Resource Guide to Multicultural Tests and Materials. Supplement I.
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Audiology↗
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Communicative ability in an audiological perspective. Theory and application to post-secondary school students.
The underlying assumption in the present study is that the individual's speech and hearing communicative ability is composed of three components, each corresponding to different functional systems of the brain: afferent functions (A) represent the auditory activity and sound perception largely corresponding to activity in the ascending auditory pathways. The central functions (C) include cortical auditory and language abilities controlled in parts of the left temporal lobe and subcortical centres. The efferent functions (E) consist of speech motor processes and articulation. A test battery of 20 tests measuring several aspects of afferent, central and efferent functions was applied to 11 hearing-impaired post-secondary school students and several control groups. All data were normalized with the normal materials as references. Individual communicative profiles were obtained from these primary data, which consisted of audiometric tests (tone and speech audiometry, impedance tests, brainstem response audiometry and phase audiometry), sound environmental tests with hearing aids (directional speech-in-noise, word localization, sound environment identification test), and language tests (reading tests, prosody, auditory memory and recall, phonology and articulation). Since the central functions cannot truly and directly be determined in hearing-imparied subjects, they were assessed under optimal listening conditions. Furthermore, central functions were estimated according to three different models: distributive, parallel model (model 1), multiplicative, serial model (model 2) and compensatory model (model 3). On the basis of these models, a three-component description of the communicative ability consisting of A,C and E functions was obtained. It was found that C and E functions were largely independent of the adult afferent functions, but C functions were negatively correctly to hearing in childhood. A preliminary comparison between the tests and a comparison between the models was performed by predicting benefit of hearing aid. Model 3 gave the best prediction. Beyond the three-component A,C, and E characterization of the students, a total communicative ability score could be calculated giving values from 37% to 79% of the normal mean. On the basis of the conceptual and statistical analyses, the test battery could be reduced to include tone 0-12 years, tone adults, word localization test (afferent); word chain, lecture test (central), articulatory test (efferent) and audiovisual test. The simple algorithm of adding the normalized loss of afferent (peripheral) function to the normalized results of the acoustic central tests seems to be promising for isolation for the central auditory capacity even in cases with peripheral impairment. It is concluded that a wider perspective is desirable in the diagnostic evaluation of the hearing-impaired individual in order to understand his communicative abilities and form a cornerstone in the planning of rehabilitation in conjunction with social and psychological factors.
Adolescent↗
Do children with autism have a theory of mind? A non-verbal test of autism vs. specific language impairment.
Children with autism have delays in the development of theory of mind. However, the sub-group of children with autism who have little or no language have gone untested since false belief tests (FB) typically involve language. FB understanding has been reported to be intact in children with specific language impairment (SLI). This raises the possibility that a non-verbal FB test would distinguish children with autism vs. children with SLI. The present study tested two predictions: (1) FB understanding is to some extent independent of language ability; and (2) Children with autism with low language levels show specific impairment in theory of mind. Results confirmed both predictions. Results are discussed in terms of the role of language in the development of mindreading.
Autistic Disorder↗
[Spoken and written language abilities of remedial class children placed back into mainstream education].
Current literature emphasizes the role of the speech-language therapist with regard to language learning disabled children. A lack of research regarding the language abilities of the older language learning disabled child was, however, identified. The possibility of continued spoken and written language problems in aid class children who have been placed back into mainstream education, served as a motivation for this research project. The empirical survey was administered on twenty-eight Afrikaans and English speaking ex-aid class children. According to experimental aims the subjects' level of performance in spoken and written language and scholastic skills were analysed and described qualitatively and quantitatively, through the Test for Oral Language Production and the South African Written Language Test. The findings indicate that a significant percentage of the subjects evidenced spoken and written language problems and moderate difficulties in the school subjects Afrikaans and English. Meaningful correlations were found to exist between spoken and written language, and language skills and scholastic performance. Implications for dealing with the language learning disabled child are discussed, and continuation of speech-language intervention with aid class children who have been placed back into mainstream education, is strongly recommended. A need for further research with regard to the older language learning disabled child is expressed in order to support and expand these results.
