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PubMedDate not supplied

[Set of neuropsychological tests for the assessment of language disorders after damage to the right cerebral hemisphere: preliminary results].

A set of five experimental tests was prepared for the assessment of language disturbances in right hemisphere-damaged (RHD) patients. The Right Hemisphere Language Battery by Bryan (1995) was a basis for these tests. The set comprises the Metaphor Picture Test, the Written Metaphor Test, the Inferential Meaning Test, the Humour Test and the Lexical Semantic Test. Thirty-six RHD, 15 left hemisphere damaged (LHD) without aphasia and 30 control (C) subjects took part in the investigation. All test significantly differed between the RHD and C groups. No significant differences were noted between LHD and control groups, except for the Inferential Meaning Test. The quantitative performance of tests was different in all the groups. Results of the study indicated patients with right frontal damages to make more errors than those with right posterior lesions.

Aphasia↗
PubMed1985

[Recovery in aphasia (Part 2): Size and site of lesion].

The digitizer program was used to determine the size of the lesions by tracing them onto standardized matrices which were divided into 3000 point and corresponded to CT slices. Moreover, on the basis of the results of accumulated lesions on 127 cases with various types of aphasia, the highly involved sites were determined as Broca's area, Wernicke's area and conduction area, and the sizes of the lesions in each area were also determined. The correlation between these sizes of the lesions and recovery rates based on the 2 SLTA scores (initial and 3 months later) was studied. The results obtained were as follows: 1) The correlation coefficient between the size of total area and the initial SLTA score was -0.46, significant at p less than 0.01. The negative correlation means that the larger the lesion, the more severe the aphasia. This tendency was seen in all language aspects except "calculation" (i.e. hearing, speaking, reading, writing). A similar, highly significant negative correlation was obtained between the lesion sizes of Broca's area, Wernicke's area, conduction area and initial SLTA scores, but among the various types of aphasics, only the Broca aphasics have a highly significant negative correlation between lesion size and initial SLTA score. 2) The negative correlation between the size of total area and the recovery rate was observed. This tendency was seen especially in the expressive disorders, namely "speaking" and "writing". These findings indicate that the larger the lesions, the less overall recovery will occur in total language deficit and in speaking and writing disorders.(ABSTRACT TRUNCATED AT 250 WORDS)

Aphasia↗
PubMed2003

Speech, language, and cognitive development in children with isolated sagittal synostosis.

This study investigated the occurrence, nature, and severity of speech, language, and cognitive impairment in 76 children (61 males, 15 females) with isolated sagittal synostosis (ISS) aged 9 months to 15 years 7 months. There was no increased prevalence of global cognitive impairment in the group but there was a high prevalence rate of speech and/or language impairment with 28 (37%) displaying impairment of whom 20 (71%) had moderate or severe impairments that fulfilled the criteria for specific impairments. Prevalence rates were only increased for children over two years of age. Expressive language impairment occurred most frequently. Raised intracranial pressure, peri-neonatal risk factors, otitis media, or being operated were not associated with impairment. Surgery at a later age and a family history of speech and language impairment were both associated with impairments but numbers were small. The findings suggest that children with ISS are at an increased risk of developing speech and language impairment.

Adolescent↗
PubMed1998

Short-term memory and language outcomes after extreme prematurity at birth.

The performance of 26 children (3;0-4;0 years) who were born before 32 weeks gestation was compared with the performance of 26 full-term children on a range of short-term memory and language measures. The measures tested vocabulary, expressive language, phonological short-term memory, and general nonverbal ability. Preterm children scored more poorly across the full range of measures. The mildly depressed performance of the preterm group on the short-term memory and language measures was attributable to the large deficits on these tests shown by a subgroup of approximately one third of preterm children identified as being "at risk" for persisting language difficulties using the Bus Story Test (Bishop & Edmundson, 1987). The findings indicate that preterm birth and associated hazards may constitute a significant risk factor for specific language impairment in a sizable minority of children.

Apgar Score↗
PubMed1987

Language delay and hyperactivity in preschoolers: evidence for a distinct subgroup of hyperactives.

