Testing linguistic minorities.

Olmedo, Esteban L.

doi:10.1037/0003-066x.36.10.1078

Cited by 93 publications

(56 citation statements)

References 16 publications

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“…We share the concerns of Bontempo (1993) and Olmedo (1981) about the validity of this accepted procedure. Even when original and back-translated versions are quite similar, measurement equivalence can still not be assumed or guaranteed for the two language versions because concepts and wordings for scale items originally were produced in only the source language (Bontempo, 1993;Olmedo, 1981).…”

Section: Cross-language Equivalencementioning

confidence: 99%

“…Even when original and back-translated versions are quite similar, measurement equivalence can still not be assumed or guaranteed for the two language versions because concepts and wordings for scale items originally were produced in only the source language (Bontempo, 1993;Olmedo, 1981). As an alternative, we have developed a dual-focus approach to creating bilingual measures, whereby the conceptual content of each item is developed and then words are generated to express that concept in each language (see Erkut, Alarcón, García Coll, Tropp, & Vázquez, in press, for details of this procedure).…”

Section: Cross-language Equivalencementioning

confidence: 99%

“…For example, to create a Spanish version of an English-language measure, one person translates from English to Spanish, and a different person translates the Spanish version back into English. Discrepancies in the translated versions are resolved through decentering, a process of several iterations whereby the measure is pulled away from the idiosyncrasies of the source language (i.e., the original English-language version).We share the concerns of Bontempo (1993) and Olmedo (1981) about the validity of this accepted procedure. Even when original and back-translated versions are quite similar, measurement equivalence can still not be assumed or guaranteed for the two language versions because concepts and wordings for scale items originally were produced in only the source language (Bontempo, 1993;Olmedo, 1981).…”

mentioning

confidence: 99%

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Psychological Acculturation: Development of A New Measure for Puerto Ricans on the U.S. Mainland

Tropp

Erkut

Coll

et al. 1999

Educational and Psychological Measurement

191

183

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Most instruments designed to measure acculturation have relied on specific cultural behaviors and preferences as primary indicators of acculturation. In contrast, feelings of belonging and emotional attachment to cultural communities have not been widely used. The Psychological Acculturation Scale (PAS) was developed to assess acculturation from a phenomenological perspective, with items pertaining to the individual's sense of psychological attachment to and belonging within the Anglo-American and Latino/Hispanic cultures. Responses from samples of bilingual individuals and Puerto Rican adolescents and adults are used to establish a high degree of measurement equivalence across the Spanish and English versions of the scale along with high levels of internal consistency and construct validity. The usefulness of the PAS and the importance of studying acculturation from a phenomenological perspective are discussed.Psychological acculturation refers to changes in individuals' psychocultural orientations that develop through involvement and interaction within new cultural systems. Rather than conceptualizing acculturation as a process in which people lose connection to their original culture (Gordon, 1978), new research has emphasized the individual's negotiation of two cultural entities (Berry, Poortinga, Segall, & Dasen, 1992;Buriel, 1993). Responding to distinct sets of norms from the culture of origin and the host culture, acculturating individuals emerge with their own interpretation of appropriate values, customs, and practices as they negotiate between cultural contexts (Berry, 1980). People vary greatly in their abilities to function within new cultural environments (LaFromboise, Coleman, & Gerton, 1993) and may seek different levels of attachment to and involvement in a host culture or their culture(s) of origin (Padilla, 1980).To study individuals' cultural orientations, measures of acculturation traditionally have focused on individuals' behaviors and behavioral preferences and have relied heavily on language use and other behaviors as indicators of acculturation (Marin, Sabogal, VanOss Correspondence concerning this article and requests for copies of the Psychological Acculturation Scale should be addressed to Linda R. Tropp, Department of Psychology, University of California, Santa Cruz, Santa Cruz, CA 95064. NIH Public Access Author ManuscriptEduc Psychol Meas. Author manuscript; available in PMC 2011 March 15. NIH-PA Author ManuscriptNIH-PA Author Manuscript NIH-PA Author ManuscriptMarin, Otero-Sabogal, & Perez-Stable, 1987;Szapocznik, Kurtines, & Fernandez, 1980). For example, described acculturation as based in two primary dimensions: cultural behaviors and values. Paralleling their conceptualization of acculturation, the Behavioral Acculturation Scale (Szapocznik, Scopetta, Kurtines, & Aranalde, 1978) includes items most closely related to cultural behaviors and preferences (e.g., "What language do you speak at home?" and "What language do you prefer to speak?").Similarly, Cuellar, Harr...

