PAPER: Adjusting for Cumulative French Language Exposure in the WISC V French Canadian Norms
Pourquoi ce travail est dans la base
Une base qui oublie comment elle a trouvé un travail ne peut pas être vérifiée. Voici les voies qui ont admis celui-ci.
Notice bibliographique
Résumé
Introduction : Canada has a large and diverse Francophone population, with the majority residing in the Eastern province of Quebec (>90%), while a minority live in communities scattered throughout the rest of the vast countryside. The level of French proficiency among children living in Canada varies considerably across provinces and local communities within provinces. Theoretically, linguistic differences can be attributed to this diversified demography. It was hypothesized that the cumulative effects of French language exposure could be measured and used to predict differences in language proficiency among children in the WISC-V French Canadian standardization study. Objectives: To evaluate whether verbal performance varied across children in the WISC-V French sample (N=950) based on levels of French exposure, and whether these differences occurred over and above differences in actual intelligence. In addition, to evaluate whether adjusting children’s verbal scores based on level of exposure to French would equalize children in the sample to the same normal distribution of language ability. Design/Methodology : A linguistic environment questionnaire was developed specifically to capture children’s cumulative exposure to the French language, including proximal (home, neighbourhood, school) and distal (Region of Canada and Mobility in Canada) factors as well as objective population density measures to calculate the probability of exposure to languages other than French by region of Canada. Results: Overall performance on the verbal subtests of the WISC V was highest among children with the highest cumulative exposure to French. Mean performance on the verbal comprehension index (VCI) decreased by region as the probability of encountering other French speakers decreased, and as French exposure in the home decreased. We developed regression equations for each verbal subtest to adjust for level of French language exposure. Using these adjusted subtests scores, we re-calculated VCI. After controlling for differences in language exposure, previously observed differences in verbal performance across regions were eliminated. Conclusion: Level-setting exposure to the French language in the WISC V is a critical step to ensuring all children can be appropriately compared against one national French Canadian norm, irrespective of whether the child lives in a minority or majority French region of Canada.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,005 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle