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PubMed2003

Age, working memory, figurative language type, and reading ability: influencing factors in African American adults' comprehension of figurative language.

This study investigated the cognitive and linguistic factors presumed to be associated with adult comprehension of figurative language, including age, working memory (WM), figurative language type, and reading comprehension (RC). Forty younger (M = 22 years) and 40 older (M = 63 years) healthy African American adults completed WM and reading tasks, and the 60-item forced-choice multiple-category (20 idioms, 20 metaphors, and 20 metonyms) Figurative Language Comprehension Test. After controlling for WM and RC, the older adults outperformed the younger adults on idioms and metonyms. Metaphor comprehension was comparable between the groups. Findings demonstrate that WM and RC underlie adults' comprehension of figurative language and should be considered when interpreting performance on tests assessing figurative language competence in this population.

Adolescent↗

PubMed2004

The comprehension of wh-questions in children with specific language impairment.

Current theories of specific language impairment (SLI) in children fall into 2 general classes: those that attribute SLI to processing limitations and those that attribute the disorder to deficits in grammatical knowledge. In this study, the authors examined children's comprehension of subject and object Wh-questions because they offer the means of determining the relative contribution to performance of knowledge and of processing. Comprehension of subject and object Wh-questions presumably requires knowledge of grammatical movement. However, through manipulation of the length of the questions, it is also possible to vary the processing demands of the questions. If a simple deficit in knowledge of movement is involved, children should show poorer comprehension on object questions than on subject questions, regardless of sentence length. However, if processing limitations are involved, length should affect comprehension of object questions but not subject questions. Children with SLI and typically developing (TD) children matched on receptive vocabulary test scores participated in a comprehension task consisting of short and long subject and object Wh-questions. The two groups performed similarly on short questions, each showing high accuracy in both subject and object conditions. However, the children with SLI showed poorer performance on long object questions compared to long subject questions. They were also less accurate on long object questions than were children in the TD group. We argue that demands on linguistic processing abilities play an important role in the difficulties experienced by children with SLI.

Child↗

PubMed1981

Performance of children with normal and impaired oral language production on a set of auditory comprehension tests.

The purpose of this study was to investigate the comprehension abilities of children with impaired expressive language and to obtain information on the interrelationships among tests of comprehension. Forty preschool children, 20 with normal language and 20 with impaired expressive language, were given a set of auditory comprehension tests. As a group, the language-impaired children demonstrated deficits in comprehension when compared to the normal-language children. However, both groups scored near the ceiling on several tests, and on most tests that did differentiate the two groups, the mean scores of both groups when applied to performances of middle-class white children. An analysis of responses to selected groupings of analogous items revealed that a preschool child's correct response to a linguistic stimulus in one instance provides no assurance that the child will respond similarly to the stimulus in another linguistic environment with different task demands and different foil alternatives. In addition, the large majority of correlations among the test were nonsignificant, indicating that it is not clinically appropriate to regard these measures of language comprehension as equivalent.

Child↗

PubMed1979

Multiplicative effects on sentence comprehension for combined acoustic distortions.

This study was designed to explore the effect on speech comprehension of combining two types of signal distortion. A tape of clearly-enunciated sentences in quiet was distorted in each of four ways: low-pass (LP) filtering, time compression, interruption, and noise masking. Data are reported on a population of normal-hearing young men for multiple-choice answer tests of colloquial sentences of either LP filtered at 1, 2, 3, or 4 kHz, time compressed by computer at 250 words/min, interrupted (50 msec on--50 msec off), masked by speech-spectrum noise at +2 dB S/N, or given each of the 12 possible combinations of LP filtering plus the other three distortions. Individual distortion conditions were adjusted to reduce speech comprehension performance to about 90% accuracy, Low-pass filtering above 1 kHz reduced comprehension by no more than five to 10 percentage points, but when LP filtering was added to the other distortions in turn, latent effects were uncovered. The reduction in comprehension with the combined distortions was much greater than the simple additive effects of the distortion and LP filtering by themselves. For example, LP filtering above 2 kHz produced no measurable effect on sentence comprehension but this same distortion in combination with noise masking reduced performance from 89.4 to 59.7% correct (where 25% was chance). This study further validates the multiply-compounded nature of simultaneous types of distortion. The use of LP filtering extends the multiplicative principle to the simulated case of high-frequency hearing losses.

