BX stands for Behaviors Science, medicine, engineering, etc. Likewise, what does BX mean in a text message? The word bx is used in Texting meaning box. Bx : Abbreviation for biopsy, the removal of a sample of tissue for examination or other study. Biopsies are most frequently studied by use of a microscope to check for possible abnormalities such as inflammation or cancer. Pivotal behavior. What does BX mean in mental health?
BX: Medical abbreviation for biopsy. See: bx. What is Nvi in ABA? School Readiness. Songs; fine motor. As many young children nowadays own a smart phone they may also be prone to this effect. On the other hand, children who are proficient in textese, might have similar advantages as bilingual children have, as they might be considered a special type of bilinguals—in a different modality—having to switch between formal written language and textese. This is so because various studies have shown superior performance on executive function tasks by bilingual children over monolingual children see [ 10 ].
Thus, the second aim of this study is to determine whether proficient texters have better-developed executive functions than non-proficient texters, similar to proficient bilingual children.
Identified textism categories range from 4 [ 1 ] to 11 [ 11 ]. In public opinion, use of textese by children and young adults has been linked to poor reading and writing skills and even language deterioration, as illustrated by a corpus study by Thurlow [ 4 ], who investigated opinions on texting and textese in newspapers. Some studies have indeed found negative associations between frequency of use of textese and measures of spelling [ 2 ] and other tasks measuring abilities related to literacy such as verbal and nonverbal reasoning [ 12 ].
Specifically grammatical development is interesting in this respect because, as mentioned by Kemp and colleagues [ 2 ], grammar rules of conventional written language are often transgressed in textese. As a result, this lack of grammatical conventions might leak into registers other than textese. These studies have focused on the use of grammar in written language and have shown mixed results. However, these findings are hard to interpret, as the authors did not calculate the textism ratio—which is a relative measure that takes text length into account—but used raw scores.
In addition, textisms at the word level spelling , rather than at the sentence level, were responsible for this effect. Kemp et al. These observations have to do with missing and unconventional punctuation, missing capitalisation, word and grammatical errors missing words, lack of verbal agreement, verb and preposition merged; and grammatical homonyms.
No textisms at the word level were included in this measure. Wood et al. In a longitudinal follow-up study, Wood et al. For the primary school children, grammatical violations in their text messages did not predict development of their grammatical skills over the year. In sum, previous studies do not convincingly indicate that use of textese by children negatively affects their conventional writing and spelling abilities.
If any association does exist between textism use and literacy, it appears to be positive. Researchers suggest different reasons for this positive association. One of the reasons is that writing text messages is fun and encourages children to play with language without having to worry about spelling conventions.
Finally, use of textese could have a more general effect. Previous studies have shown that children know that textisms are not appropriate in, for example, school work.
Hence, they are aware of the different registers they can employ. Two out of the four studies investigating this question found a negative association, whereas two other studies did not obtain any significant correlations. Two of the four studies also included a receptive vocabulary task which we will turn to in the discussion section.
Written language is considered more formal than spoken language—at least at school and in test situations—which may make children more aware of the necessity to apply conventional orthographic grammar rules.
In addition, written language, rather than spoken language, allows children time to reread their message, think about its structure consciously and correct it if necessary.
Given that textese has properties of both written as well as spoken language e. Furthermore, from a linguistic perspective, grammar should be teased apart from orthographic rules, as the latter is not assumed to be part of the core grammatical competence, i. Research on media multitasking has suggested that frequent switching between different media types—such as typing messages on a phone and watching television simultaneously—and frequent switching between media and non-media activities may negatively impact executive functions, either in daily-life or measured by specific tasks [ 23 ] see [ 9 ] for an overview.
However, these studies have investigated switching between various types of media and have not focused specifically on mobile phone usage but see [ 24 ]. The latter is used in more formal situations, such as at school and the former is associated with informal interaction between peers. In some ways, children using these two registers are faced with the same task as bilingual children, who speak two languages. As a result these children, similarly to their bilingual peers, may develop advantages in executive functioning, as will be explained below.
Previous studies with various language populations have found a bilingual advantage on tasks measuring components of executive control see [ 10 ] for a meta-analysis of studies on cognitive correlates of bilingualism.
According to this theory, both languages of bilinguals are simultaneously active see [ 25 , 26 ] for empirical evidence , which results in competition that makes it necessary to suppress the non-target language when using the other. According to this account, simultaneous activation of languages leads to a conflict, which needs to be resolved by deploying attention-resources.
