Predictive Bias with Referred and Nonreferred Black, Hispanic, and White Pupils

1992 ◽  
Vol 15 (3) ◽  
pp. 175-186 ◽  
Author(s):  
Arturo Olivárez ◽  
Douglas J. Palmer ◽  
Luisa Guillemard
Keyword(s):  
Language Proficiency ◽  
Ethnically Diverse ◽  
Urban District ◽  
Intelligence Scale ◽  
Differential Validity ◽  
Achievement Measures ◽  
Intelligence Measures ◽  
Using Data ◽  
Intercept Bias ◽  
Woodcock Johnson

Predictive bias was examined using data obtained from ethnically diverse referred and nonreferred samples. Achievement and intelligence measures included the Wechsler Intelligence Scale-Revised, Kaufman Achievement Battery, Woodcock-Johnson Psychoeducational Battery and the Woodcock Language Proficiency Battery. The sample consisted of 236 subjects selected from a large urban district in Texas. Results revealed evidence of predictive bias in several sets of intelligence-achievement measures. For the most part, intercept bias was more evident than slope bias (differential validity). The need for test developers to assess predictive bias in new or revised tests is emphasized.

scholarly journals Variability of ESL Learners' Acquisition of Cognitive Academic Language Proficiency: What Can We Learn From Achievement Measures?

2003 ◽  
Vol 21 (1) ◽  
pp. 1 ◽  
Author(s):  
Hetty Roessingh ◽  
Pat Kover
Keyword(s):  
Language Proficiency ◽  
Academic Language ◽  
First Language ◽  
High Expectations ◽  
The Pacific ◽  
Academic Language Proficiency ◽  
Achievement Measures ◽  
First Language Proficiency ◽  
Cognitive Academic Language Proficiency ◽  
Esl Learners

With the revamping of the Canada Immigration Act in 1985, the demographic profile of new arrivals to Canada took a marked shift to place a priority on better educated, business-class immigrants. Most of these immigrants are from the Pacific Rim, and they have high expectations for the academic achievement of their children in the Canadian school system. The purpose of this study was to look at age on arrival and first-language proficiency of these children, as these factors interact with instructed ESL support on achievement measures in grade 12. Analysis of the data reveals that although all learners benefit from structured ESL support, it is the younger-arriving ESL learners who have the most to gain, even after many years of little or no support. We note that all ESL learners, regardless of age on arrival, struggle to acquire the cultural and metaphoric competence that is beyond the linguistic threshold required for success, but nevertheless central to successful engagement in a literature-based program of studies.

Monte Carlo Modeling of Contemporary Intelligence Test (IQ) Factor Structure: Implications for IQ Assessment, Interpretation, and Theory

Assessment ◽  
2019 ◽  
pp. 107319111986982 ◽  
Author(s):  
Stefan C. Dombrowski ◽  
Ryan J. McGill ◽  
Grant B. Morgan
Keyword(s):  
Monte Carlo ◽  
Cognitive Abilities ◽  
Model Specification ◽  
Order Structure ◽  
General Factor ◽  
Intelligence Scale ◽  
Assessment Battery ◽  
Theories Of Intelligence ◽  
Factor Analytic ◽  
Woodcock Johnson

Researchers continue to debate the constructs measured by commercial ability tests. Factor analytic investigations of these measures have been used to develop and refine widely adopted psychometric theories of intelligence particularly the Cattell–Horn–Carroll (CHC) model. Even so, this linkage may be problematic as many of these investigations examine a particular instrument in isolation and CHC model specification across tests and research teams has not been consistent. To address these concerns, the present study used Monte Carlo resampling to investigate the latent structure of four of the most widely used intelligence tests for children and adolescents. The results located the approximate existence of the publisher posited CHC theoretical group factors in the Differential Abilities Scales–Second edition and the Kaufman Assessment Battery for Children–Second edition but not in the Wechsler Intelligence Scale for Children–Fifth edition or the Woodcock–Johnson IV Tests of Cognitive Abilities. Instead, the results supported alternative conceptualizations from independent factor analytic research. Additionally, whereas a bifactor model produced superior fit indices in two instruments (Wechsler Intelligence Scale for Children–Fifth edition and Woodcock–Johnson IV Tests of Cognitive Abilities), a higher order structure was found to be superior in the Kaufman Assessment Battery for Children–Second edition and the Differential Abilities Scales–Second edition. Regardless of the model employed, the general factor captured a significant portion of each instrument’s variance. Implications for IQ test assessment, interpretation, and theory are discussed.

