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 73 records · Page 4Linked to original sources

PubMed1990

Investigating differences in general comprehension skill.

For adults, skill at comprehending written language correlates highly with skill at comprehending spoken language. Does this general comprehension skill extend beyond language-based modalities? And if it does, what cognitive processes and mechanisms differentiate individuals who are more versus less proficient in general comprehension skill? In our first experiment, we found that skill in comprehending written and auditory stories correlates highly with skill in comprehending nonverbal, picture stories. This finding supports the hypothesis that general comprehension skill extends beyond language. We also found support for the hypotheses that poorer access to recently comprehended information marks less proficient general comprehension skill (Experiment 2) because less skilled comprehenders develop too many mental substructures during comprehension (Experiment 3), perhaps because they inefficiently suppress irrelevant information (Experiment 4). Thus, the cognitive processes and mechanisms involved in capturing and representing the structure of comprehensible information provide one source of individual differences in general comprehension skill.

Attention↗

PubMed2002

Multimedia comprehension skill predicts differential outcomes of web-based and lecture courses.

College students (134 women and 55 men) participated in introductory psychology courses that were offered largely online (on the World Wide Web) or in a lecture format. Student comprehension skills were inferred from their scores on a multimedia comprehension battery. The learning of content knowledge was affected interactively by comprehension skill level and course format. Differences between format increased with comprehension skill such that the Web-based course advantage became greater as comprehension skill increased. This same pattern was not seen when self-reports of comprehension ability were used as the predictor. Furthermore, comprehension skill did not predict course satisfaction. Generally, students of all skill levels preferred the lecture courses.

Adolescent↗

PubMed1983

The effects of time compression and time expansion on passage comprehension by elderly listeners.

The purpose of the investigation was to examine the comprehension performance of elderly listeners in response to rate-altered passages. A group of 56 persons was divided equally into two groups: young-old (65-74) and old-old (75-84). Experimental stimuli included four sets of test passages and questions that had been equalized for difficulty using three trial groups of subjects. Passages were presented at 60% time compression, 0% alteration (normal rate), and at 140% and 180% time expansion. Results indicated that young-old and old-old listeners did not differ significantly in mean passage comprehension scores at the normal rate and that both groups had significantly poorer comprehension at 60% time compression than at each of the other three presentation rates. Young-old subjects had better comprehension at 140% expansion and significantly better comprehension at 180% expansion compared with their performance at 0%. However, old-old subjects experienced nonsignificantly improved comprehension at 140% time expansion and were affected detrimentally by further expansion to 180%. Results are compared with those of prior investigations of sentence comprehension and are discussed with an emphasis on the heterogeneity of elderly listeners.

Aged↗

PubMed2000

Cross-modal generalization effects of training noncanonical sentence comprehension and production in agrammatic aphasia.

The cross-modal generalization effects of training complex sentence comprehension and complex sentence production were examined in 4 individuals with agrammatic Broca's aphasia who showed difficulty comprehending and producing complex, noncanonical sentences. Object-cleft and passive sentences were selected for treatment because the two are linguistically distinct, relying on wh-and NP movement, respectively (Chomsky, 1986). Two participants received comprehension training, and 2 received production training using linguistic specific treatment (LST). LST takes participants through a series of steps that emphasize the verb and verb argument structure, as well as the linguistic movement required to derive target sentences. A single-subject multiple-baseline design across behaviors was used to measure acquisition and generalization within and across sentence types, as well as cross-modal generalization (i.e., from comprehension to production and vice versa) and generalization to discourse. Results indicated that both treatment methods were effective for training comprehension and production of target sentences and that comprehension treatment resulted in generalization to spoken and written sentence production. Sentence production treatment generalized to written sentence production only; generalization to comprehension did not occur. Across sentence types generalization also did not occur, as predicted, and the effects of treatment on discourse were inconsistent across participants. These data are discussed with regard to models of normal sentence comprehension and production.

Adult↗

PubMedDate not supplied

Self-judged comprehension in adults: effects of age and skill.

