Proficiency Scores Research Articles

English for Specific Purposes, English Proficiency, and Academic Achievement in English-Medium Instruction: A Mediation Analysis

The implementation of English-Medium Instruction (EMI) at higher education institutions pose challenges for the students in achieving content mastery and improving English proficiency as the two most expected outcomes. English for Specific Purposes (ESP) is designed to provide English and learning support for EMI students in achieving the EMI “dual benefits.” This study aimed to examine the relationship between ESP, English proficiency, and academic achievement of EMI students at a university in Indonesia and the mediating effect of English proficiency on the relationship between ESP and academic achievement. This quantitative study employed empirical institutional data about ESP course grades, English proficiency scores, and the overall grade point average of 246 EMI students at a faculty of social science at a state university in Indonesia. A regression analysis using a process by Hayes was performed as the analytical tool. It was found that ESP positively predicted both EMI students’ academic achievement and English proficiency. English proficiency was shown to partially mediate the relationship between ESP and the academic achievement of the EMI students. Both ESP and English proficiency is crucial in enhancing the EMI students’ disciplinary knowledge understanding. Recommendations for more collaborations and language and learningsupports and further studies are provided.
 Keywords: English for Specific Purposes, English proficiency, academic achievement, English-Medium Instruction, higher education

Assessment of Electronic Medical Record Efficiency in Neurologists (P7-7.004)

<h3>Objective:</h3> To assess Electronic Medical Record (EMR) efficiency to plan targeted interventions to assist physicians with low efficiency measures. <h3>Background:</h3> Time spent on EMR is a leading cause of physician burnout. Assessing and improving EMR efficiency can help physician wellness. <h3>Design/Methods:</h3> Yale Medicine uses Epic and have 62 neurology faculty. We obtained efficiency measures such as proficiency and Provider Efficiency Profile (PEP) scores from the Epic Signal portal. Proficiency score measures provider’s usage of Epic features such as Smarttools and Quickactions while PEP score is based on the time spent in Epic to the expected time based on the clinical workload. Both scores go from 0 to 10 and higher scores indicate higher efficiency. We divided physicians into 4 quadrants; quadrant I with both scores &gt; 5, quadrants 2 &amp; 4 with one score &gt; 5, quadrant 3 with both scores &lt; 5. We compared quadrant 1 and 3 for gender and junior faculty status as assistant professor. <h3>Results:</h3> The mean proficiency and PEP scores for 62 neurologists were 3.8 (range 0.1 to 8.1) and 5 (range 1.2 to 6.5) respectively. There were 10 physicians in quadrant 1 (16%), 35 in quadrants 2 &amp; 4(57%) and 17 in quadrant 3 (27%) with low efficiency indicating a need for intervention. The mean proficiency and PEP scores in quadrant 1 (6, 5.8) were significantly higher than in quadrant 3 (2.4, 4.2) (P&lt;0.001). In these 2 groups, there was no significant gender difference but quadrant 1 had higher proportion of junior faculty (80% vs 41%, P &lt;0.05) than quadrant 3. <h3>Conclusions:</h3> We report EMR efficiency measures of proficiency and PEP scores with wide ranges in 62 neurologists. Junior faculty had higher efficiency scores. This approach can help target those physicians who can benefit from extra training. <b>Disclosure:</b> Dr. Khokhar has nothing to disclose. Mr. Brown has nothing to disclose. Mr. Votto has received personal compensation for serving as an employee of Yale university . Dr. Pashankar has nothing to disclose.

