Spanish English Research Articles

Is letter position coding when reading in L2 affected by the nature of position coding used when bilinguals read in their L1?

Using four-character Chinese word targets, Yang, Chen, Spinelli, and Lupker (Journal of Experimental Psychology: Learning, Memory, and Cognition, 45(8), 1511-1526, 2019) and Yang, Hino et al. (Journal of Memory and Language, 113, 104017, 2020) demonstrated that backward primes (Roman alphabet example-dcba priming ABCD) produce large masked priming effects. This result suggests that character position information is quite imprecisely coded by Chinese readers when reading in their native language. The present question was, If Chinese readers have evolved a reading system not requiring precise position information, would Chinese-English bilinguals show more extreme transposed letter priming effects when processing English words than both English monolinguals and other types of bilinguals whose L2 is English? In Experiment 1, Chinese-English bilinguals, but not English monolinguals, showed a clear backward priming effect in a lexical decision task. In Experiment 2, the parallel backward priming effect was absent for both Spanish-English and Arabic-English bilinguals. Apparently, the orthographic coding system that Chinese-English bilinguals use when reading in their L2 leans heavily on the flexible/imprecise position coding process that they develop for reading in their L1.

Midwifery Core Competency Assessment Tool: A Systematic Review Protocol

Background: in recent years, the capacity building of midwives has attracted the attention of all countries in the world, especially in countries with a lack of midwifery human resources. Improving the capacity of midwives is an important strategy to ensure the health of mothers and infants. Professional associations in many countries have issued standards for midwife competency, which are basically similar to the core competency module proposed by ICM, but some countries have made localization adjustments according to their own characteristics. In August 2019 a further update was made to correct an error in competency of the English version, the French and Spanish versions by ICM. In order to further standardize the evaluation tools of midwives' core competence, it is urgent to evaluate them. Methods/Design: We will conduct a systematic review and utility critique of instruments used to measure effectiveness of core competence assessment tools for midwives at different levels. The databases Medical Literature Analysis and Retrieval System Online (MEDLINE), Cumulative Index to midwife competency and Web of Knowledge will be searched from inception until end November 2020. Search strategies will include the key words; midwife, core competency, questionnaires, instruments, delphi technique, index system, reliability, validity. We will contact experts in the field of measuring core competency and scrutinise all secondary references. A reviewer will apply an inclusion criteria scale to all titles and abstracts. A second reviewer will apply the inclusion criteria scale to a random 10% selection. Two reviewers will independently evaluate the methodological rigour of the testing of the instruments using the Consensus-based Standards for the selection of core competency checklist. We will present a narrative synthesis on the utility of all instruments and make recommendations for instrument selection in practice. Discussion: This systematic review of the utility of instruments to measure the core competence assessment tools for midwives at different levels. It will aid managers, educator and policy makers to select an instrument fit for purpose. Importantly, appropriate instrument selection will provide a mechanism for effective training of midwives' core competency ability in different levels.

The Literary Works of Miguel de Cervantes from the Perspective of Psychopharmacology: The Four Aspects ofPhármakon

Background: Miguel de Cervantes (1547–1617) was a Spanish writer, who has often been considered as the greatest writer in the Spanish language and one of the world's outstanding novelists. His novel Don Quixote, is a work often cited as both the first modern novel and one of the best works of world literature. The life of Cervantes has been full of fascinations, imaginations, attracting the attention from all walks of people, including psychiatrists. Methods: With career interest in psychopharmacology, the author in this review intends to focus on Cervantes's notions in his works on the use of psychotropic agents. The author also categorized psychotropic agents into four different scenarios of use – therapeutic remedies, toxic and poisonous agents (love philters, poisonous potions), antidotes as well as drugs of abuse (witches' ointments). Results: Cervantes' works were found that Cervantes made references to those preparations in Don Quixote, The Galatea, Journey to Parnassus, The Spanish English Lady, The Lawyer of Glass, The Jealous Old Man from Extremadura, The Dialogue of the Dogs, Pedro de Urdemalas and The Diversion. The main agents cited by Cervantes in the context analyzed included henbane, tobacco, rhubarb, rosemary, vervain, and in a masked way, opium. Cervantes did not identify the ingredients of other preparations with psychotropic properties, although, in the sense of the symptoms described by the author, they could be plants of the Solanaceae family, such as the henbane, nightshade, jimson weed, belladonna, or mandrake. Conclusion: Cervantes' texts, although by no means scientific treatises, give us with a correct description of the uses (and effects) of psychotropic substances in late Renaissance Spain, and explain how a group of drugs could have four archetypal qualities – remedy, poison, antidote, and drug of abuse.

