Bilinguals and gifted individuals have consistently shown distinctive patterns of performance on measures of brain laterality and auditory processing. The purpose of this study is to examine the relationship between bilingualism, teacher ratings of giftedness, and auditory divided attention by comparing children and adults with income partialed out. Child participants from first to fifth grade were included in addition to an adult comparison group. Assessment of bilingualism, auditory divided attention, and giftedness occurred via the Woodcock-Munoz Language Survey-III (WMLS-III), the Dichotic Test of Attention (DITA), and the Hispanic Bilingual Gifted Screening Instrument (HBGSI). The main hypothesis of this study is that both giftedness and bilingualism will lead to an increase in performance on the DITA after controlling for income. After controlling for age and income, bilingualism did not predict DITA performance in children, but it predicted DITA performance in adults.
|Advisor:||Lin, Yu-Cheng, Weimer, Amy A.|
|Commitee:||Jou, Jerwen, Gasquoine, Philip|
|School:||The University of Texas Rio Grande Valley|
|Department:||Department of Psychological Science|
|School Location:||United States -- Texas|
|Source:||MAI 81/7(E), Masters Abstracts International|
|Keywords:||Attention, Auditory, Bilingualism, Dichotic, Giftedness|
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