The Role of Language Aspects in the Assessment of Cognitive and Developmental Functions in Children: An Analysis of the Intelligence and Development Scales–2.
The assessment of multilingual participants is challenging, as, for example, proficiency in the test language may interfere with test performance. We examined whether different language aspects (i.e., receptive and expressive language abilities, bi/multilingualism) contribute independently to the va...
| Publicado en: | Assessment Vol. 33; no. 1; pp. 27 - 46 |
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| Autores principales: | , , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Sage Publications Inc.
Jan2026
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=189876888&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 189876888 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 10731911 G70 jtl: Assessment issn: 10731911 maglogo: Y pubinfo: dt: Jan2026 vid: 33 iid: 1 pid: 344 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 189876888 182806249 189876888 189876888 10.1177/10731911251315027 189876888 ppf: 27 ppct: 19 formats: tig: atl: The Role of Language Aspects in the Assessment of Cognitive and Developmental Functions in Children: An Analysis of the Intelligence and Development Scales–2. aug: au: Odermatt, Salome D. Grieder, Silvia Schweizer, Florine Bünger, Anette Grob, Alexander affil: University of Basel, Switzerland sug: subj: Language Development In Infancy and Childhood Cognition In Infancy and Childhood Intelligence In Infancy and Childhood Child Development Language Evaluation Human Germany Male Female Child, Preschool Child Speech and Language Assessment Memory Language Communication Skills Multilingualism Cross Sectional Studies Coefficient alpha Scales Child, Preschool: 2-5 years Child: 6-12 years Male Female ab: The assessment of multilingual participants is challenging, as, for example, proficiency in the test language may interfere with test performance. We examined whether different language aspects (i.e., receptive and expressive language abilities, bi/multilingualism) contribute independently to the variance in scores on cognitive and developmental functions of the Intelligence and Development Scales–2 (IDS-2). The sample comprised 826 children aged 5 to 10 years living in German-speaking regions. Hierarchical regression analyses revealed that receptive language ability was significantly associated with almost all IDS-2 scores. Expressive language ability explained little additional variance, except for the intelligence composites, Verbal Reasoning (including subtests), and the basic skills subtests. Bi/multilingualism explained variance above language abilities only in subtests of Verbal Reasoning and verbal Long-Term Memory. Findings highlight the importance of considering language proficiency, particularly in tasks with high verbal demands, when assessing cognitive and developmental functions with the IDS-2 in participants at risk for linguistic disadvantages. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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