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PubMed2002

The scope of linguistic generalizations: evidence from Hebrew word formation.

Does the productive use of language stem from the manipulation of mental variables (e.g. "noun", "any consonant")? If linguistic constraints appeal to variables, rather than instances (e.g. "dog", "m"), then they should generalize to any representable novel instance, including instances that fall beyond the phonological space of a language. We test this prediction by investigating a constraint on the structure of Hebrew roots. Hebrew frequently exhibits geminates (e.g. ss) in its roots, but it strictly constraints their location: geminates are frequent at the end of the root (e.g. mss), but rare at its beginning (e.g. ssm). Symbolic accounts capture the ban on root-initial geminates as *XXY, where X and Y are variables that stand for any two distinct consonants. If the constraint on root structure appeals to the identity of abstract variables, then speakers should be able to extend it to root geminates with foreign phonemes, including phonemes with foreign feature values. We present findings from three experiments supporting this prediction. These results suggest that a complete account of linguistic processing must incorporate mechanisms for generalization outside the representational space of trained items. Mentally-represented variables would allow speakers to make such generalizations.

Adult↗
PubMedDate not supplied

Perception of aspiration and place of articulation of Cantonese initial stops by normal and sensorineural hearing-impaired listeners.

This study investigated the use of acoustic cues to the perception of aspiration and place of articulation of Cantonese initial stops by bilateral severely hearing-impaired (n = 14) and normal-hearing (n = 14) adolescents. The stimuli were consonant-vowel (CV) words spoken by two male speakers in which the initial consonants /ph, p, th, t, kh, k/ were followed by the diphthong /[symbol: see text]i/. Subjects listened to the stimuli through a loudspeaker and chose the correct initial consonant among six choices. Three test conditions (short, medium and long voice onset time, or VOT) were prepared by increasing the VOT of unaspirated stops and by decreasing the VOT of aspirated stops. The results showed that the presence of aspiration noise was an important cue for normal listeners in the perception of aspiration, but not for hearing-impaired listeners. Hearing-impaired listeners used formant transitions as the main cue to the perception of aspiration. VOT was a weak aspiration cue for both groups. In the perception of place of articulation, normal listeners appeared to rely mainly on formant transitions and release burst information rather than VOT. The recognition of place by hearing-impaired listeners was at chance level for all the experimental stimuli, showing that these listeners were unable to use VOT, formant transitions or release burst information as cues to place.

Adolescent↗
PubMed1991

Children's communicative abilities revisited: verbal versus perceptual disambiguating strategies in referential communication.

The way seven- and nine-year-old French children and adults interpret ambiguous object descriptions was studied in four experiments. All four experiments followed the same basic procedure and consisted of two phases. During the training phase, plastic blocks varying in shape, colour and size were associated with fruit names. Some objects were always given just one label, the generic term, whereas others could be given either the generic or the specific label. For example, large circles were referred to as 'pommes' ('apples'), and large blue circles as 'reinettes' (a kind of apple). Still others were given no name at all. During the test phase of the experiment, subjects were presented with referentially ambiguous messages and asked to point to a given object (Experiments 1, 2 and 3) or to draw an object (Experiment 4). The messages consisted of either a generic term preceded by an article (e.g. '(la pomme'-'the apple') or a verbal description based on a colour adjective (e.g. 'le bleu'-'the blue one'). When presented with the generic term, older children and adults persistently chose the object for which no specific term had been given during the training phase. When presented with an adjective description, they chose the referent for which no fruit name had been given during the training phase. Younger children's choices depended on whether the article preceding the description was definite or indefinite. These results are consistent with the Gricean approach to referential communication proposed by Jackson & Jacobs (1982) and with an extended version of the principle of contrast proposed by Clark (1987, 1988).

Child↗
PubMed1995

Effects of age, education, and living environment on Boston Naming Test performance.

The 60-item Boston Naming Test (BNT; Kaplan, Goodglass, & Weintraub, 1983) was administered to 323 normal elderly subjects between the ages of 65 and 97. The combined effects of age, education, and living environment (institutionalized/independent living) on total test score was determined. These three variables accounted for 32% of the variance in BNT performance. Educational background accounted for the greatest proportion of the variance, followed by age and living environment. There was also a significant interaction between age, education, and living environment. Overall, increased age adversely affected BNT scores. However, institutionalized subjects with a sixth-ninth grade education performed poorly on the BNT regardless of age. In addition, there was little difference in BNT performance according to age or living environment for the well educated. (The only exceptions were the oldest institutionalized subjects, who performed poorly on the BNT regardless of level of education.) The data presented in this study should be helpful for those clinicians who administer the BNT to elderly patients who are institutionalized or who have a limited educational background.