Adult↗

PubMed1980

The effects of children's language comprehension level on adults child-directed talk.

The present study attempted to test quasi-experimentally the hypothesis that children's language comprehension level is the major determinant of the modifications characteristic of child-directed talk (CDT). Language comprehension level was varied by selecting four-year-old, language-impaired children with two levels of comprehension. Data on 21 measures of structural and pragmatic aspects of CDT were obtained from videotapes of 20 half-hour, freeplay sessions in which each of ten adults talked individually with one child from each level. A t test for paired samples generated four significant differences (p less than 0.05). Language addressed to the high comprehending children contained (1) more frequent use of the semantic category state, (2) greater lexical diversity, (3) more frequent reference to nonpresent objects, persons, and events, and (4) less frequent nonverbal cueing. Variation in the children's comprehension strategies appears to provide a better explanation for these differences than variation in their comprehension of language structure. An alternate explanation of the results, the conversational model, proved of limited value in explaining structural CDT modifications.

Adult↗

PubMed1981

Comprehension and production of basic semantic concepts by older hearing-impaired children.

Comprehension of semantic concepts considered basic to academic performance in the early grades was evaluated with the Boehm Test of Basic Concepts (BTBC) for 15 orally trained, severely and profoundly hearing-imparied children, ages 13--14 years. The children also were required to construct written sentences using these same concepts. Teachers of the hearing-impaired children completed a questionnaire of their expectation levels of the vocabulary competence, comprehension, and production for each child on the 50 items of the BTBC. Classroom texts used by the children were examined for the presence of these specific concepts. The measure of comprehension showed that four-fifths of the children scored lower than the 10th percentile for second-grade hearing children, and two-thirds scored at or below the 1st percentile. Evaluating production, 68% of the sentences produced by the children contained semantic, syntactic, or semantic-syntactic errors. The individual's level of vocabulary comprehension was higher than each child's level of production. Classroom teachers were able to predict accurately each child's comprehension and production scores. Finally, the survey of the classroom textbooks used by the children revealed that approximately 80% of the BTBC test items appeared within the texts. Implications are discussed.

Achievement↗

PubMed1982

Effects of rate of speech and linguistic stress on auditory paragraph comprehension of aphasic individuals.

Auditory comprehension performance of 20 aphasic and 8 nonaphasic subjects was analyzed in a paragraph comprehension task in which rate of speech and linguistic stress were systematically altered. Aphasic subjects were assigned to either high- or low-level auditory comprehension groups on the basis of their performance on a shortened form of the Token Test. paragraphs were presented either with slow rate of speech (120 wpm) or normal rate of speech (150 wpm) with either normal or exaggerated stress given to critical elements within sentences in the paragraphs. Paragraph comprehension was measured by analyzing subjects' response accuracy on a series of yes/no questions which followed each paragraph. Scores of both aphasic subject groups were significantly higher for paragraphs presented with slow rate of speech than for those presented at normal rate and for paragraphs presented with exaggerated stress than for normal stress paragraphs. No significant interactions between rate and stress were observed. Rate ad stress did not affect performance of nonaphasic subjects. A significant positive correlation between Token Test scores and paragraph scores was observed for high-level aphasic subjects; the correlation between these measures was low and nonsignificant for low-level aphasic subjects. Implications of these findings are discussed for diagnosis and treatment of auditory comprehension deficits in aphasic individuals.

Adult↗

PubMed1991

Language skills of children and adolescents with Down syndrome: I. Comprehension.

This study investigates the development of vocabulary and syntax comprehension skills cross-sectionally in 48 children and adolescents with Down syndrome (Trisomy 21), aged 5-20 years, in comparison to 48 control children aged 2-6 years matched statistically for nonverbal mental age and mother's years of education. Age-equivalent scores on vocabulary (PPVT-R) and syntax (TACL-R) comprehension tests differed in the Down syndrome group but not the control group; vocabulary comprehension was relatively more advanced than syntax. Age-equivalent scores on nonverbal cognitive subtests of pattern analysis and short-term memory for bead arrangements (Stanford-Binet, 4th ed.) also differed for the Down syndrome group but not the control group, indicating an unusual pattern of nonverbal cognitive function in the Down syndrome group. Stepwise multiple regression analyses showed that chronological age and mean mental age, collectively, accounted for 78% of the variability in vocabulary comprehension and 80% of the variability in syntax comprehension in the Down syndrome group, with total passes on a hearing screening accounting for an additional 4% in each case. Implications for research are discussed.