We used an error detection paradigm to examine the effects of skill on young (M = 23.74) and old (M = 68.87) adults' self-judged comprehension of texts. Skill was defined as the ability to evaluate comprehension by detecting text problems. Multiple regression results indicated that problematic texts produced lower comprehension judgments for older readers, regardless of level of skill, than for younger readers. Only more skilled younger readers tended to lower their comprehension judgments for problematic text. Younger adults who were less skilled at evaluating their comprehension assessed their comprehension as superior to their more skilled peers. Less skilled older adults appear to know, better than less skilled younger adults, when they do not comprehend a text. Research is needed to examine older adults' perceived self-efficacy and use of regulation strategies to resolve comprehension failures.

Adolescent↗

PubMedDate not supplied

A study of idiom comprehension in children with semantic-pragmatic difficulties. Part II: Between-groups results and discussion.

Using a play-based methodology and a symptom checklist, this study investigated idiom comprehension in 26 children aged between 6-11 who were considered to have semantic-pragmatic difficulties. This group was compared with two groups of mainstream children and a group of children with (other) language disorders not primarily of a semantic or pragmatic nature. The results indicate that the children with semantic-pragmatic difficulties did, as a group, demonstrate significantly fewer appropriate idiomatic interpretations and significantly more inappropriate interpretations than did any of the other three groups. However, the higher level of inappropriate scores in the semantic-pragmatic difficulties group reflected a large number of 'fuzzy' actions rather than significantly higher rates of literality. This may indicate an awareness among these children that the literal meaning is inappropriate in the absence of adequate idiom vocabulary. It may also reflect difficulty in retrieving known idioms from memory and/or in selecting the most appropriate meaning from several possibilities in context. Despite relative weakness, the children with semantic-pragmatic difficulties displayed appropriate interpretations considerably more often than they evidenced inappropriate ones. Within-group analysis reveals that the children diagnosed with Asperger syndrome or high-functioning autism performed less well than did those diagnosed with 'semantic-pragmatic disorder'. Nevertheless, both of these subgroups encompassed a considerable range of comprehension ability with regard to the 12 common idioms tested. Analysis of the play task performance and symptom checklist suggests that this variation probably reflects differences in the critical semantic and pragmatic skills underpinning idiom comprehension. These include flexibility of thought, theory of mind, attention to context, prosody and overall coherence, as well as the ability to integrate world knowledge and current contextual information to guide inferencing. In combination with definition task data and broader knowledge of symptomatology, the play task may be used to identify the sites and sources of idiom comprehension breakdown in individual children. It is probable that idiom comprehension in this group of children with semantic-pragmatic difficulties was facilitated by the inclusion of only concrete idioms and by the visual support provided by the play set. Nevertheless, the moderate to age-appropriate ability displayed by this group in this context suggests that the characterization of children with semantic-pragmatic difficulties as predominantly literal needs to be revised. Rather than seeking a blanket characterization of an essentially heterogeneous group, it may be more useful to consider idiom comprehension a secondary manifestation of semantic and/or pragmatic difficulties. Since the children who exhibit these difficulties vary in symptomatology and, probably, in aetiology, it follows that they will also vary with respect to idiom comprehension and the reasons for its breakdown.

Autistic Disorder↗

PubMed1992

Adults' reading comprehension: effects of syntactic complexity and working memory.

Two experiments investigated the relationship between working memory and reading comprehension. In the first, college students, 18 to 26 years of age, and adults, 60 to 92 years of age, were given a battery of tests of working memory, a standard timed reading comprehension test, and a reading test designed to explore how syntactic complexity affects comprehension. In a follow-up study, the adults were retested on a modified version of the syntax comprehension text. Age group declines in working memory and reading comprehension were obtained in Experiment I; age group declines in reading rate but not comprehension were obtained in Experiment II. The results suggest that working memory limitations affect elderly adults' ability to process complex syntactic constructions, lowering comprehension in the timed test (Experiment I) and reducing reading rates in the untimed test (Experiment II).

Adolescent↗

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↗

PubMed1996

Learning disabled and average readers' working memory and comprehension: does metacognition play a role?

