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At least 1,207 records · Page 67Linked to original sources
PubMed1985

Visual matching test-taking strategies used by deaf readers.

Earlier investigations of deaf students' test-taking strategies have described visual matching strategies consisting generally of locating a word in the question, locating the same word in the text, and selecting a response in visual proximity to that word. Studies to date have utilized multiple-choice measures. The present investigation sought to confirm and extend earlier findings by (a) determining whether visual matching test-taking strategies are used by deaf students in testing situations requiring them to generate responses; (b) describing these strategies, if found; (c) determining whether visual matching is related to overall test performance of deaf readers; and (d) determining whether there are differences between the strategies used by deaf and hearing readers with comparable SAT-HI reading comprehension test performance. The results of this investigation indicate extensive use of visual matching test-taking strategies by deaf subjects but not by hearing subjects. The extent of strategy use was not related to deaf subjects' overall performance on the lookback test. Nine variations of strategy were identified and described. Implications are drawn for teachers, researchers, and other practitioners working with deaf children.

Adolescent↗
PubMed1991

Right-hemisphere language dominance in temporal lobe epilepsy: clinical and neuropsychological correlates.

Prior to and following temporal lobe surgery, patients with right-hemisphere language dominance and focal left temporal lobe epilepsy (RHLD-LTLSz) were compared to right-handed patients with left-hemisphere language dominance and either left temporal lobe epilepsy (LHLD-LTLSz) or right temporal lobe epilepsy (LHLD-RTLSz). The group of RHLD-LTLSz patients had a more consistent history of brain involvement before the age of 5 years and had a higher seizure frequency rating than did either LHLD patient group. Cognitively, RHLD-LTLSz patients did not show significant deficits in psychometric intellectural scores. In addition, they did not demonstrate comparable degrees of verbal memory loss as found either pre- or postoperatively in LHLD-LTLSz patients. The right-handed RHLD-LTLSz and the right-handed LHLD-LTLSz groups both appeared to exhibit bilaterally depressed fine-motor coordination. The left-handed RHLD-LTLSz patients did not show the same motor deficiencies. These latter findings suggest that hemispheric dominance for bilateral motor control may exist independent of language dominance, but not independent of handedness.

Adolescent↗
PubMedDate not supplied

[Agrammatism in a patient with a lesion of the left temporal lobe. A case report].

A case of aphasia following left temporal lobe lesions is reported. The studied material was collected in a number of various tests including constructing of sentences and longer oral and written texts. A neurolioguistic analysis made possible an insight into the nature of the speech system in this case and characterization of disturbances in morphological aspects and their effect on syntaxis and coherent language. The observation lasting 4 years permitted an evaluation of changes taking place in language recovery during that time period.

Adult↗
PubMed1997

[A special case of 'deafness'; Landau-Kleffner syndrome].

A boy aged 5 had displayed from the age of 3 a fluctuating deficit in understanding spoken language. Audiometric testing proved his hearing to be normal. After 18 months, the parents noticed minor attacks of 'absence'. An EEG showed a normal background pattern and frequent spikes and spike waves complexes; CT-scanning of the brain revealed no abnormalities. On the basis of the acquired language disorder, the seizures and the features of the nocturnal EEG, the diagnosis the syndrome of Landau-Kleffner was made. After treatment with ethosuximide a temporary improvement of the aphasia occurred. A permanent improvement however was realized by treatment with prednisone. The boy could attend a primary school. The syndrome runs a fluctuating course; the patient may recover, but he may also undergo general mental deterioration. Antiepileptic agents only may have a brief favorable effect on the aphasia. In case of failure corticosteroids or even subpial cortical transsection are indicated.

Child, Preschool↗
PubMed1998

Children's narratives following traumatic brain injury: linguistic structure, cohesion, and thematic recall.

Narrative discourse and intellectual functioning were examined 3 years following traumatic brain injury (TBI) in children 1 to 8 years of age at the time of injury. The language-impaired TBI group (n = 9) had language deficits during the subacute stage of recovery; their performance was contrasted with that of a TBI comparison group equated on neurologic and demographic variables that did not show subacute language impairment (n = 8) and a sibling comparison group (n = 9). The language-impaired TBI group had lower Verbal and Full-Scale IQ scores and produced fewer words and utterances than the sibling group on a story retelling task; their stories were characterized by fewer complete referential and lexical ties and more referential errors, indicating difficulty conjoining meaning across sentences. The language-impaired TBI group recalled approximately one-third of the propositions needed to maintain the story theme and made more errors sequencing the propositions than either the TBI or the sibling comparison groups. Group differences were not obtained on the Performance IQ scores or on measures of rate or fluency of speech production, mazes, use of conjunctives, or naming errors. The discourse deficiencies of children with TBI and acute language impairment were most pronounced at the level of cognitive organization of the text reflecting text macrostructure and were least apparent at the level of lexical and sentential organization reflecting text microstructure. Results are discussed in terms of the vulnerability of developing language abilities to disruption by brain injury.