scholarly journals Children’s trust and the development of prosocial behavior

2015 ◽  
Vol 40 (3) ◽  
pp. 262-270 ◽  
Author(s):  
Tina Malti ◽  
Margit Averdijk ◽  
Antonio Zuffianò ◽  
Denis Ribeaud ◽  
Lucy R. Betts ◽  
...  
Keyword(s):  
Prosocial Behavior ◽  
Social Relations ◽  
Ethnically Diverse ◽  
Latent Growth ◽  
Trust Beliefs ◽  
Curve Modeling ◽  
Teacher Reports ◽  
Using Data ◽  
Over Time

This study examined the role of children’s trust beliefs and trustworthiness in the development of prosocial behavior using data from four waves of a longitudinal study in a large, ethnically-diverse sample of children in Switzerland (mean age = 8.11 years at Time 1, N = 1,028). Prosocial behavior directed towards peers was measured at all assessment points by teacher reports. Children’s trust beliefs and their trustworthiness with peers were assessed and calculated by a social relations analysis at the first assessment point using children’s reports of the extent to which classmates kept promises. In addition, teacher reports of children’s trustworthiness were assessed at all four assessment points. Latent growth curve modeling yielded a decrease in prosocial behavior over time. Peer- and teacher-reported trustworthiness predicted higher initial levels of prosocial behavior, and peer-reported trustworthiness predicted less steep decreases in prosocial behavior over time. Autoregressive cross-lagged analysis also revealed bidirectional longitudinal associations between teacher-reported trustworthiness and prosocial behavior. We discuss the implications of the findings for research on the role of trust in the development of children’s prosocial behavior.

Phonetic analysis of filled pauses based on a Hungarian-English learner corpus

2017 ◽  
Vol 3 (2) ◽  
pp. 149-174 ◽  
Author(s):  
Mária Gósy ◽  
Dorottya Gyarmathy ◽  
András Beke
Keyword(s):  
Language Proficiency ◽  
Spontaneous Speech ◽  
English Learner ◽  
Vowel Quality ◽  
L2 Proficiency ◽  
Learner Corpus ◽  
Young Learners ◽  
Filled Pauses ◽  
Speech Planning ◽  
Using Data

Abstract Filled pauses may reveal speech planning or execution problems to a greater extent in L2 spontaneous speech than in L1. The purpose of this study was to analyze the forms and position of all filled pauses, and the durations and the formants of vocalic filled pauses in English (L2) and in Hungarian (L1) spontaneous speech produced by 30 young learners with various L2 proficiency levels using data from our HunEng-D learner corpus. The findings showed that the forms of filled pauses were similar in both languages, irrespective of level of language proficiency. Results confirmed significantly longer vocalic filled pauses in basic and intermediate learners in their L2 relative to their more advanced peers. Formant values (as acoustic reflections of vowel quality) indicated very similar articulatory configurations for all vocalic filled pauses, irrespective of language and language proficiency.

scholarly journals International Students’ Experience of Western Pedagogy in a British University

2017 ◽  
Vol 4 (4) ◽  
pp. 620
Author(s):  
Linda Katherine Newsome ◽  
Paul Cooper
Keyword(s):  
International Students ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
English Language ◽  
Approaches To Learning ◽  
Self Directed Learning ◽  
Directed Learning ◽  
Using Data ◽  
Far Eastern

