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PubMed1982

Facilitating the comprehension of syntax in aphasia.

This study represents the third in a series designed to assess aphasic listeners' ability to comprehend syntax. It addressed the issue of whether the presence of additional surface structure markers would facilitate the comprehension of syntactic distinctions based on tense, word order, ad relativization. The results indicate that the additional markers did significantly improve comprehension of tense and word-order distinctions for those aphasic subjects who achieved relatively low scores on the stimulus sentences not containing the additional markers. Those subjects who had relatively high scores on the sentences without the additional markers also benefited from the extra markers, but this improvement failed to reach statistical significance. These results are discussed in relationship to the concept of knowledge-based processing.

Adult↗

PubMed1983

The effects of presentation modality upon learning in a comprehension task using oral, manual, and dual mode stimulus cues.

Interest in how and why the use of nonspeech symbols such as manual signs facilitates the communication development of language-handicapped individuals has been growing. One question of interest is whether comprehension is facilitated because manual sign cues are in the same stimulus modality (visual) as the objects or events to which they refer, in contrast to oral cues, which are in a different modality (auditory). Another question is, when total communication (words and manual signs) is used, which modality, visual or auditory, actually controls responding? Previous analogue research with normal adults has not controlled for representational iconicity and/or has utilized tasks different than those used with handicapped populations. In this study, 15 undergraduate students were trained to a criterion to identify abstract forms in response to manual sign, CVC nonsense syllables, or combined manual sign plus CVC nonsense syllables. Signed English signs normally representing common objects were matched to the abstract forms. Results from learning probes indicated that performance improved significantly following training for all types of labels. Performance on learning probes of responses to manual labels was significantly poorer than performance on probes of responses to oral labels, to manual labels previously used in combined labels, and to oral labels previously used in combined labels. However, there was no difference in performance among these latter three conditions. These results suggest that the facilitative effects of manual sign labels upon comprehension found in other research may be due to the iconic relationship between signs and their referents.

Adult↗

PubMed1984

Consistency of effects of slow rate and pauses on aphasic listeners' comprehension of spoken sentences.

The effects of intrasentence pauses and slow speaking rate on aphasic listeners' comprehension of spoken low- and high-difficulty sentences were investigated. Aphasic subjects heard commands spoken at a normal rate, at a slower than normal rate, and with inserted 4-s pauses. Subjects' performance was measured weekly for 4 consecutive weeks. The effects of pauses and slow rate on subjects' performance were not consistent across subjects or within subjects across sessions. Type of aphasia, time postonset of aphasia, and overall severity of comprehension deficit were not strongly related to aphasic listeners' responses to pauses or slow rate.

Adult↗

PubMed1985

Constructive comprehension abilities exhibited by language-disordered children.

Constructive comprehension abilities were compared in a group of 12 language-disordered children (second graders) and two groups of children acquiring language normally (12 second graders matched to the language-disordered subjects on nonverbal cognitive skills and 12 kindergartners matched on language comprehension). Differences were examined in proficiency of the children in constructing spatial and causal inferences associated with short stories presented in a Verbal Task and Picture Task. The language-disordered group scored significantly lower on inference items than the cognitively matched control group of second graders on both tasks. A conditional analysis indicated that even when the language-disordered subjects appropriately answered the relevant premise items, they were significantly less likely than the second-grade controls to correctly respond to inference items on both tasks. There was no significant difference between the language-disordered and kindergarten children for either the overall or conditional analysis. The finding that language-disordered children evidenced difficulty in inference construction for both verbal and pictorial material was interpreted as being indicative of a cognitive deficit.

Child↗

PubMed1987

An investigation of emphatic stress comprehension in adult aphasia: a replication.

The differential effects of normal and emphatic stress on the auditory comprehension performance of 9 aphasic and 5 normal adults were assessed. As a partial replication of Pashek and Brookshire (1982), four paragraph-length stimuli were used from the original study. Each paragraph was presented twice. One version was recorded with one fact per sentence receiving normal stress, the second version with emphatic stress. Following each paragraph, subjects answered 16 "yes/no" questions about the eight target facts in each paragraph. This procedure allowed for direct comparison of performance across conditions on the same paragraph rather than on different paragraphs as in the original study. Analysis of the results revealed that the aphasic subjects demonstrated significantly better performance for stimuli presented with emphatic stress. In addition, no significant learning effect was observed over two repetitions of each paragraph. These data are interpreted as successfully replicating the findings of Pashek and Brookshire. The results suggest that emphatic stress plays an important role in auditory comprehension. However, the observed effect of emphatic stress should not be attributed solely to changes incumbent upon the stress bearing word. Alternative explanations are discussed.

