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At least 649 records · Page 36Linked to original sources
PubMed2003

Genetic and environmental mediation of the relationship between language and nonverbal impairment in 4-year-old twins.

This study of 4-year-old twins investigated the genetic and environmental origins of comorbidity between language impairment and nonverbal ability by testing the extent to which language impairment in one twin predicted nonverbal ability in the co-twin. Impairment of language ability was defined as scores below the 15th percentile on a general language scale derived from a battery of diverse language tests. Four hundred thirty-six children, members of 160 monozygotic (MZ) and 131 same-sex dizygotic (DZ) twin pairs, were identified as language impaired. Language-impaired probands also suffered significant impairments in nonverbal ability. DeFries-Fulker extremes analysis showed evidence for substantial genetic mediation of the phenotypic relationship between language impairment and poor nonverbal ability in that language problems in one twin predicted poor nonverbal ability in the co-twin, much more so for MZ twins than for DZ twins. This finding held even when we excluded those children with language impairment whose nonverbal score indicated general cognitive delay. These results point to a general genetic factor that includes both language and nonverbal problems.

Case-Control Studies↗
PubMed1986

Follow-up of language and cognitive development in patients with mannosidosis.

Three brothers with mannosidosis were assessed both biochemically by levels of enzyme activities and developmentally by serial testing of language and cognitive development. The findings indicated that while the leukocyte enzyme activity of alpha-mannosidase was exceptionally low, only mild intellectual deficits were present that did not progress during a two-year follow-up. These results do not substantiate the expected relationship between the severities of enzyme deficiency and developmental delays. Language and cognitive deficits appeared uniform with no areas of strengths or weaknesses. Deficits in development did not progress during a two-year follow-up.

Child, Preschool↗
PubMed1978

Untrained community help in the rehabilitation of stroke sufferers with language disorder.

The Newcastle Speech-After-Stroke Project is one of many schemes in Britain that have used untrained helpers to set up community clubs and home visiting for dysphasic stroke sufferers. To examine the contribution to rehabilitation made by such activities, patients' language abilities and social confidence were assessed when they entered the project and after about six months. Formal tests of language showed no significant improvement after six months, but social confidence increased. Such projects can make a valuable contribution in helping dysphasic people to regain a role in the community. Nevertheless, too much should not be expected of them in the way of direct help in the patients' recovery of language.

Cerebrovascular Disorders↗
PubMed2005

The relationship between expressive language level and psychological development in children with autism 5 years of age.

The age of detection of autism varies and may be linked to differences in the severity of disturbance and any associated retardation. Symptom intensity, overall language level, age of recognition of first disturbances and level of psychological development were examined in 222 children with pervasive developmental disorder with a mean age of 5 years. Results showed a positive correlation between language level and psychological development as well as between language level and intensity of symptoms. The central position of language in psychological development is discussed.

Age Factors↗
PubMed1985

Aging and memory in skilled language performance.

The issue of irreversible decrements versus developmental plasticity with aging was explored for skilled language users. Fifteen English teachers (22 to 31 years of age) and 15 retired English teachers (50 to 83 years of age) were tested for language memory, using a 2 X 2 X 2 (Recall vs. Recognition X Meaningful vs. Nonmeaningful X Incidental vs. Intentional) design, and for overall grammar-skill memory, using speed and error measures. On the language-memory test, experimental variables (but not the age variable) were related to performance. On the grammar-skill test, the older subjects showed longer completion times but no decrements in accuracy. The results provided support for developmental plasticity in language memory and suggested an optimistic view of memory for skilled content areas.

Aged↗
PubMed2000

Functional MR evaluation of temporal and frontal language dominance compared with the Wada test.

OBJECTIVE: To evaluate the reliability of temporal and frontal functional MRI (fMRI) activation for the assessment of language dominance, as compared with the Wada test. PATIENTS AND METHODS: Ten patients with temporal lobe epilepsy were studied using blood oxygen level dependent fMRI and echoplanar imaging (1.5-T). Three tasks were used: semantic verbal fluency, covert sentence repetition, and story listening. Data were analyzed using pixel by pixel autocorrelation and cross-correlation. fMRI laterality indices were defined for several regions of interest as the ratio (L - R)/(L + R), L being the number of activated voxels in the left hemisphere and R in the right hemisphere. Wada laterality indices were defined as the difference in the percentages of errors in language tests between left and right carotid injections. RESULTS: Semantic verbal fluency: The asymmetry of frontal activation was correlated with Wada laterality indices. The strongest correlation was observed in the precentral/middle frontal gyrus/inferior frontal sulcus area. Story listening: The asymmetry of frontal, but not temporal, activation was correlated with Wada laterality indices. Covert sentence repetition: No correlation was observed. CONCLUSIONS: There was a good congruence between hemispheric dominance for language as assessed with the Wada test and fMRI laterality indices in the frontal but not in the temporal lobes. The story listening and the covert sentence repetition tasks increased the sensitivity of detection of posterior language sites that may be useful for brain lesion surgery.

