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PubMed2004

Effect of practice on reading performance and brain function.

Word reading is considered a highly over-learned task. If true, then practice should have no effect on its performance or associated functional brain anatomy. We tested this hypothesis in two experiments of skilled readers repeatedly reading the same list of nouns (1 session, 10 runs). In Experiment 1 we used fMRI to monitor the changes in brain activity. In Experiment 2 we recorded voice onset latency reaction times. Neither experiment showed changes as an effect of practice. In a third experiment, Experiment 3, we examined the behavioral effect of prolonged practice on the word association task of verb generation for which reading nouns aloud has served as a control. Both short (1 session, 10 runs) and long term (15 days, 150 runs) effects were noted providing a new perspective on functional anatomical differences between word reading and verb generation previously noted after short periods of practice.

Adult↗

PubMed2004

[Text comprehension and individual differences in working memory: the different contributions of the storage and the retrieval processing].

The present study addressed the relationship between an individual difference in the reading span test (RST) and the performance in text comprehension with respect to storage and retrieval systems. In Experiment 1, an effect of the serial recall task on performance in text comprehension was compared between high and low RST score groups. In Experiment 2, an effect of the word fluency task on performance in text comprehension of two groups was investigated. The results of both experiments showed that the performance in text comprehension of the low RST score group was impaired when the serial recall task was the secondary task; in contrast, the performance of the high RST score group was influenced when the word fluency task was used. The results suggested that the high RST score group comprehended text not only by using a temporary storage system but also by using a retrieval system efficiently.

Adult↗

PubMed1996

Multidimensional analysis of speech of hearing impaired children.

The character of speech of hearing impaired children was evaluated via multidimensional protocol in order to provide sensitive and quantitative measures of assessment. 20 children (9 males and 11 females) with moderate to severe hearing impairment, were studied. The protocol of assessment included auditory perceptual assessment (APA) (documented by high fidelity audiorecording), audiological assessment, formal testings, aerodynamic assessment and acoustic analysis. APA showed addected vowels (90%), affected suprasegmental phonology; rate (60%), stress (80%), tonality (85%); decreased resonance (15%); affected voice (45%) and affected intelligibility (85%). Aerodynamic results showed highly significant increase in the subglottic pressure, highly significant decrease in glottal resistance and glottal efficiency, indicating a possible breakdown in respiratory, phonatory and articulatory coordination. Spectrographic results showed significant increase in the syllable duration; vowel duration and sentence duration. Visi-Pitch results showed highly significant increase in the intensity, significant decrease in the maximum fundamental frequency (Fo) and highly significant decrease in the percent pause. The accoustic findings may represent a quantitative correlate to some of the subjective observations of APA.

Audiometry↗

PubMed1992

Neurodevelopment in infants and preschool children with congenital hypothyroidism: etiological and treatment factors affecting outcome.

Studied global intelligence and specific abilities of children from 1 to 5 years old, 108 with congenital hypothyroidism (CH) diagnosed by newborn screening and 71 sibling controls. Intelligence levels of the CH group were within the normal range but differed significantly from controls at age 5. CH demonstrated a language deficit at age 3, which diminished with age, as well as significantly poorer visuospatial and verbal skills at age 5. Children with absent thyroid glands or evidence of hypothyroidism in utero were outperformed by other CH children in most ability areas from 1 year on. Different components of ability were correlated with specific factors reflecting timing or duration of thyroid hormone deficiency, suggesting unique critical periods of thyroid hormone sensitivity for different specific cognitive abilities and their neural substrates. It is concluded that even though screened CH children are markedly improved by neonatal diagnosis, they are still at risk for subtle irreversible deficits, which depend on factors such as type, age at onset, and duration of disease.

Age Factors↗

PubMed1996

A category-specific naming impairment after temporal lobectomy.

Unilateral temporal lobectomy patients and normal control subjects were tested in a speeded naming task with pictures of living and nonliving things that were equated for name frequency, familiarity, and visual complexity. Although right temporal lobectomy patients and normal subjects performed equally well with the living relative to nonliving things, left temporal lobectomy patients were disproportionately impaired at naming nonliving things. This result has several implications: First, it supports the existence of category-specific naming impairments. In particular, it undermines the proposal that living-nonliving dissociations are artifactual, resulting from the greater difficulty of living things. Second, it demonstrates an asymmetry in the neural representation of nonliving things, in favor of the left hemisphere. Third, it casts doubt on the hypothesis that the anterior temporal cortices are convergence zones that are particularly necessary for the naming of living things.

