ArticleJournal of Intelligence2022
Linguistic Influences on Cognitive Test Performance: Examinee Characteristics Are More Important than Test Characteristics.
Article in Journal of Intelligence, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
6 citing papers in PubMed.
- Noise during cognitive tests and older adults' cognitive performance: evidence from India.Innovation in aging · 2026Article
- The ADVANCE toolkit: Automated descriptive video annotation in naturalistic child environments.Behavior research methods · 2025Article
- Prenatal exposure to psychotropics and analgesics on cognitive, linguistic and educational outcomes - a scoping review with focus on validity and reliability of outcome measures.BMC pregnancy and childbirth · 2025Article
- Moderate alcohol consumption does not protect cognitive function when controlling for income and cultural factors.Frontiers in aging neuroscience · 2025Article
- Transdiagnostic considerations are critical to understanding childhood neurodevelopmental disorders.Frontiers in human neuroscience · 2024Article
- The Bilingual Is Not Two Monolinguals of Same Age: Normative Testing Implications for Multilinguals.Journal of Intelligence · 2023Review
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Consideration of the influence of English language skills during testing is an understandable requirement for fair and valid cognitive test interpretation. Several professional standards and expert recommendations exist to guide psychologists as they attempt to engage in best practices when assessing English learners (ELs). Nonetheless, relatively few evidence-based recommendations for practice have been specified for psychologists. To address this issue, we used a mixed-effects modeling approach to examine the influences of test characteristics (i.e., test directions) and examinee characteristics (i.e., expressive and receptive language abilities) on cognitive test performance. Our results suggest that language abilities appear to have a significant influence on cognitive test performance, whereas test characteristics do not influence performance, after accounting for language abilities. Implications for practice include the assessment of expressive and receptive language abilities of EL students prior to administering, scoring, and interpreting cognitive test scores.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.