Factors Affecting the Reading Performance of the Junior High School Learners

The study was conducted at Sil-ipon Integrated School (SIS) and aimed to assess the factors that affected the reading performance level of junior high students. The researcher evaluated the demographic profile of the learners, their reading proficiency levels, differences in reading performance based on their profiles, and a proposed reading intervention plan. Demographic profiles were assessed using frequency and percentage, which revealed that the majority of the respondents were 8th grade students, mostly female, and ranged in age from 14 to 16 years old. They frequently had 1 to 3 siblings, and their parents were both high-school level with a monthly family income of below 5,000 pesos. Reading proficiency levels were evaluated through Phil-IRI 2018 assessment tool which measures the reading speed, word reading, and reading comprehension scores. The findings showed that junior high school students of SIS had a low/frustration proficiency level, indicating that they experienced difficulties in reading. To determine differences in reading proficiency scores based on learners group profile, T-tests and ANOVA were used. The results showed that grade level, age, and number of siblings significantly influenced the learners reading proficiency level. Finally, a comprehensive reading intervention plan was proposed that involved providing targeted interventions, increasing access to non-print reading materials, and collaborating with families and the community. The study was conducted to help educators and school administrators improve the reading skills of the learners.

Connecting source use and argumentation in L2 integrated argumentative writing performance

Second language (L2) integrated argumentative writing is a complex process, where writers need to integrate sources to make effective arguments to demonstrate their writing proficiency. While abundant research has examined essay performance features in relation to proficiency scores, our understanding of the nature of L2 argumentation and the impact of source use on argumentation quality remains relatively limited. This short communication investigates how source use characteristics were manifested in 300 argumentative writing performances of an integrated writing test. The essays were coded and analyzed in terms of integration style, interpretation accuracy, and integration purpose along with their argumentation effectiveness, operationalized as argument structure and reasoning quality. The results showed that while source use characteristics did not show a direct relationship with score level, certain features displayed systematic differences across levels of argumentation effectiveness, which are significantly related to writing scores. The findings suggest a potential complex, indirect relationship between source use, argumentation, and writing proficiency that warrants a more thorough analysis in L2 writing research.

Effect of Tailored Coaching on Physicians’ Electronic Health Record Proficiency and User Experience: A Randomized Crossover Study

ObjectiveTo examine the effect of a tailored EHR coaching intervention, informed by audit log data, on physicians’ EHR proficiency, and user experience among pediatricians. Patients and MethodsA 12-month (August 2020 – August 2021) randomized crossover quality improvement study of a tailored EHR coaching was conducted on 34 pediatric physicians at a major medical center. Participants were randomized into Group AB or Group BA. The intervention was a single 1-hour, one-on-one coaching session. An Epic certified pediatrician tailored each coaching session to meet each physician needs using their EHR audit log data. We analyzed EHR audit log data for 3 months pre- and post-intervention. ResultsOut of the 34 physicians, 15 (44%) were primary care pediatricians, 19 (56%) were female, 24 (70%) practiced at the medical center. During the initial intervention, the average proficiency score for the Group AB increased by 8.9% (pre-post difference: 0.37, 95% CI: −0.35 to 1.09; P-value=.381). For the crossover intervention, the average proficiency score for Group BA significantly increased by 11.2% (pre-post difference: 0.31, 95% CI: −0.11 to 0.74; P-value=.05). The average perceived EHR workload decreased post coaching sessions compared to pre-session (50.89 vs 46.66, P-value=.06). Post-coaching intervention, the average score for perceived EHR usability improved compared to pre-intervention (4.10 vs 4.34; P-value=.1). ConclusionElectronic health record audit log data can be used to inform tailored coaching to improve physicians’ EHR proficiency levels and user experience. Tailored EHR coaching can increase awareness about efficiency tools available in the EHR. These findings are relevant to decisionmakers and learning health systems interested in provider well-being by optimizing EHR use.

