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PubMed1991

Comprehension of synthetic speech produced by rule: word monitoring and sentence-by-sentence listening times.

Previous comprehension studies using postperceptual memory tests have often reported negligible differences in performance between natural speech and several kinds of synthetic speech produced by rule, despite large differences in segmental intelligibility. The present experiments investigated the comprehension of natural and synthetic speech using two different on-line tasks: word monitoring and sentence-by-sentence listening. On-line task performance was slower and less accurate for passages of synthetic speech than for passages of natural speech. Recognition memory performance in both experiments was less accurate following passages of synthetic speech than of natural speech. Monitoring performance, sentence listening times, and recognition memory accuracy all showed moderate correlations with intelligibility scores obtained using the Modified Rhyme Test. The results suggest that poorer comprehension of passages of synthetic speech is attributable in part to the greater encoding demands of synthetic speech. In contrast to earlier studies, the present results demonstrate that on-line tasks can be used to measure differences in comprehension performance between natural and synthetic speech.

Adult↗

PubMedDate not supplied

Effects of a peer-mediated phonological skill and reading comprehension program on reading skill acquisition for middle school students with reading disabilities.

The purpose of this study was to examine the effect of a peer-mediated instructional approach on the teaching of phonological skills and reading comprehension for middle school (sixth- to eighth-grade) students with reading disabilities. All students (n = 38) were identified as having learning disabilities and reading at the third-grade level or below. One group was taught using a peer-mediated phonological skill program, Linguistics Skills Training (LST), and a peer-mediated reading comprehension program, Peer Assisted Learning Strategies (PALS). The contrast group was taught in the more traditional whole-class format using a widely implemented remedial reading program. The results showed significant differences between conditions, with students receiving the LST/PALS instruction outperforming the contrast group on Letter-Word Identification, Word Attack, and Passage Comprehension using the Woodcock-Johnson Test of Achievement-III. Furthermore, large effect sizes for growth were found on Letter-Word Identification, Word Attack, and Passage Comprehension for the LST/PALS treatment group. No differences were found between conditions for reading fluency. Findings are discussed in regard to instruction delivery format (peer tutoring vs. whole class) with respect to best practices for middle school students with reading disabilities.

Child↗

PubMedDate not supplied

The effects of goal setting and self-instruction on learning a reading comprehension strategy: a study of students with learning disabilities.

This study examined the contributions of instruction in goal setting and self-instruction, separately and combined, on the acquisition, maintenance, and generalization of a reading comprehension strategy by fourth-through sixth-grade students with learning disabilities. A previously validated strategy involving the use of story structure to analyze and remember story content was taught to 47 students with learning disabilities using the self-regulated strategy development (SRSD) model. Comparisons were made among students with learning disabilities in four conditions (strategy instruction, strategy instruction plus goal setting, strategy instruction plus self-instruction, and strategy instruction plus goal setting and self-instruction). Result indicated that instruction in the reading strategy produced meaningful, lasting, and generalizable effects on students' story comprehension skills. Furthermore, the comprehension performance of the students with learning disabilities after strategy instruction was indistinguishable from that of a social comparison group of normally achieving students. Explicit instruction in goal setting and self-instruction, however, did not augment the comprehension performance of students with learning disabilities.

Analysis of Variance↗

PubMedDate not supplied

Processing time, accent, and comprehensibility in the perception of native and foreign-accented speech.

In this study, a sentence verification task was used to determine the effect of a foreign accent on sentence processing time. Twenty native English listeners heard a set of English true/false statements uttered by ten native speakers of English and ten native speakers of Mandarin. The listeners assessed the truth value of the statements, and assigned accent and comprehensibility ratings. Response latency data indicated that the Mandarin-accented utterances required more time to evaluate than the utterances of the native English speakers. Furthermore, utterances that were assigned low comprehensibility ratings tended to take longer to process than moderately or highly comprehensible utterances. However, there was no evidence that degree of accent was related to processing time. The results are discussed in terms of the "costs" of speaking with a foreign accent, and the relevance of such factors as accent and comprehensibility to second language teaching.