Establishing Diagnostic Skills in Novice Bilingual Clinicians: A Scaffolded Approach

This study sought to scaffold administration performance of a standardized bilingual screener to sufficient levels of accuracy for data collection using principles of Cognitive Load Theory by managing task complexity when training pre-service clinicians. Before training administration skills, two students were given copies of the manual for the Bilingual English Spanish Oral Screener (BESOS) and asked to administer the protocol independently. During the intervention phase, students were scaffolded through administration tasks of increasing complexity and given explicit instruction, which included tailored goals, modeling and feedback. Performance for four skills was assessed using a fidelity rubric and analyzed using visual analysis. Performance varied per skill but overall scores were higher during the intervention phases than during the baseline phase for both students. In addition, accuracy of performance maintained across client participants showing patterns of generalization. Although the data are limited, scaffolding training skills for pre-service clinicians appears supportive in training administration skills for bilingual tasks. The level of support may vary per skill and per language. Future research may seek to investigate other clinical skills and tasks.

The use of hypocorisms and last names as a stand in for proper names

AbstractThe concern about what constitutes a proper name and its components has produced scientific articles in diverse fields from linguistics, to education, to sociology, to medicine. There is also abundant research about the presence of proper names in the repertoire of multiword expressions (MWEs) in different languages. However, there is an absence of studies in the literature that look at the use of a proper name as an MWE where a hypocorism takes the place of the original first name. This study addresses the MWE hypocorism + last name from a comparative perspective and explores its distributional patterns between American English and Mexican Spanish. A statistical analysis reveals that although this type of MWE is present in both languages, the distributional differences between them imply different usage connotations that should be taken into account when communicating in these languages.

Language Differentiation Using Augmentative and Alternative Communication: An Investigation of Spanish-English Bilingual Children With and Without Language Impairments.

Purpose Children with severe speech and language impairments growing up in dual language environments may communicate in more than one language using augmentative and alternative communication (AAC). This study investigated predictors of bilingual children's ability to differentiate between Spanish and English using an AAC iPad app during a cued language-switching task and examined whether switching between languages using AAC incurred a cognitive cost. Method Participants were 58 Spanish-English bilingual children ages 4;0-6;11 (years;months; 23 with language impairments). Children received standardized language and cognitive assessments and completed an experimental language-switching task in which they were asked to differentiate between languages using an AAC iPad app containing English and Spanish vocabulary layouts paired with voice output. Results Results of a binary logistic regression indicated that, when controlling for age, processing speed significantly predicted whether children were classified as high or low performers on the experimental task. Nonparametric tests indicated that switching between languages did not incur a cognitive cost as evidenced by similar response times on trials where participants were required to switch between languages compared to trials where they did not switch. Conclusion This study contributes to the understanding of how young bilingual children with and without language impairments conceptualize and discriminate between languages represented in a visual-graphic modality paired with speech output. Supplemental Material https://doi.org/10.23641/asha.13289330.

