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The MINT Sprint: Exploring a Fast Administration Procedure with an Expanded Multilingual Naming Test

Published online by Cambridge University Press:  31 August 2021

Dalia L. Garcia Open the ORCID record for Dalia L. Garcia [Opens in a new window]  and
Tamar H. Gollan
Dalia L. Garcia*
Affiliation:
Joint Doctoral Program in Language and Communicative Disorders, San Diego State University/University of California, San Diego, CA, USA
Tamar H. Gollan*
Affiliation:
Department of Psychiatry, University of California, San Diego, CA, USA
*
*Correspondence and reprint requests to: Department of Cognitive Science, UC San Diego, 9500 Gilman Drive, Mail Code 0515, La Jolla, CA 92093-0515, USA. E-mails: [email protected]; [email protected]
*Correspondence and reprint requests to: Department of Cognitive Science, UC San Diego, 9500 Gilman Drive, Mail Code 0515, La Jolla, CA 92093-0515, USA. E-mails: [email protected]; [email protected]
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Abstract

Objectives:

The present study examined if time-pressured administration of an expanded Multilingual Naming Test (MINT) would improve or compromise assessment of bilingual language proficiency and language dominance.

Methods:

Eighty Spanish–English bilinguals viewed a grid with 80 MINT-Sprint pictures and were asked to name as many pictures as possible in 3 min in each language in counterbalanced order. An Oral Proficiency Interview rated by four native Spanish–English bilinguals provided independent assessment of proficiency level. Bilinguals also self-rated their proficiency, completed two subtests of the Woodcock-Muñoz, and a speeded translation recognition test. We compared scores after 2 min, a first-pass through all the pictures, and a second-pass in which bilinguals were prompted to try to name skipped items.

Results:

The MINT Sprint and a subset score including original MINT items were highly correlated with Oral Proficiency Interview scores for predicting the degree of language dominance – matching or outperforming all other measures. Self-ratings provided weaker measures (especially of degree of balance – i.e., bilingual index scores) and did not explain any unique variance in measuring the degree of language dominance when considered together with second-pass naming scores. The 2-min scoring procedure did not improve and appeared not to hamper assessment of absolute proficiency level but prompting to try to name skipped items improved assessment of language dominance and naming scores, especially in the nondominant language.

Conclusions:

Time-pressured rapid naming saves time without significantly compromising assessment of proficiency level. However, breadth of vocabulary knowledge may be as important as retrieval speed for maximizing the accuracy in proficiency assessment.

Keywords

BilingualismLanguage dominanceSelf-ratingsSpeeded namingOral Proficiency Interview (OPI)
Type
Research Article
Information
Journal of the International Neuropsychological Society , Volume 28 , Issue 8 , September 2022 , pp. 845 - 861
Copyright
Copyright © INS. Published by Cambridge University Press, 2021

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