Adult↗

PubMedDate not supplied

Focus, accent, and argument structure: effects on language comprehension.

Four experiments investigated the effect of syntactic argument structure on the evaluation and comprehension of utterances with different patterns of pitch accents. Linguistic analyses of the relation between focus and prosody note that it is possible for certain accented constituents within a broadly focused phrase to project focus to the entire phrase. We manipulated focus requirements and accent in recorded question-answer pairs and asked listeners to make linguistic judgments of prosodic appropriateness (Experiments 1 and 3) or to make judgments based on meaningful comprehension (Experiments 2 and 4). Naive judgments of prosodic appropriateness were generally consistent with the linguistic analyses, showing preferences for utterances in which contextually new noun phrases received accent and old noun phrases did not, but suggested that an accented new argument NP was not fully effective in projecting broad focus to the entire VP. However, the comprehension experiments did demonstrate that comprehension of a sentence with broad VP focus was as efficient when only a lexical argument NP received accent as when both NP and verb received accent. Such focus projection did not occur when the argument NP was an "independent quantifier" such as nobody or everything. The results extend existing demonstrations that the ease of understanding spoken discourse depends on appropriate intonational marking of focus to cases where certain structurally-defined words can project focus-marking to an entire phrase.

Humans↗

PubMedDate not supplied

Injuries in a modern dance company: effect of comprehensive management on injury incidence and time loss.

BACKGROUND: Professional dancers experience high rates of musculoskeletal injuries. OBJECTIVE: To analyze the effect of comprehensive management (case management and intervention) on injury incidence, time loss, and patterns of musculoskeletal injury in a modern dance organization. STUDY DESIGN: Retrospective/prospective cohort study. METHODS: Injury data were analyzed over a 5-year period, 2 years without intervention and 3 years with intervention, in a modern dance organization (42 dancers). The number of workers' compensation cases and number of dance days missed because of injury were compared across a 5-year period in a factorial design. RESULTS: Comprehensive management significantly reduced the annual number of new workers' compensation cases from a high of 81% to a low of 17% and decreased the number of days lost from work by 60%. The majority of new injuries occurred in younger dancers before the implementation of this program. Most injuries involved overuse of the lower extremity, similar to patterns reported in ballet companies. Benefits of comprehensive management included early and effective management of overuse problems before they became serious injuries and triage to prevent overutilization of medical services. CONCLUSIONS: This comprehensive management program effectively decreased the incidence of new cases and lost time. Both dancers and management strongly support its continuance.

Adult↗

PubMed1989

The relationship between comprehensive functional assessment and optimal pharmacotherapy in the older patient.

Older patients hospitalized for treatment of an acute medical illness will have improved outcomes when approached in a comprehensive fashion focusing on the physical, social, and emotional aspects of life. When used by an interdisciplinary team, comprehensive functional assessment can address social, biomedical, nutrition, continence, mobility, pharmacotherapy, and psychological issues to enhance patient care. Although the appropriate use of medications is often cited as an important part of medical care for the older person, it has not been defined for this group of patients. This article outlines steps pharmacists can take to achieve optimal pharmacotherapy in older patients. Prior to attending a team conference, the pharmacist should interview the patient and review the chart. During the team conference, a comprehensive patient database will be generated that allows medications to be linked to diagnoses. To aid in selecting appropriate medications, the potential for drug-induced functional impairment of mobility, continence, and mental state is reviewed. Recommendations for therapy and establishment of therapeutic endpoints will conclude the patient conference. The pharmacist can contribute much in the process of comprehensive functional assessment and to the goal of achieving optimal pharmacotherapy in older patients.

Aged↗

PubMed2006

Liquid chromatography-mass spectrometry for comprehensive profiling of ceramide molecules in human hair.

