Peabody Picture Vocabulary Test-III: Normative data for Spanish-speaking pediatric population

Olabarrieta‐Landa, Laiene; Rivera, Diego; Ibáñez-Alfonso, Joaquín A.; Albaladejo-Blázquez, Natalia; Martín-Lobo, Pilar; Delgado-Mejía, Ivan Darío; Lara, Laura; Barajas, Brenda Viridiana Rábago; Salgado, Ana Margarita Rodriguez; Quispe, L.A. Paredes; Romero-García, Ivonne; Velázquez-Cardoso, J.; Cadena, Claudia Garcı́a de la; Fernández-Agis, Inmaculada; Padilla-López, Alfredo; Agurcia, G.P. Hernández; Marín‐Morales, Agar; Jose, Anita; Arango-Lasprilla, Juan Carlos

doi:10.3233/nre-172239

Cited by 9 publications

(5 citation statements)

References 21 publications

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“…We did find differences in the vocabulary task, in which Hispanic children performed better than non-Hispanics, but not as well as native-Spanish children. Both groups speak different varieties of Spanish, with different degrees of differentiation in vocabulary, morphology, syntax, and prosody that could explain this finding, as shown in normalization studies of vocabulary tests carried out in Spanish-speaking pediatric population (Olabarrieta-Landa et al, 2017;Rivera and Arango-Lasprilla, 2017).…”

Section: Differences Among Groupsmentioning

confidence: 88%

Socioeconomic Status, Culture, and Reading Comprehension in Immigrant Students

et al. 2021

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Research on reading comprehension in immigrant students is heterogeneous and conflicting. Differences in socioeconomic status and cultural origins are very likely confounds in determining whether differences to native pupils can be attributed to immigrant status. We collected data on 312 Spanish students of Native, of Hispanic origin–therefore with the same family language as native students- and Non-Hispanic origin, while controlling for socioeconomic status, non-verbal reasoning and school membership. We measured reading comprehension, knowledge of syntax, sentence comprehension monitoring, and vocabulary. Differences among groups appeared only in vocabulary and syntax (with poorer performance in the non-Hispanic group), with no differences in reading comprehension. However, regression analyses showed that most of the variability in reading comprehension was predicted by age, socioeconomic status, non-verbal reasoning, and comprehension monitoring. Group membership did not significantly contribute to explain reading comprehension variability. The present study supports the idea that socioeconomically disadvantaged students, both native and immigrants from diverse cultural backgrounds, irrespective of the language of origin, are probably equally at risk of poor reading comprehension.

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Section: Differences Among Groupsmentioning

confidence: 88%

Socioeconomic Status, Culture, and Reading Comprehension in Immigrant Students

et al. 2021

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“…Three psychologists who were trained for the study implemented a battery of validated tests that included the following: Raven’s progressive matrices, which measure fluid intelligence [ 22 ], the Peabody Vocabulary test that measures receptive vocabulary, [ 23 ], and a standard age-appropriate mathematics test (EVAMAT) for children in second grade that measures the children’s performances in the areas of arithmetic, calculus, geometry, and problem-solving abilities and had already been used in the region [ 24 ].…”

Section: Methodsmentioning

confidence: 99%

Children Receiving a Nutrition and High-Quality Early Childhood Education Intervention Are Associated with Greater Math and Fluid Intelligence Scores: The Guatemala City Municipal Nurseries

et al. 2022

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Background: About 47% of children < 5 years of age are stunted in Guatemala. In this study, the investigators aimed to compare growth and cognitive outcomes between children in second grade that attended five Guatemala City Municipal Nurseries (GCMN) vs. same sex, grade, and age-matched children. Methods: A cross-sectional design nested in a retrospective cohort was implemented between 2015 and 2019. Children that attended the GCMN and matched controls completed a math test and validated receptive language and fluid intelligence tests. The primary caregivers completed a sociodemographic survey. General and generalized linear mixed effect models were used to compare children that attended the GCMN vs. controls. The models were adjusted by maternal education, sex, asset score, and other relevant covariates. Results: Children that attended the GCMN exhibited greater math and fluid intelligence scores relative to the controls in the adjusted models (ß = 6.48; 95% CI (2.35–10.61)) and (ß = 1.20; 95% CI (0.12–2.29)), respectively. Lower odds of stunting were significant for children who went to any early childcare institution (AOR = 0.28; 95% CI (0.09–0.89)). Conclusions: The importance of integrating nutrition and high-quality early childhood education interventions in cognitive and growth outcomes is highlighted in this study. The GCMN model may be a scalable model in similar low-resource settings.

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“…In this study, the test was administered and scored following Olabarrieta-Landa et al (2017) guidelines. The test includes phonological and semantic verbal fluency modalities, which we have combined by taking the average of the two scores to obtain a single measure of verbal fluency.…”

Section: Methodsmentioning

confidence: 99%

‘Mens sana in corpore Sano’: Home food consumption implications over child cognitive performance in vulnerable contexts

Company-Córdoba

Accerenzi²,

Simpson³

et al. 2022

Front. Psychol.

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Diet directly affects children’s physical and mental development. Nonetheless, how food insecurity and household food consumption impact the cognitive performance of children at risk of social exclusion remains poorly understood. In this regard, children in Guatemala face various hazards, mainly related to the socioeconomic difficulties that thousands of families have in the country. The main objective of this study was to analyze the differences in cognitive performance considering food insecurity and household food consumption in a sample of rural and urban Guatemalan children and adolescents at risk of social exclusion. Child cognitive performance was assessed in 134 children and adolescents (age M = 11.37; SD = 3.54) from rural and urban settings. Language, attention, and executive functions were assessed using neuropsychological tasks. Differences in cognitive performance in each level of food insecurity and household diet consumption were compared using the Mann–Whitney U test. A stepwise multivariate regression analysis was conducted to determine which factors may influence cognitive scores. The results showed that rural and urban groups did not differ in terms of food insecurity. However, considering just rural areas, differences were found between groups with food security and insecurity in attention and executive function tasks. Moreover, differences were found in food consumption for certain groups of food (e.g., meat, U = 1,146, p < 0.001, g = 0.72). Regarding regressions, protein food consumption (e.g., meat and fish), which is related to having a more balanced diet, was a relevant factor in executive performance. Contrary to what we expected, performance in attentional tasks was not related to the consumption of any food group. These findings could help politicians and decision-makers to select actions focused on improving diet balance and food security in families at risk of social exclusion. It is necessary to carry out more specific studies on the factors related to diet that affect the cognitive development of minors at risk of social exclusion. In addition, it is necessary to study the implementation of alternative interventions that include low-cost nutrients, thus ensuring that minors have access to a more balanced diet.

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Peabody Picture Vocabulary Test-III: Normative data for Spanish-speaking pediatric population

Cited by 9 publications

References 21 publications

Socioeconomic Status, Culture, and Reading Comprehension in Immigrant Students

Socioeconomic Status, Culture, and Reading Comprehension in Immigrant Students

Children Receiving a Nutrition and High-Quality Early Childhood Education Intervention Are Associated with Greater Math and Fluid Intelligence Scores: The Guatemala City Municipal Nurseries

‘Mens sana in corpore Sano’: Home food consumption implications over child cognitive performance in vulnerable contexts

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