Causes of academic and behavioral difficulties among Japanese-Brazilian students: cognitive, linguistic and parental education factors

Multilingual Education

Table 3 Cognitive and language proficiency and environment of participants of Typical Group (N = 68)

Variable	M	Range	SD
Age (years)	9.43	6.2–11.9	1.65
Cognitive capacity^a
Spatial Span	5.46	3–9	1.45
Stockings of Cambridge	6.49	3–10	1.90
Intra/Extra Dimensional Set Shifting	8.10	7–9	0.93
Pattern Recognition Memory	86.95	50–100	9.49
Digit Span
Japanese	11.52	4–22	3.39
Portuguese	9.88	3–15	2.65
Language proficiency
Japanese
PVT-R score	32.13	0–77	9.79
PVT-R age	6.60	3–12.3	2.63
J. COSS	67.78	29–79	12.8
Portuguese
TVf-usp	91.54	28–131	22.9
Test of Grammatical Comprehension of Portuguese Sentences^b	17.21	2–20	3.70
Number of years of parental education (years)
Mother	11.23	8–15	2.08
Father	9.84	8–15	1.78

^aCognitive capacity was examined using CANTAB tasks. Digit span was examined using the Japanese and Portuguese versions of the WISC-III.
^bThis test was created in Japan and was not used in Brazil.
CANTAB: Cambridge Neuropsychological Test Automated Battery;
PVT-R: Picture Vocabulary Test-Revised;
J.COSS: Japanese Test for Comprehension of Syntax and Semantics;
TVf-usp: Teste de Vocabulario auditivo por Figuras USP;
WISC-III: Wechsler Intelligence Scale for Students-Third Edition. SD: standard deviation