PubMed · 6209942
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F Newcombe, J C Marshall. 1984. Task- and modality-specific aphasias.. https://pubmed.ncbi.nlm.nih.gov/6209942/
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Patients who seem to "ignore" objects or people on one side of space have been described in the medical literature for well over a century. The term "visuospatial neglect" is now used to describe the cluster of behaviors whereby patients after unilateral cerebral lesions (most frequently of right parietal cortex) fail to attend or explore (predominantly) the side of space contralateral to the lesion. Although the condition comprises a complex disruption of space-related behaviors, the prevailing view was that the different symptoms could be accommodated in terms of damage to one of three different cognitive mechanisms mediating attention (e.g., K. M. Heilman and E. Valenstein, Ann. Neurol. 5: 166-170, 1979), intention (R. T. Watson, E. Valenstein, and K. Heilman, Ann. Neurol. 3: 505-508, 1978), and/or representation (E. Bisiach, Q. J. Exp. Psychol. 46: 435-461, 1993). The general consensus favors an attentional deficit but the notion of attention has always proved conceptually slippery and difficult to operationalize (P. W. Halligan and J. C. Marshall, Cogn. Neuropsychol. 11: 167-206, 1994a). In this paper, we consider how drawing performance after right brain damage in patients with "visual neglect" reveals the involvement and interplay of several cognitive deficits, including aspects of mental representation and spatial awareness.
The authors report a case of a patient who developed jargonagraphia, severe aphasia, unilateral spatial neglect and apraxia due to a right hemisphere lesion. Jargonagraphia with severe aphasia, unilateral spatial neglect and apraxia is quite rare. The mechanisms of jargonagraphia remain unknown. A possible mechanism underlying this case of jargonagraphia is discussed.
In Germany the dD by Feldmann is a frequently used test in child assessment. Unknown, however, is the validity of the dD in the assessment of children with specific developmental language disorders. The dD by Feldmann are pairs of three-syllable content words which are presented dichotically. In this controlled cross-sectional study 65 children took the dichotic listening test by Feldmann (dD). The experimental group comprised 34 children with developmental reading and spelling disorders. The control group comprised 31 children with normal reading and spelling development. Age and nonverbal IQ were matched in both groups. The mean age was 9.8 years (range 7 - 11 years). The dichotic listening performance of right and left ear was registered separately. Twenty word pairs were presented dichotically at a constant amplitude of 65 dB. Memorisation of word pairs was tested under free recall conditions. A score of 100 % can be attained, if all word pairs are repeated correctly. Results demonstrated that no child attained a score of 100 %. As expected, the children with the developmental reading and spelling disorders attained significantly lower scores than the children in the control group (42.4 % versus 64 %). The reason for the lower results in the experimental group was left ear dichotic listening performance. There were no significant differences in right dichotic listening performance. Raw score overlaps occurred to some extent in both groups, but scores of 30 % or less were only observed in the experimental group. Scores correlated significantly with age, but not with nonverbal IQ. However, dD performance significantly correlated with several measures of phonological and syntactic language development as well as with auditory working memory. Based on these results it is our opinion that performance scores of the dD by Feldmann should be interpreted cautiously until validation studies have been carried out.