<em>This qualitative study examined international students’ experiences with Western pedagogy using data collected through case studies and semi-structured, in-depth, informant style interviews. Participants were all international students (n=18), mostly postgraduate from Asian and Far Eastern countries studying at a British University. This paper focuses on students’ engagements with Western pedagogy as they struggle to adjust to what they experience as unfamiliar and alien approaches to teaching and learning. Reported here is a detailed case study of the lives of these students as they engage with specific pedagogical demands, including: academic self-expression and critical argumentation, self-directed learning, class discussions, presentations, and English language proficiency. It also exposes students’ perceptions of the value of the instructional methods of their tutors and their impact on approaches to learning.</em>

scholarly journals Health Risks Posed by Social and Linguistic Isolation in Older Korean Americans

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 303-303
Author(s):  
Yuri Jang ◽  
Hyunwoo Yoon ◽  
Nan Sook Park ◽  
David Chiriboga ◽  
Miyong Kim ◽  
...  
Keyword(s):  
Social Relationships ◽  
Language Proficiency ◽  
Health Risks ◽  
Social Connectedness ◽  
Mental Distress ◽  
Korean Americans ◽  
Older Immigrants ◽  
Using Data ◽  
Fair Poor ◽  
Older Korean Americans

Abstract Guided by the double jeopardy hypothesis, the present study examined the health risks posed by the coexistence of social and linguistic isolation in older Korean Americans. Using data from the Study of Older Korean Americans (SOKA, n = 2,032), comparisons of four isolation typologies (no isolation, social isolation only, linguistic isolation only, and dual isolation) were made, and their impacts on physical (self-rated health), mental (mental distress), and cognitive health (cognitive performance) were examined. The ‘dual isolation’ group exhibited greater sociodemographic and health disadvantages. The odds of having fair/poor health, mental distress, and cognitive impairment were 2.21-3.17 times higher in the ‘dual isolation’ group than those in the group with no isolation. Our findings confirm that both social relationships and language proficiency are key elements for older immigrants’ social connectedness and integration, deprivation of which puts them at risk in multidimensions of health.

Ethnic Differences in Labour Market Outcomes—The Role of Language-Based Discrimination

2019 ◽  
Author(s):  
Miriam Schmaus
Keyword(s):  
Labour Market ◽  
Ethnic Groups ◽  
Language Proficiency ◽  
Ethnic Differences ◽  
Language Skills ◽  
Panel Study ◽  
Market Outcomes ◽  
Labour Market Outcomes ◽  
Taste Discrimination ◽  
Using Data

Abstract Host country language proficiency has been shown to account for ethnic differences in labour market outcomes. Prior studies generally assume that language skills represent a form of human capital, affecting employees’ productivity. However, language proficiency may also be associated with discrimination. Lower language proficiency may elicit distaste for certain ethnic groups, as it is a prominent reminder of the respective origin. When this reminder vanishes as language skills rise, group-specific distaste should also reduce. Employers may thus not only value language skills in terms of productivity but also factor in less group-specific distaste when evaluating immigrant jobseekers with high-language skills. Moreover, if employers lack information on competences that are hard to observe, high-language proficiency may prevent the application of adverse ethnic beliefs. Using data from the National Educational Panel Study (NEPS), I examine whether language skills affect crucial indicators of labour market success differently for groups that vary with respect to the level of distaste associated with them. I also investigate whether this effect is conditional on the amount of information available to employers. Findings indicate group-specific returns to higher-language proficiency, irrespective of the available information. This might suggest that, in addition to affecting employees’ productivity, language proficiency may also be associated with taste discrimination for certain ethnic groups.

Effect of English language proficiency and acculturation on the Woodcock-Johnson Cognitive tests

2014 ◽  
Author(s):  
Marie-Carmel Durandisse ◽  
Marlene Sotelo-Dynega ◽  
Samuel Ortiz ◽  
Dawn Flanagan ◽  
Ellen-Ge Denton
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
English Language Proficiency ◽  
Cognitive Tests ◽  
Woodcock Johnson
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