Wh-questions: responses by aphasic patients

The syntactic relationship between wh-questions and their answers was investigated in the speech of aphasic subjects. The subjects were twenty-two aphasic patients whose mean age was 39.7 years and whose mean severity rating on the Boston Diagnostic Aphasia Examination was 2.63. The data revealed significant differences in the frequency of correct response among types of wh-questions and a limited set of response strategies for incorrect answers. The results are discussed in terms of language theory with implications for language assessment and remediation.     

Use it or lose it? Wii brain exercise practice and reading for domain knowledge.

We investigated the training effects and transfer effects associated with 2 approaches to cognitive activities (so-called brain training) that might mitigate age-related cognitive decline. A sample of 78 adults between the ages of 50 and 71 completed 20 one-hr training sessions with the Nintendo Wii Big Brain Academy software over the course of 1 month and, in a second month, completed 20 one-hr reading sessions with articles on 4 different current topics (order of assignment was counterbalanced for the participants). An extensive battery of cognitive and perceptual speed ability measures was administered before and after each month of cognitive training activities, along with a battery of domain-knowledge tests. Results indicated substantial improvements on the Wii tasks, somewhat less improvement on the domain knowledge tests, and practice-related improvements on 6 of the 10 ability tests. However, there was no significant transfer of training from either the Wii practice or the reading tasks to measures of cognitive and perceptual speed abilities. Implications for these findings are discussed in terms of adult intellectual development and maintenance. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Working memory and aphasia

This study investigated the relationship between working memory capacity and reading comprehension in aphasia. A measurement of working memory capacity was obtained using a modified version of Daneman and Carpenter's (1980) Reading Span Task. Sets of sentences ranging in length from one to six words were presented to 22 aphasic subjects who were required to retain the terminal words following each sentence for subsequent recognition. The maximum number of words retrieved was used as an index of working memory capacity. Two versions of the task (listening and reading) were presented depending on the subjects' ability to read. Strong positive correlations were found between working memory capacity, reading comprehension, and language function. These results support the notion that the ability of aphasic individuals to comprehend language is predictable from their working memory capacities.     

Early identification of learning problems: A meta-analysis.

Conducted a meta-analysis of 58 studies (1960–1984) on the early prediction of learning problems that reported correlations between measures administered in kindergarten or 1st-grade and reading achievement later in elementary school. Results indicate a good deal of overlap in the distributions of the various predictor–criterion correlations. The best single predictors of achievement during the elementary school years were attention-distractibility, internalizing behavior problems, and language variables. Measures less directly related to reading skills, such as sensory tasks and soft neurological indicators, were generally weaker predictors of achievement. Bibliographical data on the studies used are appended. (52 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Adaptive computer use for a person with visual impairment

A single-subject research design that used multiple baselines across behaviors compared traditional adaptations (e.g., the use of readers) to adapted computer technologies for typical reading activities performed by an adult with severe visual impairment. A Macintosh IIci equipped with software that translated information displayed on the monitor into synthesized speech was paired with a page scanner and optical character recognition software to convert scanned images of printed text into computer documents. These computer technologies were applied to three reading behaviors: proofreading of word-processed documents, reading of printed research articles, and reading of common printed materials such as letters and instruction sheets. The findings demonstrated that the use of adapted computer technology, rather than traditional methods, increased the subject's reading efficiency and frequency. The increased functional independence that occurred as a result of the computer technology improved the subject's patterns of adaptation in reading-related tasks and improved the quality of her life.     

Effects of Logo and CAI environments on cognition and creativity.

Assessed the effects of learning computer programming and computer-assisted instruction (CAI) on specific cognitive skills (classification and seriation operations), metacognitive skills, creativity, and achievement (reading, mathematics, and ability to describe directions). 72 6- and 8-yr-old children were pretested to assess pretreatment level of operational competence (classification and seriation), creativity, and achievement. Ss were then randomly assigned to 1 of 3 22-wk treatment conditions: Logo computer language programming, CAI, or control. Results from posttests reveal that the programming group scored significantly higher on measures of operational competence and creativity, on describing directions, and on 2 of 3 measures of metacognitive skills. No differences were found on measures of reading and mathematics achievement. (30 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Computerized cognitive training for severely emotionally disturbed children with ADHD

An experiment was conducted to investigate the influence of Captain's Log (a computerized cognitive-training system) on the behaviors and performance capabilities of 4 severely emotionally disturbed children with Attention Deficit Hyperactivity Disorder (ADHD), ages 7 to 11. Behavioral scales, spectral electroencephalograms, and intelligence and performance tests were assessed pre- and posttreatment. A behavioral point system and monitoring of progress on computer tasks were used throughout treatment to evaluate ongoing improvements. There were 64 training sessions administered over a 16-week period. Outcome of treatment was determined by computer advancement, changes in behavioral points, and pre- and postmeasures. Results support the expectation that children who were most successful in the training would demonstrate the highest levels of generalization of those skills that were the focus of treatment.     

