No abstract

Aims: This paper seeks to determine the degree to which bilinguals and monolinguals use the semantic information available to them to activate semantically related lexical associates and facilitate processing. Design: We conduct a visual word masked priming task with 300 pairs of words that differed in forward strength of association in English-dominant early-acquiring and late bilinguals and monolinguals. We measured the reaction time for participants who completed a semantic judgment. Data and Analysis: Reaction times from 34 college-aged bilinguals and 28 monolinguals were analyzed with a series of analyses of variance (ANOVAs). The coefficient of variation (CV), a measure of efficiency, was calculated and used to compare speaker groups. Conclusions: Results indicated bilinguals were generally slower than monolinguals and did not display a benefit of additional semantic context on reaction time speed. The increase of semantic information in highly associated word pairs compared to unassociated word pairs did not increase reaction time in bilinguals to the same degree as it did in monolinguals. Comparing CV values indicate that the speaker groups were processing semantic information with approximately equal efficiency, although both groups were processing at different speeds. Originality: This study expands on previous research exploring the effect of semantic relations across three word strengths conditions and using visual pairs in a masked priming paradigm using predominantly English-dominant bilinguals. Significance: The findings indicate that even early-acquiring bilinguals may not be using meaning-related information to activate semantic associates in the same way as monolinguals. Such differences with word-level processing and activation may contribute to bilinguals’ differences and delays in sentence processing tasks.

Purpose: This study aimed to determine if eligibility for special education and related services (SERS) in New Jersey (NJ) is biased based on a child's racial/cultural background or socioeconomic status (SES). Method: A Qualtrics survey was administered to NJ child study team personnel including speech-language pathologists, school psychologists, learning disabilities teacher-consultants, and school social workers. Participants were presented with four hypothetical case studies, which differed only in racial/cultural background or SES. Participants were asked to make SERS eligibility recommendations about each case study. Results: An aligned rank transform analysis of variance test found a significant effect of race on SERS eligibility decisions, F (2, 272) = 2.391, p = .093. Wilcoxon signed-ranks tests further yielded that Black children had significantly higher levels of SERS ineligibility at the high-SES ( z = −2.648, p = .008) and mid-SES ( z = −2.660, p = .008) levels compared to White children. When comparing SES levels within race using Wilcoxon signed-ranks tests, White low-SES children had significantly higher levels of ineligibility for SERS compared to White high-SES children ( z = −2.008, p = .045). These results suggest that Black children from high/mid SES are treated comparably to White children from low SES; these groups are more likely to be found ineligible for SERS compared to peers. Conclusions: Both race and SES play a role in SERS eligibility decisions in NJ. Students who are Black and/or from low-SES households are at risk for facing significant biases in schools that influence their educational placements. Supplemental Material: https://doi.org/10.23641/asha.22185820