Browsing by Author "Borjas, Maria"
Now showing 1 - 2 of 2
- Results Per Page
- Sort Options
Item An Evaluation of the Number of Response Options for Scales in Psychology(2020-04) Borjas, MariaSelf-report scales are used widely in the field of psychology. These scales tend to widely differ on scale format for many reasons including consistency, time issues, and convenience. Previous studies have found that scale format has an effect on response variance, and reliability, among other psychometric properties. However, these findings have been mixed. The purpose of this study is to assess the effects of number of response options on response patterns and internal consistency. We used a 5- and 7-point scale of the Rosenberg Self-Esteem measure. Undergraduate college students were administered this scale with either 5 or 7 response options. We found that frequency and response patterns did not differ between the 2 scales, but differences in response patterns per item were present. There were also mean differences between scales, although these effects were small. The number of response options did not affect reliability. Using descriptive statistics and t-tests, differences were not detected between responses to items presented with the 5- and 7-point response scales. Further research assessing more than one measure and comparing even, and odd numbered scales is needed to better understand the effects of number of response options on response patterns.Item Examining the Relationship Between Language Proficiency and Executive Function in Monolingual and Bilingual Children(2018-10-18) Borjas, MariaThe mechanism behind the executive functioning advantage in bilinguals has not been well examined. Previous studies have proposed bilingual’s ability to inhibit and switch between languages as the driver behind this advantage. In the current study, we sought to identify the relationship between language proficiency, the proposed driver, and executive functioning, and differences therein, between bilinguals and monolinguals. 40 Spanish-English bilingual and 38 English monolingual preschool children were administered tests assessing language proficiency and executive functioning twice, with points of data collection being one year apart. Results showed that (controlling for executive functioning at Time 1 and age) language proficiency at Time 1 predicted performance on executive functioning tasks at Time 2 for monolinguals, but the reverse was not identified. No significant relationship was identified for bilinguals, contradicting the theoretical explanation for the bilingual advantage. Importantly, the difference in the relationship between executive functioning and language proficiency found between bilingual and monolingual children casts doubt on the suggestion that the advantage in executive functioning of bilinguals is due to linguistic aspects, and emphasizes the need for more research on the developmental differences between monolinguals and bilinguals. This project was completed with contributions from Vanessa Diaz from the Psychology Department, Virginia Tech.