The possibility of a separate subgroup of language-delayed hyperactive preschoolers was explored. Cognitive and demographic variables of a series of cases at the Royal Ottawa Hospital Preschool Program were examined. A group of language-delayed hyperactive preschoolers was compared with a non-language delayed group of hyperactives and a non-hyperactive clinical comparison group. Significant differences between the language-delayed hyperactives and the two comparison groups were found on such variables as IQ, expressive language, receptive language, and visual-motor integration. The evidence presented supports the possibility of a separate subgroup of hyperactive preschoolers with language delay and hyperactivity. The implications for both practice and theory are discussed and suggestions are made for further research.

Attention Deficit Disorder with Hyperactivity↗
PubMed2006

Differential item functioning analysis with ordinal logistic regression techniques. DIFdetect and difwithpar.

INTRODUCTION: We present an ordinal logistic regression model for identification of items with differential item functioning (DIF) and apply this model to a Mini-Mental State Examination (MMSE) dataset. We employ item response theory ability estimation in our models. Three nested ordinal logistic regression models are applied to each item. Model testing begins with examination of the statistical significance of the interaction term between ability and the group indicator, consistent with nonuniform DIF. Then we turn our attention to the coefficient of the ability term in models with and without the group term. If including the group term has a marked effect on that coefficient, we declare that it has uniform DIF. We examined DIF related to language of test administration in addition to self-reported race, Hispanic ethnicity, age, years of education, and sex. METHODS: We used PARSCALE for IRT analyses and STATA for ordinal logistic regression approaches. We used an iterative technique for adjusting IRT ability estimates on the basis of DIF findings. RESULTS: Five items were found to have DIF related to language. These same items also had DIF related to other covariates. DISCUSSION: The ordinal logistic regression approach to DIF detection, when combined with IRT ability estimates, provides a reasonable alternative for DIF detection. There appear to be several items with significant DIF related to language of test administration in the MMSE. More attention needs to be paid to the specific criteria used to determine whether an item has DIF, not just the technique used to identify DIF.

Bias↗
PubMed1991

Phenotypic profiles of language-impaired children based on genetic/family history.

Although etiological influences in developmental language impairment (dysphasia) are not well defined, a significant increase of family aggregation for the disorder has been reported. We report data from a large cohort of language-impaired (LI) children participating in the San Diego longitudinal study in which we examined whether children with or without positive family histories show different phenotypic profiles. Due to the longitudinal design of the study, questions pertaining to change over time are also addressed. Second, a subgroup of the most impaired children were reevaluated to obtain additional information pertaining to family history and phenotypic outcome. Approximately 70% of the LI children met criteria for inclusion as family history positive, with fathers reporting a history of language or learning problems one and a half to two times as frequently as mothers. LI children with or without a positive family history were not significantly different on language skills or IQ. However, subjects having a positive family history for developmental language/learning problems were significantly lower in socioeconomic status and were rated by parents and teachers as having more attention-related behavior problems than their family history negative counterparts. Similarly, family history positive LI children performed more poorly on standardized academic tests as well as on tests of auditory processing and attention.

Child↗
PubMed1980

A modified cloze procedure as a test of comprehension and expression in adolescents.

An auditorily presented cloze procedure was used as a test of auditory comprehension and expression of language in learning disabled (LD) and regular classroom adolescents. Three sentence types of increasing linguistic complexity and five standard grammatical operations were employed in constructing the stimulus paragraph. Subjects responded by providing the deleted function words necessary to sentence type and grammatical operation. Results indicated that LD adolescents demonstrate quantitative and qualitative language differences as compared to regular classroom adolescents in completing the cloze task.

Adolescent↗
PubMedDate not supplied

Long-term effects of severe undernutrition during the first year of life on brain development and learning in Chilean high-school graduates.