Adolescent↗

PubMed2004

A high-field functional MRI study of quadri-lingual subjects.

We assessed six multilingual subjects by functional MRI using a Noun Verb Generation task in four different languages. We hypothesised that the degree of proficiency in each language would be related to the extent of functional activity measured in a region of interest analysis. Proficiency in each language was quantified using two neuropsychological tests. All four languages activated overlapping brain areas, corresponding to the major language regions. The number of activated voxels correlated with proficiency, so that the activated volume increased for languages in which a subject had poorer proficiency. Activation did not appear to be dependent on the age at which the language was learnt.

Adult↗

PubMed2005

High blood pressure was associated with cognitive function in middle-age in the Whitehall II study.

BACKGROUND AND OBJECTIVES: Research shows elevated levels of blood pressure in midlife to be linked to impaired cognitive performance in old age. However, it remains unclear if this association extends to younger age groups. The objective of this study was to examine the association between hypertension and a range of cognitive abilities in middle aged men and women. METHODS: Data are from the Whitehall II study. Measures of blood pressure were obtained at baseline (1985-1988) and two subsequent phases of data collection (1991-1994 and 1997-1999). Cognitive function (memory test, AH 4-I, Mill-Hill, phonemic and semantic fluency) was assessed (1997-1999) when participants (N = 5,838) were aged 46-68 years old. RESULTS: Results show a small inverse association between both diastolic and systolic blood pressure and cognitive performance, independent of age, education, employment grade, smoking status, alcohol consumption, use of antihypertensive medication, diagnoses of diabetes, and cardiovascular disease. Similar associations were seen with prospective and cross-sectional analyses. The effect of hypertension was stronger in women, and stronger for cognitive measures assessing executive function. CONCLUSION: Expanding on previous studies on older participants, the present study reports a small, but significant association between hypertension and poor cognitive performance in middle-aged men and women.

Adult↗

PubMed1999

Down syndrome and the phonological loop: the evidence for, and importance of, a specific verbal short-term memory deficit.

Individuals with Down syndrome are thought to perform poorly on tests of verbal short-term memory, such as measures of word span or digit span. This review critically examines the evidence for a specific deficit in verbal short-term memory in Down syndrome, and outlines a range of possible explanations for such a deficit. The potential implications of a verbal short-term memory impairment for broader aspects of development are outlined, in particular with respect to vocabulary development. Possible intervention strategies, which might improve verbal short-term memory performance in Down syndrome are also considered. However, we argue that further research is needed to fully clarify the nature of a verbal short-term memory deficit in Down syndrome, before the merits of these various intervention approaches can be properly evaluated.

Articulation Disorders↗

PubMed1982

The relationship between two visual communication systems: reading and lipreading.

To explore the relationship between reading and lipreading and to determine whether readers and lipreaders use similar strategies to comprehend verbal messages, 60 female junior and sophomore high school students--30 good and 30 poor readers--were given a filmed lipreading test, a test to measure eye-voice span, a test of cloze ability, and a test of their ability to comprehend printed material presented one word at a time in the absence of an opportunity to regress or scan ahead. The results of this study indicated that (a) there is a significant relationship between reading and lipreading ability; (b) although good readers may be either good or poor lipreaders, poor readers are more likely to be poor than good lipreaders; (c) there are similarities in the strategies used by readers and lipreaders in their approach to comprehending spoken and written material; (d) word-by-word reading of continuous prose appears to be a salient characteristic of both poor reading and poor lipreading ability; and (c) good readers and lipreaders do not engage in word-by-word reading but rather use a combination of visual and linguistic cues to interpret written and spoken messages.

Adolescent↗

PubMed1992

A comparison of neuropsychological and psychosocial functioning after prophylactic treatment for childhood leukemia in monozygotic twins.

Outcome findings based on a comprehensive battery of neuropsychological and psychosocial measurements were compared for a set of monozygotic twins. One twin had been diagnosed with acute lymphoblastic leukemia and given prophylactic treatment involving intrathecal methotrexate. Her twin sibling, who developed no signs of the disease, served as a unique control. Remarkably similar profiles were noted for the twins on tests of nonverbal intelligence, visual memory, visual attention, psychomotor speed, and mental flexibility. All performances were in the average to high average range. Significant differences were found on tasks measuring verbal abstract reasoning skills. These differences were postulated to result from prophylactic treatment, leukemia itself, or disruption in normal psychosocial development. As in previous studies, problems with auditory attention were found. However, both children displayed attentional difficulties regardless of treatment status. Emotional assessment indicated that both twins were experiencing a clinically significant level of anxiety that was postulated to play a role in reduced attention skills. Findings argue for the continued need for monitoring the neuropsychological functioning of children given prophylactic treatment and demonstrate the importance of measuring emotional factors in assessment with these children.

