The Narrative Abilities of an English-Spanish Bilingual with Prader-Willi Syndrome
Bibliographic record
Abstract
The aim of this study was to analyze the narrative abilities of a 33-year-old English-Spanish bilingual with Prader-Willi syndrome (PWS). The few previous linguistic studies examining monolinguals with PWS have focused primarily on these individuals’ narrative capacity, revealing a performance deficit in this area (Lewis et al. 2002; Garayzábal-Heinze et al. 2012). The present study is novel in that it examines a bilingual speaker and also tests his narrative abilities in both languages. Two wordless picture books from Mayer’s (1967, 1969) Frog story series were used as the elicitation method. The PWS bilingual produced, over two experimental sessions, four narratives (two in each language), which were compared to four analogous narratives produced by a 25-year-old typically developing bilingual with a comparable linguistic background and proficiency level in Spanish and English. Following Gonçalves and collaborators’ (Gonçalves et al. 2001a, 2001b, 2001c) narrative evaluation protocol, the narratives were analyzed according to three dimensions: narrative structure and coherence, narrative process and complexity, and narrative content and multiplicity. Overall, the results revealed that the PWS bilingual (1) presented a poor narration ability in both languages, with narrative content and multiplicity being the least impaired; (2) showed better narrative abilities during the second experimental session (i.e., narrative abilities improved with experience/practice); and (3) did not show typically developing behavior but a comparable performance to that of monolingual speakers with PWS. These findings suggest that bilingualism should not be discouraged in PWS populations and that special attention should be given to the development of their narrative abilities in their school curriculum.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.002 | 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".