Subjective cognitive decline is associated with neurocognition in the SOL‐INCA study

AbstractBackgroundSubjective cognitive decline (SCD) is the experience of cognitive decline not yet apparent through formal neuropsychological testing. SCD is required to meet clinical criteria for mild cognitive impairment (MCI) and is a potential early risk marker of neurocognitive changes. Despite increased risk of cognitive decline in US Hispanics/Latinos, SCD research in this group is lacking. We investigated if SCD is cross‐sectionally associated with objective neurocognitive performance in SOL‐INCA, a large community‐based sample of diverse Hispanics/Latinos.MethodParticipants (N=5,282) were age 50+ and without reported dementia. The Everyday Cognition Short Form (ECog‐12) scale measured SCD. A global score, as well as memory and executive ECog‐12 sub‐scale scores, were calculated by averaging across z‐scores of individual items assessing memory and executive functional abilities (all items were averaged for the global score). Objective neurocognitive function was measured with tests of memory (Spanish English Verbal Learning Test‐Sum and Recall scores) and executive functions (word fluency, Trail Making Test A & B, and Digit Symbol Substitution scores). Memory, executive, and global neurocognitive composite scores were created by averaging across z‐scores for each cognitive domain listed above, and across all tests for the global composite. Regression models interrogated associations of ECog‐12 (global and sub‐scale scores) with their respective objective neurocognitive function counterparts (global cognition, memory, and executive function neurocognitive composite scores), adjusting for age, sex, education, Hispanic/Latino background, depression, anxiety, and cardiovascular risk factors.ResultWomen comprised 53% of the sample and 25% of the sample were age 70+. Global score, memory, and executive sub‐scale ECog‐12 scores were significantly associated with global (B= ‐0.14), memory (B= ‐0.11), and executive function (B= ‐0.11) neurocognitive composite scores respectively (all p‐values <.001), such that higher ECog‐12 scores (more complaints) were related to lower neurocognition for all three neurocognitive composites.ConclusionContrary to previous research in non‐Hispanic Whites, SCD is associated with concurrent objective neurocognitive function among Hispanic/Latino community‐dwelling adults. SCD may have utility as an early risk marker in this population. More research is needed to determine the predictive value of SCD reporting within Hispanics/Latinos as well as the utility of informant’s report in predicting neurocognitive change.

Effects of Language Context and Cultural Identity on the Pain Experience of Spanish-English Bilinguals.

While language and culture influence cognition, their role in shaping pain remains understudied. We tested whether language and cultural identification influence pain report among Spanish-English bilinguals. Eighty bilingual Hispanics/Latinos (40 female) experienced painful thermal stimulations, providing pain intensity and unpleasantness ratings, on separate English and Spanish testing days. Participants' skin conductance responses (SCRs) during stimulations served as measures of physiological arousal. Bilingual participants showed larger SCRs and higher pain intensity when speaking the language congruent with their dominant cultural identification. That is, those endorsing more Hispanic cultural identification showed higher pain in Spanish, while US-American-dominant participants demonstrated increased pain in English. Follow-up moderated mediation demonstrated that SCRs mediated language effects on pain ratings for participants endorsing greater Hispanic cultural identification. Together, our results suggest language, cultural associations, and bodily arousal synergistically influence pain evaluations among bilingual people, potentially contributing to well-documented health disparities between Hispanic and non-Hispanic communities.

The Effect of Forms’ Ratio of Conditioning on Word-Final /s/ Voicing in Mexican Spanish

There is mounting evidence that words that occur proportionately more often in contexts that condition a phonetically-motivated sound change end up changing more rapidly than other words. Support has been found in at least modern-day Spanish, Medieval Spanish, bilingual English-Spanish, and modern-day English. This study tests whether there is support for this idea with regards to the variable voicing of word-final /s/ in Spanish. An analysis of 1431 tokens of word-final /s/ spoken by 15 female speakers of Mexican Spanish living in Salinas, California, USA is performed. The response variable is the percentage of the /s/ segment that is voiced, and the effect of a handful of predictor variables shown in the literature to condition /s/ voicing is investigated. The variable of interest is forms’ ratio of conditioning (FRC), or the proportion of times with which word types occur in the context that conditions voicing of word-final /s/. The results of a series of 40 beta regression models indicate that FRC significantly conditions the percentage of voicing of word-final /s/ in these data. Also, the effect of manipulating two aspects of FRC operationalization is analyzed. This study adds to the growing body of literature documenting the importance of cumulative contextual information in the mental representation of words.

