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Clinical Manifestations.

Gabrielle Hromas1, Stephanie Santiago-Mejias2, Chen-Pin Wang1

  • 1Glenn Biggs Institute for Alzheimer's & Neurodegenerative Diseases, University of Texas Health Science Center, San Antonio, TX, USA.

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|December 25, 2025
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Summary
This summary is machine-generated.

Determining language dominance in bilingual patients is crucial for accurate neuropsychological testing. Two methods showed similar results, though a majority were classified as English-dominant, possibly due to demographics.

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Area of Science:

  • Neuropsychology
  • Psycholinguistics
  • Clinical Assessment

Background:

  • Assessing language dominance in bilingual patients presents challenges for neuropsychological testing and interpretation.
  • This study focused on bilingual English/Spanish Hispanic/Latine patients in South Texas.

Purpose of the Study:

  • To compare two methods for identifying language dominance in bilingual patients undergoing neuropsychological assessment.
  • To evaluate the consistency between subjective language proficiency ratings and objective performance measures.

Main Methods:

  • Participants completed the CLS: Linguistic History Form for self-rated proficiency.
  • Objective language dominance was assessed using verbal fluency tasks (English F/L, Spanish P/M) to create a language dominance index (LDI).
  • Data from 66 bilingual participants were analyzed.

Main Results:

  • Both the CLS and LDI methods yielded similar classifications of language dominance.
  • CLS classified 13.6% as bilingual and 7.6% as Spanish-dominant.
  • LDI classified 6.1% as bilingual and 13.6% as Spanish-dominant; a high percentage (over 78%) were English-dominant by both measures.

Conclusions:

  • Subtle, non-statistically significant differences were observed between subjective and objective language dominance measures.
  • The high proportion of English-dominant classifications may be influenced by demographic factors such as recruitment site and education.
  • Further research with larger, multi-site samples is needed to explore demographic influences and cognitive outcomes.