Activities of Daily Living↗
PubMed1995

Sentence comprehension in multiple sclerosis.

INTRODUCTION: Explanations of sentence processing difficulty in aphasia have implicated slowed information processing speed. We tested this hypothesis by evaluating sentence comprehension in multiple sclerosis (MS), and relating comprehension performance to measures of information processing speed. MATERIAL & METHODS: Twenty right-handed, high school-educated, non-demented, native English speakers with clinically definite MS and 16 age- and education-matched control subjects were examined on 3 different sentence comprehension measures that stress grammatical appreciation. Performance was related to quantitative assessments of mental information processing speed. RESULTS: Group-wide analyses demonstrated a trend toward sentence comprehension difficulty in MS. Analyses of individual patient profiles identified a subgroup of MS patients who were consistently impaired to a significant extent across all sentence comprehension tasks. Their sentence comprehension difficulty was associated with selectively compromised mental information processing speed. CONCLUSION: Sentence comprehension difficulty in MS is associated with slowed information processing speed. This finding supports the claim that information processing speed contributes to sentence processing.

Adult↗
PubMed2005

Learning and memory in aging combat veterans with PTSD.

The California Verbal Learning Test (CVLT) was administered to examine learning and memory performance in aging combat veterans with (n = 30) and without PTSD (n = 20), and veterans unexposed to combat (n = 15). Combat veterans with PTSD (PTSD+) showed many impairments compared to non-exposed veterans, but only long-delay free recall consistently discriminated the PTSD+ group from combat-exposed subjects without PTSD (PTSD-), when data were corrected for subscale scores on the WAIS (Vocabulary, Block Design). Alterations in total learning were associated with PTSD when controlling for substance abuse and depression. Two contrast measures, proactive interference and recognition hits, distinguished combat from noncombat veterans, and may be related to trauma exposure. Impairments in total learning are similar to what has been observed in Holocaust survivors. However, increased severity of rapid forgetting may be a specific alteration in older combat veterans, likely reflecting aspects of both combat exposure and aging.

Aged↗
PubMed2003

Perceiving prosody from the face and voice: distinguishing statements from echoic questions in English.

We examined the processing of potential auditory and visual cues that differentiate statements from echoic questions. In Experiment 1, four natural speech statement-question pairs were identified by participants, and then analyzed to determine which characteristics were ecologically valid. These characteristics were tested in subsequent experiments to determine if they were also functionally valid. In Experiment 2, the characteristics of the most discriminable utterance pair were successfully extended to the other utterance pairs. For Experiment 3, an auditory continuum (varying in F0, amplitude, duration) was crossed with a visual continuum (varying in eyebrow raise, head tilt), using synthetic speech and a computer-animated head. Participants judged five levels along each of these two speech continua between a prototypical statement and prototypical question, in an expanded factorial design. Experiments 4 and 5 were unable to appreciably enhance the weak visual effect relative to the strong auditory effect (from Experiment 3). Overall, we found that both auditory and visual cues reliably conveyed statement and question intonation, were successfully synthesized, and generalized to other utterances. However, the weak visual effect relative to the robustly strong auditory effect precluded optimal integration and conclusive examination of information processing through model-fitting.

Adolescent↗
PubMed1987

The double dissociation of short-term memory for lists and sentences. Evidence from aphasia.

We document the sentence and list repetition skills of 3 aphasic patients. Cases 1 and 2 were classified as span-impaired conduction aphasics and Case 3 was classified as a span-preserved transcortical sensory aphasic. We found that repetition by the span-impaired cases was facilitated by increasing the 'meaningfulness' of lists, whereas this had no effect on the performance of the span-preserved case. The patients' ability to repeat sentences was contrasted with their ability to repeat three words contained in the sentences, and a double dissociation was obtained: the span-impaired cases were better at repeating sentences than in repeating three word lists whereas the span-preserved case showed the opposite pattern of difficulty. The repetition of sentences containing a known and unknown vocabulary was tested in the span-preserved case. His repetition of sentences containing words which he still knew was significantly better than his ability to repeat sentences containing a vocabulary of words which he had 'forgotten' as a consequence of his aphasia. The patients' ability to repeat complete, incomplete, and nonsense sentences was contrasted: overall the span-impaired patients were somewhat better at repeating complete sentences than incomplete sentences. Finally we examined the patients' ability both to comprehend and repeat word strings in an abbreviated 'naming from description' task: the span-impaired patients were able to comprehend three word strings, but unable to repeat them, the span-preserved case was able to repeat but not comprehend. On the basis of these double dissociations we conclude that the evidence indicates two dissociable short-term memory systems, one a relatively passive phonological store subserving list repetition, the other a dynamic, anticipatory, and integrative memory system which underpins sentence repetition.