Ceramides (CERs) play key roles in signal transduction and cell regulation, probably during the keratinization of human hair. Current methods using mass spectrometry (MS), however, are not sufficient to allow the comprehensive analysis of CER molecules, including isobaric and isomeric CERs. Therefore, a method for the comprehensive profiling of CERs was developed. The method developed is based on reversed-phase liquid chromatography (RPLC) coupled to atmospheric pressure chemical ionization (APCI)-MS. Comprehensive identification and profiling of CERs is achieved using two sets of multimass chromatograms obtained from two channel detections that monitor both molecular-related and sphingoid-related ions under two different in-source collision-induced dissociation conditions and using retention times obtained from RPLC. The application of this method revealed that human hair contains 73 species of CER molecules, which were all corroborated by structural analysis using tandem mass spectrometry. The results further revealed that the composition is characterized by predominant molecules consisting of even carbon atom-containing saturated/unsaturated nonhydroxy or alpha-hydroxy fatty acids and C(18) dihydrosphingosine, a minor but distinct content of isobaric/isomeric and odd chain-containing CERs. This successfully developed RPLC-APCI-MS technique allows the comprehensive profiling of CER molecules in hair for the investigation of their physicochemical and physiological roles.

Adolescent↗

PubMed2000

Interobserver agreement, intraobserver reliability, and the Rorschach Comprehensive System.

Interrater agreement and reliability for the Rorschach have recently come under increasing scrutiny. This is the second report examining methods of Comprehensive System reliability using principles derived from observational methodology and applied behavioral analysis. This study examined a previous nonpatient sample of 20 protocols (N = 412 responses) and also examined a new clinical sample of 20 protocols (N = 374 responses) diagnosed with Research Diagnostic Criteria. Reliability was analyzed at multiple levels of Comprehensive System data, including response-level individual codes and coding decisions and ratios, percentages, and derivations from the Structural Summary. With a number of exceptions, most Comprehensive System codes, coding decisions, and summary scores yield acceptable, and in many instances excellent, levels of reliability. Limitations arising from the nature of Rorschach data and Comprehensive System coding criteria are discussed.

Adult↗

PubMed1996

Language comprehension profiles in Alzheimer's disease, multi-infarct dementia, and frontotemporal degeneration.

We assessed language functioning in 116 age-, education-, and severity-matched patients with the clinical diagnosis of Alzheimer's disease (AD), multi-infarct dementia (MID) due to small-vessel ischemic disease, or a frontotemporal form of degeneration (FD). Assessments of comprehension revealed that patients with AD are significantly impaired in their judgments of single word and picture meaning, whereas patients with FD had sentence comprehension difficulty due to impaired processing of grammatical phrase structure. Patients with MID did not differ from control subjects in their comprehension performance. Traditional aphasiologic measures did not distinguish between AD, MID, and FD. Selective patterns of comprehension difficulty in patients with different forms of dementia emphasize that language deficits cannot be explained entirely by the compromised memory associated with a progressive neurodegenerative illness.

Aged↗

PubMed1998

Language comprehension and regional cerebral defects in frontotemporal degeneration and Alzheimer's disease.

We related profiles of language comprehension difficulty to patterns of reduced cerebral functioning obtained with high-resolution single photon emission computed tomography (SPECT) in patients with neurodegenerative conditions. We found different patterns of reduced relative cerebral perfusion in patients with frontotemporal degeneration (FD) and patients with Alzheimer's disease (AD). Cognitive assessments also showed different patterns of impaired comprehension in patients with FD and patients with AD. Grammatical comprehension difficulty in FD correlated with relative cerebral perfusion in left frontal and anterior temporal brain regions; impaired semantic processing in AD correlated with relative cerebral perfusion in inferior parietal and superior temporal regions of the left hemisphere. These findings are consistent with the hypothesis that a neural network distributed throughout the left hemisphere subserving different aspects of language comprehension, rather than a single brain region, is responsible for understanding language.