Affective Symptoms↗

PubMed2003

Nature of personal semantic memory: evidence from Alzheimer's disease.

Personal semantic memory is factual knowledge about a person's own past. Although personal semantic memory is assumed to have features of both semantic memory and episodic memory, the relationship to episodic memory and to semantic memory have not been well documented. In patients with Alzheimer's disease, episodic memory, semantic memory, and personal semantic memory are all defective. In this study, the hypothesis that defective personal semantic memory is related to both semantic and episodic memory dysfunction was tested in patients with Alzheimer's disease. Functions of episodic, semantic, and personal semantic memory were examined by using the Wechsler Memory Scale-Revised (WMS-R), subtests of the WAIS-R (Information, Vocabulary, Comprehension and Similarities), and the Family Line Test (FLT) in 62 patients who met the NINCDS/ADRDA criteria for probable Alzheimer's disease. Specific effects of episodic and semantic memory on personal semantic memory were examined by using multiple linear regression analysis with the total score of the FLT as the dependent variable and the WMS-R Delayed Recall weighted sum score and the WAIS-R Semantic Memory score (a composite of standardized scores of the four subtests) as the independent variables. Personal semantic memory function was significantly correlated with both the episodic and semantic memory functions, after controlling age, sex, educational attainment, and severity of dementia. This result supports the hypotheses that personal semantic memory has features of both episodic and semantic memory, and that semantic memory is transformed from episodic memory.

Aged↗

PubMed1993

Frequency-importance and transfer functions for the Auditec of St. Louis recordings of the NU-6 word test.

Frequency-importance and transfer functions for the Auditec of St. Louis recordings of the NU-6 word test are reported. The functions were derived from the word recognition scores of 24 subjects with normal hearing who were tested under 128 conditions of filtering and talker-spectrum-matched noise. The importance function was broader and had a lower midpoint than the NU-6 importance function reported by Schum, Matthews, and Lee (1991), but still displayed a bimodal shape. The transfer function was steeper than the transfer function reported by Schum et al., but comparable in slope to the transfer function for low-context CNC words reported by Bell, Dirks, and Trine (1992). Results from a limited set of conditions presented in quiet suggest that the use of masking noise was partly responsible for the dissimilar importance and transfer functions obtained by Schum et al. and this study. Differences in the equipment used in each experiment and in the methods used to analyze the data appear to have contributed as well.

Acoustic Stimulation↗

PubMed1994

Implicit and explicit memory for emotional information in non-clinical subjects.

The study investigated implicit and explicit memory for emotional words in 53 non-clinical Ss. The implicit memory test was a primed lexical decision task, which included anxiety- and depression-relevant words, and supraliminal and subliminal priming conditions. The explicit memory test was incidental free recall following a self-referent encoding task. Subjects were divided into high and low negative affect groups, differing in trait and state anxiety, and depression scores. The high negative affect group showed greater subliminal priming of depression-relevant than neutral control words compared with the low negative affect group. This selective priming effect was more closely associated with depression than anxiety measures. There was little direct evidence of emotion-congruent biases on the supraliminally primed lexical decision and free recall tasks, although when the effects of anxiety were partialled out depression scores predicted relatively better recall of depression-relevant words. In conclusion, the main results that non-clinical depression is associated with a mood-congruent bias in automatic aspects of implicit memory.

Adult↗

PubMed2006

An electrophysiological comparison of recollection for emotional words using an exclusion recognition paradigm.

The positive-going shift of event-related potential (ERP) components that occur when recognizing emotional words has been thought to be due to valence effects on either recollection or familiarity. This study investigated the independent contributions of recollection and familiarity on recognition of emotional words in order to examine which is thus responsible for the greater magnitude of ERP components seen in response to recognition of emotional, as opposed to neutral words. ERPs were measured while participants completed an exclusion recognition task. In the test phase, participants were required to respond "old" only to target items, which were included in one of two lists that were presented in the study phase. They were also asked to respond "new" to distracters and non-target items that were in the other previously presented list. "Old" responses to targets and non-targets were contrasted with an ERP analysis. Results suggested that the late positivity reflected recollection. The magnitude of this positivity, elicited around the left parietal area, was greater for negative stimuli compared to neutral and positive stimuli. The findings of the present study suggested that enhanced recollection of negative words may contribute to increased magnitudes of components such as the LPC. The emotional valence of words may have separate behavioral and electrophysiological effects on recollection and familiarity.

