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PubMed1994

Quantitative and qualitative evaluation of patterns of cerebral language dominance. An amobarbital study.

As a part of presurgical evaluation, 173 patients received bilateral intracarotid amobarbital tests for determination of cerebral language dominance. Language testing during intracarotid amobarbital procedures (IAP) consisted of the following tasks: automatic speech, sentence comprehension, body commands, naming, repetition, reading, and spontaneous speech. Patterns of cerebral language dominance were evaluated and discussed on five levels of analysis: (1) quantification of language dominance on the basis of a lateralization index derived from the total language scores in each IAP; (2) determination of five dominance subpatterns (left or right dominant, strongly bilateral, and incomplete left or right dominant) according to quantification performed on level (1) and clinical judgement; (3) qualitative differentiation of three kinds of bilaterality (positive, negative, and general) according to total language performance in left and right IAP; (4) analysis of grouped linguistic subfunctions extracted from performance in specific IAP subtests; (5) extraordinary individual case histories. The distribution of lateralization indices revealed only partially continuous degrees of lateralization, especially between the left-dominant and bilateral subgroups. As for the clinically oriented classification, incomplete left dominance is frequent (16.2%), while incomplete right dominance does not occur at all. Atypical dominance patterns are mostly correlated to bilateral and/or extratemporal foci. Concerning grouped subfunctions, a rotated factor matrix statistic yields an analysis of clusters of IAP subtests, where functions involving expressive language capacities are separated from those that are purely receptive. Further analyses of bilaterality subpatterns suggest that there are mainly four bilaterality phenomena, namely interhemispheric dissociation, double representation, unilateral representation of subfunctions, and partial representation of subfunctions in either hemisphere. Application of these differentiations to individual cases yields additional evidence that can be used in patient selection for operation in order to avoid postoperative neuropsychological deficits, especially in candidates for extratemporal surgery. In conclusion, a multilevel analysis of IAP language data is recommended since it permits a detailed account of varieties of language dominance patterns and contributes to more adequate presurgical decision-making in planned operations in cognitively relevant brain areas.

Adolescent↗
PubMed2006

[Factorial structure of the BAKO 1-4. On the validation of the "Base competence for school years 1-4" test for determining phonological processing].

BACKGROUND: Phonological awareness in native German speaking school children in grades 1 through 4 can be tested using the BAKO 1-4. We raised the question whether BAKO 1-4 subtests probe different aspects of phonological processing. METHODS: Participants were 62 school children aged 7-12 years. Application of the BAKO 1-4 was performed during routine clinical testing. RESULTS: Statistical analysis indicated two factors with sufficient loading as latent variables. DISCUSSION: Our data indicate that two underlying variables constitute BAKO 1-4 test performance: the first involves "conscious phonological processing in a narrow sense", and the second involves decision making. Two subtests loading on factor 2 may be related to the decision making processes. This has to be kept in mind when applying the test to indecisive children.

Auditory Perceptual Disorders↗
PubMed1993

Syllabic timing in dysarthria.

A new, intensity-based method of measuring syllable duration was used to assess syllabic timing in 75 patients with dysarthria of predominantly traumatic and cerebro-vascular origin and in 30 normal subjects. The applied speech tasks included repetitions of sentences containing chains of plosive-vowel-syllables. The logarithm of the duration of the syllable carrying sentence accent proved to be particularly highly correlated with perceived speech rate. Among the potential sources of temporal variability, segmental influences and the influence of sentence stress were examined. Further, the between-sentence variation of syllable duration was assessed. The resulting measures of variability were correlated with the severity of dysarthric impairment. A strengthening of normal effects was found in the consonant-related variation, whereas intrinsic vowel effects and the influence of sentence stress were largely reduced. These results are discussed from the viewpoint of timing theories in speech and limb motor control. They are considered to provide a valuable background against which the speech impairments of specific neurologic groups can be tested.

Adolescent↗
PubMed2004

Training 2;6-year-olds to produce the transitive construction: the role of frequency, semantic similarity and shared syntactic distribution.

