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At least 595 records · Page 33Linked to original sources
PubMed1992

[Adaptation of the Kaufman Assessment Battery for Children for German- speaking areas. Part 1: Introduction of the battery].

The German version of the K-ABC is an adaptation of Alan and Nadeen Kaufman's test, published in the USA in 1983. The battery comprises a total of 16 subtests, organized in different scales, for the assessment of mental processing and achievement in children in the age range of 2-6 to 12-5 years. The underlying theory of intelligence measurement is based on findings in the fields of cognitive psychology and neuropsychology. It differentiates from sequential simultaneous information processing. The present article provides information about adaptation and structure of the German version, and about the standardization performed with a sample of 3098 children. Part 2 of this article, to appear soon, will survey application of the test battery, diagnostic relevance, and reliability and validity scores.

Child↗
PubMed1991

Analysis of auditory comprehension performance in individuals with severe aphasia.

This research compared the performance of 20 individuals with global and mixed nonfluent aphasia across the four auditory comprehension subtests of the Boston Diagnostic Aphasia Examination (Word Discrimination, Body Part Identification, Commands, and Complex Ideational Material) and across the six subcomponents of the Word Discrimination Subtest (objects, actions, letters, colors, forms, and numbers). As expected, group means revealed severely reduced performance which was equally observable across all auditory comprehension tasks. To determine whether individual subjects demonstrated a pattern of consistently reduced performance for auditory comprehension tasks, z-scores and chi-square statistics were also calculated for each subject and task. The individuals with global aphasia demonstrated a greater number of statistically significant z-scores than was expected by chance. This was not true for the subjects with mixed nonfluent aphasia. Results of this research indicate that although as a group individuals with global aphasia may demonstrate consistently reduced auditory comprehension, when considered on an individual basis, this group may comprise a somewhat divergent population with respect to the configuration of preserved and impaired auditory comprehension skills.

Adult↗
PubMed1982

[Perception of music stimuli by the Dichotic Listening Test--studies on college students making a specialty of music].

Nineteen right-handed college students making a specialty of music (9 males and 10 females), were tested in recognition of five kinds of dichotically presented stimuli; originally recorded tones, chords, rhythms, melodies and digits. The tests compared the abilities of each ear to recognize double auditory stimuli presented simultaneously to both ears. As for verbal stimuli, in the recognition of digits stimuli, right ear superiority was found. As for musical stimuli, in the rhythm tests, the mean scores for the right ear were significantly higher than for the left ear. In the melody tests, the right ear superiority was found. In the tone tests and chord tests, the mean scores for the two ears were nearly the same. As for sex differences, no significant differences between males and females in the recognition of five kinds of stimuli. In our last reports, we stated that the primary school and senior high school students belonging to the musical club were tested in the recognition of the same stimuli, and it was suggested that the right hemisphere was superior for melodic recognition and the left hemisphere was superior for rhythmic recognition. Compared with our last reports, it is suggested that there is a difference between musically inexpert individuals and expert ones on the perception of the melodic stimuli. In the early stage of musical training, the melodies are perceived as whole and gestalts and processed in the right hemisphere. By contrast, musically expert individuals perceives the melodies, breaking down tonal sequences and symbolizing. They process melodies in the left hemisphere. It is suggested that the specialization of the music brings the shift of hemispheric lateralization of the perception of melodies.

Adolescent↗
PubMedDate not supplied

Assessing the comprehension and production of language in young children: an account of the Reynell Developmental Language Scales III.

The Reynell Developmental Language Scales III have been designed to test the language abilities of children from 18 months to 7 years. They have been standardized on a large, representative sample of children in the United Kingdom and thereby provide a robust measure of language achievement. These Scales provide clinicians with the means of comparing the performance of children who have been referred for therapy, or who are in therapy, with the performance of a large group of normally developing children. The Scales reflect the developmental progression of normal child language in the early years, focusing on key features of child language acquisition at different stages as well as on features which are known to distinguish language impaired-children from language-normal children. While not claiming that the tests are fully comprehensive, the authors maintain that they afford the clinician with a means of looking at components of language while also gaining some insights into the child's ability to integrate vocabulary and grammar. It is recognized that no test can fully assess every aspect of language; essentially a test must be practical in terms of design and, for screening purposes, sufficiently comprehensive to be used with a large section of children referred. In addition to fulfilling these criteria, the Scales have been designed to provide some diagnostic indicators of areas of difficulty. The aims of the original Scales were to provide a measure of verbal ability that could be compared with mental age, and to provide separate scores for production and comprehension. These aims have also been realized in the new version. Additionally a test has been provided that is consonant with information gained from the intensive research in the field of child language that has taken place since the original Scales were devised. The Scales can reveal information about a child's language abilities not readily available from observation and serve a useful function in both identifying disorder and evaluating therapy. Clinicians are increasingly being asked to demonstrate effectiveness of therapy but are hampered by inappropriate outcome measures (Law 1997). It is hoped that the RDLS III provides a test that is valid and reliable and one that can contribute to both the characterization of speech and language disorders and the measurement of treatment efficacy.

