This study explored statistical equivalence of the adapted Xhosa and English version of the Woodcock-Muñoz Language Survey (WMLS) by investigating group differences on each subscale, in terms of mean scores, index reliability, and item characteristics for two language groups. A Convenience quota sampling technique was used to select 188 Xhosa (n = 188) and 198 English (n = 198) learners from Grades 6 and 7 living in rural and urban Eastern Cape. The WMLS Xhosa and English versions were administered to learners in their first languages. Significant mean group differences were found, but differences were not found on the reliability indices, or mean item characteristics. This pointed in the direction of statistical equivalence. However, scrutiny of the item characteristics of the individual items per subscale indicated possible problems at an item level that need to be investigated further with differential functioning analyses. Thus, stringent DIF analyses were suggested for future research on DIF items before the versions of the WMLS can be considered as equivalent.

The effects of point loss for symmetrical probe performances on other performances of an observed equivalence class, on the emergence of equivalence performances, and on performances in other contexts were examined. After training six conditional discriminations in three contexts, probes (symmetry, transitivity, symmetrical transitivity) were introduced in contexts 1 and 2. In context 3, only trained conditional discrimination trials were delivered. After demonstrations of equivalence in contexts 1 and 2, point loss was placed on symmetrical performances in one of these contexts; probe trials and point loss for symmetrical performances were simultaneously introduced in context 3. Point loss for symmetrical performances may disrupt other probe performances of an observed equivalence class in that same context; does not necessarily disrupt the emergence of equivalence performances; and may disrupt probe performances in other contexts.

The experiment was an attempt to gain a more precise understanding of the temporal relation between the development of analytic units and equivalence relations. Two prompting procedures were used during training to pinpoint when eight subjects learned the conditional discriminations. Near simultaneous presentation of probe and training trials allowed for examination of the temporal relation between conditional discrimination acquisition and derived performances on stimulus equivalence probes. The data show that, for seven of eight subjects, a decreased reliance on prompts was coincident with the development of equivalence-consistent choices on either all or some probe trials, which suggests that the development of analytic units is sufficient to give rise to equivalence relations among stimuli.

Thesis (M.A. (Translation Studies and Linguistics)) -- University of Limpopo, 2008 / Refer to document