A large-scale repository of spoken narratives in French, German and Spanish from Cantonese-speaking learners

Interdisciplinary research on foreign language learning has important implications for learning and education. In this paper, we present the Repository of Third Language (L3) Spoken Narratives from Modern Language Learners in Hong Kong (L3HK Repository). This database contains 906 audio recordings and annotated transcripts of spoken narratives in French, German, and Spanish that were elicited from Cantonese-speaking (L1) young adults using a wordless picture book, “Frog, Where Are You?”. All participants spoke English as the second language (L2) and learned the target language as a third language (L3). We collected their demographic information, answers to a motivation questionnaire, parental socioeconomic status, and music background. Furthermore, for a subset of participants, we collected their L1 and L2 proficiency scores and additional experimental data on working memory and music perception. This database is valuable for examining cross-sectional changes in foreign language learning. The extensive data on phenotypes provide opportunities to explore learner-internal and learner-external factors in foreign language learning outcomes. These data may also be helpful for those who work on speech recognition.

Evaluating emergency department tube thoracostomy: A single-center use of trauma video review to assess efficiency and technique.

Emergency department tube thoracostomy is a common procedure; however, assessing procedural skills is difficult. We sought to describe procedural variability and technical complications of emergency department tube thoracostomy using trauma video review. We hypothesized that factors such as hemodynamic abnormality lead to increased technical difficulty and malpositioning. Using trauma video review, we reviewed all emergency department tube thoracostomy from 2020 to 2022. Patients were stratified into hemodynamically abnormal (systolic blood pressure <90 or heart rate >120) and hemodynamically normal (systolic blood pressure ≥90 or heart rate ≤120). Emergency department tube thoracostomies outside of video-capable rooms, with incomplete visualization, or in patients undergoing cardiopulmonary resuscitation or resuscitative thoracotomy were excluded. The primary outcome was a procedure score modified from the validated tool ranging from 0 to 11 (higher score indicating better performance). Also measured were procedural times to (1) decision to place, (2) pleural entry, and (3) procedure completion. Postprocedure x-ray and chart review were used to determine accuracy. In total, 51 videos met the inclusion criteria. The median age was 34 [interquartile range 24-40] years, body mass index 25.8 [interquartile range 21.8-30.7], predominately male (75%), blunt injury (57%), with Injury Severity Score of 22 [14.5-41]. The median procedure score was 9 [7-10]. Emergency department tube thoracostomies in patients with abnormal hemodynamics had significantly lower procedure scores (8 vs 10, P < .05). Hemodynamically abnormal patients had significantly shorter times from decision to proceed to pleural entry (4.05 vs 8.25 minutes, P < .001), and to completion (6.31 vs 14.23 minutes, P < .001). The most common complication was malpositioning (35.1%), with no significant difference noted when comparing hemodynamically normal and abnormal patients (P= .41). Using trauma video review we identified significant procedural variability in emergency department tube thoracostomy, mainly that hemodynamic abnormality led to lower proficiency scores and increased malpositioning. Efforts are needed to define procedural benchmarks and evaluation in the context of patient outcomes. Using this technology and methodology can help establish procedural norms.

Automated Measures of Lexical Sophistication: Predicting Proficiency in an Integrated Academic Writing Task

Background. Advances in automated analyses of written discourse have made available a wide range of indices that can be used to better understand linguistic features present in language users’ discourse and the relationships these metrics hold with human raters’ assessments of writing.&#x0D; Purpose. The present study extends previous research in this area by using the TAALES 2.2 software application to automatically extract 484 single and multi-word metrics of lexical sophistication to examine their relationship with differences in assessed L2 English writing proficiency.&#x0D; Methods. Using a graded corpus of timed, integrated essays from a major academic English language test, correlations and multiple regressions were used to identify specific metrics that best predict L2 English writing proficiency scores.&#x0D; Results. The most parsimonious regression model yielded four-predictor variables, with total word count, orthographic neighborhood frequency, lexical decision time, and word naming response time accounting for 36% of total explained variance.&#x0D; Implications. Results emphasize the importance of writing fluency (by way of total word count) in assessments of this kind. Thus, learners looking to improve writing proficiency may find benefit from writing activities aimed at increasing speed of production. Furthermore, despite a substantial amount of variance explained by the final regression model, findings suggest the need for a wider range of metrics that tap into additional aspects of writing proficiency.

