School of Communication Sciences and Disorders, McGill University, 2001 Av. McGill College 8th floor, Montréal, QC H3A 1G1, Canada; Centre de Recherche Interdisciplinaire de Recherche en Réadaptation du Montréal Métropolitain (CRIR), Centre de Réadaptation en Déficience Physique Raymond-Dewar of the IURDPM, 2222, Avenue Laurier Est, Montréal, QC H2H 1C4, Canada.
School of Communication Sciences and Disorders, McGill University, 2001 Av. McGill College 8th floor, Montréal, QC H3A 1G1, Canada; Centre de Recherche Interdisciplinaire de Recherche en Réadaptation du Montréal Métropolitain (CRIR), Centre de Réadaptation en Déficience Physique Raymond-Dewar of the IURDPM, 2222, Avenue Laurier Est, Montréal, QC H2H 1C4, Canada.
J Commun Disord. 2024 Sep-Oct;111:106450. doi: 10.1016/j.jcomdis.2024.106450. Epub 2024 Jul 7.
The full assessment of bilingual children often involves at least one language for which formal vocabulary tests are lacking and which the examiner does not speak. We examined, in a sample of children with typical development (TD), whether a semantic verbal fluency task, typically used in research as a measure of executive function, could be used in the place of a formal vocabulary test to estimate vocabulary knowledge when formal tests are not available.
113 TD monolingual French speakers and TD bilinguals and with varying degrees of exposure to French, age 6 to 17 years, completed tests of vocabulary knowledge and semantic verbal fluency. A subset of 64 participants spoke French and English and were tested in both languages. Verbal fluency measures calculated using a traditional method which uses specific rules for superordinate categories and for animals of different sex and age and a simplified scoring method which simply counts all words produced, included the total number of words produced in each language, Total Vocabulary and Conceptual Vocabulary measures combining both languages, as well as analyses of lexical composition and word frequency within the study sample.
Linear regressions revealed that the number of words produced predicted vocabulary size in a language-specific way, with slightly stronger predictions made by the simplified scoring method. As expected, bilinguals produced more words and more unique words in their language of greater exposure, while different exposure groups were equivalent in measures combining both languages, including their Total vocabulary and Conceptual vocabulary. Producing unusual words (infrequently produced in the study sample) indicated higher vocabulary scores.
This study supports the use of the verbal fluency task as a quick and simple tool to obtain a rough estimate of vocabulary size in TD monolinguals and bilinguals. This tool shows promise as well in clinical work with other populations, subject to further verification.
对双语儿童的全面评估通常至少涉及一种语言，而这种语言缺乏正式的词汇测试，并且测试员也不会说。我们在一组具有典型发育（TD）的儿童中进行了检查，在无法获得正式测试的情况下，是否可以使用通常用于研究的语义言语流畅性任务（作为执行功能的衡量标准）来代替正式词汇测试来估计词汇知识。
113 名具有典型发育的单语法语母语者和双语者以及具有不同程度法语接触的儿童，年龄在 6 至 17 岁之间，完成了词汇知识和语义言语流畅性测试。其中 64 名参与者的子集说法语和英语，并在两种语言中进行了测试。使用传统方法计算言语流畅性指标，该方法使用超类别的特定规则和不同性别和年龄的动物，以及一种简单的计分方法，简单地计算所产生的所有单词，包括每种语言中产生的总单词数，总词汇量和概念词汇量指标，结合了两种语言，以及在研究样本中进行词汇组成和单词频率的分析。
线性回归显示，产生的单词数以特定于语言的方式预测词汇量，简化的计分方法可做出更准确的预测。正如预期的那样，双语者在他们接触更多的语言中产生更多的单词和更多的独特单词，而不同的接触组在结合两种语言的指标上是等效的，包括他们的总词汇量和概念词汇量。产生不常见的单词（在研究样本中很少出现）表示词汇量得分较高。
这项研究支持将言语流畅性任务用作快速简便的工具，以获得 TD 单语者和双语者词汇量的大致估计。该工具在其他人群的临床工作中也有一定的应用前景，有待进一步验证。
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