Adolescent↗

PubMed1995

Sentence comprehension in children with specific language impairment: the role of phonological working memory.

This study examined the influence of phonological working memory on sentence comprehension in children with specific language impairment (SLI). Fourteen children with SLI and 13 with normal language (NL) participated in two tasks. In the first, a nonsense word repetition task (index of phonological working memory), subjects repeated nonsense words varying in length from one syllable to four. In a sentence comprehension task, subjects listened to sentences under two conditions varying in linguistic redundancy (redundant, nonredundant). On the nonsense word repetition task, between- and within-group analyses revealed that subjects with SLI repeated significantly fewer 3-syllable and 4-syllable nonsense words. On the sentence comprehension task, between- and within-group analyses determined that subjects with SLI comprehended significantly fewer redundant (longer) sentences than nonredundant (shorter) sentences. A positive correlation was found between subjects' performance on the nonsense word repetition and sentence comprehension tasks. Results were interpreted to suggest that children with SLI have diminished phonological working memory capacity and that this capacity deficit compromises their sentence comprehension efforts.

Child↗

PubMed2003

Position of the American Dietetic Association, Society for Nutrition Education, and American School Food Service Association--Nutrition services: an essential component of comprehensive school health programs.

It is the position of the American Dietetic Association (ADA), the Society for Nutrition Education (SNE), and the American School Food Service Association (ASFSA) that comprehensive nutrition services must be provided to all of the nation's preschool through grade twelve students. These nutrition services shall be integrated with a coordinated, comprehensive school health program and implemented through a school nutrition policy. The policy should link comprehensive, sequential nutrition education; access to and promotion of child nutrition programs providing nutritious meals and snacks in the school environment; and family, community, and health services' partnerships supporting positive health outcomes for all children. Childhood obesity has reached epidemic proportions and is directly attributed to physical inactivity and diet. Schools can play a key role in reversing this trend through coordinated nutrition services that promote policies linking comprehensive, sequential nutrition education programs, access to and marketing of child nutrition programs, a school environment that models healthy food choices, and community partnerships. This position paper provides information and resources for nutrition professionals to use in developing and supporting comprehensive school health programs. J Am Diet Assoc. 2003;103:505-514.

Adolescent↗

PubMed2000

[Prediction of verbal and numerical comprehension in patients with cochlear implants].

BACKGROUND: Cognitive abilities determine the outcome of cochlear implantation. Neuropsychological tests of intellectual, memory, attentional and emotional functions were applied pre-operatively in 33 deaf patients receiving a cochlear implant. The outcome of verbal and numerical comprehension was measured in a subgroup of 14 patients post-operatively and correlated with pre-operative neuropsychological performance. METHODS: Neuropsychological performance was recorded using standardized tests for intellectual abilities (abbreviated Wechsler Adult Intelligence Scale [WAIS], crystallized intelligence scale), memory performance (Benton Visual Retention Test), attentional functions (d2 letter-cancellation-test), reaction time (Vienna Reaction Test) and emotional state (personality inventories). Verbal and numerical comprehension was measured post-operatively following adaptation of the speech processor. Performance and comprehension data were correlated. RESULTS: Cognitive performance parameters did not differ significantly from those of a healthy group. There was a correlation of r = +0.65 between numerical comprehension and the "mosaic-test", a subtest of the WAIS and of r = +0.78 between numerical comprehension and the crystallized intelligence scale. CONCLUSIONS: Pre-operative cognitive parameters may predict the outcome of cochlear implants.

Adolescent↗

PubMed1995

A randomized trial of comprehensive geriatric assessment in the care of hospitalized patients.