Aged↗

PubMed2004

Gene expression profiles of transcription factors and signaling molecules in the ascidian embryo: towards a comprehensive understanding of gene networks.

Achieving a real understanding of animal development obviously requires a comprehensive rather than partial identification of the genes working in each developmental process. Recent decoding of genome sequences will enable us to perform such studies. An ascidian, Ciona intestinalis, one of the animals whose genome has been sequenced, is a chordate sharing a basic body plan with vertebrates, although its genome contains less paralogs than are usually seen in vertebrates. In the present study, we discuss the genomewide approach to networks of developmental genes in Ciona embryos. We focus on transcription factor genes and some major groups of signal transduction genes. These genes are comprehensively listed and examined with regard to their embryonic expression by in situ hybridization (http://ghost.zool.kyoto-u.ac.jp/tfst.html). The results revealed that 74% of the transcription factor genes are expressed maternally and that 56% of the genes are zygotically expressed during embryogenesis. Of these, 34% of the transcription factor genes are expressed both maternally and zygotically. The number of zygotically expressed transcription factor genes increases gradually during embryogenesis. As an example, and taking advantage of this comprehensive description of gene expression profiles, we identified transcription factor genes and signal transduction genes that are expressed at the early gastrula stage and that work downstream of beta-catenin, FoxD and/or Fgf9/16/20. Because these three genes are essential for ascidian endomesoderm specification, transcription factor genes and signal transduction genes involved in each of the downstream processes can be deduced comprehensively using the present approach.

Animals↗

PubMed2001

Deaf college students' reading comprehension and strategy use.

Two comprehension studies were conducted with 46 deaf college students. In the first, 20 deaf college students representing higher and lower reading-ability levels were tested for correctly stating the main idea of a passage, answering content questions, indicating their understanding of the words and phrases, and recognizing a topically incongruent sentence embedded in the passage. The results suggest that deaf students profess a better understanding of what they read than they are able to demonstrate. The students' inability to identify a topically incongruent sentence in the passage further suggests a need for them to more carefully and accurately evaluate their understanding of what they are reading. A second study investigated the effect of strategy review instruction on deaf college students' comprehension of short reading passages. Students reading at a higher level showed improved comprehension on the posttraining passage, but students reading at a lower level did not. Similarly, the control group of deaf students comparable to the higher-level readers did not show improved comprehension.

Cognition↗

PubMed1993

Reading comprehension of deaf readers. The impact of too many or too few questions.

Reading comprehension need not be considered to be an elusive construct; for most readers, nonclinical reading problems can be viewed simply as a process influenced by readers' questions. Most reading comprehension difficulties of deaf readers can be addressed in a straightforward and effective manner once it has been determined whether the reader has too few or too many questions while reading. This article explains the relationship between the number and type of questions deaf readers have and their comprehension of the reading material. It also describes intervention strategies that can be used to improve comprehension. The article is intended for teachers and other professionals who work with deaf students, deaf adults who have reading problems, and parents who have a deaf child with a reading problem.

Deafness↗

PubMed1989

Reading comprehension of deaf adolescent residential school students and its relationship to hearing mothers' communication strategies and skills.

A nationwide study was conducted to examine the relationship between prelingually deaf adolescents' reading comprehension scores and their hearing mothers' communication strategies and skills. Subjects included 201 students from six randomly selected residential schools for the deaf. Correlation coefficients, stepwise multiple regression analyses and analysis of covariance showed that for this group of subjects, method of communication used by mothers had no significant relationship with their deaf children's reading comprehension scores. No significant relationship was found between reading comprehension of the children of mothers who used manual communication and the age of the child when the mother began to sign. A potential relationship was found, however, between reading comprehension scores and signing skill levels of mothers who used manual communication.

Achievement↗

PubMed2003

Comprehensive assessments for children entering foster care: a national perspective.

