References of "Baldassi, M."
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See detailCross-linguistic and cross-cultural effects on verbal working memory and vocabulary: Testing minority-language children with an immigrant background
Engel de Abreu, Pascale UL; Baldassi, M.; Puglisi, L. M. et al

in Journal of Speech, Language, and Hearing research (2013), 56(2), 630-642

PURPOSE: This study explored the impact of test language and cultural status on vocabulary and working memory performance in multilingual language minority children. METHOD: Twenty 7-year-old Portuguese ... [more ▼]

PURPOSE: This study explored the impact of test language and cultural status on vocabulary and working memory performance in multilingual language minority children. METHOD: Twenty 7-year-old Portuguese-speaking immigrant children living in Luxembourg completed several assessments of first- and second-language vocabulary (comprehension and production), executive-loaded working memory (counting recall and backward digit recall), and verbal short-term memory (digit recall and nonword repetition). Cross-linguistic task performance was compared within individuals. The language minority children were also compared with multilingual language majority children from Luxembourg and Portuguese-speaking monolinguals from Brazil without an immigrant background matched on age, sex, socioeconomic status, and nonverbal reasoning. RESULTS: Results showed that (a) verbal working memory measures involving numerical memoranda were relatively independent of test language and cultural status; (b) language status had an impact on the repetition of high- but not on low-wordlike L2 nonwords; (c) large cross-linguistic and cross-cultural effects emerged for productive vocabulary; (d) cross-cultural effects were less pronounced for vocabulary comprehension with no differences between groups if only L1-words relevant to the home context were considered. CONCLUSION: The study indicates that linguistic and cognitive assessments for language minority children require careful choice among measures to ensure valid results. Implications for testing culturally and linguistically diverse children are discussed. [less ▲]

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See detailCultural and language effects on measures of vocabulary and working memory
Engel de Abreu, Pascale UL; Baldassi, M

Scientific Conference (2011, June)

Two studies are presented exploring whether performance on assessments of working memory (WM) and vocabulary is affected by the experience with the test language and/or the linguistic and cultural status ... [more ▼]

Two studies are presented exploring whether performance on assessments of working memory (WM) and vocabulary is affected by the experience with the test language and/or the linguistic and cultural status of the child. Forty 7-year-old Portuguese-speaking immigrant children growing up in Luxembourg were assessed on a range of L1 and L2 vocabulary measures and verbal WM tests. Their data was compared to monolingual speakers of Luxembourgish and Portuguese from different socioeconomic background (SES) groups. Results showed that WM is highly associated with vocabulary in both native and foreign languages. Furthermore, the study indicates that WM tests are relatively independent of SES, test language, and immigrant/language status. In contrast, results on the vocabulary measures have shown that bilingual immigrant children perform equally well to monolinguals if their combined vocabulary across languages is considered but lack behind their monolingual peers in terms of conceptual development. The data suggests that bilingual immigrants’ poor conceptual knowledge is not simply a reflection of lower SES but instead seems to be a direct consequence of growing up as an immigrant in a multilingual environment. The results of this study have important practical utility especially in relation to improving the range of culture-fair assessment tools that can be used with minority language children. As WM measures are highly associated with children’s language learning and are relatively independent of test language, language status, and SES, these tests might provide valuable tools for distinguishing between language impairments of a cognitive origin and language differences related to the environmental context of growing up as an immigrant with several languages. This distinction is crucial in order to avoid erroneous diagnostics and provide appropriate remediational support that help immigrant children overcome their langue differences in order to improve their chances of accessing the same opportunities and resources as their majority culture peers. [less ▲]

Detailed reference viewed: 112 (3 UL)
See detailInfluence de la capacité de mémoire de travail visuo-spatiale sur les stratégies de résolution des cubes de Kohs
Houssemand, Claude UL; Baldassi, M.; Martin, Romain UL

Book published by Presses Universitaires de Rennes (2008)

Detailed reference viewed: 83 (2 UL)
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See detailVisuo-spatial working memory (VSWM) capacity in mental strategies used with Kohs Block Design Test
Houssemand, Claude UL; Martin, Romain UL; Baldassi, M

Scientific Conference (2007, July)

Detailed reference viewed: 84 (0 UL)