Do Monolinguals, Bilinguals, and Non-Native Speakers differ in Executive Functions and Developmental Functions of the Intelligence and Development Scales–2?

Odermatt, S. D. (Salome)¹, Grieder, S. (Silvia)¹, Schweizer, F. (Florine)¹, Bünger, A. (Anette)¹, Grob, A. (Alexander)^1
1University of Basel

 

Submission type

Poster only

Scheduled

Hallway, 22-07-2016, 16:00 - 17:00

Keywords

Migration background, IDS-2, developmental functions, executive functions

Summary

To enable a valid and fair test administration and interpretation for individuals with a migration background, it is necessary to test for possible influences of linguistic disadvantages. The Intelligence and Development Scales–2 (IDS-2) are a new test battery, which measures cognitive (intelligence, executive functions) and developmental functions (psychomotor skills, social-emotional competence, scholastic skills, attitude toward work) in 5 to 20-year-olds. A recent study investigated differences between monolinguals, bilinguals, and non-native speakers in the IDS-2 intelligence domain. However, there is no evidence concerning potential differences in the other domains. Therefore, this study examined mean differences between different language groups in executive and developmental functions of the IDS-2. The sample consisted of monolingual, bilingual, and non-native speaking children and adolescents (n= 143 each) of the standardization and validation study, matched with respect to age, sex, and maternal education (Mage= 12.05-12.46, SDage= 4.30-4.32; 49% males). Results show small to medium differences in the scholastic skills (developmental functions) and in Word Fluency and Split Attention (executive functions). All other differences were not significant. Findings reveal in which domains linguistic disadvantages for non-native speakers and bilinguals have to be considered when making important diagnostic decisions with the IDS-2.

Auteurs