Symbol vs. Digit Substitution Task Performance In Diverse Cultural and Linguistic Groups

Abstract

In spite of limited empirical data to guide their use, nonverbal neuropsychological measures are frequently utilized in the assessment of non-native English speakers in an effort to minimize cultural and linguistic factors that may influence performance. In this study, three groups of participants from different cultural and linguistic backgrounds were compared on two brief, nonverbal substitution tasks sensitive to cerebral dysfunction: WAIS-R Digit Symbol and the Symbol Digit Modalities Test. Within each group, participants exhibited a similar pattern of performance, earning higher scores on Digit Symbol. However, when dominant Spanish speakers were further subdivided into higher and lower education groups, less educated Spanish speakers achieved lower scores compared to all other groups on both tasks, and failed to show the performance advantage for Digit Symbol. In spite of differences in the respective countries of educational experience, the more highly educated dominant Spanish speakers performed as well as monolingual nonHispanic and Hispanic bilingual participants on both tasks. Years of formal education appears to be the most relevant variable in explaining performance differences across cultural and linguistic groups on these tasks.

ACKNOWLEDGMENT

The authors gratefully acknowledge the assistance of Gary Zerbe, Ph.D., Department of Preventive Medicine and Biometrics, University of Colorado School of Medicine.

Notes

The three groups differed in mean education (ANOVA p < .0001).

^a Dominant Spanish lower education group worse on DS in all group comparisons (p < .01).

^b Dominant Spanish lower education group worse on SDMT in all group comparisons (p < .05).

^c ns = non significant.

^d Effect sizes for within-group paired comparisons of task performance.