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Section: Cross-language Equivalencementioning

confidence: 99%

Section: Cross-language Equivalencementioning

confidence: 99%

mentioning

confidence: 99%

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Psychological Acculturation: Development of A New Measure for Puerto Ricans on the U.S. Mainland

Tropp

Erkut

Coll

et al. 1999

Educational and Psychological Measurement

191

183

View full text Add to dashboard Cite

show abstract

“…Sireci begins his review by noting that some practitioners believe that simply translating a test from one language to another is a sufficient condition for crosslinguistic assessment. Sireci points out the fallacy in this line of reasoning by noting that unintended effects of the translation may produce items that differ in difficulty and other characteristics across the different languages (see Geisinger, 1994;Hambleton, 1993;Olmedo, 1981;Prieto, 1992).…”

Section: Linking Scoresmentioning

confidence: 99%

Linking Scores From Tests of Similar Content Given in Different Languages: Spanish Language Paa™ and English Language Sat® I

Cascallar¹,

Dorans

2003

ETS Research Report Series

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Score linkages between the Verbal and Math sections of the SAT® I: Reasoning Test and the corresponding sections of the new version of a Spanish‐language admissions test, the Prueba de Aptitud Académica® (PAA™), were investigated. A bilingual group design was employed. A language proficiency measure (ESLAT) was used to define the bilingual group and as a predictor variable. Prediction and scaling for concordance results were compared. Results indicated that for both single (PAA Verbal or PAA Math to the corresponding SAT I scores) and composite (PAA−V+M to SAT I−V+M and PAA−V+M+ESLAT to SAT I−V+M) score linkage, prediction is preferable to concordance. Comparison of prediction and concordance results for composite scores versus single construct scores indicates that when PAA Verbal is combined with PAA Math to form a composite, predictions of this composite are better than for Verbal alone but worse than predictions for Math alone.

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“…Olmedo (1981) The most basic principle in the application of any standardized test, particularly intelligence tests, is the necessity to follow, in the most rigorous manner, the procedural directions given in the manual (Wechsler, 1974;Terman and Merrill, 1973;Cronbach, 1960). The very validity of the test results depends greatly upon adherence to these standard procedures.…”

mentioning

confidence: 99%

Frequency of Use as a Measure of Word Difficulty in Bilingual Vocabulary Test Construction and Translation

Tamayo

1987

Educational and Psychological Measurement

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To verify whether or not frequency of use is an acceptable measure of word difficulty in vocabulary test construction and translation, three 24 word lists, one English and two Spanish, were compiled. The first list of Spanish words matched the meaning and frequency of use of the corresponding English words, whereas the second list of words matched the meaning but not the frequency of use. The English list was administered to 80 English-speaking eighth grade students and the Spanish lists to samples of 80 Spanish-speaking students (40 Mexicans and 40 Puerto Ricans) matched to the English counterparts in grade, age, sex, and academic achievement. Means were compared for statistical significance of differences. Most of the comparisons between the English and the Spanish frequency matched synonyms-either with Mexicans or Puerto Ricans or with boys and girls-were not statistically significant, whereas most English-Spanish comparisons when frequency of use was not matched were significant. The results support the hypothesis that frequency of use is a valid measure of word difficulty that could be utilized in vocabulary test construction and translation.

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Testing linguistic minorities.

Cited by 93 publications

References 16 publications

Psychological Acculturation: Development of A New Measure for Puerto Ricans on the U.S. Mainland

Psychological Acculturation: Development of A New Measure for Puerto Ricans on the U.S. Mainland

Linking Scores From Tests of Similar Content Given in Different Languages: Spanish Language Paa™ and English Language Sat® I

Frequency of Use as a Measure of Word Difficulty in Bilingual Vocabulary Test Construction and Translation

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