Adult↗
PubMed2005

Mayo's Older African American Normative Studies: Auditory Verbal Learning Test norms for African American elders.

The Auditory Verbal Learning Test (AVLT) is frequently used in clinical practice to assess for memory dysfunction in the elderly. As part of the Mayo Older African Americans Normative Studies (MOAANS), we provide age and education adjusted normative data for the AVLT. The sample consists of 306 self-identified African Americans who are cognitively normal, community-dwelling and ranging in age from 56 through 94. Additional summary indices are included in the normative data, including learning efficiency, delayed recall, percent retention, and an index representing recognition memory corrected for false-positive identifications. Given the importance of using a normative reference sample that closely represents the population of interest, the current norms should provide clinically useful data for evaluating African American elders, especially those who were educated in the southern United States.

Adult↗
PubMed2006

Neuropsychological effects of bilateral STN stimulation in Parkinson disease: a controlled study.

OBJECTIVE: To evaluate the cognitive and behavioral effects of bilateral subthalamic nucleus (STN) stimulation in patients with Parkinson disease (PD). METHODS: The authors included 103 patients; 99 patients were evaluated 6 months after surgery. A control group of 39 patients with PD was formed and 36 patients were evaluated 6 months later. At baseline and at follow-up we administered neuropsychological tests of language, memory, visuospatial function, mental speed, and executive functions. A depression rating scale, a quality of life scale, self and proxy ratings of memory and dysexecutive symptoms, and a neuropsychiatric interview were also administered. RESULTS: Six months after surgery, the STN group showed a larger decline than the control group on measures of verbal fluency, color naming, selective attention, and verbal memory. Moreover, the STN group showed a decrease in positive affect, and an increase in emotional lability and cognitive complaints. On the other hand, the STN group showed an increase in quality of life and a slight decrease in depressive symptoms. Nine percent of the STN patients had psychiatric complications (vs 3% of controls). CONCLUSIONS: Bilateral subthalamic nucleus stimulation has an adverse effect on executive functions with implications for daily life of the patients and their relatives.

Cognition Disorders↗
PubMed1994

Are explicit memory disorders of progressive supranuclear palsy related to damage to striatofrontal circuits? Comparison with Alzheimer's, Parkinson's, and Huntington's diseases.

To test the hypothesis that memory disorders of subcortico-frontal dementia result mainly from inefficiency of retrieval processes of stored information, we compared verbal learning in 15 patients with progressive supranuclear palsy, prototypical of "subcortical dementia," in free (California Verbal Learning Test) and controlled (Grober and Buschke's Test) encoding situations, with that of 19 controls, matched for age and level of education. The progressive supranuclear palsy patients showed memory deficits characterized by impaired immediate memory span, disturbed learning and consistency of recall, and abnormal number of false alarms at recognition, which were dramatically alleviated by controlled encoding associated with cued recall, using the same semantic cues. This memory profile was markedly different from that of patients with senile dementia of the Alzheimer type (n = 15), characterized by more rapid forgetting and less improvement in the controlled situation. Instead, it was similar to the memory pattern of patients with Parkinson's (n = 15) and Huntington's (n = 15) diseases. These results show a similar profile of memory disturbance in disorders involving damage to the striatofrontal system and suggest that the cortical and hippocampal lesions of PSP patients are insufficiently severe to interfere with the specific memory profile characteristic of the disease.

Aged↗
PubMedDate not supplied

Long-term amnesia: a review and detailed illustrative case study.

Long-term amnesia is a slowly developing form of anterograde amnesia accompanied by retrograde amnesia of variable severity (Kapur, 1996; 1997) often associated with damage to the anterior temporal neocortex and epileptic seizures. The precise neural and functional deficits that underlie this condition are unknown. A patient, JL, who has this condition following a closed-head injury, is described in detail. Her injury caused bilateral anterior temporal neocortex damage that was more extensive on the left and right-sided damage to the perirhinal and orbitofrontal cortices. The hippocampus appeared to be intact bilaterally. Epilepsy developed within two years of JL's injury. Apart from her memory impairments, JL's cognitive functions, including high-level visual perception, attention, semantic memory and executive functions were well preserved. Her memory also seemed well preserved for at least 30 minutes following encoding. The one exception was the patient's relatively greater impairment at difficult visual recognition tests for which verbalization may not have been an effective strategy. This problem may have been caused by JL's right-sided perirhinal and orbitofrontal cortex damage. Her recall and recognition was clearly impaired after a three-week delay. She also showed a retrograde amnesia, which appeared to be milder than her remote post-morbid memory deficit. JL's remote memory was preserved for information first encountered in either the pre- or post-morbid period provided the information had received sufficient rehearsal over long periods of time. Her long-term amnesia may have been caused by anterior temporal neocortex damage, possibly in association with her epileptic seizures. Whether the condition is heterogeneous, involves a deficit in slow consolidation, disruption of unconsolidated memories, or blockage of maintenance or disruption of insufficiently rehearsed memories whether or not these have been slowly consolidated is discussed.