Enantioselective antiplatelet actions of nipecotamides

This investigation retrospectively examined changes in marital satisfaction following stroke. The relationship between such changes and other pertinent factors were also examined, including severity of aphasia, knowledge of aphasia, number of months after stroke, and length of the marriage. The subjects were 40 spouses of patients with aphasia grouped according to severity of the aphasia (mild, moderate, severe). Spouses completed two different measures of marital satisfaction--the Marital Satisfaction Scale (MSS) and the Marital Comparison Level Index (MCLI). These measures were completed in both a prestroke (retrospective reporting) and a poststroke format to allow for change to be assessed. In addition, a Knowledge of Aphasia questionnaire was completed by the normal spouses to evaluate their understanding of the disorder of aphasia. There was a significant difference between prestroke and poststroke scores on both the MSS and the MCLI, indicating a lower level of satisfaction following the stroke. The amount of change between prestroke and poststroke MSS and MCLI scores was not related to either number of months poststroke or number of years married. Although there was no relationship between changes in prestroke and poststroke scores on the MCLI and Knowledge of Aphasia scores, there was a significant correlation between changes in these scores on the MSS and Knowledge of Aphasia scores. Hence, the more knowledge spouses had regarding aphasia, the less the negative impact the stroke had on marital satisfaction, as measured by the MSS. Results are discussed in terms of the interdisciplinary treatment needs of aphasic patients and the implications for future investigations.     

Teaching reading to disabled readers with language disorders: a controlled evaluation of synthetic speech feedback

In a long-term study two groups of language and reading impaired students (N = 15 + 15) were reading with the aid of segmented speech-feedback in a computerized program. One group received feedback that was simultaneously segmented visually and auditorily into syllables, the other received feedback by letter names. In both groups subjects were expected to synthesize segments into words and to compare their synthesis to whole word feed-back subsequently provided by the computer. They worked for half a lesson (approximately 20 minutes) a day for a total of 40 days. During this period the experiment groups progressed more in reading than a control group of age and reading-level-matched students (N = 35) who received traditional remedial instruction. The group in the syllable condition gained slightly more in non-word reading and in syllable segmentation than did the letter group. Differences in gains in reading abilities were not explained by differences in age, but to some extent by initial level of phoneme and syllable awareness. Future applications of the speech-feedback system are discussed.     

Early reading acquisition and its relation to reading experience and ability 10 years later.

A group of 1st-graders who were administered a battery of reading tasks in a previous study were followed up as 11th graders. Ten years later, they were administered measures of exposure to print, reading comprehension, vocabulary, and general knowledge. First-grade reading ability was a strong predictor of all of the 11th-grade outcomes and remained so even when measures of cognitive ability were partialed out. First-grade reading ability (as well as 3rd- and 5th-grade ability) was reliably linked to exposure to print, as assessed in the 11th grade, even after 11th-grade reading comprehension ability was partialed out, indicating that the rapid acquisition of reading ability might well help develop the lifetime habit of reading, irrespective of the ultimate level of reading comprehension ability that the individual attains. Finally, individual differences in exposure to print were found to predict differences in the growth in reading comprehension ability throughout the elementary grades and thereafter. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Chronic obstructive pulmonary disease: effects of hypoxia on neurological and neuropsychological measures

Eighteen patients with chronic obstructive pulmonary disease (COPD) were administered a series of pulmonary, neurological, and neuropsychological measures to test if there was an effect of COPD on neurological and cognitive functioning. Overall, there was no evidence of general dementia in this sample. Measures of immediate and delayed memory, complex attention, and speed of information processing correlated highly with arterial carbon dioxide partial pressure and, to a lesser extent, with oxygen partial pressure. Measures of language abilities, perceptual-motor functioning, and simple attention generally were not related to arterial gas pressures. A similar pattern of findings was obtained when group differences were examined between participants classified as severely hypoxic or mildly hypoxic, although group differences were mitigated by premorbid IQ differences. Hypoxia in COPD results in a relatively focused pattern of impairment in measures of memory function and tasks requiring attention allocation. The memory dysfunction may be related to involvement of limbic memory regions necessary for explicit memory. The attentional deficits were attributed to diffuse brain involvement resulting in reduced resource allocation. Early diagnosis and treatment of the hypoxia is essential.     

