The increased diversity of the student population in the United States has resulted in increased concerns related to the assessment of cognitive abilities for students from culturally and linguistically diverse backgrounds. To date, little empirical exists to support recommendations in test selection and interpretation, such as those presented in the Culture-Language Interpretative Matrix (C-LIM). In this study, the researcher aimed to provide empirical evidence for the classifications from the C-LIM for the Woodcock-Johnson Test of Cognitive Abilities, Third Edition (WJ-III). The researcher used the WJ-III normative update sample to determine the extent to which the two dimensions of the C-LIM (e.g. Cultural Loading and Linguistic Demand) influence performance on the 20 tests included in the battery. A secondary set of analyses examined the individual contributions of expressive and receptive language on test performance. Results provide partial support for the dimensions of the C-LIM (e.g. Cultural Loading and Linguistic Demand). However, it appears that a re-categorization of the individual tests within the matrix is necessary. The influence of both culture and language and the practical application of the results are discussed.
University of Minnesota Ph.D. dissertation. June 2012. Major: Educational Psychology. Advisor: Dr. James Ysseldyke. 1 computer file (PDF); vi, 105 pages, appendices A-D.
Cormier, Damien Clement.
The influences of linguistic demand and cultural loading on Cognitive Test Scores.
Retrieved from the University of Minnesota Digital Conservancy,
Content distributed via the University of Minnesota's Digital Conservancy may be subject to additional license and use restrictions applied by the depositor.