BACKGROUND: Although many studies describe benefits from the comprehensive assessment of elderly patients by an interdisciplinary team (comprehensive geriatric assessment), the most supportive evidence for the process has come from programs that rely on specialized inpatient units and long hospital stays. We examined whether an inpatient geriatric consultation service might also be beneficial in a trial involving four medical centers of a group-practice health maintenance organization (HMO). METHODS: We conducted a randomized clinical trial with 2353 hospitalized patients 65 years of age or older in whom at least 1 of 13 screening criteria were present: stroke, immobility, impairment in any basic activity of daily living, malnutrition, incontinence, confusion or dementia, prolonged bed rest, recent falls, depression, social or family problems, an unplanned readmission to the hospital within three months of a previous hospital stay, a new fracture, and age of 80 years or older. Of the 1337 patients assigned to the experimental group, 1261 (94 percent) received a comprehensive geriatric assessment in the form of a consultation, with limited follow-up; the 1016 patients assigned to the control group received usual care. The functional and health status of the patients was measured at base line and 3 and 12 months later; survival was assessed at 12 months. Subgroups of patients who might be presumed to benefit from comprehensive assessment were also studied. RESULTS: The survival rate at 12 months was 74 percent in the experimental group and 75 percent in the control group. At base line, 3 months, and 12 months the scores of the two groups on measures of functional and health status were similar. The analysis of 16 subgroups did not identify any with either clearly improved functional status or improved survival. CONCLUSIONS: In this HMO, comprehensive geriatric assessment by a consultation team, with limited follow-up, did not improve the health or survival of hospitalized patients selected on the basis of screening criteria.

Activities of Daily Living↗

PubMed1998

Temporal dynamics of verbal object comprehension.

Knowledge of the stage composition and the temporal dynamics of human cognitive operations is critical for building theories of higher mental activity. This information has been difficult to acquire, even with different combinations of techniques such as refined behavioral testing, electrical recording/interference, and metabolic imaging studies. Verbal object comprehension was studied herein in a single individual, by using three tasks (object naming, auditory word comprehension, and visual word comprehension), two languages (English and Farsi), and four techniques (stimulus manipulation, direct cortical electrical interference, electrocorticography, and a variation of the technique of direct cortical electrical interference to produce time-delimited effects, called timeslicing), in a subject in whom indwelling subdural electrode arrays had been placed for clinical purposes. Electrical interference at a pair of electrodes on the left lateral occipitotemporal gyrus interfered with naming in both languages and with comprehension in the language tested (English). The naming and comprehension deficit resulted from interference with processing of verbal object meaning. Electrocorticography indices of cortical activation at this site during naming started 250-300 msec after visual stimulus presentation. By using the timeslicing technique, which varies the onset of electrical interference relative to the behavioral task, we found that completion of processing for verbal object meaning varied from 450 to 750 msec after current onset. This variability was found to be a function of the subject's familiarity with the objects.

Adult↗

PubMed2004

Comprehension, encoding, and monitoring in the production of confabulation in memory: a study with schizophrenic patients.

INTRODUCTION: The aim of the present study was to test the hypotheses proposed by Nathaniel-James and collaborators (Nathaniel-James & Frith, 1996; Nathaniel-James, Foong, & Frith, 1996) to account for the cognitive deficits involved in the production of confabulations in schizophrenic patients: impairments in comprehension, memory encoding, and memory monitoring. METHOD: Five patients were investigated in this multiple single-case study. Comprehension abilities were investigated in several tests in which a memory bias was avoided. The encoding deficit hypothesis was tested by manipulating cues at encoding and/or retrieval. "Memory monitoring" abilities were examined in two tasks: the Hayling test for all patients and an AB-AC word pairs learning task for two patients. RESULTS: Four of the patients produced an abnormal level of confabulations in story and fable learning tests. All patients exhibited encoding deficits and specific comprehension difficulties. However, some demonstrated preserved memory monitoring abilities. Across different tests, it was observed that the more the confabulations occurred, the more severe were the comprehension difficulties. CONCLUSION: The results are in favour of the hypothesis that verbal comprehension difficulties lead to the production of confabulation. They are inconsistent with the idea that memory monitoring impairment is necessarily involved.

Journal Article↗

PubMed2002

Emotion comprehension in the temporal variant of frontotemporal dementia.