Adolescent↗
PubMed2004

The Wada Test: contributions to standardization of the stimulus for language and memory assessment.

The Wada Test (WT) is part of the presurgical evaluation for refractory epilepsy. The WT is not standardized and the protocols differ in important ways, including stimulus type of material presented for memory testing, timing of presentations and methods of assessment. The aim of this study was to contribute to establish parameters for a WT to Brazilian population investigating the performance of 100 normal subjects, without medication. Two parallel models were used based on Montreal Procedure adapted from Gail Risse's (MEG-MN,EUA) protocol. The proportions of correct responses of normal subjects submitted to two parallel WT models were investigated and the two models were compared. The results showed that the two models are similar but significant differences among the stimulus type were observed. The results suggest that the stimulus type may influence the results of the WT and should be considered when constructing models and comparing different protocols.

Adolescent↗
PubMedDate not supplied

[Clinical characteristics of speech-language dysfunctions in thalamic aphasia].

The aim of this study was to investigate the characteristic symptom cluster and the course of aphasia in 12 patients with single left thalamic lesion verified by CAT scan. The testing of language disorder was performed by standard linguistic tests for aphasia in the acute stage and one month after the insult. Although this clinical syndrome varied greatly it was possible to point out some common characteristics. Spontaneous speech was fluent, easily articulated, grammatically correct, with preserved melodic line. Word finding and understanding were impaired. The impaired comprehension and naming were prominent in all patients with different severity. Repetition skills were intact. During the naming testing patients accomplished better results after semantic help than after phonetic help. Verbal paraphasia errors appeared more frequently (9.78) than neologistic (2.22) and literal paraphasias (1.78). Results of the language fluency tests were worse during semantic categorization tests (5.50) than during animal naming (9.89). On the basis of these facts it was presumed that aphasia in patients with dominant thalamic lesion was the result of lexicosemantic language disorder. It was statistically proved that recovery from aphasia in these cases tended to be significant and rapid.

Aged↗
PubMed2003

Primary progressive aphasia: diagnosis, varieties, evolution.

A referred cohort of 67 clinically defined PPA patients were compared to 99 AD patients with formal language and nonverbal cognitive tests in a case control design. Language fluency was determined at the first and last follow up visits. Quantitation of sulcal and ventricular atrophy on MRI was carried out in 46 PPA and 53 AD patients. Most PPA patients (57%) are relatively fluent when first examined. Visuospatial and memory functions are initially preserved. Aphemic, stuttering, "pure motor" presentation, or agrammatic aphasia are seen less frequently. Later most PPAs become logopenic and nonfluent, even those with semantic aphasia (dementia). In contrast, AD patients were more fluent and had relatively lower comprehension, but better overall language performance. MRI showed significant left sided atrophy in most PPA patients. Subsequent to PPA, 25 patients developed behavioral manifestations of frontotemporal dementia and 15 the corticobasal degeneration syndrome, indicating the substantial clinical overlap of these conditions. Language testing, particularly fluency scores supported by neuroimaging are helpful differentiating PPA from AD. The fluent-nonfluent dichotomy in PPA is mostly stage related. The aphemic-logopenic-agrammatic and semantic distinction is useful, but the outcomes converge.

Aged↗
PubMed2003

Critical evidence: a test of the critical-period hypothesis for second-language acquisition.

The critical-period hypothesis for second-language acquisition was tested on data from the 1990 U.S. Census using responses from 2.3 million immigrants with Spanish or Chinese language backgrounds. The analyses tested a key prediction of the hypothesis, namely, that the line regressing second-language attainment on age of immigration would be markedly different on either side of the critical-age point. Predictions tested were that there would be a difference in slope, a difference in the mean while controlling for slope, or both. The results showed large linear effects for level of education and for age of immigration, but a negligible amount of additional variance was accounted for when the parameters for difference in slope and difference in means were estimated. Thus, the pattern of decline in second-language acquisition failed to produce the discontinuity that is an essential hallmark of a critical period.

Age Factors↗
PubMed1992

[Speech development test for one-year-old infants: II. Test statistics].

The test result of language ability for infants of second year of life was examined statistically. In descriptive statistics, average score, standard deviation, and proportion of right answers for all test items for each age group subjects were included. Then factor analysis was carried out to determine the structural characteristics of the test. The analysis revealed that test pertains of the following five stages. First two stage of five were overlapped with the previously reported result for pre-speech language test for infant within one year of life. Then, the stage was determined as follows; (4) Initial language acquirement and differentiation of language functions (5) Speech increasing stage (increase of spontaneously uttered words and understood words related to persons and objects) (6) Differentiation of expressed words (expression of words differentiated to suit objects) (7) Understanding of words representing actions or conditions (8) Understanding of words representing uses or functions, and verbalization of words representing actions or movements In spite of the fact that six and seven stage represent the same development level in term of chronological age, they were distinctive into those which achieve speech understanding earlier (stage 7), and others whose development centers on speech expression (stage 6). Then reliability and validity was performed. Reliability: (1) As to homogeneity, the reliability coefficients were calculated on the 60 test items by Spearman-Brown's odd-even method. (2) As to inter-rater reliability, Pearson's product movement correlation coefficient was calculated based on the results produced by two separate experienced testers. (3) As to test stability, reliability was determined through repetitive testing.(ABSTRACT TRUNCATED AT 250 WORDS)

Age Factors↗
PubMed1996

Determination of language dominance using functional MRI: a comparison with the Wada test.