Child↗
PubMed2001

General slowing in language impairment: methodological considerations in testing the hypothesis.

Although the general slowing hypothesis of language impairment (LI) is well established, the conventional method to test the hypothesis is controversial. This paper compares the usual method, ordinary least squares regression (OLS), with another method, hierarchical linear modeling with random coefficients (HLM). The analyses used available response time (RT) data from studies of perceptual-motor, cognitive, and language skills of LI and chronological-age-matched (CA) groups. The data set included RT measures from 25 studies investigating 20 different tasks (e.g., auditory detection, mental rotation, and word recognition tasks). OLS and HLM analyses of the RT data yielded very different results. OLS supported general slowing for the LI groups, and indicated that they were significantly slower than CA groups across studies by an overall estimate of 10%. HLM indicated a larger average extent of LI slowing (18%). However, the variability around this average was much greater than that yielded by OLS, and the extent of slowing was not statistically significant. Importantly, HLM showed a significant difference in the RT relation between LI and CA groups across studies, indicating that study-specific slowing, rather than general slowing across studies, was present. A separate HLM analysis of two types of language tasks, picture naming and word recognition, was performed. Although the extent of slowing was equivalent across these tasks, the slowing was minimal (2%) and not significant. Methodological limitations of each analysis to assess general slowing are highlighted.

Adolescent↗
PubMed2026

Updated ENIGMA recommendations for reporting germline variants in cancer susceptibility genes and their translation into twenty languages.

Genetic testing for cancer susceptibility underpins precision cancer prevention and care. Gaps in the healthcare providers' genetic literacy and an ambiguous lexicon for variant description may hinder proper delivery and clinical application of consistently trustworthy test results. The Evidence-based Network for the Interpretation of Germline Mutant Alleles (ENIGMA) international consortium supports controlled terminology and recommends a framework for reporting germline variants in cancer susceptibility genes, using breast cancer as an exemplar. Moving forward towards terminological coherence across disciplines and borders, the ENIGMA Clinical Working Group launched a multinational effort to release consortium-approved translations of the published recommendations. The herein reported Vocabulary Translation Project offered an opportunity to reappraise and align the reference text to the recent BRCA1 and BRCA2 specifications to the American College of Medical Genetics and Genomics/Association for Molecular Pathology rules by the ENIGMA Variant Curation Expert Panel and to highlight country-specific differences in breast cancer risk assessment and management. The updated recommendations and their 20 translations are now provided as easy to handle documents, covering 11 of the most widely spoken languages in the world. They will contribute to minimised erroneous inferences, more informed decision-making, improved health outcomes and equity in the use of genetic testing for cancer predisposition and in translational oncology.

Humans↗
PubMedDate not supplied

Linguistic competence in paediatric closed head injury.

The purpose of this investigation was to examine the effects of age at onset of traumatic brain injury on the linguistic competence of children and adolescents who sustained closed head injuries (CHI) that cause diffuse brain damage. The Test of Language Competence-Expanded Edition (TLC-E), a standardized test of subtle language abilities, was administered to 20 children who sustained severe CHI. The study determined whether 10 subjects who experienced CHI at a pre-adolescent age (4 to 11 years) and 10 subjects who experienced CHI at an adolescent age (13 to 18 years) showed quantitative differences in linguistic competence as measured by the TLC-E Test. The language abilities of children in both groups were compared to determine whether there were trends in performance relative to age of onset or type of subtest. In addition, experimental subjects' performance was compared to the normative population used to standardize the TLC-E. Hypotheses were constructed according to separate developmental and pathophysiological perspectives.