Health behavior profiles in young survivors of childhood cancer: Findings from the St. Jude Lifetime Cohort Study.

There is limited understanding of associations between a combination of health behaviors (physical activity, sedentary/screen-time, diet) and cardiometabolic health risk factors, physical performance, and emotional health among young (<18) childhood cancer survivors (CCS). The aims of this research were to address this gap by 1) deriving health behavior adherence profiles among CCS, and 2) examining associations among demographic, diagnosis and/or treatment exposures, cardiometabolic, physical performance, and emotional functioning with health behavior profile membership. Participants included 397 CCS (≥5years post-diagnosis; 10-17 years old) enrolled in the St. Jude Lifetime Cohort Study who completed physical health evaluations and questionnaires assessing health behaviors and psychological functioning. Latent profile analysis was used to derive profiles of health behavior adherence. Logistic regression and t-tests were used to examine mean-level differences and associations between profile membership with demographic, diagnosis, treatment exposures, cardiometabolic health, psychological functioning, and physical performance. Two profiles emerged: inactive-unhealthy-diet ("IU") and active-sedentary-unhealthy-diet ("ASU") to guidelines. More participants in IU demonstrated higher resting heart rate (mean [M], 76.54; SD = 12.00) and lower motor proficiency scores (M=34.73; SD=29.15) compared to ASU (resting heart rate, M=71.95, SD=10.74; motor proficiency, M=50.40, SD=31.02). CCS exhibited low adherence to multiple health behavior guidelines, with adherence patterns differentially associated with cardiometabolic health (i.e., resting heart rate) and physical performance. However, robust protection against all health variables was not observed. Findings suggest interventions designed to improve health outcomes should target multiple health behaviors simultaneously. Pediatric cancer survivors are at-risk for detrimental health outcomes associated with cancer and treatment. Engagement in healthy lifestyle behaviors serves to reduce health vulnerabilities among adult survivors but less is known about associations with lifestyle behaviors on young survivors. This study documents patterns of lifestyle behaviors among survivors of pediatric cancer, factors that increase susceptibility to nonadherence, and associations among lifestyle behaviors and health indicators.

L2 collocation profiles and their relationship with vocabulary proficiency: A learner corpus approach

The current study extends extant research on lexical collocation and L2 English proficiency by analyzing how L2 argumentative writings assessed at different proficiency levels differ in their compositions of weakly and strongly associated collocations. Using a Natural Language Processing pipeline, a total of 640 essays from the ICNALE corpus (Ishikawa, 2018) were analyzed for word pairs that are syntactically related (e.g., Verb-Direct object), and the relationships between the relative proportions of collocations with varying strengths of association (SOA) and vocabulary proficiency scores were examined. A series of regression analyses revealed that collocations from various MI score bins showed distinct patterns of use across proficiency levels, indicating, for example, increases in the use of strongly associated collocations and decreases in the use of repelled collocations. The finding also indicated that band-based MI measures demonstrated better predictive validity than mean MI scores in modeling the vocabulary proficiency score.

Proficiency at the lexis–grammar interface: Comparing oral versus written French exam tasks

This study investigates whether re-thinking the separation of lexis and grammar in language testing could lead to more valid inferences about proficiency across modes. As argued by Römer, typical scoring rubrics ignore important information about proficiency encoded at the lexis–grammar interface, in particular how the co-selection of lexical and grammatical features is mediated by communicative function. This is especially evident when assessing oral versus written exam tasks, where the modality of a task may intersect with register-induced variation in linguistic output. This article presents the results of an empirical study in which we measured the diversity and sophistication of four-word lexical bundles extracted from a corpus of French proficiency exams. Analysis revealed that the diversity of noun-based bundles was a significant predictor of written proficiency scores and the sophistication of verb-based bundles was a significant predictor of proficiency scores across both modes, suggesting that communicative function as well as the constraints of online planning mediated the effect of lexicogrammatical phenomena on proficiency scores. Importantly, lexicogrammatical measures were better predictors of proficiency than solely lexical-based measures, which speaks to the potential utility of considering lexicogrammatical competence on scoring rubrics.

