using the sentence comprehension task (SCT), which consists of active and passive sentence structures with canonical and non-canonical word order conditions; and to determine whether working memory has significant explanatory power for SCT in children with vocabulary delay. Methods: Thirty-two children participated in this study, 16 vocabulary delayed (VD) children and 16 typically developing (TD) children aged 4 to 6 years. Participants completed the SCT, which is designed to focus only on syntactic features by minimizing top-down semantic processing in sentence processing. Four working memory (WM) tasks (Non-word repetition, NWR; Sentence repetition, SR; Digit-forward span, DF; and Digit-backward span, DB) were also administered. Results: The VD group showed greater difficulties in sentence comprehension, especially in the passive-canonical (P-C) condition. However, discriminant analysis results showed that the sum of all conditions in the SCT robustly discriminated these groups. In the VD group, sentence-level WM tasks predicted the passive-canonical (P-C) complex condition in the SCT. Conclusion: The current findings suggest that the VD group had greater difficulty processing more complex sentences, and WM has significant explanatory power for understanding complex syntactic structures in the VD group.

Which Factors Predict L2 Receptive Vocabulary and Expressive Syntax in Bilingual Children from Low-SES Families?

The objective of the current study was two-fold. First, it aimed to estimate receptive vocabulary and expressive syntax skills in L2 Italian among early sequential/simultaneous bilingual children of migrant single-mother families with very low socioeconomic status (SES). This objective was achieved by matching the participants' performance with normative data. Secondly, this study aimed to identify which individual and language exposure factors contributed to learning L2 vocabulary and syntax. Twenty-four early sequential/simultaneous bilingual children (age range = 5.10-12.4 years) and their mothers were enrolled. Mothers answered questions about linguistic biography and demographic information. Children completed Lexical Comprehension, Sentence Repetition, and Non-Word Repetition tasks from the Language Assessment Battery for 4-12-year-olds to, respectively, assess receptive vocabulary, expressive syntax, and phonological processing. Moreover, non-verbal intellectual functioning was evaluated by the Raven's Test. Compared to normative data, 20 children showed lower receptive vocabulary abilities (<-1.5 SD), 24 lower expressive syntax skills (-2DS), and 7 children lower phonological processing (<-1.5 DS). Moreover, L2 phonological processing and the length of L2 exposure in an educational context positively predicted L2 receptive vocabulary as well as L2 expressive syntax skills. To date, performance in L2 among early sequential/simultaneous bilingual children from migrant households and very low SES remains underexplored. Future efforts need to be directed towards the understanding of factors that impact oral competence in L2, considering that these children will also be exposed to written L2 in the school context.