Dissertation/Thesis Abstract

Degree of Bilingualism, Age, Income and Teacher Ratings of Giftedness as Potential Predictors of Dichotic Listening Performance
by Sierra, Francisco J., M.A., The University of Texas Rio Grande Valley, 2019, 68; 13812081
Abstract (Summary)

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.

Indexing (document details)
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
Subjects: Experimental psychology
Keywords: Attention, Auditory, Bilingualism, Dichotic, Giftedness
Publication Number: 13812081
ISBN: 9781392633700
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