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PubMed2006

Real-time comprehension of wh- movement in aphasia: evidence from eyetracking while listening.

Sentences with non-canonical wh- movement are often difficult for individuals with agrammatic Broca's aphasia to understand (, inter alia). However, the explanation of this difficulty remains controversial, and little is known about how individuals with aphasia try to understand such sentences in real time. This study uses an eyetracking while listening paradigm to examine agrammatic aphasic individuals' on-line comprehension of movement sentences. Participants' eye-movements were monitored while they listened to brief stories and looked at visual displays depicting elements mentioned in the stories. The stories were followed by comprehension probes involving wh- movement. In line with previous results for young normal listeners [Sussman, R. S., & Sedivy, J. C. (2003). The time-course of processing syntactic dependencies: evidence from eye movements. Language and Cognitive Processes, 18, 143-161], the study finds that both older unimpaired control participants (n=8) and aphasic individuals (n=12) showed visual evidence of successful automatic comprehension of wh- questions (like "Who did the boy kiss that day at school?"). Specifically, both groups fixated on a picture corresponding to the moved element ("who," the person kissed in the story) at the position of the verb. Interestingly, aphasic participants showed qualitatively different fixation patterns for trials eliciting correct and incorrect responses. Aphasic individuals looked first to the moved-element picture and then to a competitor following the verb in the incorrect trials. However, they only showed looks to the moved-element picture for the correct trials, parallel to control participants. Furthermore, aphasic individuals' fixations during movement sentences were just as fast as control participants' fixations. These results are unexpected under slowed-processing accounts of aphasic comprehension deficits, in which the source of failed comprehension should be delayed application of the same processing routines used in successful comprehension. This pattern is also unexpected if aphasic individuals are using qualitatively different strategies than normals to comprehend such sentences, as under impaired-representation accounts of agrammatism. Instead, it suggests that agrammatic aphasic individuals may process wh- questions similarly to unimpaired individuals, but that this process often fails to facilitate off-line comprehension of sentences with wh- movement.

Adult↗

PubMed2006

Understanding words in context: the role of Broca's area in word comprehension.

What role does meaning selection play in word comprehension, and what neural systems support this selection process? Most words have multiple meanings and are therefore ambiguous. This is true of both homonymous words (words that have multiple unrelated meanings) and polysemous words (words that have multiple related meanings). The extant evidence indicates that meaning selection is an integral part of homonym comprehension. However, it is not known whether meaning selection extends to polysemous words, or what neural systems support meaning selection during comprehension. Prior neuroimaging and neuropsychological evidence suggest that the left inferior frontal gyrus (LIFG) may play a role in resolving competition during language processing. We therefore sought to test the hypotheses that meaning selection is part of polysemous word comprehension, and that the LIFG resolves meaning competition during word comprehension. We tested healthy participants on a version of the triplet lexical decision task, with polysemous and homonymous stimuli. Results suggest that the meanings of polysemous words, like the meanings of homonyms, are selected based on context. However, homonymous and polysemous words differed in how meaning frequency affected meaning selection. We then administered the triplet lexical decision task to patients with LIFG damage to examine whether this region plays a role in context-dependent meaning selection. Results support the hypothesis that the LIFG serves as a top-down biasing mechanism that facilitates rapid meaning selection during word comprehension. We conclude that context-dependent meaning selection is an integral part of word comprehension for both homonyms and polysemous words, and that the LIFG facilitates this selection process.

Adult↗

PubMed2006

Restored speech comprehension linked to activity in left inferior prefrontal and right temporal cortices in postlingual deafness.

