| Abstract | Past research has shown acculturation and language impacts cognitive performance in ethnic minorities. This study further examined language and education variables to executive functioning and reading performance in a bilingual non-Caucasian sample. The sample consisted of 85 bilingual non-Caucasian participants who were administered two neuropsychological tests to assess cognitive functioning. The Wide Range Achievement Test-Fourth Edition (WRAT-4) was used to measure word reading performance; moreover, executive functioning was measured by the F-A-S Test. Pearson’s bivariate correlations and multiple regression analyses were used to examine predictor variables, (i.e. percent of current English level, percent of English level while growing up, & percent of education out of the United States) to executive and reading abilities. Pearson's correlations revealed that percent of current English level significantly correlated with their F-A-S and WRAT performance, r’s= .22 - .25, p<.05. Also, percent of education out of the United States significantly correlated with their F-A-S and WRAT performance, r’s= -.24 - -.29, p<.05. Regression revealed percent of education obtained out of the U.S. was a significant predictor of FAS,R2adj = .075 ; p < .05. These findings indicate that factors that capture educational experiences should be considered when interpreting neuropsychological test performance of immigrant, bilingual individuals. |
|---|---|
| First Author | Isabel Del Carmen Munoz |
| Second Author | Jill Razani |