Aged↗

PubMed1987

Story grammar ability in children with and without language disorder: story generation, story retelling, and story comprehension.

Twenty language-impaired and unimpaired children ages 9:0 to 11:4 participated in three story tasks. The children generated three original stories, retold two adventure stories, and then answered two sets of comprehension questions after each retelling. Stein and Glenn's (1979) story grammar rules were adapted and used to analyze the narratives. The generated and retold stories produced by the language-disordered children contained fewer complete story episodes, a lower mean number of main and subordinate clauses per complete episode, and a lower frequency of use of story grammar components than those of the control group. The story hierarchies produced by both groups were highly similar, though, in both story generation and story retelling. The groups also did not differ in their understanding of the factual details of the retold stories, but did differ significantly in their comprehension of the relationships linking the critical parts of the stories together. The results are discussed relative to cognitive organizational deficits of language-impaired children.

Attention↗

PubMed1990

Characteristics of syntactic comprehension deficits following closed head injury versus left cerebrovascular accident.

Two studies examined the ability to assign thematic roles and to coindex referentially dependent noun phrases in closed head injured adults, adult stroke patients, and normal adults. The subjects' task was to enact target sentences by manipulating toy animals. Closed head injured and stroke patients demonstrated a significant effect of syntactic structure on sentence comprehension, and the patterns of breakdown in the ability to assign thematic roles and coindex referentially dependent noun phrases were strikingly similar in the two groups. These findings suggest that syntactic comprehension disturbances are similar following left cerebral hemisphere infarction and closed head injury.

Adolescent↗

PubMed1991

The efficacy of script contexts in language comprehension intervention with children who have mental retardation.

This study was designed to investigate the effects of script-based and nonscript-based treatment on the language comprehension of 4 preschool children with mental retardation. An alternating treatments design (ATD) in combination with a multiple baseline design was used to evaluate treatment effects. Treatments were comprised of three script routines and three nonscript activities. Two semantic constructions were selected for training and counterbalanced across subjects and treatments. Daily probes were administered to assess the effects of the treatments. The script-based treatment was more effective than the nonscript treatment in facilitating comprehension of the targeted semantic constructions in 3 of the 4 subjects.

Adolescent↗

PubMed1992

Comprehension problems in children with specific language impairment: literal and inferential meaning.

A group of 61 schoolchildren with specific language impairment (SLI) was compared with a control group on a comprehension task, in which the child was questioned about a story that had been presented either orally or as a series of pictures. Half the questions were literal, requiring the child to provide a detail that had been mentioned or shown explicitly in the story. The remainder required the child to make an inference about what had not been directly shown or stated. SLI children were impaired on this task, even after taking into account "comprehension age," as assessed on a multiple-choice test. However, the effects of mode of presentation and question type were similar for control and SLI groups. Children who fitted the clinical picture of semantic-pragmatic disorder had lower scores than other SLI children on this task. In addition, they were more prone to give answers that suggested they had not understood the question. However, as with the other SLI children, there was no indication that they had disproportionate difficulty with inferential questions. It is concluded that SLI children are impaired in constructing an integrated representation from a sequence of propositions, even when such propositions are presented nonverbally.

Child↗

PubMed1996

Evidence of sensitivity to structural contrasts in the literature on children's language comprehension.

This paper reviews the developmental literature on grammatical knowledge in language comprehension in the preschool years from the perspective of sensitivity to structural contrasts. This concept differs from mastery of individual grammatical structures. Structural sensitivity focuses on increments of partial grammatical knowledge that can be observed in distinctive response patterns to contrasting grammatical structures. Direct evidence of sensitivity to structural contrasts is found in comprehension studies that measured differential responding. Indirect evidence of sensitivity can also be discovered by detailed examination of the data presented in several additional studies. The evidence suggests that there may be a developmental sequence of increasing sensitivity with age to finer distinctions and to more detailed aspects of grammatical structure. The notion of sensitivity to structural contrasts has implications for future research.

Age Factors↗

PubMed1997

Determinants of sentence comprehension in aphasic patients in sentence-picture matching tasks.

