Abstract

This study was designed to examine the effect of limited English proficiency (LEP) on the Hopkins Verbal Learning Test-Revised (HVLT-R). The HVLT-R was administered to 28 undergraduate student volunteers. Half were native speakers of English (NSE), half had LEP. The LEP sample performed significantly below NSE on individual acquisition trials and delayed free recall (large effects). In addition, participants with LEP scored 1.5–2 SDs below the normative mean. There was no difference in performance during recognition testing. LEP status was associated with a clinically significant deficit on the HVLT-R in a sample of cognitively healthy university students. Results suggest that low scores on auditory verbal learning tests in individuals with LEP should not be automatically interpreted as evidence of memory impairment or learning disability. LEP should be considered as grounds for academic accommodations. The generalizability of the findings is constrained by the small sample size.

摘要

本研究旨在检验英语水平有限 (LEP) 对霍普金斯语言学习测试修订版 (HVLT-R) 的影响。HVLT-R 对 28 名本科生志愿者进行了管理。一半的母语是英语 (NSE)，一半是 LEP。LEP 样本在个体习得试验和延迟自由回忆（大效应）上的表现明显低于 NSE。此外，LEP 参与者的得分为 1.5–2 SD低于标准均值。在识别测试期间，性能没有差异。在认知健康的大学生样本中，LEP 状态与 HVLT-R 的临床显着缺陷相关。结果表明，LEP 患者在听觉语言学习测试中的低分不应自动解释为记忆障碍或学习障碍的证据。LEP 应被视为学术住宿的理由。调查结果的普遍性受到小样本量的限制。