Child↗
Language deficit with attention-deficit disorder: a prevalent comorbidity.
The aim of this study was to delineate the prevalence and behavioral patterns of children with attention-deficit and language problems as compared to children with attention-deficit hyperactivity disorder (ADHD) only. Out of a cohort of 3208 children 6 to 11 years old, 5.2% were identified as having a primary ADHD. A teacher's behavioral questionnaire, pediatric interview and assessment, IQ, attention tests, and language evaluation were employed. A 45% rate of language problems was identified. This comorbidity is more prevalent among girls (P = .02). Sequencing and short-term memory were significantly related to attention-deficit and language problems, but the attention scores were not. Language performance was the best predictor of group assignment and was superior to IQ in that regard. Correlation analysis revealed a different behavioral pattern for the two groups. It appears that a significant proportion of children with ADHD have a language comorbidity not reflected by IQ assessments; therefore, language tests should be considered as part of their routine assessment. Children with attention-deficit and language problems appear to have a different neurocognitive pattern underlying their problems as compared with their peers with ADHD only.
Attention Deficit Disorder with Hyperactivity↗
A comparison of the performance of bilingual and monolingual native born Jewish preschool children of traditional parentage on four intelligence tests.
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Child↗
A further study of language function in callosal agenesis.
A subset of the tests of language ability administered by M. Dennis (1981, Brain and Language, 12, 33-53) was given to two adult acallosal patients. One of the patients studied showed widespread language deficits not restricted to the syntactic-pragmatic core as in Dennis' patient. The other showed a very specific deficit which does not encompass syntactic-pragmatic skills. The data does not support the view that the corpus callosum is necessary for the normal development of specific language functions.
Adolescent↗
Functional MR imaging versus Wada test for evaluation of language lateralization: cost analysis.
PURPOSE: To compare the total direct costs (fixed and variable costs) of functional magnetic resonance (MR) imaging and of the Wada test for evaluation of language lateralization. MATERIALS AND METHODS: The direct fixed and variable costs of functional MR imaging (performed in 21 patients with mean age +/- SD of 15.5 years +/- 8.9) and of the Wada test (performed in 18 patients aged 19.2 years +/- 5.4) were determined prospectively with time and motion analyses. The labor of all personnel involved in evaluations of language lateralization was tracked, and involvement times were recorded to the nearest minute. All material items used in the studies were recorded. Costs of labor and of materials were determined from personnel reimbursement data and from vendor pricing, respectively. Direct fixed costs were determined from hospital accounting department records. Means (+/- SDs) were calculated for all direct fixed and variable costs. Total direct costs were determined for each procedure and compared by using the Student t test. RESULTS: The total direct costs of the Wada test (US dollars 1130.01 +/- US dollars 138.40) and of functional MR imaging (US dollars 301.82 +/- US dollars 10.65) were significantly different (P <.001). The cost of the Wada test was 3.7 times higher than that of functional MR imaging. CONCLUSION: Substantial savings are achievable with the use of functional MR imaging instead of the Wada test to evaluate language lateralization.
Adult↗
The contribution of the left and right hemispheres to early recovery from aphasia: a SPECT prospective study.
This prospective study examined the relationship between post-stroke recovery of aphasia and changes in cerebral blood flow (CBF). To address the question of right hemisphere (RH) involvement in restitution of language, we tested the hypothesis that the increase in perfusion of the RH is crucial for early recovery from aphasia. Twenty-four right-handed patients with acute aphasia following left hemisphere (LH) ischaemic stroke were examined twice with a six-month interval. At each session CBF and language scores were measured on the same stroke patients. Language was measured by selected tasks derived from the Boston Diagnostic Aphasia Examination (BDAE). The SPECT scans were obtained using (99m)Tc-ECD on a triple-head gamma camera Multispect-3. Although initial CBF measured for the whole group of aphasic patients was not a predictor for future language recovery for either hemisphere, increased perfusion of the RH during a six-month interval was found to parallel the recovery of aphasic disorders. There was a correlation between the change in the right parietal CBF (but not the left) and a change in numerous language abilities. Nevertheless, only CBF values on the left predicted performance on the language tests at initial and follow-up examinations. When the area damaged on structural imaging was excluded from perfusion analysis, only subcortical CBF change on the left showed a positive correlation with language improvement. Thus, the cerebral mechanism associated with early recovery from aphasia is a dynamic and complex process that may involve both hemispheres. Probably this mechanism involves functional reorganisation in the speech-dominant (damaged) hemisphere and regression of haemodynamic disturbances in the non-dominant (structurally intact) hemisphere.