The present study investigates (a) whether learning disabled readers' working memory deficits that underlie poor reading comprehension are related to a general system, and (b) whether metacognition contributes to comprehension beyond what is predicted by working memory and word knowledge. To this end, performance between learning and disabled (N = 60) and average readers (N = 60) was compared on the reading comprehension, reading rate, and vocabulary subtests of the Nelson Skills Reading Test, Sentence Span test composed of high and low imagery words, and a Metacognitive Questionnaire. As expected, differences between groups in working memory, vocabulary, and reading measures emerged, whereas ability groups were statistically comparable on the Metacognitive Questionnaire. A within-group analysis indicated that the correlation patterns between working memory, vocabulary, metacognition, and reading comprehension were not the same between ability groups. For predicting reading comprehension, the metacognitive questionnaire best predicted learning disabled readers' performance, whereas the working memory span measure that included low-imagery words best predicted average achieving readers' comprehension. Overall, the results suggest that the relationship between learning disabled readers' generalised working memory deficits and poor reading comprehension may be mediated by metacognition.

Child↗

PubMed1994

Comprehensive periodic health examination: impact on health care utilisation and costs in a working population in Japan.

STUDY OBJECTIVE: To examine the impact of a comprehensive periodic health examination programme on health care utilisation and costs in a working population. DESIGN: A cohort method was used to observe the trends in health care utilisation and costs for a group of local government employees from 1 February 1986 until 31 January 1992, during which time (in 1988) a comprehensive periodic health examination programme had been introduced. Health care utilisation was measured by a claim rate per employee (number of claims in a year divided by number of employees) and a utilisation rate per 100 employees (number of employees who submitted at least one claim in a year divided by number of employees x 100). Health care costs were measured by claim costs per employee (total cost of claims divided by number of employees). National and prefectural changes in per capita health care costs were used for the adjustment of claim costs. Internal comparisons were made in relation to the intensiveness of the periodic health examinations administered before the introduction of the comprehensive programme. SETTING: Fukuoka Prefecture, Japan. PARTICIPANTS: A total of 19,146 local government employees (12,455 men, 6691 women) who worked in small cities, towns, and villages in Fukuoka Prefecture throughout the study period participated. MAIN RESULTS: Both the claim and utilisation rates showed an increase in 1988 when the comprehensive programme was introduced. After adjustment for the national changes in per capita health care costs and the aging effect of the study participants, substantial increases in claim costs were noted after introduction of the comprehensive programme. The programme had a greater but short term effect of increasing the health care utilisation of those who had received less intensive periodic health examinations before 1988, but no similar effect on claim costs was noted. CONCLUSIONS: The comprehensive programme had some role in increasing health care utilisation and costs. Its effect on costs was confirmed when the general population or another population was used as a reference. When comparisons were made internally, the comprehensive programme was seen to have had a greater but short term effect of increasing the utilisation of those who had previously received less intensive health examinations to equalise the health care utilisation and costs within the study population.

Adult↗

PubMed1980

Sound recognition in relation to aural language comprehension in aphasic patients.

This study was undertaken to determine whether some aphasic defects in aural language comprehension might be a reflection of cognitive impairment which also affects the recognition of meaningful, non-verbal sounds. Defects in sound recognition were consistently associated with aural comprehension defects of at least comparable severity and the majority of aphasics with impaired aural comprehension failed sound recognition. Although some aphasics with impaired aural comprehension performed normally in sound recognition, their language comprehension impairments were not of lesser severity than those shown by aphasics failing sound recognition. The relationship between sound recognition and reading comprehension was different in nature from that between sound recognition and aural comprehension.

Adult↗

PubMed1994

Neuropsychological and neuroradiologic correlates of emotional prosody comprehension.

We examined a series of 59 patients with acute stroke lesions for the presence of comprehension emotional aprosody. Based on a standardized assessment of comprehension of emotional intonation, 29 patients (49%) showed emotional aprosody (17% "mild" aprosody [n = 10] and 32% "severe" aprosody [n = 19]). Patients with comprehension emotional aprosody showed a higher frequency of extinction on double-simultaneous stimulation, anosognosia, and deficits in facial emotion comprehension. Patients with comprehension emotional aprosody also showed a higher frequency of right-hemisphere lesions involving the basal ganglia and the temporoparietal cortex and more severe frontal and diencephalic atrophy. Comprehension emotional aprosody was not necessarily associated with poststroke depression (PSD) since patients with and without PSD showed similar impairments in emotional prosody comprehension.