The left inferior prefrontal cortex (LIPC) is involved in speech comprehension by people who hear normally. In contrast, functional brain mapping has not revealed incremental activity in this region when users of cochlear implants comprehend speech without silent repetition. Functional brain maps identify significant changes of activity by comparing an active brain state with a presumed baseline condition. It is possible that cochlear implant users recruited alternative neuronal resources to the task in previous studies, but, in principle, it is also possible that an aberrant baseline condition masked the functional increase. To distinguish between the two possibilities, we tested the hypothesis that activity in the LIPC characterizes high speech comprehension in postlingually deaf CI users. We measured cerebral blood flow changes with positron emission tomography (PET) in CI users who listened passively to a range of speech and non-speech stimuli. The pattern of activation varied with the stimulus in users with high speech comprehension, unlike users with low speech comprehension. The high-comprehension group increased the activity in prefrontal and temporal regions of the cerebral cortex and in the right cerebellum. In these subjects, single words and speech raised activity in the LIPC, as well as in left and right temporal regions, both anterior and posterior, known to be activated in speech recognition and complex phoneme analysis in normal hearing. In subjects with low speech comprehension, sites of increased activity were observed only in the temporal lobes. We conclude that increased activity in areas of the LIPC and right temporal lobe is involved in speech comprehension after cochlear implantation.

Adult↗

PubMed2003

Reduced low birth weight for teenagers receiving prenatal care at a school-based health center: effect of access and comprehensive care.

PURPOSE: To examine and compare access to care, comprehensiveness of care, and birth outcomes for teenagers receiving prenatal care in comprehensive adolescent pregnancy programs (CAPPS) in two different settings: school-based vs. hospital-based. METHODS: Retrospective sohort study using existing data sources: medical records and birth certificates. Using school rosters and hospital clinic databases, we identified pregnant adolescents < or =18 years old who delivered a baby between July 1, 1995 and August 30, 1997 and who received prenatal care in a school-based CAPP (SB-CAPP) or hospital-based CAPP (HB-CAPP). Process of care measures (prenatal care adequacy and comprehensive care) and outcomes (low birth weight) were examined by site of care. Logistic regression models were computed to predict the odds of low birth weight by site of prenatal care, adjusting for prenatal care adequacy, comprehensive care, and possible confounders including baseline maternal characteristics. RESULTS: Three-hundred-ninety eligible teens were identified. Mean age was 15.9 years, 93% were African-American, 84% in school, 13% had a prior birth, and 11% were cigarette smokers. Teens receiving care in the SB-CAPP were significantly younger and more likely to be in school than those in the HB-CAPP. Overall, the two groups had similar low rates of prenatal care adequacy, but compared with teens in the SB-CAPP, those in the HB-CAPP were 1.5 times less likely to receive comprehensive care. Logistic regression analyses adjusting for baseline maternal differences showed that HB-CAPP teens were more than three times as likely to deliver a low birth weight infant compared with SB-CAPP teens (AOR 3.75; 95% CI 1.05-13.36). The increased odds of low birth weight for HB-CAPP teens attenuated when prenatal care was adequate and comprehensive (AOR-HB-CAPP: 2.31, 95% CI 0.65-8.24). CONCLUSIONS: School-based prenatal care was associated with significantly lower odds of low birth weight compared with HB-CAPP care. Although selection bias may be a factor in this observational study, our findings suggest that these improved birth outcomes may be mediated through prenatal care adequacy and provision of comprehensive care.

Adolescent↗

PubMed2003

Agrammatic comprehension of simple active sentences with moved constituents: Hebrew OSV and OVS structures.

This study examines agrammatic comprehension of object-subject-verb (OSV) and object-verb-subject (OVS) structures in Hebrew. These structures are syntactically identical to the basic order subject-verb-object (SVO) sentence except for the movement of the object to the beginning of the sentence, and thus enable empirical examination of syntactic movement in agrammatic comprehension. Seven individuals with agrammatism, 7 individuals with conduction aphasia, and 7 individuals without language impairment, all native speakers of Hebrew, performed a sentence-picture matching task. The task compared OSV and OVS sentences to SVO sentences and to subject and object relatives. Individuals with agrammatism performed more poorly than those in either of the other groups. Their comprehension of SVO sentences was significantly above chance, but comprehension of OSV and OVS sentences was at chance and was poorer than comprehension of SVO sentences. These results show that agrammatic comprehension of structures that involve movement of a noun phrase is impaired even when the structure is a simple active sentence, in line with the Trace Deletion Hypothesis (TDH; Y. Grodzinsky, 1990, 1995a, 2000). A modification is suggested to accommodate the TDH with the VP Internal Subject Hypothesis, according to which individuals with agrammatism use an "Avoid Movement" strategy in comprehension.