Frontotemporal dementia (FTD) is a neurodegenerative disease characterized by behavioural disorders that suggest abnormalities of emotional processing. Patients with the temporal variant of FTD (tvFTD) are particularly at risk for developing deficits in emotional processing secondary to atrophy in the amygdala, anterior temporal cortex (ATC) and orbital frontal cortex (OFC), structures that are components of the brain's emotional processing systems. In addition, previous studies have suggested that predominantly right, as opposed to left temporal atrophy is more likely to be associated with behavioural and emotional impairments in tvFTD. However, emotional processing has never been assessed directly in this group. We examined one aspect of emotional processing, namely the comprehension of facial expressions of emotion (emotional comprehension) in nine individuals with tvFTD, and correlated performance on this measure with atrophy (as measured from T(1)-weighted MRI scans by region of interest analysis) in the amygdala, ATC and OFC. Compared with age-matched controls, the tvFTD group was impaired in emotional comprehension, with more severe impairment for emotions with negative valence, including sadness, anger and fear, than for happiness. Emotional comprehension was correlated with atrophy in the right amygdala and the right OFC, and not with atrophy in other structures. When individual profiles of amygdala atrophy were examined across patients and compared with control values, right amygdala atrophy was always accompanied by left amygdala atrophy, whereas patients with volume loss in the left amygdala could have normal or decreased right amygdala volumes. Thus, emotional comprehension appeared to be most impaired when bilateral amygdala atrophy was present, and was not associated with the degree of left amygdala atrophy. Our data indicate that tvFTD is associated with impairments in emotional processing that may underlie some behavioural problems in this disorder, and that the emergence of such deficits depends on the specific pattern of anatomical injury. These results have implications both for the clinical presentation in tvFTD patients and for the study of the neuroanatomical basis of emotion.

Aged↗

PubMed2003

Temporal lobe regions engaged during normal speech comprehension.

Processing of speech is obligatory. Thus, during normal speech comprehension, the listener is aware of the overall meaning of the speaker's utterance without the need to direct attention to individual linguistic and paralinguistic (intonational, prosodic, etc.) features contained within the speech signal. However, most functional neuroimaging studies of speech perception have used metalinguistic tasks that required the subjects to attend to specific features of the stimuli. Such tasks have demanded a forced-choice decision and a motor response from the subjects, which will engage frontal systems and may include unpredictable top-down modulation of the signals observed in one or more of the temporal lobe neural systems engaged during speech perception. This study contrasted the implicit comprehension of simple narrative speech with listening to reversed versions of the narratives: the latter are as acoustically complex as speech but are unintelligible in terms of both linguistic and paralinguistic information. The result demonstrated that normal comprehension, free of task demands that do not form part of everyday discourse, engages regions distributed between the two temporal lobes, more widely on the left. In particular, comprehension is dependent on anterolateral and ventral left temporal regions, as suggested by observations on patients with semantic dementia, as well as posterior regions described in studies on aphasic stroke patients. The only frontal contribution was confined to the ventrolateral left prefrontal cortex, compatible with observations that comprehension of simple speech is preserved in patients with left posterior frontal infarction.

Adult↗

PubMed2001

The neural bases of sentence comprehension: a fMRI examination of syntactic and lexical processing.

One of the challenges to functional neuroimaging is to understand how the component processes of reading comprehension emerge from the neural activity in a network of brain regions. In this study, functional magnetic resonance imaging (fMRI) was used to examine lexical and syntactic processing in reading comprehension by independently manipulating the cognitive demand on each of the two processes of interest. After establishing a consistency with earlier research showing the involvement of the left perisylvian language areas in both lexical access and syntactic processing, the study produced new findings that are surprising in two ways: (i) the lexical and syntactic factors each impact not just individual areas, but they affect the activation in a network of left-hemisphere areas, suggesting that changing the computational load imposed by a given process produces a cascade of effects in a number of collaborating areas; and (ii) the lexical and syntactic factors usually interact in determining the amount of activation in each affected area, suggesting that comprehension processes that operate on different levels of language may nevertheless draw on a shared infrastructure of cortical resources. The results suggest that many processes in sentence comprehension involve multiple brain regions, and that many brain regions contribute to more than one comprehension process. The implication is that the language network consists of brain areas which each have multiple relative specializations and which engage in extensive interarea collaborations.

Adolescent↗

PubMed2001

Television literacy: comprehension of program content using closed captions for the deaf.

Recent legislation has made captioned television programs common technology; consequently, televised programs have become more accessible to a broader public. In the United States, television captions are generally in written English, yet the English-literacy rates among people who are deaf are low compared to hearing peers. This research tests the accessibility of television by assessing deaf and hearing students' comprehension of captions with and without visuals/video based on their ability to respond correctly to questions about the script and central details. Results indicate that reading grade level is highly correlated with caption comprehension test scores. Across caption conditions, comprehension test scores of students who are deaf were consistently below the scores of hearing students. The captioned video provided significantly better comprehension of the script for students who are deaf, suggesting that visual stimuli provide essential information for viewers who are deaf, which improves comprehension of televised script.

Journal Article↗