Adult↗
Psychometric deficiencies of the short form version of the Northwestern Syntax Screening Test.
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Language Tests↗
Predictive value of early testing of auditory localization for language development.
This pilot study attempted to determine whether atypical localization to voice during the first year of life could be predictive of later delayed language development. 22 children who had been tested at six to nine months of age and found to have normal hearing were retrospectively divided into "atypical' and 'normal' groups. They were then evaluated for language development at four years of age. The atypical group had significantly lower scores on two of the four measures of language competence, but the results must be interpreted with caution because of the small number of children in the study.
Auditory Perception↗
Research in clinical neuropsychology with Hispanic American participants: a review.
Research on the neuropsychological assessment of adult Hispanic Americans has used mostly elderly, poorly educated, Spanish-speaking participants, resident in the United States for more than 15 years. Studies have involved comparisons with Anglo-Americans, the effects of moderator variables (e.g., bilingualism) and test standardization and validation. Most neuropsychological studies comparing Hispanic and Anglo-Americans have methodological weaknesses, such as overly liberal Type I error rates and inappropriate statistical controls for educational differences. What intergroup discrepancies do exist are likely due to educational (quantitative and qualitative) differences, non-equivalent Spanish/English translations and/or acculturation/ bilingualism related factors. Research suggests that Spanish-language neuropsychological test battery norms should be stratified by age, education (including lower grade levels), and to a limited extent gender, but there is little data to support separation by ethnicity. Acculturation/bilingualism variables can suggest when English-language tests are more appropriate to use with Hispanic Americans.
Acculturation↗
Generalization of treatment effects by young language-delayed children: a longitudinal analysis.
This study investigated the generalized effects of a language intervention program on the structural aspects of 8 language-delayed preschool children's productive language. Subjects were observed in preschool free play for periods ranging from 12 to 24 months concurrent with receiving daily didactic language intervention. A total of 57 two-, three-, and four-word syntactic forms were taught to criterion. Generalized usage was determined from (verbatim) language samples collected during free play periods in the subjects' classroom. Forty-two (74%) of the treated forms generalized to the subjects' spontaneous language in free play. There was a relationship between the complexity and potential functions of the treated forms and their generalization to free play. This effect may have been related to the subjects' MLUs. Substantial changes also occurred in the subjects' MLUs, frequency of speaking, Peabody Picture Vocabulary Test scores, and Houston Test for Language Development scores over the period of instruction. These measures suggested that 4 of the 8 subjects were functioning near the normal range at the conclusion of treatment. Implications of these and other results are discussed.
Child Language↗
The Adelaide preschool language unit: results of follow-up.
OBJECTIVE: To determine educational, social and behavioural functioning of children who had been involved in a preschool language intervention programme between 1982 and 1990. METHODOLOGY: Fifty children who attended the Unit were available for follow-up. The children were divided into three groups: (i) language disorder; (ii) speech disorder; and (iii) mixed speech and language disorder. A psychologist administered educational, cognitive and social behavioural tests. Speech, language and articulation were assessed by a speech pathologist. RESULTS: Cognitively, the 'mixed' speech and language group obtained lower scores than the speech and language disorder children; results on educational tests were also generally lower. All three groups were significantly underachieving in areas of language, reading, spelling and arithmetic relative to their performance IQ. No socialization problems were found. CONCLUSIONS: Severe speech and language disorders in young children, even after periods of intensive intervention, have a significant effect on later educational achievement even when children appear to be 'coping' in their educational settings.
