Poster Abstracts

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 AuthorIsabel Del Carmen Munoz
Second AuthorJill Razani