Adolescent↗

PubMed2004

Inference generation during text comprehension by adults with right hemisphere brain damage: activation failure versus multiple activation.

Evidence conflicts as to whether adults with right hemisphere brain damage (RHD) generate inferences during text comprehension. M. Beeman (1993) reported that adults with RHD fail to activate the lexical-semantic bases of routine bridging inferences, which are necessary for comprehension. But other evidence indicates that adults with RHD activate multiple interpretations in various comprehension domains. In addition, the activation of contextually inappropriate interpretations is prolonged for many adults with RHD and predicts poor discourse comprehension. This study contrasted Beeman's activation failure hypothesis with the prediction that adults with RHD would generate multiple interpretations in text comprehension. The relation between activation of textually incompatible inferences and discourse comprehension was also investigated for this group. Thirty-seven adults with RHD and 34 without brain damage listened to brief narratives that required a bridging inference (BI) to integrate the text-final sentence. This final sentence, when isolated from its text, was strongly biased toward a contextually incompatible alternate interpretation (AI). Auditory phoneme strings were presented for lexical decision immediately after each text's initial and final sentence. Adults with RHD were both faster and more accurate in making lexical decisions to BI-related target words in final-sentence position than in initial-sentence position. Thus, contrary to the activation failure hypothesis, adults with RHD generated the lexical-semantic foundations of BIs where they were required by the text. AI generation was evident in accuracy data as well, but not in response time data. This result is partially consistent with the multiple activation view. Finally, greater activation for contextually incompatible interpretations was associated with poorer discourse comprehension performance by adults with RHD.

Aged↗

PubMed2005

Right anterior superior temporal activation predicts auditory sentence comprehension following aphasic stroke.

Previous studies have suggested that recovery of speech comprehension after left hemisphere infarction may depend on a mechanism in the right hemisphere. However, the role that distinct right hemisphere regions play in speech comprehension following left hemisphere stroke has not been established. Here, we used functional magnetic resonance imaging (fMRI) to investigate narrative speech activation in 18 neurologically normal subjects and 17 patients with left hemisphere stroke and a history of aphasia. Activation for listening to meaningful stories relative to meaningless reversed speech was identified in the normal subjects and in each patient. Second level analyses were then used to investigate how story activation changed with the patients' auditory sentence comprehension skills and surprise story recognition memory tests post-scanning. Irrespective of lesion site, performance on tests of auditory sentence comprehension was positively correlated with activation in the right lateral superior temporal region, anterior to primary auditory cortex. In addition, when the stroke spared the left temporal cortex, good performance on tests of auditory sentence comprehension was also correlated with the left posterior superior temporal cortex (Wernicke's area). In distinct contrast to this, good story recognition memory predicted left inferior frontal and right cerebellar activation. The implication of this double dissociation in the effects of auditory sentence comprehension and story recognition memory is that left frontal and left temporal activations are dissociable. Our findings strongly support the role of the right temporal lobe in processing narrative speech and, in particular, auditory sentence comprehension following left hemisphere aphasic stroke. In addition, they highlight the importance of the right anterior superior temporal cortex where the response was dissociated from that in the left posterior temporal lobe.

Adult↗

PubMed2002

General cognitive ability in children with reading comprehension difficulties.