Adult↗
PubMed1998

On the concept of comparison in mentally retarded and nonretarded children.

Two adjective pairs in comparative form, more-less and taller-shorter, were tested with moderately mentally retarded (MR) and nonretarded children (NR) matched on verbal mental age (MA) and socioeconomic status (SES) in a "show" and an "act-out" experimental condition. The data indicated that all the main effects, the group, the experimental condition, and the unmarked-marked relational terms were significant and so were the interactions of the Group x Experimental Conditions, Group x Unmarked Versus Marked Relational Terms, and Group x Experimental Conditions and Unmarked Versus Marked Relational Terms. A logistic regression analysis (LRA) showed that the relational term shorter in the act-out condition best predicted classification membership for the subjects in either group, suggesting that the MR children were less able to self-regulate behavior. The error types, however, mainly observed in the act-out experimental condition were the same from a semantic point of view in either group. The effect of the unmarked versus marked distinction cannot be considered independent of the experimental conditions applied.

Child↗
PubMed1987

Children with a history of acquired aphasia: residual language and academic impairments.

Fifteen children and adolescents with a history of acquired aphasia were administered a battery of language and academic tests, 1-10 years postonset. As a group, these children performed significantly more poorly than non-brain-injured subjects on the language measures, with deficits in word, sentence, and paragraph comprehension; naming; oral production of complex syntactic constructions; and word fluency. One particular language deficit or cluster of deficits did not characterize the group as a whole. For individual brain-injured subjects, language deficits ranged from no or only mild impairment to significant language deficits. All brain-injured subjects were functional verbal communicators at the time of the study; that is, all were oral and primarily used grammatical sentences as their means of communication. Academic difficulties were characteristic of this population. Two thirds of the brain-injured group were receiving academic assistance of some kind at the time of the study. Poor performance on arithmetic calculations was typical. The brain-injured group was heterogeneous with regard to age at onset, etiology, extent of damage, length of recovery, and outcome profiles. Careful and comprehensive assessment of a range of language and academic abilities is essential to adequately identify needs and appropriate intervention strategies for this population.

Achievement↗
PubMed2004

[Neuropsychological profile of intractable partial epilepsies].

The neuropsychological assessment is an essential part of the clinical work-up of patients suffering from pharmaco-resistant epilepsy. The aim of the present article is to give an overview of the assessment with regard to the functions tested, the techniques employed and the factors influencing the interpretation of the results. In the first part of the article, the role of the neuropsychological evaluation is discussed in relation to other methods of clinical investigation, such as EEG, brain imaging techniques and sodium amytal exploration, all of which intend to identify the localization (region and laterality) of the epileptogenic focus. This is particularly important for patients slated for epilepsy surgery. In addition, the neuropsychological exam aims to determine the extent of the deficits in various cognitive and sensori-motor domains by taking into account the structural and/or functional reorganization that may have taken place and the compensatory mechanisms that are available to the patient. In this context, the effect of various factors influencing the mental and emotional functioning of the patient, such as the age at onset and duration of the epilepsy, the presence of a structural lesion, the type and number of anticonvulsant drugs, the personality and the adaptability of the patient must be considered. In children, the effect of recurrent seizures may be more devastating since these risk to interfere with normal brain development. On the other hand, the greater plasticity of the immature brain provides a larger window in which compensation can take place. Evidence suggests that attentional processes are affected in all types of epilepsy. Furthermore, the antiepileptic medication may have a deleterious effect on the cognitive and emotional status of the patient, particularly in patients with pharmaco-resistant epilepsy who are usually taking a combination of anticonvulsant drugs. The second part of the article presents localization-specific neuropsychological impairments and the tests most suited to reveal these deficits. Thus, in temporal lobe epilepsy, memory functions are more affected than in other types of partial epilepsy, whereas intellectual functions are usually preserved. However, recent studies cast some doubt on the prevailing view that left-hemisphere foci are associated with verbal memory deficits only and that right-hemisphere foci solely affect visuo-spatial memory. The dichotomy appears to be more subtle, especially in patients with a long-standing seizure history. Frontal foci produce deficits in motor coordination, attention, working memory and executive functions. These deficits appear to be more pronounced in children than in adults. Few studies have explored the neuropsychological consequences of parieto-occipital foci given that this type of epilepsy is relatively rare. The neuropsychological profile of the patient should guide healthcare providers to implement the necessary remedial measures to facilitate the patient's social integration and to improve his quality of life.