We performed functional MRI (FMRI) in 22 consecutive epilepsy patients undergoing intracarotid amobarbital (Wada) testing and compared language lateralization measures obtained with the two procedures. FMRI used a single-word semantic decision task previously shown to activate lateralized language areas in normal adults. Correlation between the two tests was highly significant (r = 0.96; 95% CIs 0.90 to 0.98; p < 0.0001). These results validate the FMRI technique and suggest that "active" areas observed with this semantic processing task correspond to those underlying hemispheric dominance for language. This strong correlation observed supports the view that language lateralization is a continuous rather than a dichotomous variable. In addition to lateralization information, FMRI consistently demonstrated focal regions of activity in lateral frontal and temporo-parieto-occipital cortex. These functional maps may be helpful in defining the boundaries of surgical excisions.

Adolescent↗
PubMed2001

Language mapping in less than 15 minutes: real-time functional MRI during routine clinical investigation.

Neurosurgical interventions often require the presurgical determination of language dominance or mapping of language areas. Results obtained by fMRI are closely correlated with invasive procedures such as electrical stimulation mapping or the intracarotid amobarbital test. However, language fMRI is not used routinely, because postprocessing is time-consuming. We utilized a real-time analysis software installed directly on the MR console computer and SPM99 as reference postprocessing software. We assessed the reliability of the immediate determination of language dominance based on individual activation maps by comparing the results of the visual analysis of images derived from conventional postprocessing with those produced by the real-time tool. All images were rated independently by six senior neurologists blinded to other data. We validated the robustness of the real-time method statistically by comparing global and regional lateralization indices derived from real-time and postprocessing analysis. Functional MRI was performed with a standard 1.5-T whole-body scanner. Brain activity was contrasted between an alternating semantic judgment and letter matching task. Twelve right-handed, healthy control subjects and 12 consecutive patients with drug-resistant, localization-related epilepsy were investigated. The semantic condition induced almost invariably left hemispheric activations in Broca's area, the premotor cortex, the dorsolateral prefrontal cortex, and the temporoparietal region. Although real-time analysis reduced noise less effectively than SPM99, visual ratings and lateralization indices produced highly concordant results with both methods. In conclusion, real-time fMRI, as used here, allowed reliable language lateralization and mapping in less than 15 min during routine clinical MRI investigation with no need for postprocessing.

Adult↗
PubMed1999

Language functions in patients with multiple sclerosis.

Few studies have demonstrated language impairment in patients with multiple sclerosis (MS) compared to healthy controls. The purpose of this investigation was to examine language functions, specifically naming, comprehension, and verbal fluency, in patients with MS and healthy controls to (1) determine if patients with MS demonstrate language impairment, and (2) provide clarification of MS-related language disturbance, particularly in patients with MS of differing courses. Results showed that both chronic-progressive and relapsing-remitting patients with MS performed significantly more poorly than controls on naming, aural comprehension, letter fluency, and category fluency, as well as other language-based cognitive measures. Chronic-progressive patients obtained significantly lower scores than relapsing-remitting patients on the latter three tests. The language disturbance in this MS sample may be partly explained by impairment in other verbal cognitive functions. These findings highlight the importance of assessing language abilities in patients with MS.

Adult↗
PubMedDate not supplied

Students classified as LD who received course substitutions for the college foreign language requirement: a replication study.

This replication study examined whether 158 college students classified as learning disabled (LD) who were granted course substitutions for the foreign language (FL) requirement would display significant cognitive and academic achievement differences when grouped by levels of IQ-achievement and achievement-achievement discrepancy and by level of performance on an FL aptitude test (Modern Language Aptitude Test; MLAT), phonological/orthographic processing measures, and in FL courses. The results showed that there were few differences among groups with differing levels of IQ-achievement or achievement-achievement discrepancy (i.e., < 1.0 SD, 1.0-1.49 SD, and > 1.50 SD) on MLAT and American College Testing (ACT) scores, graduating grade point average (GPA), or college FL GPA. The results also showed that between groups who scored at or above versus below the 15th percentile (i.e., < 1.0 SD) on the MLAT, there were no differences on measures of graduating GPA, college FL GPA, native language skill, ACT score, and Verbal IQ. Demographic findings showed that 44% of these petition students met a minimum IQ-achievement discrepancy criterion (> or = 1.0 SD) for classification as LD. These findings suggest that many traditional assumptions about LD and FL learning are likely to be false.

Adult↗