Child↗
Test performance of language-handicapped children with familiar and unfamiliar examiners.
The importance of examiner familiarity to children's performance on tasks requiring high or low levels of symbolic mediation was investigated. Thirty-four handicapped preschool children were examined within a repeated measures crossover design, once by one of two familiar classroom teachers and once by one of four strange teachers. Subjects performed significantly better with familiar than with unfamiliar examiners on high symbolic mediation tasks; no such differential performance was obtained on low symbolic mediation items. Findings are related to current efforts to identify procedural and situational variables in assessment, uncontrolled by present standard test administrations, that may preclude children's optimal performance.
Child, Preschool↗
Use of developmental language scales in Chinese children.
The Reynell Developmental Language Scale (RDLS) and Symbolic Play Test (SPT) have been useful language tests for assessing the language age of children. Both tests have been validated in English-speaking children. However, there have been no studies conducted for Chinese children, whether Mandarin (Northerners) or Cantonese (Southerners) is used as the main dialect. As the Chinese population is the largest ethnic group in the world, and Chinese emigration occurred to nearly all parts of the world, it is essential to test whether these language tools can be applied for this ethnic group. The objective of this research was to study whether RDLS and SPT are useful in assessing the language age of Chinese children. Both RDLS (Chinese version) and SPT are conducted for 116 Chinese (Cantonese-speaking) children, aged 13-59 months, in Hong Kong. There is a significant positive correlation of the language age using RDLS and SPT with the chronological age of Chinese children. Both RDLS and SPT can be adopted in determining the language/mental age of Chinese (Cantonese-speaking) children.
Age Factors↗
The utilitarian core hypothesis: cases for testing the stability of languages in the wake of conquest.
Based on the "utilitarian core hypothesis" that the most common words of a language develop early and resist change, the current exploratory study examined three test cases to suggest what happens to the common core of a language when its speakers are conquered. Whissell (1998) raised this issue by implication through demonstrating that the common core of English is largely Anglo-Saxon and thus survived the Norman Conquest. The notion that unique merits of English accounted for its success has a long history dating at least to Verstegan (1605/1976). We suggested that there are also instances of conquest in history illustrating the persistence of other languages despite the political subjugation of their speakers. Test cases included, in addition to the Norman Conquest of England, the Arab-Berber Conquest of most of the Iberian Peninsula, and Russian domination of modern Uzbekistan. The combined results suggest that persistence of a utilitarian core despite conquest is not an isolated instance. As a phenomenon it offers a more parsimonious account than do appeals to the special merits of English, Spanish, or Modern Uzbek. We have integrated these findings within a psychological framework pertaining to language use and change.
Cross-Cultural Comparison↗
A behavioral measure of hand preference as opposed to hand skill.
Twenty-five self-professed left-handers and 21 self-professed right-handers were given a variety of performance tests to assess handedness, along with a preference inventory and a dichotic listening test of language lateralization. The performance tests included the Annett pegboard task, that Tapley and Bryden dot-filling tasks, and two procedures, the long pegboard and long dots tasks, that were intended to assess the point in space at which a particular unimanual movement became sufficiently awkward for one to shift to the other hand. All four of these performance tests differentiated between left-handers and right-handers, although the differences between handedness groups were somewhat larger when handedness was defined in terms of the preference inventory rather than on the basis of self-report. When the difference between preferred and non-preferred hands was examined, the best predictor of hand preference was the long pegboard task. Such a finding is consistent with the view that the long pegboard provides a behavioral measure of hand preference, while the pegs and dots tasks are more closely linked to specific skills. In addition, the correlations between individual preference items and the dichotic right-ear advantage suggest that language lateralization is related to rather different handedness measures than those usually used to define handedness. This finding would suggest that handedness and language lateralization are determined by somewhat different mechanisms.
Dichotic Listening Tests↗