SEARCH · PubMed Health

Results for “Comprehension”

Explore indexed PubMed citations for clinical trials, systematic reviews and public health research. Read source abstracts and follow each citation to its original PubMed record.

Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.

At least 37 records · Page 2Linked to original sources

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↗

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↗

PubMed1978

Dissociation of visual and auditory language comprehension capacity in aphasia.

Visual language comprehension capacity was compared with auditory language comprehension capacity in 26 aphasic subjects. The Token Test was used for both modalities. By the means of the difference in scores on the two tests three groups were separated, that is (1) a group with no essential difference between the two capacities, (2) a group with superior reading capacity and (3) a group with superior auditory capacity. Particular attention was directed to the second group. Seven subjects showed this type of dissociated comprehension. The group was found to be heterogeneous in their linguistic characteristics. The clinical type of aphasia included not only Wernicke's aphasia but also Broca's aphasia. A possible psychological explanation underlying this phenomenon was attempted. Anatomical correlation was also attempted. The hypothesis of sparing the left inferior parietal lobe is proposed as an explanation of why visual comprehension was better preserved than auditory comprehension.

Adult↗

PubMed1990

Prosodic comprehension and expression in schizophrenia.

Schizophrenics, manics, depressives and normal subjects (15 in each group) were tested for their ability to understand and express the prosodic quality of speech. Sentences in which one word was stressed (stress prosody comprehension) or in which a particular emotion was conveyed (emotional prosody comprehension) were taped and played to subjects to test their comprehension. Subjects were then asked to read out a list of sentences either stressing a nominated word (stress prosody expression) or conveying a nominated emotion (emotional prosody expression), and their efforts were rated by a panel of normal raters. The main results were 1) that schizophrenics were significantly inferior to the normal group, but equivalent to manics and depressives on emotional prosody comprehension; 2) schizophrenics were significantly inferior to all other groups on emotional prosody expression; and 3) all four groups were equivalently proficient on stress prosody comprehension and expression. The results are interpreted as lending support for the idea that there is an underlying right hemisphere dysfunction in schizophrenia.

Adult↗

PubMedDate not supplied

Comprehension of synthetic speech produced by rule: a review and theoretical interpretation.

In this paper, we review research on the perception and comprehension of synthetic speech produced by rule. We discuss the difficulties that synthetic speech causes for the listener and the evidence that the immediate result of those difficulties is a delay in the point at which words are recognized. We then argue that this delay in processing affects not only lexical access but also comprehension processes. We consider the mechanisms by which the comprehension system adjusts to this delay, the resulting costs to higher level comprehension processes, and the changes that occur in the language processing system as its familiarity with synthetic speech increases. Based on the framework we have developed, we suggest several directions for future research on the comprehension of synthetic speech.

Female↗

PubMed1991

Analysis of auditory comprehension performance in individuals with severe aphasia.

This research compared the performance of 20 individuals with global and mixed nonfluent aphasia across the four auditory comprehension subtests of the Boston Diagnostic Aphasia Examination (Word Discrimination, Body Part Identification, Commands, and Complex Ideational Material) and across the six subcomponents of the Word Discrimination Subtest (objects, actions, letters, colors, forms, and numbers). As expected, group means revealed severely reduced performance which was equally observable across all auditory comprehension tasks. To determine whether individual subjects demonstrated a pattern of consistently reduced performance for auditory comprehension tasks, z-scores and chi-square statistics were also calculated for each subject and task. The individuals with global aphasia demonstrated a greater number of statistically significant z-scores than was expected by chance. This was not true for the subjects with mixed nonfluent aphasia. Results of this research indicate that although as a group individuals with global aphasia may demonstrate consistently reduced auditory comprehension, when considered on an individual basis, this group may comprise a somewhat divergent population with respect to the configuration of preserved and impaired auditory comprehension skills.

Adult↗

PubMed1990

Understanding and remembering: children's knowledge about the differential effects of strategy and task variables on comprehension and memorization.

Developmental changes in knowledge about the differences between the mental processes of comprehension and memory were investigated in 3 studies using first graders, third graders, and undergraduates as subjects. 2 types of knowledge were assessed: (a) knowledge about the types of strategies appropriate to achieving the goals of comprehension, memorization, or a combination of the 2; (b) knowledge about how different task variables differentially affect comprehension and memorization tasks. With respect to the former, only the 2 older groups showed some understanding of the differential effectiveness of rehearsal and word familiarity for memory versus comprehension and thus showed some understanding of the comprehension-memory distinction with respect to strategy knowledge. As for the latter, only undergraduates correctly differentiated between the 2 mental processes with respect to the task variables of list length, item familiarity, and the categorical organization of the items.