Can mixed reality technologies teach surgical skills better than traditional methods? A prospective randomised feasibility study

BackgroundBasic surgical skills teaching is often delivered with didactic audio-visual content, and new digital technologies may allow more engaging and effective ways of teaching to be developed. The Microsoft HoloLens 2 (HL2) is a multi-functional mixed reality headset. This prospective feasibility study sought to assess the device as a tool for enhancing technical surgical skills training.MethodsA prospective randomised feasibility study was conducted. 36 novice medical students were trained to perform a basic arteriotomy and closure using a synthetic model. Participants were randomised to receive a structured surgical skills tutorial via a bespoke mixed reality HL2 tutorial (n = 18), or via a standard video-based tutorial (n = 18). Proficiency scores were assessed by blinded examiners using a validated objective scoring system and participant feedback collected.ResultsThe HL2 group showed significantly greater improvement in overall technical proficiency compared to the video group (10.1 vs. 6.89, p = 0.0076), and a greater consistency in skill progression with a significantly narrower range of scores (SD 2.48 vs. 4.03, p = 0.026). Participant feedback showed the HL2 technology to be more interactive and engaging with minimal device related problems experienced.ConclusionsThis study has demonstrated that mixed reality technology may provide a higher quality educational experience, improved skill progression and greater consistency in learning when compared to traditional teaching methodologies for basic surgical skills. Further work is required to refine, translate, and evaluate the scalability and applicability of the technology across a broad range of skills-based disciplines.

Evaluation of English speaking proficiency under fixed speech rate: Focusing on utterances produced by Korean child learners of English*

This study attempted to test the hypothesis that Korean evaluators can score L2 speech appropriately, even when speech rate features are unavailable. Two perception experiments―preliminary and main―were conducted sequentially. The purpose of the preliminary experiment was to categorize English-as-a-foreign-language (EFL) speakers into two groups―advanced learners and lower-level learners―based on the proficiency scores given by five human raters. In the main experiment, a set of stimuli was prepared such that the speech rate of all data tokens was modified to have a uniform speech rate. Ten human evaluators were asked to score the stimulus tokens on a 5-point scale. These scores were statistically analyzed to determine whether there was a significant difference in utterance production between the two groups. The results of the preliminary experiment confirm that higher-proficiency learners speak faster than lower-proficiency learners. The results of the main experiment indicate that under controlled speech-rate conditions, human raters can appropriately assess learner proficiency, probably thanks to the linguistic features that the raters considered during the evaluation process.

Interventions to improve undergraduate communication with international instructors

U.S. undergraduates (USUGs) have negative biases toward non-native speaking (NNS) instructors like international teaching assistants (ITAs), which can lower student comprehension and ITAs’ course evaluations (Rubin &amp; Kang 2009). Our long-term collaboration seeks to improve attitudes and intelligibility so USUGs may assume more of the communicative burden with NNSs. We are piloting multiple activities (“interventions”) in various university courses, including accent familiarization, non-English transcription, oral English proficiency scoring, and live or simulated USUG-NNS contact. Outcomes are measured qualitatively (e.g., written reflections) and quantitatively through USUG pre- and post-test intelligibility tasks and “first impression” teaching and personality ratings after listening to audio clips of unfamiliar ITAs. We compare the most and least promising interventions for improving intelligibility and attitudes as measured by these auditory tasks (three semesters, N &amp;gt; 750 students, 6 intervention types + controls). Analysis is ongoing, but in the pilot cohort (N = 117), longer, more involved interventions trended toward higher intelligibility scores and improved overt attitudes, although covert attitudes remained stable. Time permitting, we can also discuss practicalities of implementing such anti-racism interventions into existing courses (instructor buy-in, ITA cooperation, student compliance, etc.).