Matching the Mismatch: The interaction between perceptual and conceptual cues in bilinguals’ speech perception

AbstractSpeech perception involves both conceptual cues and perceptual cues. These, individually, have been shown to guide bilinguals’ speech perception; but their potential interaction has been ignored. Explicitly, bilinguals have been given perceptual cues that could be predicted by the conceptual cues. Therefore, to target the perceptual-conceptual interaction, we created a restricted range of perceptual cues that either matched, or mismatched, bilinguals’ conceptual predictions based on the language context. Specifically, we designed an active speech perception task that concurrently collected electrophysiological data from Spanish–English bilinguals and English monolinguals to address the extent to which this cue interaction uniquely affects bilinguals’ speech sound perception and allocation of attentional resources. Bilinguals’ larger MMN-N2b in the mismatched context aligns with the Predictive Coding Hypothesis to suggest that bilinguals use their diverse perceptual routines to best allocate cognitive resources to perceive speech.

The Acquisition of Preposition + Article Contractions in L3 Portuguese among Different L1-Speaking Learners: A Variationist Approach

This paper sheds light on the paths of third language (L3) acquisition of Portuguese by Spanish–English speakers whose first language is Spanish (L1 Spanish), English (L1 English), or both in the case of heritage speakers of Spanish (HL). Specifically, it looks at the gradual acquisition of a categorical rule in Portuguese, where some prepositions are invariably contracted with the determiner that follows them. Based on a corpus of 1910 written assignments by Portuguese L3 learners, we extracted 21,879 tokens in obligatory contraction contexts and submitted them to a multivariate analysis. This analysis allowed for the investigation of the impact of linguistic (type of preposition and definite article number and gender) and extra-linguistic factors (course level and learner’s language background), with logistic regression modeling with sum contrasts and individual as a random effect. While results point to some clear similarities across the three language groups—all learners acquired the contractions in a u-shaped progression and used more contractions with the a preposition and fewer with the por preposition—participants acquire contractions at a higher rate when the article is singular than when it is plural, and in the case of HL speakers, more so when the article is masculine than when it is feminine. These results confirm the facilitatory role of a previously acquired language (i.e., Spanish) that is typologically similar to the target language (i.e., Portuguese) in transfer patterns during L3 acquisition.

Identifying Developmental Language Disorder in School Age Bilinguals: Semantics, Grammar, and Narratives

ABSTRACT Children with Developmental language disorder (DLD) have particular difficulty learning language despite otherwise general normal development. When school age bilingual children struggle with language, a common question is if the difficulties they present reflect lack of ability or lack of language experience. To address the question of identification of DLD in the context of bilingualism, we explore the diagnostic accuracy of measures administered in two languages. The Bilingual English Spanish Assessment Middle Extension (BESA-ME) assesses semantics and morphosyntax and the Test of Narrative Language (TNL) assesses comprehension and production of narratives. These measures were administered to 112 second graders (19 with DLD) and 64 fourth graders (7 with DLD). We explored the classification accuracy of each of these measures alone and in combination using receiver operator characteristic (ROC) curve analysis. The ROC curve illustrates diagnostic classification of a measure at various cutpoints. We compared the extent to which measures in English, Spanish, or best language account for area under the (ROC) curve. Discriminant function analysis using the best indicator (Spanish, English, best language) from each type of measure (semantics, morphosyntax, narrative) in combination demonstrate classification accuracy above 80%. Morphosyntax in the best language was the strongest predictor of DLD for second grade children. In fourth grade, the three measures contributed more equally in predicting DLD.