The objective of this study was to assess the relative impact of undernutrition during the first year of life on brain development, intellectual quotient (IQ), and scholastic achievement (SA) of poor Chilean high-school graduates (mean age = 18.3 +/- 0.9 y). A comparative study of two groups of high-school graduates from a low socioeconomic stratum was carried out. The undernourished group (n = 16), who had suffered from severe undernutrition during the first year of life, was compared with the non-undernourished group (n = 16). The final sample consisted of 32 right-handed high-school graduate students born at term who had no history of alcoholism or symptoms of brain damage, epilepsy, or heart disease and whose mothers had no history of smoking, alcoholism, or drug intake before and during pregnancy. Socioeconomic status was measured by using Graffar's modified method. Birth weight was used as the prenatal nutritional status index, and postnatal nutritional status was assessed by the body mass index, Z score for head circumference, and brachial anthropometry. IQ was determined with the Wechsler Intelligence Scale for Adults, and SA was determined with test in language and mathematics with the academic aptitude test. Brain development was evaluated by magnetic resonance imaging. Statistical analysis included variance tests, Scheffe's test for comparison of means, correlation, and multiple regression. Maternal schooling, brain volume, and undernutrition were the independent variables, with the greatest explanatory power in IQ variance (r(2) = 0.714). Only IQ explained SA variance (r(2) = 0.860); IQ, corpus callosum length, anteroposterior diameter, and maternal schooling were the independent variables, with the greatest explanatory power in the academic aptitude test variance (r(2) = 0.949). Results show that the long-term effects of malnutrition at an early age may affect brain development, IQ, and SA in school-age children. These findings are useful for nutrition and educational planning.

Adolescent↗
PubMed2005

The effects of self-administered alcohol-induced 'hangover' in a naturalistic setting on psychomotor and cognitive performance and subjective state.

AIMS: To examine in as naturalistic a setting as possible whether having an alcohol-induced 'hangover' impairs psychomotor and cognitive performance. PARTICIPANTS AND DESIGN: The sample consisted of 71 male and female social drinkers who were tested twice, once at baseline and once after exposure to the study condition. They were randomized into a control group who returned for testing on a prearranged date (n = 33), and a group who were instructed to make arrangements to return the day after a self-determined heavy drinking session (n = 38). Of the 'hangover' group, 13 participants still had a blood alcohol concentration of >1 mg/100 ml at the time of testing and these were analysed separately. All participants were students. MEASUREMENTS: Psychomotor performance was assessed by means of a battery of psychomotor tasks, rate of information processing was tested by the Speed and Capacity of Language Processing Test (SCOLP) and subjective state was assessed by questionnaire measures. FINDINGS: All participants in the 'hangover' group reported subjective and physical symptoms of hangover on the second testing session. Performance was significantly impaired on the hits-key components of the vigilance task, was less accurate on the primary and secondary reaction time tasks and showed greater dispersion in range of ability for participants in the 'acute and hangover' compared to 'control'. Probe memory revealed no significant group effect. Ratings of subjective state revealed significant group differences for the variables 'ability to drive', 'concentrate' and 'react quickly' as well as 'tiredness'. There were no group differences for performance on the SCOLP. CONCLUSION: Hangover had negative effects on self-reported subjective and physical state and subtle effects on performance.

Adult↗
PubMed1992

The Denver II: a major revision and restandardization of the Denver Developmental Screening Test.

Since the Denver Developmental Screening Test was first published 23 years ago, it has been utilized worldwide and restandardized in more than a dozen countries. Concerns raised through the years by test users about specific items and features of the Denver Developmental Screening Test, coupled with a need for more current norms, have prompted a major revision and restandardization of the test. For the revision, 336 potential items were administered to more than 2000 children. The average number of times each item was administered was 540. Using regression analysis, composite norms for the total sample and norms for subgroups (based on gender, ethnicity, maternal education, and place of residence), were used to determine new age norms. The final selection of the 125 Denver II items was based on the following criteria: ease of administration and scoring, item appeal to child and examiner, item test-retest and inter-rater reliability, minimal "refusal" scores, minimal "no opportunity" scores, minimal subgroup differences, and a smooth step-like progression of ages at which 90% of children could perform the tasks. The major differences between the Denver II and the Denver Developmental Screening Test are: 1) an 86% increase in language items; 2) two articulation items; 3) a new age scale; 4) a new category of item interpretation to identify milder delays; 6) a behavior rating scale; and 7) new training materials.

Child↗
PubMed2004

The predictive value of a preschool diagnosis of developmental language impairment.