The results of two studies of sentence comprehension in aphasic patients using sentence-picture matching tests are presented. In the first study, 52 aphasic patients were tested on 10 sentence types. Analysis of the number of correct responses per sentence type showed effects of syntactic complexity and number of propositions. Factor analysis yielded first factors that accounted for two-thirds of the variance in performance to which all sentence types contributed. Clustering analysis yielded groups of patients whose performances progressively deteriorated and in which performance was more affected by sentence types that were harder for the group overall. These results were very similar to those previously obtained using an enactment task. In the second study, 17 aphasic patients were tested on the same 10 sentence types using both sentence-picture matching and enactment tasks. Correlational analyses showed that performance on the two tests was significantly correlated across both subjects and sentences. The results provide data relevant to the determinants of the complexity of a sentence in auditory comprehension.

Adult↗

PubMed1998

Written language comprehension in younger and older adults.

This study examined the effects of text genre and repeated reading on written language comprehension in younger (M = 21 years) and older (M = 72 years) healthy adults (N = 54). Participants verified four text-based statements (i.e., explicit, implicit, contradictory, and elaborated) after reading expository, narrative, and procedural texts. Verification accuracy was comparable for both age groups; however, text genre, statement-type, and repeated reading produced significant effects. Expository passages, explicit and implicit statements, and repeated reading yielded superior results. Procedural passages and contradictory and elaborated statements yielded less accurate results. Statement-types invoked multiple levels of cognitive representation across text genres and age groups. Overall, reading time was significantly faster for younger adults, and reading times were significantly faster for both age groups during the repeated reading trial. Text genre also influenced reading time, with expository passages read faster than narrative and procedural passages. These findings suggest the appreciable influences of text genre and repeated reading on measures of text processing and comprehension in healthy adults, irrespective of age.

Adolescent↗

PubMed2000

Predicting language production in children and adolescents with Down syndrome: the role of comprehension.

Predictors of language production skills in 12-minute narratives are investigated cross-sectionally in 48 children and adolescents with Down syndrome (trisomy 21), aged 5 to 20 years, in comparison to 48 control children aged 2 to 6 years matched statistically for nonverbal mental age and mother's years of education. Two models were evaluated by hierarchical regression analyses using predictors drawn from the domains of group membership, chronological age, cognition, socioeconomic status, and hearing screening status (Model I) and, additionally, comprehension performance (Model II). Results showed that Model II was more successful. In the DS group, it explained 68% of the variability in number of different words, 80% in MLU, and 32% in intelligibility. Corresponding percentages for the control group were 72%, 71%, and 26%. A mechanism linking comprehension of input to early stages of production practice through activation of the early speech motor area is proposed.

Adolescent↗

PubMed2003

A comprehensive model for predicting burnout in Korean nurses.

BACKGROUND: Although burnout among nurses has been studied in a great deal, this work has not included Korean nurses. Furthermore, the role of personal resources such as empathy and empowerment in predicting the variance in burnout has never been examined. AIM: The purpose of this study was to understand the phenomenon of burnout among Korean nurses. A comprehensive model of burnout was examined to identify significant predictors among individual characteristics, job stress and personal resource, with the intention of providing a basis for individual and organizational interventions to reduce levels of burnout experienced by Korean nurses. METHODS: A cross-sectional correlational design was used. A sample of 178 nurses from general hospitals in southern Korea was surveyed from May 1999 to March 2000. The data were collected using paper and pencil self-rating questionnaires and analysed using descriptive statistics, Pearson correlations, and hierarchical multiple regression. RESULTS: Korean nurses reported higher levels of burnout than nurses in western countries such as Germany, Canada, the United Kingdom and the United States of America. Nurses who experienced higher job stress, showed lower cognitive empathy and empowerment, and worked in night shifts at tertiary hospitals were more likely to experience burnout. CONCLUSIONS: Identifying a comprehensive model of burnout among Korean nurses is an essential step to develop effective managerial strategies to reduce the problem. Suggestions to reduce the level of burnout include enhancing nurses' cognitive empathy and perceived power, providing clear job descriptions and work expectations, and exploring nurses' shift preferences, especially at tertiary hospitals. In future research we recommend recruiting nurses from broader geographical areas using random selection in order to increase the generalizability of the findings.

Adult↗

PubMed2001

Comprehensive linkage map of bovine chromosome 11.