Adult↗

PubMed1988

Response time of stroke patients to a visual stimulus.

We used a computer program to test response time among stroke patients in a clinical setting. Visual stimuli were presented to 82 hospitalized stroke patients, to 21 hospitalized controls, and to 76 nonhospitalized controls. Stroke patients had longer mean response times than controls. Patients with right hemispheric lesions had longer response times than those with left hemispheric lesions when the stimuli were presented on the left. The corresponding phenomenon of longer response times in patients with left hemispheric lesions to stimuli presented on the right was not observed. Patients with right hemispheric lesions with visual hemineglect had a longer mean response time than those without visual hemineglect when the stimuli were presented on the left or centrally, whereas the patients with right hemispheric lesions without neglect had a mean response time similar to that of patients with left hemispheric lesions.

Cerebrovascular Disorders↗

PubMed1996

Response suppression, initiation and strategy use following frontal lobe lesions.

Ninety-one patients with cerebral lesions were tested on a task involving two conditions. In the first condition (response initiation) subjects were read a sentence from which the last word was omitted and were required to give a word which completed the sentence reasonably. In the second condition (response suppression) subjects were asked to produce a word unrelated to the sentence. Patients with frontal lobe involvement showed longer response latencies in the first condition and produced more words which were related to the sentence in the second, in comparison to patients with lesions elsewhere. Moreover, in the second condition patients with frontal lobe lesions produced fewer words which showed the use of a strategy during response preparation. Performance on the initiation and suppression conditions was unrelated at the group or single case level. The relationship between response initiation, suppression and strategy use are discussed.

Adolescent↗

PubMed2007

Contribution of divergent thinking to community functioning in schizophrenia.

Fluency deficits have been associated with poor community functioning in patients with schizophrenia. In our previous study we demonstrated that the ability to generate higher-quality responses on tasks of divergent thinking as measured by several fluency tests was impaired in patients with schizophrenia. The purpose of the present study was to investigate the contribution of the deficits in divergent thinking to community dysfunction in schizophrenia. Forty Japanese outpatients with schizophrenia and 32 healthy control subjects were recruited for this study and assessed over a broad spectrum of the neurocognitive domain. Their capacity for divergent thinking was assessed by idea, design, and word fluency tests. Community functioning was assessed by using the Global Assessment of Functioning (GAF), the Life Assessment Scale for the Mentally Ill (LASMI), and the Social Functioning Scale (SFS). The results confirmed the qualitative deficits of divergent thinking in schizophrenia. Stepwise multiple regressions using neurocognitive and demographic/clinical variables as predictors revealed that the higher-quality response scores on the tasks of divergent thinking significantly contributed to community functioning. Moreover, the deficit on the verbal task of divergent thinking significantly contributed to impairment in the area of daily living, and the deficit on the nonverbal task of divergent thinking significantly contributed to impairment in the area of interpersonal relations. The results of this study reveal the importance and the possibility of cognitive remediation and cognitive training with strategies that target capacity for divergent thinking to improve community functioning in patients with schizophrenia.

Adult↗

PubMed1992

The relationship between verbal ability and sentence-based speechreading.

Eighteen hearing-impaired subjects participated in the present study. The purpose was to investigate one general question: The nature of the relationship between verbal ability and speechreading. Verbal ability was assessed by two types of measure: a test of vocabulary size, and four tests of lexical access speed. The results demonstrated that lexical access speed was related to speechreading performance. Vocabulary size was not found to be directly related to the speechreading criterion; rather, its influence was in an indirect fashion via its relation to lexical access speed. It was concluded that lexical access speed could be used as a diagnostic tool, such that when an individual demonstrates lexical access that is unreasonably slow, it could be taken as an indication to suggest that rehabilitation programs should emphasize alternatives to speechreading. A general implication of the present results is that absence of relation between a predictor variable and the speechreading criterion does not necessarily imply absence of relation between the two. There is still a possibility that the predictor variable might be indirectly related to the speechreading criterion.

Adult↗