![]() ![]() Item-level information herewith provided for the Italian MoCA can help interpret its scores by Italian practitioners. Memory items showed high discriminative capability, along with certain items assessing executive functions and orientation. Several items proved to be scarcely sensitive, especially the place item from Orientation and the letter detection task. Substantial disagreements with previous ESs classifications were detected. No sex differences were detected when tested along with age and education. ResultsĪge and education significantly predicted all MoCA measures except for Orientation, which was related to age only. Agreement with previous ESs classification was assessed via Cohen’s k. Normative values were derived by means of the Equivalent Scores (ESs) method, applied to the MoCA and its sub-scales. Item Response Theory (IRT) was adopted to assess item difficulty and discrimination. Methodsįive hundred and seventy nine healthy individuals from Northern Italy (208 males, 371 females age: 63.4 ± 15, 21–96 education: 11.3 ± 4.6, 1–25) were administered the MoCA. This study thus aimed at providing: (i) updated, region-specific norms for the Italian MoCA, by also (ii) comparing them to pre-existing ones with higher geographical coverage (iii) information on sensitivity and discriminative capability at the item level. Thus, a longitudinal research design was implemented by repeating cross-sectional assessment at a two-year interval.The availability of fine-grained, culture-specific psychometric outcomes can favor the interpretation of scores of the Montreal Cognitive Assessment (MoCA), the most frequently used instrument to screen for mild cognitive dysfunctions in both instrumental and non-instrumental domains. In the present paper we use both cross-sectional and longitudinal data to examine the relationships between students' L2 proficiency in the first phase (2000) and two years later (2002). We present results of multiple regression analyses on L2 listening, reading, and writing tasks in the two target languages. We use a multivariate context to explore complex relationships between L2 levels in English and German and inductive reasoning skills if influences of other variables are controlled. Students' general thinking and learning abilities were assessed with an inductive reasoning test.In the present paper we focus on the relationship between students' proficiency in English or German and inductive reasoning skills to show how general cognitive abilities interact with levels of L2 proficiency. The project also aims to find answers to some theoretical questions therefore, a questionnaire and other assessment instruments complemented L2 tests to provide insights into how participants' cognitive, affective and first language (L1) variables, as well as their social and school variables interact with one another over time. ![]() For this purpose, paper and pencil tests were administered in English and German as a foreign language to nationally representative student samples. The larger project aims to describe the levels of L2 proficiency of school-aged populations in order to explore the conditions and factors contributing to processes and outcomes in foreign language education in public schools. The present paper reports results of a longitudinal research project studying the contribution of cognitive skills and other factors to proficiency in a foreign language (L2) in the Hungarian educational context. The issues related to the learning of verbal and non-verbal material remain unclear. Based on the data collected, it can be concluded that the man's level of intelligence (fluid and crystallised) was the base for the development of his outstanding linguistic abilities. The results obtained indicate a very high level of fluid and crystallised intelligence however, the MoCA scores fell within the lower limit of normal, suggesting deficits in delayed verbal and auditory memory. The following three research tools were used in this project: Cattell Culture Fair Intelligence Test (CFT-20-R), the Word Comprehension Test in the Advanced Version (Test Rozumienia Słów, wersja dla zaawansowanych, TRS-Z), and the Montreal Cognitive Assessment score (MoCA). The purpose of the analysis was to determine the man's level of cognitive functioning. Previous research focused on personality traits, temperament and the level of development of executive functions in the context of learning multiple foreign languages. The presented case study is a description of the specifics of functioning of a 69-year-old man who learned 31 foreign languages over a period of nine years.
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