OBJECTIVE: To evaluate language and cognitive outcomes in elementary school children with a prior preschool diagnosis of developmental language impairment (DLI). DESIGN/METHODS: A cohort of preschool children, consecutively diagnosed with isolated language impairment, was reassessed in elementary school. Measures used were the communication domains of the Battelle Developmental Inventory (BDI) and the Vineland Adaptive Behavior Scale, Peabody Picture Vocabulary and Expressive One Word Picture Vocabulary. Cognition was assessed using the BDI cognitive domain. Language impairment was defined as performance more than 1.25 SD below normative means on a language measure. Specific language impairment (SLI) was defined as language impairment concurrent with a cognitive score not more than one SD below the normative mean. RESULTS: A total of 43/70 (61%) children were reassessed. Mean age in preschool was 3.6 +/- 0.7 years and 7.4 +/- 0.7 years at follow up. A total of 36/43 (84%) showed persistent language impairment. The mean BDI cognitive domain score was 80.0 +/- 14.2 (15/42 below -2 SDs). Only 11/42 (26%) children met current research criteria for SLI, 24/42 (57%) had language impairment but had cognitive scores more than one SD below normative means, and 4/42 (10%) had normal language and cognitive skills. No factors could be identified at intake that predicted language outcome using univariate or multivariate analysis. CONCLUSIONS: While a preschool diagnosis of developmental language impairment predicted persisting language impairment, the specificity of this impairment did not persist. This suggests either undiagnosed cognitive impairment in preschool children with apparently isolated language impairment or an evolving profile of more global developmental impairment.

Age Factors↗
PubMed1977

Cluster analyses of measures of sensory integration.

Cluster analyses of intercorrelation of scores on tests of sensory integrative, language, auditory, intellectual, and academic tests administered to young learning-disabled school children demonstrated a close relationship between academic achievement, the right ear score on dichotic listening, language expression, and auditory memory. Visual perception tests and the Auditory Association sub-test of the Illinois Test of Psycholinguistic Abilities showed a close association with IQ. Others associations were consistent with the view that when the two cerebral hemispheres do not corroborate, both hemispheres tend to develop similar motor and language functions. Analyses of the intercorrelation of scores on the sensory integration, auditory, and language tests resulted in four major factors: auditory-language functions, postural-ocular reactions, eye-hand coordination, and somatosensory and motor planning or praxis. A fifth factor, visual perception, contributed less to the final factor structure.

Achievement↗
PubMed1994

Abnormal pattern of cerebral glucose metabolic rates involving language areas in young adults with Down syndrome.

Correlational and discriminant analyses were applied to "resting" state (eyes covered, ears plugged) regional cerebral glucose metabolic data, obtained with positron emission tomography (PET) and [18F] fluorodeoxyglucose in 14 retarded adults with Down syndrome (10 men, 4 women; age 26-38 years) and 17 age- and sex-matched controls. Down and control subjects showed no differences in the pattern of correlations. However, a discriminant function, reflecting regional interactions involving primary language areas, successfully classified the Down (100%) and control (88%) subjects. The results are consistent with a disruption of brain regional interactions involving language areas in adults with Down syndrome.

Adult↗
PubMed1998

Prenatal alcohol exposure and communication, behavior, and nonverbal intelligence of 3 school-age children.

Associations of prenatal alcohol exposure in speech, language, behavioral, and intellectual development were investigated in three school-aged children diagnosed with Fetal Alcohol Syndrome, accompanied by Attention Deficit Hyperactivity Disorder. Each child showed similar patterns of moderate-to-severe dysfunctional behavior; however, their scores on speech, language and nonverbal intellectual measures were highly variable.

Attention Deficit Disorder with Hyperactivity↗
PubMed2005

Serum lipid fatty acids, phonological processing, and reading in children with oral clefts.

Reading skill is suggested to be related to phonological processing ability and polyunsaturated fatty acids (PUFAs). Here we investigated whether fatty acids (FAs) are related to phonological processing, whether the relations between PUFAs and reading generalize to other FAs, whether these relations are mediated by phonological processing, and whether relations of FAs are specific for language-related functions. Blood samples of 49 ten-year-old children with oral clefts were collected for FA proportion analysis in serum cholesteryl esters and phospholipids. On the same day, they performed tasks of phonological processing, reading, and both verbal and nonverbal intelligence. Sequential regression analyses (adjusted for age, gender, and cleft type) showed that phonological processing was inversely related to myristic acid in phospholipids and positively related to eicosapentaenoic acid in cholesteryl esters. Reading was inversely related to palmitoleic and gammalinolenic acids in phospholipids. The relations between FAs and reading were not mediated by phonological processing and FAs related only to language-related functions.

Auditory Perception↗