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PubMedDate not supplied

Test-retest and interobserver reliability of the Early Language Milestone Scale, second edition.

Test-retest and interobserver reliability are reported for the Early Language Milestone Scale, second edition, a language assessment tool for infants and children from birth to 36 months of age. Reliability data are presented for two scoring methods: the pass-fail method that yields a global rating of "pass" or "fail," and the point-scoring method that yields percentile scores. Both scoring methods showed good reliability. The clinical applicability of each scoring system is discussed.

Child, Preschool↗
PubMed1991

Identifying native language difficulties among foreign language learners in college: a "foreign" language learning disability?

The present study compared successful and unsuccessful college foreign language learners on measures of intelligence, foreign language aptitude, native oral and written language, and math. Unsuccessful students had received petitions to waive the foreign language requirement. No significant differences between groups were found on intelligence and reading comprehension. Significant differences were found on the Modern Language Aptitude Test, on tests of written and oral language in the syntactic and phonological domains, and on math calculation. Authors suggest that students with foreign language learning difficulties may have underlying native language problems manifested especially in the areas of syntax and phonology. Suggestions for diagnosing a foreign language disability are made.

Adolescent↗
PubMed2003

[Neuropsychological test in daily practice].

Neuropsychology is a scientific discipline, born in the XIX century, and bridges the fields of neurology and psychology. Neuropsychologists apply scientific knowledge about the relationship between brain function and mental performances. The major clinical role of a neuropsychological evaluation is to help to establish medical and functional diagnosis in patients (adults or infants) with different neurological pathologies such as stroke, traumatic brain injury, dementia, epilepsy.... Such analysis necessitates accurate observation of behaviour and administration of tests of mental abilities (e.g. language, memory...). Test results can also help to clarify the nature of cognitive difficulties and to support the formulation of plans for neuropsychological therapy and functional adjustment in every day life.

Adult↗
PubMed1988

Neuropsychological deficits in obligatory heterozygotes for metachromatic leukodystrophy.

Two groups of heterozygotes, one for metachromatic leukodystrophy (MLD) and the other for Tay-Sachs disease, were given a battery of neuropsychological tests, a standard neurological examination, and an EEG. Neurological and EEG findings were unremarkable for both groups. The MLD heterozygotes showed deficits in the neuropsychological tests involving spatial or constructional components, but not in tests involving language skills. The Tay-Sachs heterozygotes showed no consistent deficit on any component of the neuropsychological tests.

Electroencephalography↗
PubMed1998

Early intervention project: evaluation of WILSTAAR, Hanen and specialist playgroup.

This paper describes an early intervention project which combines a three tiered approach to speech and language provision for pre-school children. Jointly funded by I CAN, AFASIC, Dorset Healthcare NHS Trust and the Department of Health, this two and a half year project aims to reduce the numbers of children and severity of their speech and language difficulties on entering school. The project uses the following approaches--the Ward Infant Language Screening Test Assessment Acceleration Remediation (WILSTAAR), the Hanen parent programmes and a specialist speech and language playgroup. In this paper these approaches are described with an explanation of how each is being evaluated and where possible interim results have been presented.

Child, Preschool↗
PubMed2000

Right Hemisphere Language Dominance in a Right-Handed Patient with Late-Onset Seizures.

Right hemisphere language dominance is rare in right-handed individuals and usually the result of language transfer associated with early left hemisphere pathology. We studied a 33-year-old right-handed man, with a normal MRI scan, who developed left frontal lobe seizures at age 15 years. Language lateralization testing by intracarotid amobarbital injection and dichotic listening showed the patient to be strongly right hemisphere language dominant. The clinical features of this patient do not fit the profile of pathology-induced language transfer, but instead suggest that he was right hemisphere language dominant before developing seizures. This case underscores the importance of language lateralization testing in patients who are candidates for seizure surgery, even if they are strongly right-handed and have late-onset seizures, features usually associated with left hemisphere language dominance. One implication is that the incidence of right hemisphere language dominance in the right-handed population may be underestimated.

Journal Article↗
PubMed2001

Overcoming the language barrier in visual field testing.

PURPOSE: To evaluate the effect of using recorded instructions in patients' native language compared with interpreter-assisted instructions on the reliability and duration of the visual field test. PATIENTS AND METHODS: Sixty patients referred for visual field testing were included in the study. Thirty-five had limited or no knowledge of the Hebrew language, and 25 control patients were fluent in Hebrew, the native language. None had previous experience with automated perimetry. Patients were randomized to receive recorded instructions on the visual field test in their native language or translator-assisted instructions by the technician before performing the test. For each patient, the time required for instructions and test performance and the reliability indices were documented. RESULTS: The method of instruction (recorded or interpreter-assisted) did not affect the time required for patient instructions (66 +/- 24 seconds and 57 +/- 30 seconds, respectively), the time for test performance (7.2 +/- 1.5 minutes and 7.8 +/- 1.8 minutes, respectively), and test reliability as measured by the rate of fixation losses. Regardless of the method of explanation, the time required for instructions and for performing the test were significantly shorter for Hebrew speakers than for non-Hebrew speakers. CONCLUSION: The use of a recorded explanation in the patient's native language before visual field testing is an applicable method for patient instruction. Clinics in areas with multilingual populations may use this method to save technicians time, without adversely affecting the time required for performing the test and its reliability.