Effect of piracetam on recovery and rehabilitation after stroke: a double-blind, placebo-controlled study

The nootropic agent piracetam has been shown to improve learning and memory, and it may, by this means, facilitate recovery and rehabilitation after a stroke. We report the results of a pilot study exploring its effects in patients undergoing rehabilitation after acute cerebral infarction in the carotid artery territory. We compared piracetam and placebo, each given for 12 weeks, in a multicenter, double-blind, randomized trial of parallel-group design; testing was performed at baseline (6-9 weeks poststroke), weeks 5 and 12, and, in fewer patients, 12 weeks after termination of treatment. Standardized tests of activities of daily living (Barthel Index, Kuriansky Test), aphasia (Aachen Aphasia Test), and perception (Rivermead Perception Assessment Battery) were the primary efficacy variables. Of 158 patients, 137 (81 males, 56 females) were studied after treatment and 88 at 24-week follow-up. Thirty patients on piracetam (45%) and 37 on placebo (53%) were aphasic on entry. Both groups, including the subgroups with aphasia, were well matched at baseline for demographic data, stroke sequelae, type and severity of aphasia, and prognostic parameters. Multivariate analysis of Aachen Aphasia subtest scores showed a significant overall improvement relative to baseline in favor of piracetam (p = 0.02) at 12 weeks. This was not seen at 24 weeks when, however, fewer patients were available for evaluation so that we could neither confirm nor deny whether improvement was maintained after cessation of piracetam. We were unable to demonstrate an effect on tests of activities of daily living and could neither confirm nor exclude an effect on perceptual deficit. We have shown an improvement in aphasia in patients undergoing rehabilitation after a stroke after 12 weeks' treatment with piracetam that requires confirmation in further studies.     

Short-term memory and language outcomes after extreme prematurity at birth

The performance of 26 children (3;0-4;0 years) who were born before 32 weeks gestation was compared with the performance of 26 full-term children on a range of short-term memory and language measures. The measures tested vocabulary, expressive language, phonological short-term memory, and general nonverbal ability. Preterm children scored more poorly across the full range of measures. The mildly depressed performance of the preterm group on the short-term memory and language measures was attributable to the large deficits on these tests shown by a subgroup of approximately one third of preterm children identified as being "at risk" for persisting language difficulties using the Bus Story Test (Bishop & Edmundson, 1987). The findings indicate that preterm birth and associated hazards may constitute a significant risk factor for specific language impairment in a sizable minority of children.     

The use of nonword repetition as a test of phonological memory in children with Down syndrome

Recent research suggests a significant relationship between verbal short-term memory and normal language development. Although poor short-term memory and impaired language are features of Down syndrome there has been little investigation of the relationship between these functions in this population, and no studies have included the nonword repetition test devised by Gathercole and Baddeley on which much of the evidence from normal development is based. This study reports the use of nonword repetition with 33 children and teenagers with Down syndrome aged from 5 to 18 years, and investigates the relationship between this test and other memory and language measures. Word repetition was included as an indirect control for the perceptual and speech impairments often associated with this group. Words were repeated significantly more successfully than nonwords and both these tasks were sensitive to word length. Nonword repetition was significantly correlated with age, and when age and nonverbal cognitive ability were controlled, nonword repetition was significantly correlated with all other language-based memory measures, i.e. auditory digit span, word span, sentence repetition, and fluency, and also with memory for a sequence of hand movements, but not with memory for faces or a visual digit span task. There was also a significant relationship between nonword repetition and receptive vocabulary, language comprehension, and reading. When performance on the word repetition task was controlled in addition to age and nonverbal ability, significant correlations between nonword repetition and word span, sentence memory, hand movements, language comprehension, and reading remained. Fewer relationships between auditory digit span and these other measures were established; in particular, there was no association between digit span and the language and reading measures. Results suggest that nonword repetition is a reliable measure of phonological memory in Down syndrome and can predict language comprehension and reading ability.     