Exploring the lexical profile of advanced L2 writers: Longitudinal data from the Russian Overseas Flagship program

AbstractThis study explores the lexical profile of essays written by 48 advanced learners of second language (L2) Russian who participated in the Russian Overseas Flagship, an intensive year‐long study abroad program designed to help students reach Interagency Language Roundtable (ILR) Level 3 proficiency in all skills. Using the lexical frequency profile and P–Lex as measures of vocabulary sophistication, the study found that over the 9 months of the program, students significantly increased their usage of words from the lowest frequency bands. This adds to previous findings that knowledge of lexical items at the 3,000–5,000 word frequency levels predicts reading proficiency at the ACTFL advanced high–superior level in Russian. However, the increase of vocabulary sophistication was not clearly correlated with improvements in the students’ writing proficiency scores, as measured on the ILR scale. A qualitative analysis of the students’ low‐frequency vocabulary usage reveals their control of native Russian vocabulary and derivational morphology. The analyses reveal the effects of writing tasks on student vocabulary usage.

Comparing the Intelligibility of Different Varieties of English Through Predicting Learners Comprehension: A Phonetic Experimental Approach

Abstract In this paper, we focus on the need for measuring the intelligibility of English pronunciation using an automated speech system, and the system proceeded in this feasibility study was tested with 18 speakers coming from six countries representing six types of English (China, Vietnam, Egypt, India, South Africa and the Philippines). Those test candidates were selected carefully to stand for a series of intelligibility, two different approaches, transcription and nonsense, were utilized to test and measure their intelligibility. An automated computer pattern developed for speaking proficiency scoring based on suprasegmental measures was set to predict intelligibility scores. The Pearson’s correlation was 0.743 for transcription construct and 0.819 for the nonsense construct between the human assessed and computer predicted scores. The reliable inter-rater Cronbach’s alpha for the transcription scores was 0.943 and 0.945 for the nonsense intelligibility scores. Basing on the type of intelligibility measure, the computer utilized different suprasegmental measures to predict the score. The computer used 11 measures for the nonsense intelligibility score and eight for the transcription score. Only two features were common to both constructs. These analyses and results of this computer experimental pattern can provide researchers of L2 different perspectives of measuring intelligibility in research afterwards.

The Effect of a Physical Exercise Package on the Motor Proficiency of Students with Down Syndrome

Objectives: The purpose of this study was to evaluate the feasibility and potential effect of a physical exercise package on the motor proficiency of children and adolescents with Down syndrome. Methods: In this research, an experimental design was conducted in two special schools to evaluate the effectiveness of this package and identify its strengths and weaknesses. Forty students with Down syndrome were selected and randomly divided into intervention and control groups. A total of 36 (22 male and 14 female) students out of 50 at two special schools for children with special needs between October 2020 and March 2021 were recruited for the study. Participants were aged 12.888 ± 2.375 (12.954 ± 2.609 for boys and 12.785 ± 2.044 for girls) years. The 18 students in the intervention group participated in the exercise sessions, 2 or 3 sessions per week for 12 weeks. Pre- and post-tests were performed on both groups. The Physical Exercise Package included the principles of exercise, the preferred exercise methods, and the details of exercise planning for Down syndrome individuals (FITT-VP) based on the etiology of Down syndrome and the characteristics of people with this syndrome. Motor proficiency was measured using the Bruininks Oseretsky Test of Motor Proficiency (BOT-2). Results: The results of the study showed that the designed exercise package was adhered to with all the participants attending 93.2% of the sessions, and participants significantly improved their total motor proficiency score, manual dexterity, upper-limb coordination, strength, balance, upper-limb coordination, running speed and agility and fine motor Integration (P &lt; 0.05). However, the exercises did not significantly change the bilateral coordination and fine motor precision (P &gt; 0.05). Conclusions: the current study result shows that developing and implementing the individualized exercise package and observing the principles set out in the program could have significant positive impacts on the motor proficiency of students with Down syndrome.

