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Biomedical subjects

Elizabeth Bates

Publications and source records attributed to Elizabeth Bates.

3 recordsLinked to original sources

Neural resources for processing language and environmental sounds: evidence from aphasia.

Although aphasia is often characterized as a selective impairment in language function, left hemisphere lesions may cause impairments in semantic processing of auditory information, not only in verbal but also in nonverbal domains. We assessed the 'online' relationship between verbal and nonverbal auditory processing by examining the ability of 30 left hemisphere-damaged aphasic patients to match environmental sounds and linguistic phrases to corresponding pictures. The verbal and nonverbal task components were matched carefully through a norming study; 21 age-matched controls and five right hemisphere-damaged patients were also tested to provide further reference points. We found that, while the aphasic groups were impaired relative to normal controls, they were impaired to the same extent in both domains, with accuracy and reaction time for verbal and nonverbal trials revealing unusually high correlations (r = 0.74 for accuracy, r = 0.95 for reaction time). Severely aphasic patients tended to perform worse in both domains, but lesion size did not correlate with performance. Lesion overlay analysis indicated that damage to posterior regions in the left middle and superior temporal gyri and to the inferior parietal lobe was a predictor of deficits in processing for both speech and environmental sounds. The lesion mapping and further statistical assessments reliably revealed a posterior superior temporal region (Wernicke's area, traditionally considered a language-specific region) as being differentially more important for processing nonverbal sounds compared with verbal sounds. These results suggest that, in most cases, processing of meaningful verbal and nonverbal auditory information break down together in stroke and that subsequent recovery of function applies to both domains. This suggests that language shares neural resources with those used for processing information in other domains.

Adult↗

Language, gesture, and the developing brain.

Do language abilities develop in isolation? Are they mediated by a unique neural substrate, a "mental organ" devoted exclusively to language? Or is language built upon more general abilities, shared with other cognitive domains, and mediated by common neural systems? Here, we review results suggesting that language and gesture are "close family", then turn to evidence that raises questions about how real those "family resemblances" are, summarizing dissociations from our developmental studies of several different child populations. We then examine both these veins of evidence in light of some new findings from the adult neuroimaging literature and suggest a possible reinterpretation of these dissociations as well as new directions for research with both children and adults.

Adult↗

Balancing bilinguals II: lexical comprehension and cognitive processing in children learning Spanish and English.

The present study investigated developmental changes in lexical comprehension skills in early sequential bilinguals, in both Spanish (L1) and English (L2), exploring the effects of age, years of experience, and basic-level cognitive processing (specifically the ability to maintain performance during mixed vs. single-language processing) within a timed picture-word verification task. Participants were 100 individuals, 20 at each of five different age levels (ages in years, 5-7, 8-10, 11-13, 14-16, and adults). All had learned Spanish as a first language in the home, with formal English experience beginning at 5 years. Gains (as indexed by increased response speed) were made in both languages across age, although these gains were greater in English than in Spanish. The youngest participants were relatively "balanced" in their crosslinguistic performance. By middle childhood, performance was better in English. There were no response decrements at any age between the mixed and single-language processing conditions. These results are compared to those from a previous study that investigated basic-level lexical production in developing Spanish-English bilinguals. Both studies show a move toward English dominance in middle childhood, but the transition occurs earlier in comprehension. The production study showed differences between mixed and single-language processing (reflecting potential interlanguage interference) that are not evident in comprehension.

Adolescent↗