Brain Injuries↗
PubMed1981

Memory for recent events in autistic children.

An experiment is reported in which autistic children's memory for recent events was compared with that of normal age-matched and retarded age-and ability-matched controls. The autistic subjects' recall was significantly inferior to that of normal controls. Recent event memory correlated with a language measure in the autistic group and with a nonverbal measure in the retarded control group. These findings are discussed in terms of relationships between language and memory, and possible mechanisms underlying the distinctive pattern of memory ability and disability that occurs in autism.

Adolescent↗
PubMed2004

What is measured by verbal fluency tests in schizophrenia?

INTRODUCTION: Schizophrenia patients perform below the norm on verbal fluency tests. The causes for this are unknown, but defective memory, executive functioning and psychomotor speed may play a role. METHOD: We examined 50 patients with schizophrenia and related disorders, and 25 healthy controls with a cognitive test battery containing tests for verbal memory, executive functioning and psychomotor speed, and a categorical fluency test. RESULTS: Patients obtained significantly lower test results than the controls on most cognitive measures including the verbal fluency test. During the fluency test, they formed as many clusters, and switched as often between clusters as the controls did, but they generated fewer words per cluster. Interestingly, in the control group, fluency performance was predicted by memory and executive functioning, but not by psychomotor speed. In patients, verbal fluency was predicted by psychomotor speed, but not by memory or executive functioning. DISCUSSION: We conclude that psychomotor speed could be a crucial factor in cognition, and its influence on cognitive test performance should be considered in schizophrenia research. Furthermore, these data illustrate the importance of qualitative analysis of cognitive impairments in schizophrenia patients, as traditional cognitive tests often only provide quantitative information.

Adult↗
PubMed1999

Impaired face and word recognition without object agnosia.

A leading account of high-level visual recognition proposes that the recognition of faces, objects, and words is mediated by two processing capacities. Words are assumed to require the capacity to represent numerous parts, whereas faces are processed wholistically. and hence require the representation of complex units. Object recognition requires the capacity to represent both numerous and complex parts. As object recognition depends upon the same processing capacities underlying face and word recognition, this account predicts that patients with severe alexia and prosopagnosia should be deficient in tests of object recognition. We report a patient who is unable to recognize words or faces, yet performs relatively well on tests of object recognition. The two-capacity theory cannot accommodate this pattern of performance without additional assumptions.

Agnosia↗
PubMed1993

Ideomotor apraxia in Alzheimer's disease.

Ideomotor apraxia, tested on verbal command and by imitation, was checked in 23 patients suffering from dementia of Alzheimer's type of different severity and in 17 age-matched controls. A significant deterioration of ideomotor praxis could be shown even in mild dementia. Correlations of ideomotor apraxia and aphasia, tested by the Token test were found to be significant.

Aged↗
PubMed1992

[Vocal audiometry: the "phonatome" recognition test. Principle, technique, initial results].

Whereas tonal audiometry makes it possible to analyze the elementary deficits of hearing, vocal audiometry enables an overall synthetic assessment of these deficits. The vocal material usually used is composed of lists of sentences, words, logatomes or even phonemes. The authors suggest resorting to lists of phonetically balanced phonatomes or diphonemes. Among the advantages this technique offers, are the rapidity of the test, the excellent representativity of the most informative acoustic components of speech and the elimination of the extralinguistic factors of speech recognition.

Audiometry, Speech↗
PubMed1987

Discrimination of normal and aphasic subjects on a test of syntactic comprehension.

An Anglophone population consisting of 37 aphasic patients and 23 normal control subjects, and a Francophone population consisting of 49 aphasic patients and 23 control subjects were given a task requiring the comprehension of syntactic structures for the correct assignment of thematic roles to nouns. Discriminant analysis was used to classify subjects into aphasic and normal groups according to their scores on the task. In both populations--Anglophone and Francophone--most of the subjects were classified into their actual groups except for an occasional normal subject classified with the aphasic group and a small number of aphasics classified as normal. A cut-off score below which performance is clearly abnormal and above which performance is clearly normal can be set for this test. Patients who performed normally on this test had lesions affecting any single lobe within the dominant perisylvian cortex and mostly consisted of patients with dysarthria, apraxia of speech, and 'mixed' aphasia types. The results have implications for the incidence of aphasic disturbances of syntactic comprehension and for the nature of language representation in the brain.

