Verbal intelligence in bilinguals when measured in L1 and L2

Dual-language testing improves bilinguals' verbal scores

Objective: Research demonstrates that college educated, English language dominant bilinguals underperform relative to English speaking monolinguals on tests of verbal ability. We investigated whether accepting responses in their two languages would reveal improved performance in bilinguals, and whether such improvement would be of sufficient magnitude to demonstrate the same performance level as monolinguals. Method: Participants were college students attending the same university. Spanish-English bilinguals were compared to English speaking monolinguals on the Bilingual Verbal Ability Tests (BVAT), which include Picture Vocabulary, Oral Vocabulary, and Verbal Analogies. Results: When given the opportunity to respond in Spanish to items failed in English, bilinguals obtained significantly higher scores on all three subtests, and their performance matched that of monolinguals on Oral Vocabulary and Verbal Analogies. Conclusion: An "either-language" scoring approach may enable optimal measurement of verbal abilities in bilinguals. We provide normative data for use in applying the either-language scoring approach on subtests of the BVAT. We discuss the findings in the context of clinical assessment.

Utilizing maternal prenatal cognition as a predictor of newborn brain measures of intellectual development

Identifying reliable indicators of cognitive functioning prior to age five has been challenging. Prior studies have shown that maternal cognition, as indexed by intellectual quotient (IQ) and years of education, predict child intelligence at school age. We examined whether maternal full scale IQ, education, and inhibitory control (index of executive function) are associated with newborn brain measures and toddler language outcomes to assess potential indicators of early cognition. We hypothesized that maternal indices of cognition would be associated with brain areas implicated in intelligence in school-age children and adults in the newborn period. Thirty-seven pregnant women and their newborns underwent an MRI scan. T2-weighted images and surface-based morphometric analysis were used to compute local brain volumes in newborn infants. Maternal cognition indices were associated with local brain volumes for infants in the anterior and posterior cingulate, occipital lobe, and pre/postcentral gyrus - regions associated with IQ, executive function, or sensori-motor functions in children and adults. Maternal education and executive function, but not maternal intelligence, were associated with toddler language scores at 12 and 24 months. Newborn brain volumes did not predict language scores. Overall, the pre/postcentral gyrus and occipital lobe may be unique indicators of early intellectual development in the newborn period. Given that maternal executive function as measured by inhibitory control has robust associations with the newborn brain and is objective, brief, and easy to administer, it may be a useful predictor of early developmental and cognitive capacity for young children.

How well do doctors understand a scientific article in English when it is not their first language? A randomised controlled trial

INTRODUCTION

English is the lingua franca of science. How well doctors understand English is therefore crucial for their understanding of scientific articles. However, only 5% of the world's population have English as their first language.

METHODS

Objectives: To compare doctors' comprehension of a scientific article when read in their first language (Norwegian) versus their second language (English). Our hypothesis was that doctors reading the article in Norwegian would comprehend the content better than those reading it in English.

DESIGN

Parallel group randomised controlled trial. We randomised doctors to read the same clinical review article in either Norwegian or English, before completing a questionnaire about the content of the article.

SETTING

Conference in primary care medicine in Norway, 2018.

PARTICIPANTS

130 native Norwegian-speaking doctors, 71 women and 59 men. One participant withdrew before responding to the questionnaire and was excluded from the analyses.

INTERVENTIONS

Participants were randomly assigned to read a review article in either Norwegian (n=64) or English (n=66). Reading time was limited to 7 min followed by 7 min to answer a questionnaire.

MAIN OUTCOME MEASURES

Total score on questions related to the article content (potential range -9 to 20).

RESULTS

Doctors who read the article in Norwegian had a mean total score of 10.40 (SD 3.96) compared with 9.08 (SD 3.47) among doctors who read the article in English, giving a mean difference of 1.32 (95% CI 0.03 to 2.62; p=0.046). Age was independently associated with total score, with decreased comprehension with increasing age.

CONCLUSION

The difference in comprehension between the group who read in Norwegian and the group who read in English was statistically significant but modest, suggesting that the language gap in academia is possible to overcome.