Adolescent↗

PubMed1990

The gap between patient reading comprehension and the readability of patient education materials.

Patient education materials and hospital forms are given to patients with little regard for their ability to read them. Nationwide sampling and data from the 1980 census suggest that a high proportion of patients cared for in public hospitals are functionally illiterate. In this study, 151 adult primary care patients in five different ambulatory care settings were tested for reading comprehension. Patient education materials and forms from each clinic were analyzed for readability using a standard computer program. A large discrepancy was found between the average patient reading comprehension and the ability levels needed to read patient education materials. The average reading comprehension of public clinic patients was 6th grade 5th month. Most tested patient education materials required a reading level of 11th to 14th grade, and standard institutional consent forms required a college-level reading comprehension. In the public clinics there was a gap of more than 5 years between patient reading levels and the comprehension levels required by written patient materials.

Adolescent↗

PubMed1979

The developmental relation between cognitive stage and the comprehension of speaker uncertainty.

3 hypotheses were tested concerning the developmental relation between children's concepts of physical uncertainty and their comprehension of a speaker's uncertainty. 2 cognitive tasks of physical uncertainty were used to assign 56 subjects (aged 5-4 to 17-11) to 1 of 3 cognitive stages. 2 tests for comprehension of speaker uncertainty were administered to all participants. The results indicated that cognitive stage was related to (a) comprehension that a speaker could be uncertain, (b) comprehension that uncertainty could be expressed in different degrees or magnitudes, and (c) the internal consistency of judgments made about the relative degree of uncertainty conveyed by an utterance. These findings are interpreted as evidence for the position that development of cognitive stages is structurally related to comprehension of speech act uncertainty.

Adolescent↗

PubMed1979

The relationship of visual attention to children's comprehension of television.

The study experimentally tested the relationship between visual attention and comprehension of a TV program. 72 5-year-old children watched a 40-min version of the TV program "Sesame Street." Half the children viewed the program in the presence of a variety of toys and half viewed without toys. The children were then tested for their comprehension of the program. Although visual attention to the TV in the no-toys group was nearly twice that in the toys group, there was no difference between the groups in comprehension. There were, nevertheless, significant within-group correlations between visual attention and comprehension even for questions concerning only auditorily presented material. The results were interpreted as indicating that in a normal TV viewing setting, variations in the comprehensibility of the TV program may determine variations in children's attention to the TV.

Attention↗

PubMed1991

Dominant-side intracarotid amobarbital spares comprehension of word meaning.

Abolition of speech production after intracarotid amobarbital injection is generally considered evidence for language laterality. However, complex auditory comprehension may be preserved after injection of the dominant (left) side. The possibility that this sparing may be due to the intracarotid amobarbital injection not adequately deactivating some of the areas responsible for speech comprehension in the posterior part of the hemisphere was tested with a task known to be critically dependent on the left posterotemporal-inferoparietal region, one assessing visuo-verbal semantic relatedness. Even when the intracarotid injection of the left side produced marked deficits of speech production, comprehension of semantic relations was still intact in eight of 15 patients. Ten of these 15 patients also received right carotid injections, none of which affected comprehension of semantic relatedness. These data indicate that the intracarotid amobarbital injection cannot always specify the laterality of all language functions, an important concern when considering surgical procedures in the dominant posterotemporal-inferoparietal region.

Adolescent↗

PubMed1991

The processing of cohesion devices in text comprehension.

The cognitive operations involved in the processing of surface-cohesion devices for the construction of a coherent mental representation is a major issue in text comprehension. An experiment was carried out with two narratives presented in two versions: a high-cohesion version and a low-cohesion version derived from the high version with the use of several devices--two anaphoric markers, changes in the temporal connective and word order, omission of the thematic sentence--without modification of the text content. The subjects read and immediately recalled a high-cohesion text and a low-cohesion text. The results showed that lowering cohesion produced an insignificant increase (8%) in reading time, but a highly significant decrease (25%) in recall performance. It appears that the subjects did not execute the processing required by the cohesion devices. The results are discussed with respect to models of sentence comprehension in comparison with text comprehension and metacognitive aspects of reading comprehension.

Adult↗

PubMed1992

Language comprehension in schizophrenics and their brothers.