This in turn leads to a better conflict monitoring system in bilinguals see [ 27 — 29 ] for a review. As mentioned above, children who are proficient and frequent users of textese may share characteristics with the bilingual populations studied previously with regard to executive functioning advantages—regardless of modality. First of all, children using textese have at least two registers available: textese and a more formal register of conventional writing suitable for school.
Secondly, children have to decide when which register is appropriate, in other words, they have to switch between registers. Thirdly, self-reports suggest that both registers are in competition. For instance, participants in a study by Drouin and Davis [ 30 ] indicated that textese was hindering their ability to remember standard English spelling. Hence, similarly to bilinguals, proficient texters may have two simultaneously active registers while typing or writing.
In order to solve the conflict between the two registers the conflict monitoring system is involved to either suppress the non-target register or select the target variety. This in turn, might improve general cognitive control resulting in better task performance for various executive functions. To our knowledge, it has not been investigated whether the frequent use of two written registers, instead of two languages, may lead to enhancement of executive control.
It has been attested, though, that other skills apart from bilingualism show a positive connection with cognitive abilities, such as playing video games see [ 31 ] for a review and playing music e. Therefore, a second aim of the present study is to investigate whether proficient texters have a cognitive advantage over non-proficient texters.
The reason is two-fold. This encompasses all modifications at the word level e. Second, the use of textese may have a specific impact on grammar. It is known that other more or less informal written registers allow the omission of words, but do so within the boundaries of the grammar and syntactic rules of the target language. For instance, subjects are usually not left out in English. In headlines, tense marking is omitted and articles are left out [ 37 — 39 ], but the word order rules are still obeyed, and the same holds for sentences used in informal spoken language known as root infinitives [ 40 ], such as in so-called Mad Magazin sentences 2.
In order to decide which element can be or is omitted in each of these registers, the language speaker or writer makes active use of her or his grammar, which may lead to implicit training of the grammar. Exposure to textese implies exposure to incomplete written sentences. This in turn makes omissions in other areas of language more acceptable, even if they are not. According to this perspective, children are unable to fully separate different registers.
Previous studies with bilingual children have shown that the more proficient a child is in both languages the better some of her or his executive functions e. We hypothesize that proficient texters share properties with bilingual children.
As bilingual children are shown to have better developed executive functions than same-aged monolinguals, we expect proficient texters—as measured by the amount of textisms they use and the words they omit in their text messages—to perform better on tasks measuring executive functions than less-skilled texters.
Parents of each participating child provided written informed consent. Participants were recruited from grade 5 and 6 in six primary schools located in the Netherlands. Seven children included in the sample had a diagnosis of developmental dyslexia.
Additionally, information on parental level of education was gathered. This is the most commonly used measure of socio-economic status SES in child research [ 45 ]. Parental level of education was calculated as the mean level of education of both parents on a scale from 1 no education to 9 university education. Participants were individually tested in a quiet room within their own primary school.
Testing consisted of one test session that lasted approximately 90 minutes. If a session continued until after school hours, a second session was planned. This was the case for 18 children. Afterwards, children were rewarded for participation with a small present. All computer-administered tasks were programmed and ran using E-Prime 2.
The first task was to reply to a text message. Children were handed a smartphone Samsung Galaxy Trend Light containing a text message that included several Dutch textisms. Children were asked to reply to this text message as if they had received it from a friend. The text message in Dutch, Dutch transcription and English translation of the transcription are in Table 2.
In the second task, text messages were elicited through the use of everyday life scenarios e. In the present study, scenarios were displayed on a computer, including a picture and an auditorily presented story S1 Appendix. Children were instructed to write a text message in response, again as if they were texting a friend.
The task included separate versions for girls and boys. This was done because the stories contained Dutch pronouns, which are marked for gender. Scenarios were constructed in such a way that children were implicitly instructed to respond with two or three utterances. Stories were controlled for syllable length and the number of words that could be expressed as textisms e. Sample scenarios are presented in S1 Appendix. A total of 10 scenarios were constructed, of which 2 were practice items and 8 were test items.
In the practice phase, children were guided if necessary to respond to all elements in the scenarios. Such an element could be a sentence that elicits a question or explanation. In addition to the experimental tasks, we collected text messages from children produced in a more naturalistic setting.
First, children with parental consent were asked to copy three text messages they had sent from their telephone. Additionally, these children were included in a Whatsapp chat group with their classmates that was monitored by the researchers.
Texting variables were analyzed in the elicited text messages i. This analysis included the calculation of the total number of words and the number of utterances per text message. Subsequently, the number of textisms, omitted words, typos and spelling errors were computed. These were then converted into ratio measures to control for differences in length of the text messages. Relevant for further analyses are textism ratio and omission ratio, which represent use of textese.
