An item and construct bias analysis of two language versions of a verbal analogies scale

The Woodcock Muñoz Language Survey is a test of cognitive academic language proficiency that has been adapted from English into Xhosa by a South African team of researchers. This study was primarily concerned with the Verbal Analogies Scale of the Woodcock Muñoz Language Survey and aimed to extend previous research on the equivalence of the two language versions of the scale. The study employed a monolingual two-group design consisting of 150 mainly English-speaking and 149 mainly Xhosa learners in Grades 6 and 7. The first research objective was to investigate item bias (or differential item functioning items) in the Visual Analogies Scale across the Xhosa and English versions using logistic regression and Mantel–Haenszel statistical techniques. Five items were identified as differential item functioning. The second objective was to evaluate the construct equivalence of the two versions by conducting a factor analysis after removing the differential item functioning items from the scale. Two factors were identified. The first factor displayed significant loadings across both language versions. The second factor was stable for the English version but not for the Xhosa version. Results were supported by calculating a Tucker’s phi coefficient for both factors. It was therefore concluded that Factor 1 is structurally equivalent across the two language versions but that Factor 2 was not structurally equivalent. Thus, the detection and removal of differential item functioning items did not result in structural equivalence.Department of HE and Training approved lis

Juggling Between Parental and School Expectations

We examined how perceived acculturation expectations from parents and school, and ethnic discrimination predicted early adolescents’ heritage and mainstream acculturation orientations at home (private domain) and in school (public domain) one year later. We surveyed 263 early adolescents of immigrant background in Germany (Mage = 10.44 years, 60% female). Multigroup path analyses revealed that perceived acculturation expectations and ethnic discrimination were more strongly related to adolescents’ private than public acculturation orientations. Parental heritage expectations were the strongest predictor of adolescents’ acculturation orientations. Boys were more susceptible than girls to ethnic discrimination and acculturation expectations in school, which affected their private and public acculturation orientations. Results highlight the importance of integrating domain-specific and gendered experiences when analyzing adolescents’ acculturative development

Influence of Context on Item Parameters in Forced-Choice Personality Assessments

A fundamental assumption in computerized adaptive testing (CAT) is that item parameters are invariant with respect to context – items surrounding the administered item. This assumption, however, may not hold in forced-choice (FC) assessments, where explicit comparisons are made between items included in the same block. We empirically examined the influence of context on item parameters by comparing parameter estimates from two FC instruments. The first instrument was compiled of blocks of three items, whereas in the second, the context was manipulated by adding one item to each block, resulting in blocks of four. The item parameter estimates were highly similar. However, a small number of significant deviations were observed, confirming the importance of context when designing adaptive FC assessments. Two patterns of such deviations were identified, and methods to reduce their occurrences in a FC CAT setting were proposed. It was shown that with a small proportion of violations of the parameter invariance assumption, score estimation remained stable

Using Cognitive Interviewing for the Semantic Enhancement of Multi-Lingual Versions of Personality Questionnaires

We discuss the use of cognitive interviewing with bilinguals as an integral part of cross-cultural adaptation of personality questionnaires. The aim is to maximize semantic equivalence to increase the likelihood of items maintaining the intended structure and meaning in the target language. We refer to this part of adaptation as semantic enhancement, and integrate cognitive interviewing within it as a tool for scrutinizing translations, the connotative meaning, and the psychological impact of items across languages. During the adaptation of a work-based personality questionnaire from English to Arabic, Chinese (Mandarin), and Spanish, we cognitively interviewed 12 bilingual participants about 136 items in different languages (17% of all items), of which 67 were changed. A content analysis categorizing the reasons for amending items elicited eleven errors that affect two identified forms of semantic equivalence. We provide the resultant coding scheme as a framework for designing cognitive interviewing protocols and propose a procedure for implementing them. We discuss implications for theory and practic

Multilingual assessment of early child development: Analyses from repeated observations of children in Kenya.

In many low- and middle-income countries, young children learn a mother tongue or indigenous language at home before entering the formal education system where they will need to understand and speak a countrys official language(s). Thus, assessments of children before school age, conducted in a nations official language, may not fully reflect a childs development, underscoring the importance of test translation and adaptation. To examine differences in vocabulary development by language of assessment, we adapted and validated instruments to measure developmental outcomes, including expressive and receptive vocabulary. We assessed 505 2-to-6-year-old children in rural communities in Western Kenya with comparable vocabulary tests in three languages: Luo (the local language or mother tongue), Swahili, and English (official languages) at two time points, 5-6 weeks apart, between September 2015 and October 2016. Younger children responded to the expressive vocabulary measure exclusively in Luo (44%-59% of 2-to-4-year-olds) much more frequently than did older children (20%-21% of 5-to-6-year-olds). Baseline receptive vocabulary scores in Luo (β = 0.26, SE = 0.05, p < 0.001) and Swahili (β = 0.10, SE = 0.05, p = 0.032) were strongly associated with receptive vocabulary in English at follow-up, even after controlling for English vocabulary at baseline. Parental Luo literacy at baseline (β = 0.11, SE = 0.05, p = 0.045) was associated with child English vocabulary at follow-up, while parental English literacy at baseline was not. Our findings suggest that multilingual testing is essential to understanding the developmental environment and cognitive growth of multilingual children

A new species of Achnanthes (Bacillariophyceae) from a freshwater habitat in a karst landform from south‐central China

Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/151953/1/pre12381.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/151953/2/pre12381_am.pd

On theory, technique and text: guidelines and suggestions on publishing international human resource management research

Publishing international human resource management (IHRM) research continues to be a challenge for seasoned as much as junior faculty. Quantitative and qualitative studies exploring HRM-related topics involving multiple countries or complex contextual factors raise issues of developing an appropriate research question, presenting multilevel methodologies, and making a contribution in which context stands central. In this Editorial, we reflect on such issues as discussed at the 2nd Global Conference on International Human Resource Management held at the Pennsylvania State University (USA) in 2015. Journal editors, reviewers and authors contribute to provide practical suggestions on the craft of getting published, including design of a study, developing a writing style, and dealing with journal feedback. Finally, we explore some myths and misperceptions around publishing IHRM research in high-ranking journals

Clinical and pathological features of BRCA1 associated carcinomas in a hospital-based sample of Dutch breast cancer patients

Thus far, studies investigating the differences in tumour characteristics between breast cancer in BRCA1-carriers and other patients, have focused on highly selected groups of patients, potentially limiting the conclusions that can be drawn. Previously, we had identified 10 patients with BRCA1 germline mutations in a hospital-based series of 642 breast cancer patients not selected for age or family history. The aim of this analysis is to investigate the clinical and pathological features of these BRCA1 associated carcinomas as compared to other breast cancers in this representative sample. Tumours from patients with BRCA1 germline mutations (n= 10) were compared to an age-matched sample of other patients (n= 50) from the same cohort. The following characteristics were considered: axillary nodal status and tumour size, histologic parameters (tumour type, histologic grade, mitotic rate, tubule formation, nuclear grade, CIS and lymphangio invasion) and expression of several proteins (oestrogen and progesterone receptors, cyclin D1, p53, HER2/neu, E-cadherin). In BRCA1associated tumours receptors for oestrogen and progesterone were expressed less frequently (respectively P= 0.001 and P= 0.002) than in controls, which is in line with findings from other studies. Other differences were also in accordance with findings from other studies, although not statistically significant. We conclude that the features of BRCA1 associated tumours detected in a hospital-based series of breast cancer patients not selected for family history of age at diagnosis are similar to tumours in cases selected for family history or age at diagnosis. © 2001 Cancer Research Campaign  http://www.bjcancer.co