OBJECTIVES: To 1) investigate the status of policies for comprehensive health assessments of children entering out-of-home care, 2) develop a profile for each primary sampling unit (PSU) regarding the comprehensiveness of its assessment policies with respect to physical, mental, and developmental health, and 3) examine the relationship between inclusiveness and the estimated percentage of children assessed, primary assessment location, and principal assessment provider type. METHOD: In collaboration with the National Survey of Child and Adolescent Well-Being, a national probability sample of 92 PSUs was identified. Detailed telephone survey data, addressing policies for the assessment of physical, mental, and developmental needs of children on entry into out-of-home care, were collected from child welfare key informants. Descriptive statistics were used for analyses, and were weighted to account for the sampling strategy. RESULTS: Over 94% of PSUs surveyed assessed all children for physical health problems. The percentage of PSUs with inclusive policies regarding mental health and developmental assessment was much lower (47.8% and 57.8%, respectively). Only 42.6% of PSUs provided comprehensive physical, mental health, and developmental examinations inclusive of all children entering out-of-home care. Community locations and primary care providers were most often used to conduct assessments for physical and developmental problems. CONCLUSIONS: Despite the publication of national guidelines regarding assessment, many PSUs do not have comprehensive policies or routine practices that address all children entering out-of-home care. Given the high use of primary care providers, these providers must be educated regarding the prevalence and types of problems experienced by children entering foster care.

Child↗

PubMed2003

Hepatitis B virus: a comprehensive strategy for eliminating transmission in the United States.

There is a global epidemic of hepatitis B virus (HBV) infections affecting more than 350 million people worldwide. This collective review provides the rationale for a comprehensive strategy to eliminate transmission of HBV in the United States. The virologic characteristics of HBV include three forms of HBV surface antigen (HBsAg), HBV core antigen (HbcAg), as well as a circulating peptide, the HBV e antigen (HBeAg). The year 2002 was the 20th anniversary of the use in the United States of the world's first vaccine against HBV. Our prevention strategy involves making HBV vaccine a part of the routine vaccination schedules for all infants in the United States. Hepatitis B immune globulin (HBIG) is another useful adjunct for prophylaxis that provides temporary protection (i.e., 3-6 months) and is recommended in only certain postexposure settings. The routes for administration of HBV vaccine and HBIG are intramuscular sites that differ according to the age of the individual. Following routine HBV vaccination in adults and children, prevaccination and postvaccination serologic testing is not recommended because of the relatively low rate of HBV infection and the low cost of the vaccine. Postexposure prophylaxis for HBV with serologic testing is, however, necessary for all hospital personnel exposed to blood or body fluids. In addition, infants born from mothers not immunized to HBV or those who are infected with HBV also require comprehensive postexposure prophylaxis with serologic testing. Comprehensive immunization strategies with serologic testing must be implemented for all groups that have a high risk of HBV infection. Finally, vaccine information statements (VIS) must be carefully integrated in this comprehensive disease prevention strategy, which is designed to prevent the transmission of HBV in the United States.

Adolescent↗

PubMed1990

Anaphor comprehension in younger and older adults.

This research was aimed at evaluating adult age differences in language comprehension, which has been hypothesized to decline in normal older adults. Three experiments were conducted to investigate the comprehension rate of pairs of related sentences. In Experiment 1, the related material consisted of either terms repeated from the first sentence or terms associatively related to the antecedent. In Experiment 2, the generality of the antecedent term in the sentence pairs varied, as did its typicality. In both experiments, young-old (age 55-69) and old-old (age 70-87) adults read the target sentences in the pairs more slowly than did young adults (age 20-36); age, however, did not interact with the condition. Experiment 3 repeated the conditions of Experiment 2, but, since only one sentence at a time was visible during a trial, the participants had to remember the first sentence while reading the target sentence. Young participants (aged 20-35) showed the same treatment effects as in Experiment 2, but the old (aged 55-86) showed deficits in online comprehension. The results of the three experiments suggest that the speed of comprehension processes required to match related terms in sentence pairs are not impaired with age as long as they do not have to be remembered.

Adult↗