Information regarding texting-related behaviors was collected with a questionnaire. This questionnaire was administered at the beginning of the test session and included the following questions: a whether the child owned her or his own phone, b how long they had owned the phone, c the type of telephone used, d whether they used predictive texting, e the medium used for texting, f the frequency of texting, and g textism use.
Time owning a phone ToP and importance phone IP are based on scale scores. The lowest scale 1 of time owning phone is less than 6 months and the highest scale is longer than 2 years 4. The scale for importance phone ranges from unimportant 1 to very important 5. The present study included two standardized Dutch language measures. In this task, the child has to choose which one of four pictures corresponds to the word said by the experimenter.
The children also completed a sentence repetition task subtest of the CELFNL; [ 50 ] , in which they had to repeat sentences of increasing complexity.
Children could make a wide variety of errors in this task, including omission and substitution of words or they could even change the complete syntactic structure. Potter and Lombardi [ 53 ] have suggested that participants reconstruct the sentences from lexical, conceptual and syntactic knowledge in long-term memory.
It turned out that manipulation of the grammatical well-formedness of sentences in particular, i. For the purpose of this research, we selected tasks that have been used in previous research with bilingual children and that showed bilingual advantage. These comprise attention and inhibition tasks in which children have to ignore distracting and interfering information [ 28 , 57 , 58 ], verbal working memory tasks [ 42 , 59 ] and visuospatial working memory tasks [ 60 ].
Selective attention i. Children were presented with an A3 paper with 64 space ship pairs. They were instructed to circle identical space ship pairs target as quickly as possible while ignoring non-identical pairs of space ships distractor. Participants also completed a motor-control version of the task in which only the identical space ship pairs were presented.
The scores on the Sky Search task were computed by dividing the time necessary for a child to complete the test phase and the motor control phase by the number of correctly identified pairs of spaceships for each phase separately. Subsequently, the outcome for the motor control phase was subtracted from the score for the test phase. Thus, motor speed was controlled for in the calculation of the selective attention score.
The experimenter sat opposite the participant with a fixed arrangement of blocks between them. The experimenter would then point to these blocks in sequences consisting of 2 to 9 items.
Children were asked to repeat the sequence in a backward condition. Each level consisted of two sequences and children had to answer at least one item correctly in order to move on to the next level. The score reported is the total number of sequences the child could correctly repeat a maximum of Verbal working memory was tested using a computerized version of the backward digit span based on the Automated Working Memory Assessment AWMA; [ 62 ].
In this test, children would see Bugs Bunny on the computer screen and hear sequences of 1—8 digits. Children were instructed to repeat the sequence backwards. Children had to correctly repeat 4 trials out of a maximum of 6 to proceed to the next level. The scores reported in the present study were calculated following the AWMA conventions: for each block that children completed, they were awarded at least 4 points.
When a child had a score of 4 out of 4, 6 points were assigned. When children scored of 4 out of 5, they were awarded 5 points. When children failed to correctly backwardly repeat 4 items within a block, they did not receive any points in that block.
The total score was the sum of the scores per block. For both memory tasks visuo-spatial and verbal a forward condition was completed as well. Previous research has indicated that visuospatial short-term memory tasks draw on executive control, and do so more than verbal short-term memory tasks [ 42 , 63 ]. Verbal short-term memory was used as a control variable in the analyses when relevant, but was not included in the verbal working memory score.
Interference inhibition was measured with a Flanker task, administered on a computer modified from Rueda et al. The test consisted of trials containing five fish in a horizontal row presented on the computer screen. Children were instructed to indicate the direction of the middle fish by pressing on the left or right response buttons on each side of the keyboard. The task consisted of 2 blocks of 20 test trials, preceded by 8 practice trials.
This happens when someone is trying to type two spaces for a period but starts moving their thumb towards "send" too quickly and they type a B instead of the second space. I do it all the time. Anonymous 3. It means the person tried to press spacebar twice and then hit send Anonymous 4.
It could mean babe or it could be the start of the name or nickname or it could mean simply be. Anonymous 0. It means you received a multi-page text and that was page four of four. Anonymous Was this comment helpful? Someone said: the question is about what b means at the end of a text, like a signature. Someone said: whats with the idiot who wrote a space..? Someone said: you dont have a palace? Someone said: mhmm GTFO, stop assuming shizz. Someone said: This is not the answer I was looking for.
Anonymous "It means forever and always It means forever and always. Add Your Answer What does dx stand for in a text message?
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