PAPER: Adjusting for Cumulative French Language Exposure in the WISC V French Canadian Norms
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Bibliographic record
Abstract
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.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.005 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it