Adolescent↗
PubMed1993

Visual and language processing deficits are concurrent in dyslexia.

Research has demonstrated that dyslexic subjects have language processing problems. More recent evidence indicates that dyslexic subjects also suffer a low-level visual information processing deficit. Little evidence is available to indicate the extent to which dyslexic subjects simultaneously show a visual and language processing dysfunction. In this study, 35 normal and 35 dyslexic subjects aged from 7.9 to 14 years of age were compared on three reading process variables, a visual processing score, a test of phonological coding and a test of language comprehension, each of which were shown to be related to reading performance. The visual processing score was the slope of the regression line predicting the duration of visible persistence as a function of spatial frequency. The language processing measures were a test of phonological coding of orthographically legal Non-Words and a test of language comprehension, the Token Test. The results showed that the visual processing score was significantly predictive of group membership with 91% of the dyslexic group and only 20% of the normal readers having low scores on this measure. The Non-Word test was found to be a perfect discriminator for dyslexia by indicating that every subject in this group had a major phonological coding deficit. An unexpected finding of the present results was that the Token Test did not discriminate between the groups. The results are interpreted as providing evidence for the concurrence of visual and language deficits in dyslexia.

Adolescent↗
PubMed2002

Sodium methohexital (brevital) as an anesthetic in the Wada test.

PURPOSES: We report our experience with sodium methohexital (Brevital) as an anesthetic used in the Wada test for language and memory in 86 epilepsy surgery patients (173 procedures). METHODS: The methods are compared with those of the more commonly used anesthetic sodium amobarbital (Amytal). RESULTS: Despite differences between the methohexital and amobarbital test protocols, the behavioral and neurologic effects of the two anesthetics are similar. Because of the brief duration of methohexital, two successive injections are made on each side rather than one, to lengthen the time available for testing both language and memory. Behavioral and EEG indices return to baseline more quickly and more completely with methohexital than with amobarbital, allowing several repetitions of the procedure without incremental drowsiness, and the total time taken for the procedure is less with methohexital than with amobarbital. CONCLUSIONS: The results of language and memory testing in the Wada test are equivalent for amobarbital and methohexital, except that methohexital has a briefer duration of action and is associated with less sedation.

Adolescent↗
PubMed1978

Dissociation of visual and auditory language comprehension capacity in aphasia.

Visual language comprehension capacity was compared with auditory language comprehension capacity in 26 aphasic subjects. The Token Test was used for both modalities. By the means of the difference in scores on the two tests three groups were separated, that is (1) a group with no essential difference between the two capacities, (2) a group with superior reading capacity and (3) a group with superior auditory capacity. Particular attention was directed to the second group. Seven subjects showed this type of dissociated comprehension. The group was found to be heterogeneous in their linguistic characteristics. The clinical type of aphasia included not only Wernicke's aphasia but also Broca's aphasia. A possible psychological explanation underlying this phenomenon was attempted. Anatomical correlation was also attempted. The hypothesis of sparing the left inferior parietal lobe is proposed as an explanation of why visual comprehension was better preserved than auditory comprehension.

Adult↗
PubMed1997

Hyphenated history: the Phelps-Baker test.

The language of orthopedics is filled with eponyms. Orthopedic surgeons speak cryptically to one another using code words and "orthopedic pig-Latin." Certain hyphenated eponyms are particularly interesting, because they represent people who came to be partners in orthopedic history. The derivation of the Phelps-Baker test, an important component of the hip examination of children who suffer from cerebral palsy, named in honor of Winthrop Morgan Phelps and Lenox D. Baker, is described in this report.

Eponyms↗
PubMed1981

Language evaluation: science of art?

This study was designed to determine the degree of agreement between standardized tests of language development and clinical judgment. The Test of Auditory Comprehension of Language (TACL), the Carrow Elicited Language Inventory (CELI), and the Sequenced Inventory of Communication Development (SICD) were used. Three-year-old white preschool children were tested individually by experienced speech-language pathologists in day-care centers. Each examiner also made a clinical judgment of normal or impaired language behavior, based on observations during the testing. The results indicated that the CELI agreed the most with the clinical judgment of the examiners, followed by the SICD and TACL. The clinical significance of these results is discussed.

Child, Preschool↗