The Interaction of Functional Predictors and the Mechanical Predictor Perseveration in a Variationist Analysis of Caribbean Spanish Heritage Speaker Subject Pronoun Expression

Subject pronoun expression (SPE) in Spanish has been widely studied across monolingual and bilingual varieties, showing a consistent effect of functional predictors. In recent papers, the role of the mechanical predictor priming, or perseveration, has been the source of debate. Additionally, little is known about the interaction of perseveration and significant functional predictors (e.g., grammatical person). In this paper, we expand on previous research by examining first-person singular (1sg) and third-person singular (3sg) data from sociolinguistic interviews with Spanish–English bilinguals from Florida to explore the possible difference in priming in deictic vs. referential subjects. The results from a mixed-effects variable rule analysis only offered clear evidence of priming in 1sg. We hypothesize that this result could be due to either surprisal (1sg overt pronominal subjects are rarer in the corpus that 3sg overt pronominal subjects) or to 3sg involving reference-tracking and perseveration only being evident in contexts where the subject form does not signal for pragmatic content.

Making Sense of Research

Making Sense of Research

Exploring the Use of Parent and Teacher Questionnaires to Screen for Language Disorders in Bilingual Children

We explore the classification accuracy of a parent and teacher report measure, the Inventory to Assess Language Knowledge (ITALK), to screen for developmental language disorder (DLD) in bilingual children. Participants were 120 Spanish–English bilingual children with typical development (TD) and 19 bilingual children with DLD, ranging in age from 5 to 8 years old. Parents’ and teachers’ reports correlated moderately with each other and significantly predicted children’s performance on language-specific measures of morphosyntax and semantics. Results yielded sensitivity of .90 and specificity of .63 when using a composite of parent and teacher reports in Spanish and English. Examination of structure loadings in follow-up analyses by grade showed that teachers’ report of English and parents’ report of Spanish were the strongest predictors of impairment in kindergarten. In second grade, the strongest predictors were parent and teacher reports in English. Implications for referral and identification are discussed.

Exploring the perceived benefits of self-produced videos for developing oracy skills in digital media environments

This research provides insight into Spanish English for Specific Purposes (ESP) engineering students’ perceptions of the effectiveness of video production for developing their digital oracy skills versus the effectiveness of in-class presentations for developing their public speaking skills. In addition, the authors discuss students’ preferences regarding the two communication modes. Ninety-seven students from Universidad Politécnica de Madrid (Spain) took part in the study. A 12-item quantitative questionnaire using a four-point Likert scale and an open-ended qualitative questionnaire were used. The results showed that students considered self-created videos to be effective tools for developing their oracy skills. However, results were not conclusive for students’ preferences regarding mode of communication. Contrary to our expectations, a considerable number of students did not feel confident in their use of video presentations and felt intimidated by the cameras. This suggests that a greater emphasis should be put on the development of digital communication skills to prepare our students for the new communication reality.

Modeling the auxiliary phrase asymmetry in code-switched Spanish–English

AbstractSpanish–English bilinguals rarely code-switch in the perfect structure between the Spanish auxiliary haber (“to have”) and the participle (e.g., “Ella ha voted”; “She has voted”). However, they are somewhat likely to switch in the progressive structure between the Spanish auxiliary estar (“to be”) and the participle (“Ella está voting”; “She is voting”). This phenomenon is known as the “auxiliary phrase asymmetry”. One hypothesis as to why this occurs is that estar has more semantic weight as it also functions as an independent verb, whereas haber is almost exclusively used as an auxiliary verb. To test this hypothesis, we employed a connectionist model that produces spontaneous code-switches. Through simulation experiments, we showed that i) the asymmetry emerges in the model and that ii) the asymmetry disappears when using haber also as a main verb, which adds semantic weight. Therefore, the lack of semantic weight of haber may indeed cause the asymmetry.