The Cybersecurity Awareness INventory (CAIN): Early Phases of Development of a Tool for Assessing Cybersecurity Knowledge Based on the ISO/IEC 27032

Knowledge of possible cyber threats as well as awareness of appropriate security measures plays a crucial role in the ability of individuals to not only discriminate between an innocuous versus a dangerous cyber event, but more importantly to initiate appropriate cybersecurity behaviors. The purpose of this study was to construct a Cybersecurity Awareness INventory (CAIN) to be used as an instrument to assess users’ cybersecurity knowledge by providing a proficiency score that could be correlated with cyber security behaviors. A scale consisting of 46 items was derived from ISO/IEC 27032. The questionnaire was administered to a sample of college students (N = 277). Based on cybersecurity behaviors reported to the research team by the college’s IT department, each participant was divided into three groups according to the risk reports they received in the past nine months (no risk, low risk, and medium risk). The ANOVA results showed a statistically significant difference in CAIN scores between those in the no risk and medium-risk groups; as expected, CAIN scores were lower in the medium-risk group. The CAIN has the potential to be a useful assessment tool for cyber training programs as well as future studies investigating individuals’ vulnerability to cyberthreats.

The Impact of Academic Acculturation and Language Proficiency on International Students’ University Experience and Academic Success: A Longitudinal Study

The Canadian Academic English Language (CAEL) assessment is a proficiency test for university admission. Most research has focused on the paper edition, not the recent computer edition (CE). Validity research on other proficiency tests found that relationships between proficiency scores and academic achievement measures can be tenuous because other factors intervene in students’ chances of success. Research on academic success has examined academic acculturation as one factor. However, the impact of acculturation on academic achievement has not been examined alongside language proficiency test scores. The current study investigated this issue by focusing on students with a range of CAEL scores and examining the relationship between CAEL-CE scores, academic achievement, and academic acculturation. Forty-four students at a Canadian English-medium university participated in the study. Students’ grade point averages were obtained, and an academic acculturation questionnaire was administered. A subset of participants took part in focus groups. The findings and their implications are discussed.

Preliminary Assessment of Siamang (Symphalangus syndactylus) Cognition Using Digital Cognition Testing Software and Touchscreen Technology

Studies of nonhuman primate cognition have traditionally employed subjects from the monkey (Cercopithecoidea) and ape (Hominidae) lineages, with relatively much less examination of the phylogenetically intermediate gibbons (Hylobatidae). To begin to rectify this gap in our understanding of primate cognition, we used a short-term training and testing method to preliminarily evaluate siamang gibbon (Symphalangus syndactylus) performance on a battery of standardized cognitive tasks, using Monkey CANTAB cognition testing software (Lafayette-Campden Neuroscience) and a computer touchscreen apparatus. Five different operant tasks examining distinct perceptual and cognitive functions were used to train and test each subject over a period of five weeks. Over 1900 cognitive testing trials were completed with three subjects. Despite limited training and testing opportunity, all siamangs achieved proficiency scores well above chance (&gt; 65%) in both Concurrent Discrimination and Spatial Working Memory tasks. Over the limited training opportunities available, our subjects did not achieve proficiency in Delayed Match-to-Sample, Paired Associates Learning, or Conditional Visual Discrimination tasks; however, subjects did exhibit (to varying degrees) improved performance in these tasks, suggesting that additional training may lead to higher proficiency and that siamangs demonstrate effective, task-based learning capabilities. We present one of the first successful tests of a hylobatid ape using touchscreen cognitive testing methods and demonstrate that hylobatids can be evaluated using the same methods now commonly employed in tests of other nonhuman primates. Further, our testing regime proved to be behaviorally rewarding for our subjects, suggesting that hylobatids may benefit from advanced forms of interactive cognitive enrichment.