BACKGROUND: Children with specific reading comprehension difficulties read accurately and fluently but are poor at understanding what they read. AIMS: This study investigated cognitive ability in children with poor reading comprehension with a view to determining the relationship between general cognitive ability and specific reading comprehension difficulty. SAMPLE: Twenty-five poor comprehenders and 24 control children, matched for chronological age and word reading ability, participated in this study. METHODS: General conceptual ability (GCA) was assessed using the British Ability Scales (2(nd) edition; BAS-II); good and poor comprehenders' performance on different subscales was compared and related to underlying skills in reading accuracy, reading comprehension and number. RESULTS: There was a general tendency for poor comprehenders to achieve lower scores on verbal tasks than on non-verbal and spatial tasks. Although the poor comprehenders scored significantly below the control children across most subtests, most obtained GCA scores within the normal range. For these children, reading comprehension was significantly below GCA-expected levels. A subset of poor comprehenders with below average GCA showed a clear hyperlexic profile in which comprehension was not unexpectedly poor but rather, reading accuracy was surprisingly good. CONCLUSIONS: These findings highlight the heterogeneity of children presenting with poor reading comprehension. Although most poor comprehenders have weaknesses that appear to be restricted to the verbal domain, a minority have more general cognitive impairments.

Child↗

PubMed2003

The effect of gesture on speech production and comprehension.

Hand gestures are ubiquitous in communication. However, there is considerable debate regarding the fundamental role that gesture plays in communication and, subsequently, regarding the value of gesture for telecommunications. Controversy exists regarding whether gesture has a primarily communicative function (enhancing listener comprehension) or a primarily noncommunicative function (enhancing speech production). Moreover, some have argued that gesture seems to enhance listener comprehension only because of the effect gesture has on speech production. The purpose of this study was to examine the extent to which gesture enhances listener comprehension and the extent to which the effect of gesture on listener comprehension is mediated by the effects of gesture on speech production. Results indicated that gesture enhanced both listener comprehension and speech production. When the effects of gesture on speech production were controlled, the relationship between gesture and listener comprehension was reduced but still remained significant. These results suggest that gesture aids the listener as well as the speaker and that gesture has a direct effect on listener comprehension, independent of the effects gesture has on speech production. Implications for understanding the value of gestural information in telecommunications are discussed. Potential applications of this research include the design of computer-mediated communication systems and displays in which the visibility of gestures may be beneficial.

Communication↗

PubMed1990

Late recovery of auditory comprehension in global aphasia. Improved recovery observed with subcortical temporal isthmus lesion vs Wernicke's cortical area lesion.

This study examined the relationship between recovery of auditory comprehension in global aphasia patients after 1 year post onset, and temporal lobe lesion in Wernicke's cortical area vs temporal lobe lesion in the subcortical temporal isthmus area. Computed tomographic scans and language behavior were examined in 14 right-handed globally aphasic stroke patients with lesion in the left hemisphere. Nine patients had large cortical/subcortical frontal, parietal, and temporal lobe lesion that included more than half of Wernicke's cortical area (FPT cases). Five patients had large cortical/subcortical frontal and parietal lobe lesion, but only subcortical temporal lobe lesion, including the temporal isthmus (FPTi cases). All patients were tested acutely at 1 to 4 months post onset and again at 1 to 2 years post onset. There was a significantly greater increase in the amount of recovery that had taken place after 1 to 2 years post onset for the FPTi group vs the FPT group in the overall Boston Diagnostic Aphasia Examination (BDAE) Auditory Comprehension Z score. In four of the five FPTi cases, the late BDAE Auditory Comprehension Z scores were above -0.5 (mild-to-moderate comprehension deficits). Most recovery was in single-word comprehension. In eight of the nine FPT cases, the late BDAE Auditory Comprehension Z-scores were below -0.5 (moderate-to-severe comprehension deficits). There was no significant difference between the two groups in recovery of spontaneous speech, repetition, or naming, where severe deficits remained in most cases.(ABSTRACT TRUNCATED AT 250 WORDS)

Aged↗

PubMed2002

Neurological origins of poor reading comprehension despite fast word decoding?