Aged↗
PubMed1976

Analysis of responses to the Berry-Talbott.

Sixty 5 1/2-, 6-, and 6 1/2-year-old boys and girls were administered the Berry-Talbott test of language. Twenty adults received the same test. Analyses of variances of children's total scores revealed no differences between sexes and age levels. However, the differences in responses between children and adults, as shown by an item analysis, suggest the presence of a maturational effect but not with the age group investigated. The results indicate that the expected performance levels predicted by Berry and Talbott for this age child as well as some items should be revised. Various hypotheses are offered to explain differences in the response patterns.

Adult↗
PubMed1992

[Verbal ability of Alzheimer's disease patients and very elderly control patients using the Aachen aphasia test].

We assessed language function, using the Aachen aphasia test (AAT), in 14 subjects with Alzheimer's disease and 6 control patients. Aphasia did not occur in control patients, but in 11 of 14 Alzheimer's disease patients. Impairment of object naming was the most prevalent abnormality. Performance in AAT subtests repetition, written language, object naming, comprehension and token test correlated strongly with Mini-Mental State scores.

Aged↗
PubMed1992

[Language competence of 14-year-old adolescents in relation to their sociocultural origin: results from a logopedic study in the framework of the Basel kindergarten study].

Between 1986 and 1988 speech and language abilities of a representative sample of 341 fourteen-year-old Basle schoolchildren were assessed as part of the 2nd Follow-up examination of the Basle Kindergarten-study. The language and speech test consisted of retelling and writing two stories, one of them played by tape-recorder, the other by video recorder. In addition three established language tests (Mottier-, IMK- and KLI-speechtest) were used. The results show significant differences between Swiss children and children of Italian workers in different test parts. There are also differences between boys and girls and between social classes. The high proportion of children with language difficulties is alarming. Parts of the tests used in this study were found to be appropriate for a screening of speech and language abilities.

Adolescent↗
PubMed1985

Correlates of language development in language-disordered children.

This study organized a large data archive gathered over 8 years on 718 children with language disorders. Descriptive data categorized by demographic/background, physical/development, social/personality, and language/academic characteristics were analyzed to provide a broad description of this group of children. Sets of descriptor variables in five domains were identified from program records and were used to predict language performance at program entry and relative language improvement over 2-3 years. Age was the strongest predictor for all analyses. In general, the primary research factors in the study (53 variables representing IQ, language history, socioeconomic status, physical/neurological, and social-emotional background) failed to account very well for either language performance at program entry or for relative language gain. In prediction of pretest language performance, IQ and physical factors played the strongest role. The two factors contributing significantly to prediction of relative gain were IQ (although surprisingly weakly) and social-emotional status. Characteristics of those children who progressed most while in the program were identified.

Adolescent↗
PubMed2004

Do women really have more bilateral language representation than men? A meta-analysis of functional imaging studies.

Sex differences in cognition are consistently reported, men excelling in most visuospatial tasks and women in certain verbal tasks. It has been hypothesized that these sex differences in cognition results from a more bilateral pattern of language representation in women than in men. This bilateral pattern of language representation in women is thought to interfere with visuospatial functions in the right hemisphere. To test whether language representation is indeed more bilateral in the female than in the male brain, a meta-analysis was performed on studies that assessed language activity with functional imaging in healthy men and women. Effect sizes were weighted for sample size and the meta-analytic method was applied to obtain a combined effect size. Fourteen studies were included, providing data on 377 men and 442 women. Meta-analysis yielded a mean weighted effect d of 0.21 with a 95% confidence interval of -0.05 to 0.48, indicating no significant difference in language lateralization between men and women. This implies that the putative sex difference in language lateralization may be absent at the population level, or may be observed only with some, as yet not defined, language tasks. It is therefore not likely that differences in language lateralization underlie the general sex differences in cognitive performance, and the neuronal basis for these cognitive sex differences remains elusive.

Brain↗
PubMed1990

Selecting language-impaired children for research studies: insights from the San Diego Longitudinal Study.

The need for a standardized approach to the selection of research subjects for studies on language impairment has long been an area of controversy in the literature. The data obtained from the selection of language-impaired and control subjects for the San Diego Longitudinal Study allows one to evaluate the effects a two-stage subject-selection procedure has on the characteristics of the language-impaired and normal subjects selected for research studies. Specifically, what effect do quantitative measures, as compared to clinical judgements and referrals, have on the characteristics of subjects selected for research studies? Explicit and detailed oral and written descriptions of subjects sought for both a language-impaired group and a control group were given to teachers and clinicians. However, only 39 of the first 100 children referred as language-impaired and 29 of the first 60 referred as normal controls were found on standardized testing to meet the study criteria and to be matched on important variables, such as IQ and socioeconomic status. These results demonstrate the importance of establishing quantitative inclusionary as well as exclusionary criteria for selecting and matching subjects in clinical research studies.

Child, Preschool↗