Aphasia↗
PubMed2002

Cerebral lateralization and cognitive deficits after congenital hemiparesis.

The purpose of this study was to investigate whether and how handedness is related to the processes of cerebral lateralization and cognitive performance in children with congenital insult. Fifty-six children (31 males and 25 females) with congenital hemiparesis and 14 control subjects were investigated. Of these children, 32 had a left hemisphere lesion, and 24 children had a right hemisphere lesion. There were 30 right-handed, 23 left-handed, and three ambidextrous children in the study group. The neuropsychologic assessment was performed using the NEPSY (a developmental neuropsychological assessment of child development) test battery. We found that 41% of the hemiparetic children and 72% of the children with a left hemisphere lesion were left-handed. In children contralateral to lesion handedness (no evidence of interhemispheric transfer of functions), we found diffuse cognitive deficits with impaired language abilities and poor visuomotor and narrative memory processing. In contrast, children with ipsilateral to brain lesion handedness (interhemispheric transfer of functions) demonstrated minimal or moderate side-specific cognitive dysfunction. Right-handed children with a right hemisphere lesion had attention, spatial, and short-term memory problems; left-handed children with a left hemisphere lesion had receptive language and visuomotor difficulties. Handedness combined with neuropsychologic assessment is a reliable indicator of the processes of cerebral reorganization after early brain insult.

Child↗
PubMed1988

Language and learning disorders of older boys with Duchenne muscular dystrophy.

The IQs of 25 males with Duchenne muscular dystrophy were determined and the results were pooled with those for 76 others reported in the literature to examine the relationship between IQ and age. Verbal IQ was significantly lower than Performance IQ among the younger boys, but not the older. The distribution of Verbal IQ of the older boys was bimodal, suggesting that a verbal deficit persists in some cases. Detailed examination of the cognitive and reading skills of 15 older patients revealed a similar pattern of deficient phonological processing and reading skills in about half of this group.

Adolescent↗
PubMed2004

The impact of lexical-semantic impairment and of executive dysfunction on the word reading performance of patients with probable Alzheimer dementia.

The influence of lexical-semantic impairment and of executive dysfunction on word naming performance was investigated in a group of patients with probable Alzheimer dementia (AD). The patients, who varied in the severity of the illness, were tested in a word naming task where they had to read aloud Italian three-syllable words with a dominant or subordinate stress pattern. These types of words have been shown to interact with frequency in normal adults [J. Exp. Psychol.: Hum. Percept. Perform. 18 (4) (1992) 987], so that the effect of the subordinate stress pattern (slower reading times) is only apparent for low frequency words. The frequency and stress effects on accuracy increased across dementia severity levels. Regression analyses showed that the impairment in reading low frequency words with subordinate stress depended largely on the level of lexical-semantic impairment, measured by a test of semantic memory and comprehension. Implications for the current reading models are discussed.

Aged↗
PubMed1983

Comparison of scores obtained on the PPVT and the PPVT-R.

The purpose of this study was to compare age equivalent values obtained from the PPVT and PPVT-R. The 80 subjects, ages 3:6 to 4:6 years old, were presented one form each of the original and revised forms of the test. Results indicate the subjects achieved age equivalent scores significantly closer to their chronological ages on the PPVT-R.

Age Factors↗
PubMed2001

Development of an Arabic battery for remediation of selective auditory attention disorder in children.

A battery of Arabic speech material was developed for remediation of selective auditory attention disorder (SAAD) in children and standardized on 40 normal children aged from 6 to 12 years. This battery included: the Word Intelligibility by Picture Identification (WIPI) test, newly developed sentences for speech discrimination in noise, bisyllabic words and monosyllabic words. The tests were recorded against a background noise of either multitalker babble or stories. Variables affecting the results of the new battery, namely age, type of speech material and type of background noise, were studied. A significant positive correlation was found between the age of the child and the test scores. The WIPI test was the easiest test, giving the highest scores. The monosyllabic words test was the most difficult, yet normal children gave mean scores around 92%. The type of background noise showed a non-significant effect on the test scores. Results of two cases with SAAD are also presented.

Attention Deficit Disorder with Hyperactivity↗