Childers and Tomasello (2001) found that training 2 1/2-year-olds on the English transitive construction greatly improves their performance on a post-test in which they must use novel verbs in that construction. In the current study, we replicated Childers and Tomasello's finding, but using a much lower frequency of transitive verbs and models in training. We also used novel verbs that were of a different semantic class to our training verbs, demonstrating that semantic homogeneity is not crucial for generalization. We also replicated the finding that 4-year-olds are significantly more productive than 2 1/2-year-olds with the transitive construction, with the new finding that this is also true for verbs of emission. In addition, 'shared syntactic distribution' of novel verb and training verbs was found to have no observable effect on the number of 2 1/2-year-olds who were productive in the post-test.

Child, Preschool↗
PubMed1997

Anomalous cerebral asymmetry and language processing in schizophrenia.

Reversal or reduction of normal structural cerebral asymmetries may be related to the pathogenesis of schizophrenia, but this relationship remains controversial. We review the literature and describe a further study designed to detect whether anomalous asymmetries are present early in the illness (at the first episode), whether they predict deficits in language processing, and whether they may be related to a genetic predisposition for schizophrenia. Asymmetries of brain widths and segments of the sylvian fissure were assessed in a magnetic resonance imaging study of 87 patients with a first episode of schizophrenia and 52 normal controls. These asymmetries were correlated with specific measures of language processing, memory, and hand skill. An independent group of 14 pairs of siblings with schizophrenia were also evaluated for evidence of heritability to cerebral asymmetries. Width asymmetries were reduced in patients compared with controls in the posterior (p = 0.02) and occipital (p = 0.05) regions. Brain horizontal length, on the other hand, was significantly more asymmetrical in patients (left > right; p = 0.04). For sylvian fissure measurements, asymmetries in controls (left > right) were greatest for the horizontal component; this asymmetry tended to detect differences in patients by comparison with controls (p < 0.06). In a range of tests of language and memory, few significant correlations between performance and cerebral asymmetries were detected either in patients or controls, although patients consistently scored poorer than controls in the majority of tests. In 14 pairs of psychotic siblings, within-pair correlations for the horizontal sylvian fissure asymmetry were significantly greater than between-pair correlations. These findings are consistent with the early presence (possibly genetic) of anomalous cerebral asymmetry. However, the functional correlates of reduced asymmetry remain obscure.

Adult↗
PubMed2000

Automaticity, spelling, and second language learning.

This study investigated the relationship between a chronometric estimate of automaticity for the spelling of French words (Automaticity) and performance on four tests of French language attainment among a sample of Year 11 students of French as a foreign language. Fifty participants each completed a computerized test of French spelling and attainment tests in four aspects of French language learning: reading comprehension, writing fluency, oral fluency, and aural comprehension. Correlations were significant between Automaticity and performance on all four tests of French language attainment as well as on overall attainment.

Achievement↗
PubMed2006

Naming concepts: evidence of two routes.

This study examines a parallel distributed processing (PDP) model (partly based on the Wernicke-Lichtheim information processing model) that posits two routes for naming concepts, whole word and phonological. To test the two naming route hypothesis of this model, we performed confrontation naming tests that were either uncued, semantically cued, or phonologically cued in a patient with naming impairment due to Broca's aphasia. In spoken language and in uncued naming to confrontation, word retrieval was severely impaired and marked by semantic but no phonemic paraphasic errors. With semantic cues, naming behavior was unchanged; however, with phonological cues, naming success was enhanced but frequent phonemic paraphasias were produced. These results suggest that the patient spontaneously engaged the whole word naming route, but when given phonological cues, he engaged an alternative phonological naming route that incorporated phonological sequence knowledge.

Adaptation, Psychological↗
PubMed2000

Repetitive transcranial magnetic stimulation does not replicate the Wada test.

The authors compared inferior frontal speech arrest from repetitive transcranial magnetic stimulation (rTMS) with bilateral Wada tests in 17 epilepsy surgery candidates. Although rTMS lateralization correlated with the Wada test in most subjects, rTMS also favored the right hemisphere at a rate significantly greater than the Wada test. Postoperative language deficits were more consistent with Wada results. Available methods for inducing speech arrest with rTMS do not replicate the results of Wada tests.

Amobarbital↗
PubMed1995

Do DEM test scores change with respect to the language? Norms for Spanish-speaking population.