The Thai version of the German Aachen Aphasia Test (AAT): description of the test and performance in normal subjects

The Aachen Aphasia Test (AAT), originally developed as a test for aphasia language disorders in Germany, consists of six spontaneous speech rating scales and five subtests: Token Test, Repetition, Written Language, Confronting Naming and Comprehension. The study aimed to describe the linguistic properties of the AAT Thai version and to investigate the test performances of the normal subjects. In this study some problems of linguistic changes in the construction of the Thai version were discussed. The results revealed that the normal subjects' performances on the test were independent of age, sex and education level. Therefore, the Thai version of AAT is applicable to the differential diagnosis of the communicative abilities of Thai aphasic patients.     

Language experience and right hemisphere tasks: the effects of scanning habits and multilingualism

This study explores the effects of multilingualism and reading scanning habits on right hemisphere (RH) abilities. Native Hebrew speakers and Arabic-Hebrew bilinguals performed three tasks. Experiment 1 employed an odd/even decision paradigm on lateralized displays of bar graphs. Both groups of subjects displayed the expected LVFA within the range previously reported for readers of English. Experiment 2 consisted of a chair identification task designed to tap asymmetry of hemispheric arousal and a chimeric face task designed to tap RH specialization for facial emotion. Neither scanning habits nor language experience affected performance on the chair task. Scanning habits seem to have affected performance on the chimeric faces task: there was no preference for the left smile in these right-to-left readers, as opposed to previous results in the literature using left-to-right readers. Correlations between measures from the three tasks and all the subject's scores on an English proficiency test and on a Hebrew test for the bilinguals reveal tentative relationships between proficiency in a second language and RH abilities. The results do not support the hypothesis that multilingualism can affect the manner in which these nonlanguage tasks are subserved by the RH. They do support the hypothesis that scanning habits particular to specific languages can affect performance asymmetries on some nonlanguage tasks that have been posited to reflect RH specialization.     

Generalization from single sentence to multisentence production in severely aphasic patients

Multisentence production was examined in three nonfluent aphasic patients who had undergone a single sentence production training program using a computerized visual communication system (C-VIC). Patients were required to describe videotaped vignettes in English and using C-VIC. C-VIC allowed for an investigation of production abilities previously impossible to measure in severely aphasic patients, since C-VIC does not require internal generation of appropriate lexical items or phonological and articulatory realization. Results are discussed in the context of language production models in an attempt to determine the breakdown(s) in the production system that result in difficulty in trying to produce multiple sentences.     

Effect of type of practice in a computer-aided design environment in visualizing three-dimensional objects from two-dimensional orthographic projections.

The purpose of this study was to determine the effect of practice in manipulating 2- and 3-dimensional (D) wireframe images on a learner's ability to visualize 3-D objects. Practice, either rotational or not, consisted of visualizing 2- and 3-D objects generated by personal computer (PC)-based computer-assisted design software. Results indicated that participants in the rotation treatment group performed significantly better than those in either the nonrotation or control group on measures of spatial ability and 3-D visualization ability. Both treatment groups performed significantly better than the control group on measures of metacognition, effort, and worry. These results support a conclusion that spatial ability can be improved through practice that allows the learner to see the relationship between the 2-D and 3-D features of objects. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Crossover: The role of morphological awareness in French immersion children's reading.

Achieving biliteracy is a remarkable accomplishment, and it is important to understand the range of factors that permit its successful realization. The authors investigated a factor known to affect reading in monolingual children that has received little attention in the second-language literature: morphological awareness. The researchers tracked the relationships between performance on past tense analogy tasks (the measure of morphological awareness) and reading of English and French in a group of 58 French immersion children across Grades 1-3. Early measures of English morphological awareness were significantly related to both English and French reading, after controlling for several variables. In contrast, early measures of French morphological awareness were significantly related to French reading only. Later measures of morphological awareness in French were significantly related to English and French reading. These relationships persisted even after controlling for several variables. Results of this study suggest that morphological awareness can be applied to reading across orthographies and that this relationship changes as children build their language and literacy skills. These findings are discussed in light of current theories of second-language reading acquisition. (PsycINFO Database Record (c) 2010 APA, all rights reserved)