Adult↗

PubMed2001

Improving text comprehension strategies in upper primary school children: a design experiment.

BACKGROUND: With respect to the acquisition of competence in reading, new standards for primary education stress more than before the importance of learning and teaching cognitive and metacognitive strategies that facilitate text comprehension. Therefore, there is a need to design a research-based instructional approach to strategic reading comprehension. AIMS: The design experiment aimed at developing, implementing and evaluating a research-based, but also practically applicable learning environment for enhancing skilled strategy use in upper primary school children when reading a text. Four text comprehension strategies (activating prior knowledge, clarifying difficult words, making a schematic representation of the text, and formulating the main idea) and a metacognitive strategy (regulating one's own reading process) were trained through a variety of highly interactive instructional techniques, namely modelling, whole class discussion, and small group work in the format of reciprocal teaching. SAMPLE: Participants in the study were four experimental 5th grade classes (79 children) and eight comparable control classes (149 pupils). METHOD: The effects of the learning environment were measured using a pretest-post-test-retention design. Multilevel hierarchical linear regression models were used to analyse the quantitative data of a Reading Strategy Test, a standardised Reading Comprehension Test, a Reading Attitude Scale, a Transfer Test and an interview about strategy use during reading. RESULTS: The data of the Reading Strategy Test, the Transfer Test and the interviews about strategy use showed that the experimental group out-performed the control group in terms of the strategy adoption and application during text reading. Whilst the experimental group also scored higher on the Reading Comprehension Test than the control group, the difference was not significant. CONCLUSIONS: This design experiment shows that it is possible to foster pupils' use and transfer of strategic reading comprehension skills in regular classrooms by immersing them in a powerful learning environment. But this intervention does not automatically result in improvement of performance on a standardised reading comprehension test.

Belgium↗

PubMed1988

Praxis and gesture comprehension in 4-, 5-, and 6-year-olds.

This investigation examined (a) whether the ability to comprehend pantomimed gestures improves with age in young children and whether the ability to point to the actual object precedes the ability to point to a functional associate and (b) whether there is a difference in the ability to comprehend pantomimed gestures between learning-disabled and normal subjects. The Gesture Comprehension Test, the Imitation of Postures test, and the Test for Auditory Comprehension of Language were administered to 68 normal children and 24 learning-disabled children 4 to 6 years of age. Results indicated that gesture comprehension improved with age and that the ability to point to the actual object preceded the ability to point to its functional associate. Boys performed significantly better than girls. There was no significant difference between normal and learning-disabled subjects' ability to comprehend gestures. A moderate correlation was found between the Gesture Comprehension Test and the Test for Auditory Comprehension of Language; a low correlation was found between the Gesture Comprehension Test and the Imitation of Postures test. These results suggest the possibility that in preschool children and young school-age children, gesture comprehension may be more closely related to language than to nonsymbolic aspects of praxis.

Aging↗

PubMed1999

[Influence of the type of visualization on the construction of mental models during picture and text comprehension].

The following article describes an integrative model of text and picture comprehension. Text and picture comprehension is considered as a task oriented process of constructing descriptive and depictive mental representations by selection and organisation of information, parsing of symbols, mapping of analog structures as well as mental model construction and model inspection. Based on this theoretical model an experiment was conducted in which subjects had to acquire knowledge about a complex learning content (time and date differences on the earth) through self directed learning with a hypertext and different, but informationally equivalent pictures. The study aimed to investigate under which conditions learners prefer which kind of information and whether the kind of visualisation has an effect on the mental model structure created during the comprehension of texts and pictures. The results indicate that simple pictures induce more superficial processing, in which picture comprehension replaces text comprehension to some extent and vice versa. Demanding pictures, on the contrary, induce more intensive processing in which text comprehension and picture comprehension stimulate each other. Furthermore, the results suggest that the surface structure of pictures affects the structure of mental models. Accordingly, the presentation of a visualisation which is not task adequate may interfere with the required mental model construction. In designing texts combined with pictures the form of visualisation deserves therefore special attention.