Disturbances in language functioning may be associated with familial vulnerability to schizophrenia. Language comprehension, measured by the Luria-Nebraska Relational Concepts Factor Scale, was evaluated in 36 schizophrenic probands and their nonschizophrenic adult brothers (n = 41), and in 18 normal controls. Language comprehension performance was a function of psychiatric diagnosis in the brothers. Brothers who met criteria for schizophrenia-spectrum disorders showed significantly reduced language performance compared with unaffected brothers and normal controls. Moreover, abnormal language performance was exhibited by significantly more probands and spectrum-disordered brothers than by the normal controls and the brothers without schizophrenia-spectrum disorders. Finally, language performance was not significantly different for 31 pairs of schizophrenic probands and their brothers. Impaired language comprehension appeared comparatively specific in this sample of relatives, as groups were not significantly different on measures of nonlinguistic concept formation (Wisconsin Card Sorting Test) and general intellectual functioning (WAIS-R Information and Block design). Results suggest that impaired language comprehension is associated with familial vulnerability to schizophrenia, and that this disturbance may be most severe in relatives diagnosed with schizophrenia-spectrum disorders.

Adult↗

PubMed1986

Effects of thematic structure on syntactic comprehension in aphasia.

This study assessed aphasic subjects' sensitivity to the given-new structure within simple paragraphs and the extent to which narrative discourse is facilitative of syntactic processing in the absence of semantic constraints. Subjects were divided into four groups along the dimensions of comprehension level and fluency. Stimulus items consisted of reversible active and passive sentences that were presented in the following three conditions: isolation, at the end of paragraphs such that the given-new structure was respected, and at the end of paragraphs such that the given-new structure was violated. Fluency did not significantly influence performance but comprehension level did. The high-comprehension group presented no significant differences between contextual conditions. The low-comprehension group, however, favored both paragraph contexts over isolation with no difference occurring between contextual conditions. These results suggest that lower level aphasic subjects are able to utilize thematic, antecedent verbal information for comprehending sentences in connected discourse even when the discourse is not semantically predictive of the underlying meaning of these sentences. Whether the narrative respects or violates the given-new relationship may not be an important factor. The reasons for these findings are explored.

Adult↗

PubMed1990

The effects of syntactic structure on discourse comprehension in patients with parsing impairments.

Syntactic complexity was systematically manipulated in sentence and discourse comprehension tasks. Aphasic patients, but not normal controls, showed effects of syntactic structure in the sentence comprehension task. Neither aphasic nor control subjects showed significant differences between the comprehension of syntactically simple and complex stories. This pattern confirms the clinical impression that some discourses can be understood by patients who cannot utilize syntactically based sentence comprehension mechanisms.

Adult↗

PubMed1991

Assessing comprehensive nursing performance: the Objective Structural Clinical Assessment (OSCA). Part 1--Development of the assessment strategy.

Nursing courses in Australia are preparing graduates for comprehensive practice within Universities. The evaluation of safe and effective comprehensive nursing performance requires the consideration of a much broader range of practice competencies than has previously been the case. In particular there is a need to explore integrated assessment approaches that closely resemble the realities of the health care setting. Part 1 of this paper provides an overview of the Objective Structured Clinical Assessment (OSCA) which it is suggested is an effective way of assessing student comprehensive nursing performance. Some theoretical considerations in OSCA development are discussed and then an outline of the processes involved in designing and implementing an OSCA provided. Part 2 describes an evaluation project supported by the NSW Nurses' Registration Board. The aim of the study was to determine the validity and reliability of the use of the OSCA as an integrated assessment tool as a measurement of the extent to which a student nurse can plan and deliver safe and effective comprehensive nursing care.

Australia↗

PubMed1990

Lesion localization in acquired deficits of emotional expression and comprehension.

This study investigated the relationship between intrahemispheric location of lesion and disturbances of emotional expression and comprehension. Twenty-eight right hemisphere strokes, 18 left hemisphere strokes, and 20 controls were examined on a standardized test of the expression, repetition, and comprehension of emotional prosody as well as the visual recognition of emotional situations and faces. The patients were classified into aprosodic syndromes according to the test scores. The lesions were independently traced, and overlapped for each aprosodic syndrome. The results, for lesions in either hemisphere, indicated involvement of the basal ganglia most frequently in aprosodic syndromes followed by anterior temporal lobe and insula lesions. Basal ganglia damage was also seen most frequently in patients with impaired comprehension of emotional facial expressions and situations. The anterior temporal lobe was also frequently involved in patients with such deficits. The basal ganglia emerged as a structure of particular importance in the mediation of emotional expression and comprehension.

Aged↗

PubMed1977

Extended comprehension practice applied to an aphasic patient.

A 47-year-old aphasic patient was given extensive practice in the comprehension of single lexical items. Training was begun one month postonset and was discontinued four months postonset. Production practice was not administered during the treatment period. Comprehension and production improved as measured by a number of language assessment tests. The findings of this case study suggest that comprehension practice results in the improvement of verbal production. Discussion of the comprehension approach as a method of language training is included.

Aphasia↗