Barnes, Faulkner, and Dennis (2001) found that hydrocephalic children (mean age = 11.5 years) of average or above-average verbal intelligence exhibit poor reading comprehension despite their fast and accurate decoding skills on individual words. This finding attracts the attention of reading researchers because it appears to be against the following standard principle of reading comprehension failure (Gough & Hillinger, 1980), thereby provoking basic issues centering around it (e.g., Stanovich, 1991): Reading Comprehension = Word Decoding x Listening Comprehension. This formula indicates that when listening comprehension is kept well within the normal range, reading comprehension is highly correlated with word decoding (e.g., Perfetti, 1985). In contrast, with poor listening comprehension children would be poor readers however good they may be at reading words (e.g., Cain, Oakhill, & Bryant, 2000). Although Barnes et al. clearly demonstrated that children with hydrocephalus decoded individual words better than they comprehended text, it is not readily apparent whether their findings are inconsistent with the standard principle. The purpose of the present article is twofold. The first is to examine whether Barnes et al.'s findings constitute a counterexample of the above principle. (Note that Barnes et al. did not address this question.) The second and more important purpose is to discuss the possible origins of the decoding-better-than-sentence/text-comprehension pattern. We also present some pedagogical implications for poor readers such as hydrocephalic children.

Child↗

PubMed1984

Comprehension of main ideas and details in coherent and noncoherent discourse by aphasic and nonaphasic listeners.

Aphasic and nonaphasic listeners' comprehension of main ideas and details within coherent and noncoherent narrative discourse was examined. Coherent paragraphs contained one topic to which all sentences in the paragraph related. Noncoherent paragraphs contained a change in topic with every third or fourth sentence. Each paragraph contained four main ideas and one or more details that related to each main idea. Listeners' responses to yes/no questions following each paragraph yielded the following results: (1) Nonaphasic listeners comprehended the paragraphs better than aphasic listeners. (2) Both aphasic and nonaphasic listeners comprehended main ideas better than they comprehended details. (3) Coherence did not affect comprehension of main ideas for either group. (4) Coherence did not affect comprehension of details by nonaphasic subjects. (5) Coherence affected comprehension of details by aphasic subjects, and their comprehension of details in coherent paragraphs was worse than their comprehension of details in noncoherent paragraphs. There was no significant correlation between Token Test scores and measures of paragraph comprehension.

Aged↗

PubMed1985

The effects of slowed speech on auditory comprehension in aphasia.

The present study investigates the effects of slowed speech on auditory comprehension in aphasia. Specifically, an attempt was made to isolate the effects of added time on comprehension at the language processing stages of auditory perception, by increasing the duration of the vowel segments in each word; word recognition and semantic analysis, by adding silences between words; and syntactic analysis, by adding silences at constituent phrase boundaries. Sentences were also read at a slow rate to see the effects of naturally slowed speech on sentence comprehension. Test sentences consisted of simple active and passive declarative sentences, and complex sentences with embedded medial and final relative clauses. Sentences were either semantically reversible or nonreversible. Thirty-four aphasic patients who varied in both severity and type of aphasia were tested on a picture verification task. Results indicated that slowing facilitated language comprehension significantly only in the syntactic condition. Neither syntactic complexity nor semantic reversibility interacted with slowed speech to facilitate auditory language comprehension. Further, it was only the Wernicke's aphasics who showed significant improvement with time added at constituent boundaries. These results suggest that time alone does not facilitate language comprehension in aphasia, but that rather it is the interaction of time with syntactic processing which improves comprehension.

Aphasia↗

PubMedDate not supplied

Lesion analysis of the brain areas involved in language comprehension.