Cognition↗

PubMed1995

[Auditory comprehension in transcortical motor aphasia due to a medial lesions of the left frontal lobe].

We assessed the anatomical findings and auditory comprehension of six patients with transcortical motor aphasia due to medical lesions of the left frontal lobe. All patients were right-handed and were initially mute for several hours after the onset, and they exhibited mild paresis of the right lower extremity. Their spontaneous speech was sparse and not fluent, and sometimes accompanied by echolalia, but their articulation was normal and repetition was excellent. They had difficulty in recalling words. A diagnosis of transcortical motor aphasia was made on the basis of their clinical symptoms. All patients were found to have an infarct in the left medial frontal region by MRI and/or CT. We administered the Western Aphasia Battery and 50 line drawing pointing task in order to evaluate auditory comprehension. Based on the results we concluded that there is no impairment of auditory comprehension of single words when lesions are limited to the superior frontal gyrus, but that lesions extending to the middle frontal gyrus interfere with auditory comprehension of single words. Our observations indicate that the middle frontal gyrus plays an important role in auditory comprehension of single words. All of the patients displayed impaired auditory comprehension of sentences even when their lesions were strictly limited to the medial frontal lobe. This suggests that the medial frontal lobe plays some role in the auditory comprehension of sentences.

Aged↗

PubMedDate not supplied

Patient comprehension of gastroenterology (GI) educational materials.

The purpose of this study was to describe patient comprehension of discharge instruction materials used by one gastroenterology department. Two conceptual frameworks, Orem's self-care model of nursing and Klare's reading comprehension model, were used to guide research design and to explain study findings. A descriptive correlational design was used to explore the relationship between years of schooling, word recognition, and reading comprehension. The study participants (n = 30) included 10 male and 20 female patients. Mean years of schooling was post-high school; mean word recognition score was high school level. Findings included moderate correlation between years of schooling and word recognition scores (r = .64) and strong correlation between word recognition and reading comprehension scores (r = .77-.82). Reading comprehension scores for the majority of participants (60%) were at the frustration comprehension level. Findings suggest that word recognition ability and educational level may be insufficient to ensure comprehension.

Adult↗

PubMed2026

Modulating sentence comprehension in people with aphasia through anodal tDCS: A double-blind randomized cross-over study.

This double-blind randomized cross-over study investigated the effects of perilesional anodal transcranial direct current stimulation (AtDCS) combined with speech-language therapy on sentence comprehension in eight individuals with chronic nonfluent agrammatic aphasia. The behavioral therapy consisted of an intensive comprehension treatment including drilling in sentence-to-picture matching and Mapping Therapy. Each participant underwent both the anodal tDCS and sham stimulation conditions (five received sham first followed by real stimulation, and the remaining three the reverse sequence), with each condition paired with the same behavioral treatment and separated by a four-month washout period. Stimulation was applied over the perilesional area (left BA6) for 20 min during daily 40-min therapy sessions over four consecutive weeks. Sentence comprehension was assessed with the RiComprendo battery and functional communication with the Communicative Effectiveness Index (CETI). Data were analyzed using paired t-tests, Bayesian analyses, and linear mixed-effects models to control for baseline performance and individual variability. Both stimulation conditions produced significant pre-to-post improvements in sentence comprehension, particularly for syntactically complex structures such as passives and center-embedded object relatives. However, gains were overall greater following AtDCS, as reflected in larger effect sizes, stronger Bayes factors, and a significant treatment effect in the mixed-effects models. Only the AtDCS condition yielded significant improvements in self-perceived comprehension abilities on the CETI. These findings suggest that AtDCS over perilesional cortical areas may boost the effects of traditional language therapy on sentence comprehension, supporting its feasibility and potential as an adjuvant intervention in post-stroke aphasia rehabilitation.

Humans↗