Adapting a Picture Description Task for Grammatical Analysis in English–Spanish Bilingual Preschool Children

The purpose of this study was to assess the use of an adapted picture description task described by Eisenberg and Guo to explore the morphosyntactic error patterns of English–Spanish preschool simultaneous bilingual learners. Language samples were collected from 28 bilingual preschool children aged 3 to 5 years. Language samples were elicited in both English and Spanish using a series of pictures and elicitation questions/prompts. Twenty-one participants produced a language sample in only one language (16 in English and 5 in Spanish) and seven participants produced language samples in both languages. Language samples were analyzed for grammaticality and error types. There were a higher number of fragments, tense marker, and grammatical morphemes errors in English. In Spanish, the children demonstrated more argument structure and pronominal form errors than in English. The adapted picture description task demonstrated sensitivity to common errors in English and Spanish and shows promise for use with bilingual populations.

Factors Influencing Cognate Performance for Young Multilingual Children's Vocabulary: A Research Synthesis.

Purpose The purpose of this systematic review was to determine evidence of a cognate effect for young multilingual children (ages 3;0-8;11 [years;months], preschool to second grade) in terms of task-level and child-level factors that may influence cognate performance. Cognates are pairs of vocabulary words that share meaning with similar phonology and/or orthography in more than one language, such as rose-rosa (English-Spanish) or carrot-carotte (English-French). Despite the cognate advantage noted with older bilingual children and bilingual adults, there has been no systematic examination of the cognate research in young multilingual children. Method We conducted searches of multiple electronic databases and hand-searched article bibliographies for studies that examined young multilingual children's performance with cognates based on study inclusion criteria aligned to the research questions. Results The review yielded 16 articles. The majority of the studies (12/16, 75%) demonstrated a positive cognate effect for young multilingual children (measured in higher accuracy, faster reaction times, and doublet translation equivalents on cognates as compared to noncognates). However, not all bilingual children demonstrated a cognate effect. Both task-level factors (cognate definition, type of cognate task, word characteristics) and child-level factors (level of bilingualism, age) appear to influence young bilingual children's performance on cognates. Conclusions Contrary to early 1990s research, current researchers suggest that even young multilingual children may demonstrate sensitivity to cognate vocabulary words. Given the limits in study quality, more high-quality research is needed, particularly to address test validity in cognate assessments, to develop appropriate cognate definitions for children, and to refine word-level features. Only one study included a brief instruction prior to assessment, warranting cognate treatment studies as an area of future need. Supplemental Material https://doi.org/10.23641/asha.12753179.

Patterns of Development in Spanish-English Conceptually Scored Vocabulary Among Elementary-Age Dual Language Learners.

Purpose Elementary-age dual language learners (DLLs) from Spanish-speaking homes in the United States are often characterized as at risk for low vocabulary in both Spanish and English. This longitudinal study examined conceptually scored receptive and expressive vocabulary development among DLLs from Spanish-speaking, low-income homes and investigated patterns of language responses on the conceptually scored measures. Method DLLs in kindergarten and second grade (N = 118) attending school in the Southeast region of the United States were followed for three consecutive academic years and assessed on measures of receptive and expressive conceptually scored vocabulary. Results Individual growth modeling, using raw scores, revealed positive vocabulary growth over time, with above average performance relative to national norms. However, initial conceptually scored receptive vocabulary scores were higher than conceptually scored expressive vocabulary scores. Furthermore, DLLs' conceptually scored receptive-but not expressive-vocabulary rate of growth was more rapid compared to national norms. Finally, DLLs' patterns of language responses revealed a shift toward more English over time, but Spanish continued to be used through fourth grade. Conclusion Results contradict deficit-driven views about DLLs' vocabulary skills and underscore the utility of conceptually scored vocabulary measures to assess vocabulary development among elementary-age DLLs to more comprehensively account for the linguistic assets they bring to learning.