The cortical regions of the brain traditionally associated with the comprehension of language are Wernicke's area and Broca's area. However, recent evidence suggests that other brain regions might also be involved in this complex process. This paper describes the opportunity to evaluate a large number of brain-injured patients to determine which lesioned brain areas might affect language comprehension. Sixty-four chronic left hemisphere stroke patients were evaluated on 11 subtests of the Curtiss-Yamada Comprehensive Language Evaluation - Receptive (CYCLE-R; Curtiss, S., & Yamada, J. (1988). Curtiss-Yamada Comprehensive Language Evaluation. Unpublished test, UCLA). Eight right hemisphere stroke patients and 15 neurologically normal older controls also participated. Patients were required to select a single line drawing from an array of three or four choices that best depicted the content of an auditorily-presented sentence. Patients' lesions obtained from structural neuroimaging were reconstructed onto templates and entered into a voxel-based lesion-symptom mapping (VLSM; Bates, E., Wilson, S., Saygin, A. P., Dick, F., Sereno, M., Knight, R. T., & Dronkers, N. F. (2003). Voxel-based lesion-symptom mapping. Nature Neuroscience, 6(5), 448-450.) analysis along with the behavioral data. VLSM is a brain-behavior mapping technique that evaluates the relationships between areas of injury and behavioral performance in all patients on a voxel-by-voxel basis, similar to the analysis of functional neuroimaging data. Results indicated that lesions to five left hemisphere brain regions affected performance on the CYCLE-R, including the posterior middle temporal gyrus and underlying white matter, the anterior superior temporal gyrus, the superior temporal sulcus and angular gyrus, mid-frontal cortex in Brodmann's area 46, and Brodmann's area 47 of the inferior frontal gyrus. Lesions to Broca's and Wernicke's areas were not found to significantly alter language comprehension on this particular measure. Further analysis suggested that the middle temporal gyrus may be more important for comprehension at the word level, while the other regions may play a greater role at the level of the sentence. These results are consistent with those seen in recent functional neuroimaging studies and offer complementary data in the effort to understand the brain areas underlying language comprehension.

Aged↗

PubMed2005

Differential components of sentence comprehension: beyond single word reading and memory.

A number of studies have used functional neuroimaging to examine the neural mechanisms of sentence comprehension; however, few fMRI studies have examined activation patterns associated with sentence comprehension after accounting for activation attributable to single-word-level tasks important for sentence comprehension. To investigate the patterns of activation associated with sentence comprehension after controlling for single word reading and maintaining single words in memory, 20 unimpaired adult readers completed a block design paradigm which included sentence comprehension, single word reading, and short-term memory (for words) tasks. Results indicated that, regardless of the aspect of sentence comprehension being controlled for, activation was observed in bilateral temporal lobes (left > right) as well as bilateral occipital lobes and middle frontal gyri. Additional findings showed that bilateral superior parietal lobe activation was greatest for short-term memory for words, while left anterior inferior frontal gyri activation (centered around Brodmann's area 47) was greatest for single word reading. Results suggest that temporal cortex (left > right) is a core region important for sentence comprehension beyond the short-term memory and semantic requirements inherent in processing sentences.

Adult↗

PubMed2000

Comprehension and production of relative clauses: a comparison between Swedish impaired and unimpaired children.

The aim of the present study is to investigate the relationship between language comprehension and language production in Swedish children. This was done longitudinally with 10 children with specific language impairment (SLI), aged 4;0 to 6;3 at Time I, and 10 children with unimpaired language development, aged 3;1 to 3;7 at Time I. The target structure was subordination, more precisely relative clauses. The children's comprehension was tested with picture pointing, act-out and oral response tests. Their production was tested with elicited imitation and sentence completion tests. Data were collected twice, with an interval of six months. The results from the unimpaired children at Time I showed a difference between comprehension and production. At Time II these children scored higher on production than on comprehension. The children with SLI scored significantly higher on comprehension than on production at Time I. In half of the SLI group there was a clear development between the two data collection sessions, diminishing the dissociation. On neither testing did the children with SLI differ significantly from the unimpaired children in comprehension. At both testings, however, the children with SLI had significantly more responses where they did not insert the complementizer in relative clauses. The results indicate that the relationship between comprehension and production is different at different stages in development. They also show that structures involving dependency relations are particularly difficult to produce for children with SLI.

Child↗

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↗