The Developmental Eye Movement (DEM) test is a clinical oculomotor test of a visual-verbal format which has been normalized and whose reliability and validity have been shown elsewhere in an English speaking population. In this paper, the authors provide normative data for a Spanish speaking population from ages 6 to 11 years. Also, a comparison of results for both languages is provided. The DEM test appears to be highly efficient and not linguistically related for all subjects involved in the study. Results in that age bracket are clinically the same. For age 6 years, although results are not similar (Spanish subjects are significantly slower), the ratio is similar in both groups. The DEM test appears to be reliable; its results could be used in any population regardless of the language.

Child↗
PubMed1989

The PPVT-R as a measure of psycholinguistic functioning: a caution.

The present investigation was undertaken to evaluate the use of the PPVT-R as a measure of psycholinguistic functioning. The sample included 75 school-aged children referred for evaluation. The mean PPVT-R standard score (94.59, SD = 15.85) was not significantly different (p less than .01) than the WISC-R Full Scale IQ (95.36, SD = 16.29), Verbal IQ (94.36, SD = 16.17), or Performance IQ (97.75, SD = 15.61), or the mean ITPA PLQ. The PPVT-R correlated positively and significantly with the WISC-R Full Scale IQ (.77), Verbal IQ (.71) and Performance IQ (.74) and the WISC-R subtests, with coefficients that ranged from .42 (object assembly) to .69 (vocabulary). In addition, the PPVT-R correlated positively and significantly with the ITPA Psycho-Linguistic Quotient (PLQ) (.72) and the ITPA) subtests, with coefficients that ranged from .38 (auditory sequential memory) to .72 (grammatic closure). Regression analyses determined that the ITPA PLQ and the PPVT-R standard score were not predictive of one another. The data are interpreted to suggest that the PPVT-R is not more appropriately used as a measure of receptive language ability than as a screen for intellectual functioning.

Child↗
PubMed2003

Use of differential item functioning analysis to assess the equivalence of translations of a questionnaire.

In cross-national comparisons based on questionnaires, accurate translations are necessary to obtain valid results. Differential item functioning (DIF) analysis can be used to test whether translations of items in multi-item scales are equivalent to the original. In data from 10,815 respondents representing 10 European languages we tested for DIF in the nine translations of the EORTC QLQ-C30 emotional function scale when compared to the original English version. We tested for DIF using two different methods in parallel, a contingency table method and logistic regression. The DIF results obtained with the two methods were similar. We found indications of DIF in seven of the nine translations. At least two of the DIF findings seem to reflect linguistic problems in the translation. 'Imperfect' translations can affect conclusions drawn from cross-national comparisons. Given that translations can never be identical to the original we discuss how findings of DIF can be interpreted and discuss the difference between linguistic DIF and DIF caused by confounding, cross-cultural differences, or DIF in other items in the scale. We conclude that testing for DIF is a useful way to validate questionnaire translations.

Adult↗
PubMed1987

Error analysis and passage dependency of test items from a standardized test of multiple-sentence reading comprehension for aphasic and non-brain-damaged adults.

Aphasic and non-brain-damaged adults were tested with two forms of the Nelson Reading Skills Test (NRST; Hanna. Schell, & Schreiner, 1977). The NRST is a standardized measure of silent reading for students in Grades 3 through 9 and assesses comprehension of information at three levels of inference (literal, translational, and higher level). Subjects' responses to NRST test items were evaluated to determine if their performance differed on literal, translational, and higher level items. Subjects' performance was also evaluated to determine the passage dependency of NRST test items--the extent to which readers had to rely on information in the NRST reading passages to answer test items. Higher level NRST test items (requiring complex inferences) were significantly more difficult for both non-brain-damaged and aphasic adults than literal items (not requiring inferences) or translational items (requiring simple inferences). The passage dependency of NRST test items for aphasic readers was higher than those reported by Nicholas, MacLennan, and Brookshire (1986) for multiple-sentence reading tests designed for aphasic adults. This suggests that the NRST is a more valid measure of the multiple-sentence reading comprehension of aphasic adults than the other tests evaluated by Nicholas et al. (1986).

Aged↗