Degree of Bilingualism, Age, Income and Teacher Ratings of Giftedness as Potential Predictors of Dichotic Listening Performance

Author

Francisco J. Sierra, The University of Texas Rio Grande Valley

Date of Award

12-2019

Document Type

Thesis

Degree Name

Master of Arts (MA)

Department

Experimental Psychology

First Advisor

Dr. Yu-Cheng Lin

Second Advisor

Dr. Amy A. Weimer

Third Advisor

Dr. Philip Gasquoine

Abstract

Bilinguals and gifted individuals have consistently shown distinctive patterns of performance on measures of brain laterality and auditory processing. The purpose of this study is to examine the relationship between bilingualism, teacher ratings of giftedness, and auditory divided attention by comparing children and adults with income partialed out. Child participants from first to fifth grade were included in addition to an adult comparison group. Assessment of bilingualism, auditory divided attention, and giftedness occurred via the Woodcock-Munoz Language Survey-III (WMLS-III), the Dichotic Test of Attention (DITA), and the Hispanic Bilingual Gifted Screening Instrument (HBGSI). The main hypothesis of this study is that both giftedness and bilingualism will lead to an increase in performance on the DITA after controlling for income. After controlling for age and income, bilingualism did not predict DITA performance in children, but it predicted DITA performance in adults.

Comments

Copyright 2019 Francisco J. Sierra. All Rights Reserved.

https://go.openathens.net/redirector/utrgv.edu?url=https://www.proquest.com/dissertations-theses/degree-bilingualism-age-income-teacher-ratings/docview/2362151826/se-2?accountid=7119

Recommended Citation

Sierra, Francisco J., "Degree of Bilingualism, Age, Income and Teacher Ratings of Giftedness as Potential Predictors of Dichotic Listening Performance" (2019). Theses and Dissertations. 600.
https://scholarworks.utrgv.edu/etd/600