The results of genotypic data contributed to the International Society of Animal Genetics (ISAG) Bovine Chromosome 11 (BTA11) Workshop are presented. Six laboratories contributed a total of 26 199 informative meioses from 80 loci. Thirty-six loci were typed by at least two independent laboratories and were used to construct a consensus linkage map of the chromosome. The remaining loci were subsequently incorporated into a comprehensive map. The sex-averaged consensus map covered 128.9 cM. The female consensus map was 101.2 cM, while the male consensus map was 129.8 cM. The comprehensive sex-averaged map was 134.2 cM and the average genetic distance between loci was 1.72 cM.

Animals↗

PubMed1993

The effects of comprehensive guidelines for the care of sickle-cell patients in crisis on the nurses' knowledge base and job satisfaction for care given.

The primary purpose of this study was to determine the effects of comprehensive nursing guidelines for sickle-cell patients in crisis on the nurses' knowledge base and job satisfaction for nursing care given. This study was carried out through the use of a single-group pretest-posttest design. A total of 18 subjects participated in the study. At the pretesting, each subject completed an Individual Information Questionnaire for the collection of background data, a Knowledge Base tool and a Job Satisfaction tool. Afterwards, all subjects attended 10.5 hours of educational programmes on sickle-cell disease, treatment, interventions and relaxation training. Following this, the comprehensive guidelines for the care of sickle-cell patients were instituted. At 3 months and 6 months after the guidelines had been in effect, subjects were again asked to complete the Knowledge Base and Job Satisfaction tools. The results of the tools were then measured comparing the three time intervals for any differences in knowledge and job satisfaction using independent measure t-tests. t-Tests were also performed for each question on the Job Satisfaction tool comparing the three time intervals. The results of the analyses demonstrated that there was a statistically significant increase in knowledge between the pretest and 6 month time interval. The findings also showed that there was no statistically significant increase in overall job satisfaction. However, the t-test results from the individual questions demonstrated a statistically significant increase in job satisfaction in the areas of nurse/physician collaboration and having a broad knowledge base of sickle-cell disease.

Acute Disease↗

PubMed1998

Student assessment in community settings: a comprehensive approach.

Student assessment in community settings presents problems for medical teachers, e.g., difficulties in assessing the contribution of individual members to group work, and lack of test standardization due to varying field conditions. The Faculty of Medicine, University of Gezira, Sudan is a community-oriented, community-based medical school which has adopted a comprehensive approach to student assessment in community settings using various methods, including peer assessment, a supervisory checklist, community feedback, reports from students, short essay questions (SEQs) and multiple choice questions (MCQs). Each method focuses on a specific aspect of the objectives of the community-based programme and is weighted in the final grade according to the extent to which objectives were covered. This assessment programme contrasts with the conventional teacher-centred approach, and is continuously monitored and improved using a variety of sources of information. A total of 105 students participated in a study designed to measure the reliability and validity of this approach. The reliability of the methods was tested by computing the alpha coefficient and was found to range between 0.77 and 0.92. This was considered acceptable. The validity of the instruments was examined using confirmatory factor analysis, and their content validity was reviewed. The results show that the comprehensive approach used is fairly valid. It is suggested that the University's approach is successful in solving some of the problems of student assessment in community settings.

Clinical Competence↗

PubMed2002

Comprehensive measurement of maternal satisfaction: the modified Mason Survey.

A three-stage process was undertaken to identify and modify a tool that was capable of measuring the many aspects of maternal satisfaction relevant to Australian women. First, the scope of maternal satisfaction to be measured was defined by summarizing available literature and surveys purporting to measure maternal satisfaction (including surveys used in maternity services in New South Wales). The multidimensional nature of maternal satisfaction was confirmed, with 16 core aspects (common to the literature and local surveys) and nine additional unique aspects of maternal satisfaction being identified. Second, these core and additional aspects were used to examine the comprehensiveness of the Mason Survey, a survey recommended by the National Health and Medical Research Council of Australia for use in maternity services. Eighty-eight per cent of the core and additional aspects (22/25) were found to be present in the Mason Survey. Third, an expert panel further modified the Mason Survey by removing items not applicable to the Australian context. The modified Mason Survey is a comprehensive measure of maternal satisfaction suitable for Australian women and capable of providing valuable information on the quality of services and future planning for maternity services.

Female↗