Adult↗
PubMed1992

Results of the ESA study on psychological selection of astronaut applicants for Columbus Missions I: aptitude testing.

European participation in the Space Station Freedom brought about new challenges for the psychological selection of astronaut candidates, particularly in respect to specific demands of long duration space flights. For this reason existing selection criteria and methods were reassessed. On these grounds a study was undertaken applying a unique composition of aptitude tests to a group of 97 ESA scientists and engineers who are highly comparable to the expected astronaut applicants with respect to age and education. The tests assessed operational aptitudes such as logical reasoning, memory function, perception, spatial orientation, attention, psychomotor function, and multiple task capacity. The study goals were: 1) Verification of psychometric qualities and applicability of tests in a normative group; 2) Search for culture-fair tests by which multi-national groups can be examined; 3) Identification of test methods which consider general and special operational demands of long duration space flights. Based on the empirical findings a test battery was arranged for use in the selection of ESA astronaut applicants. Results showed that 16 out of the 18 employed tests have good psychometric qualities and differentiate reliably in the special group of testees. The meta structure of the test battery as described by a factorial analysis is presented. Applicability of tests was generally high. Tests were culture-fair, however, a relation between English language skills and test results was identified. Since most item material was language-free, this was explained with the importance of English language skills for the understanding of test instructions. Solutions to this effect are suggested.

Adult↗
PubMed1995

An innovative method to assess the receptive vocabulary of children with cerebral palsy using event-related brain potentials.

This single-case, multiple-control study illustrates the clinical use of ERPs as part of the linguistic and cognitive assessment of individuals who are unable to provide verbal or motor responses due to their multiple handicaps. The single-word receptive vocabulary of a 17-year-old patient with Cerebral Palsy (CP) and three age-matched controls was measured using an event-related potential (ERP) paradigm. The Peabody Picture Vocabulary Test-Revised (PPVT-R) was adapted for computer presentation, with three levels of difficulty (Preschool, Child, Adult). Individual pictures were presented successively, and correctly (congruent) or incorrectly (incongruent) named auditorially. ERP components were derived for both the congruent and incongruent picture-word pairs. As predicted, the N400 ERP component had a higher peak for the incongruent picture-word pairs at the Preschool and Child levels. At the Adult level, the ERP pattern was reversed (higher peak in congruent condition) for the CP patient and for two of the three controls and, it was substantially attenuated for the third control. These ERP findings indicated that picture-word pairs within the range of acquired receptive vocabulary were identified as correct or incorrect but picture-word pairs above an individual's level could not be differentiated as clearly. The findings demonstrate the clinical application of this paradigm to assessing receptive vocabulary in motor- and communication-impaired patients.

Adolescent↗
PubMed1994

Development of gestalt-reading processes in children: assessment using the Boder test.

According to Boder, there are two processes involved in reading: visual-gestalt and analytic-phonetic. The gestalt process is activated for known words, forming part of the child's "sight vocabulary", and it enables him/her to recognize words even when they are exposed for a very short time. The analytic-phonetic process involves the auditory channel when the words are not part of the "sight vocabulary" and require a spelling process. At first, neither the English version nor the Italian adaptation of the Boder test included a control of word exposition time (ET) and reading time (RT). Both parameters are necessary for a check of the gestalt and phonetic processes. The aim of this paper was the assessment of minimum ET for the words belonging to the "sight vocabulary" and of RT for a word read through a gestalt process. Seventy-five primary schoolchildren from the first to the fifth class were presented with 100 meaningful words (MF) and 100 meaningless (ML) words, using ETs ranging from 150 to 650 ms. The results showed that, at the age of 7 years, the gestalt process was completely developed. Of MF words, 95% were correctly read and it did not change significantly with longer ETs. The RT for MF words did not change with different ETs and remained stable after the age of 7 years. Finally, the RT for ML words was always longer than the RT for MF words, and the difference was significant in 8-, 9- and 10-year-old children.

Child↗