Differences in Cognitive Functions based on English Language Proficiency in Young Adults
Bibliographic record
Abstract
Cognitive assessments rely heavily on language-based tasks, potentially confounding cognitive performance with language proficiency, particularly in multilingual settings. This study investigated the influence of English language proficiency on cognitive functioning among young adults in Sri Lanka, a linguistically diverse country. 51 participants aged 18–26 were assessed using the Montreal Cognitive Assessment (MoCA) and grouped by first-language English and non-first-language status. Standardised administration protocols and ethical guidelines were followed. Data analysis using an independent sample t-test revealed a significant difference in overall MoCA scores between the two groups, suggesting that language proficiency may influence MoCA performance. These findings emphasise the importance of culturally and linguistically appropriate tools and the need for caution when interpreting cognitive assessments in multilingual contexts. Keywords: Cognitive function; English proficiency; MoCA; Bilingualism; Cognitive assessment
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How this classification was reachedexpand
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 | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.000 | 0.002 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 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 teacher head, 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".