Search

Purpose: When speakers retrieve words, they do so extremely quickly and accurately—both speed and accuracy of word retrieval are compromised in persons with aphasia (PWA). This study examined the contribution of two domain-general mechanisms: processing speed and cognitive control on word retrieval in PWA. Method: Three groups of participants, neurologically healthy young and older adults and PWA (n = 15 in each group), performed processing speed, cognitive control, lexical decision, and word retrieval tasks on a computer. The relationship between word retrieval speed and other tasks was examined for each group. Results: Both aging and aphasia resulted in slower processing speed but did not affect cognitive control. Word retrieval response time delays in PWA were eliminated when processing speed was accounted for. Word retrieval speed was predicted by individual differences in cognitive control in young and older adults and additionally by processing speed in older adults. In PWA, word retrieval speed was predicted by severity of language deficit and cognitive control. Conclusions: This study shows that processing speed is compromised in aphasia and could account for their slowed response times. Individual differences in cognitive control predicted word retrieval speed in healthy adults and PWA. These findings highlight the need to include nonlinguistic cognitive mechanisms in future models of word retrieval in healthy adults and word retrieval deficits in aphasia. [ABSTRACT FROM AUTHOR]

Translation is a fundamental aspect in circulating acquaintance and fresh innovations in the medical field. It can also be a serious element in providing healthcare services to patients or laypeople. The translators of medical texts encounter numerous complications, some of which includes the subject of research. They include medical terminology, lexical equivalence of medical texts, readability, quality issues. This study presents a common overview of the problems in lexical level of medical translation. It discusses certain problems related to characteristic features of medical language and inconsistency of equivalents: terminology, medical terms, medical equipment or tools, treatment or diagnosis, drug names, scientific names etc. Translating for layreaders and professional audiences is the next issue that is considered in this paper. Considerable attention is paid to problems in translating medical texts, and other issues, such as verification and review. [ABSTRACT FROM AUTHOR]

Individuals with traumatic brain injury, due to the nature of the neuropathological conditions, the symptoms of naming deficits vary (Chapley, 2000). Both aphasic and TBI individuals produce circumlocutions and various paraphasias and have reduced fluency in the generation of categoryspecific words. TBI individuals, however, demonstrate additional naming errors. Hence, there is a strong need for the objective measure, qualitative and quantitative aspects of naming difficulties and errors exhibited by persons with TBI. The studies on naming errors among individuals with TBI are limited in Indian context. The present study was carried out measure the quantity and quality of naming errors objectively, who were in the chronic stage of recovery. There were total of 3 patients with the history of naming deficits associated with TBI. It was found from the result analysis the maximum number of correct response was achieved by the participant 1 with 12 correct responses. Also semantic paraphasias were predominant in all of participants compared to other types of naming errors. A standardized tool (ELAN 5.1 Version, Win 64) was used to document and analyse the naming deficits among the participants. This study was a preliminary attempt at objective measurement of naming deficits. [ABSTRACT FROM AUTHOR]

We elicited tip-of-the-tongue (TOT) states to replicate the finding that TOTs repeat for individual words. Humphreys and colleagues have attributed this error repetition phenomenon to implicit learning of the mappings between the lemma and phonology. We also examined whether or not interlopers – repeated information that persistently comes to mind – repeat during TOT states for individual words, along with the type of interlopers. Participants were given a TOT test and the same TOT test one week later. The test consisted of the presentation of a definition and participants indicated if they knew the word, did not know the word, or if they were in a TOT state. Participants were also given 15 s to think aloud about the target word on both test and retest. We found that information repeats significantly more often for repeated TOT states (26%) than repeated Don't Know states (13%). We also found that participants experienced significantly more repeated phonological interlopers during a repeated TOT state (59%) versus a repeated Don't Know state (12%). Theoretically, the results may suggest that the TOT state is best described as a subthreshold state, and that within this subthreshold state there is a specific erroneous pattern of activation (akin to a local minimum) rather than a non-specific pattern of activation. These findings are an important constraint toward the development of a more formal explanation of recurring TOTs. [ABSTRACT FROM AUTHOR]

This study aimed to describe and compare naming speed abilities in children diagnosed with either Reading Learning Difficulties (RLD) or Attention Deficit/Hyperactivity Disorder (ADHD), or comorbidity for both (ADHD+RLD). To examine the explanatory power of naming speed and ADHD symptomatology in predicting group associations (while controlling for gender and age), the “Rapid Automatized Naming and Rapid Alternating Stimulus Tests” (RAN/RAS) were utilized. A sample of 101 children (age range = 5-16 years) was divided into four groups: RLD (n = 14), ADHD (n = 28), comorbid (n = 19), and control (n = 40). There were statistically significant differences in RAN/RAS results among the diagnostic groups. Moreover, discriminant analysis revealed that naming speed tasks significantly predicted reading and attentional problems, especially at earlier ages. These results demonstrate the potential usefulness of RAN/RAS in the diagnosis of reading and attentional problems, particularly if the children are aged from 5 to 9. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this study was to determine how 2 methods known to improve naming impairment in aphasia (i.e., retrieval practice and errorless learning) affect lexical access. We hypothesized that instances of naming during retrieval practice use and strengthen item-specific connections in each of 2 stages of lexical access: Stage 1, meaning-to-word connections, and Stage 2, word-to-phonology connections. In contrast, errorless learning prioritizes opportunities for repeating words, which we expect to primarily strengthen item-specific connections in Stage 2 because repetition circumvents the need for semantically driven word retrieval. Method: We tested the outcomes of retrieval practice versus errorless learning training for items that were selected because the naming errors they elicited suggested weakened connections at Stage 1 or at Stage 2 of lexical access for each of 10 individuals with chronic aphasia. Each participant's Stage 1 items and Stage 2 items were divided evenly between the 2 training conditions. Naming tests were administered 1 day and 1 week after training to assess retention of training gains. We also examined whether the participants' pretraining naming error profiles were associated with the relative efficacy of retrieval practice versus errorless learning. Results: The posttraining naming tests showed an advantage of retrieval practice over errorless learning for Stage 1 items and an advantage of errorless learning over retrieval practice for Stage 2 items. In addition, greater percentages of phonological error naming responses prior to training were associated with greater posttraining accuracy in the errorless learning condition relative to the retrieval practice condition. Conclusions: The findings suggest that the advantage of retrieval practice for naming impairment in aphasia largely results from greater strengthening of practiced semantic--lexical connections compared with errorless learning, which prioritizes repetition and, therefore, mainly confers strengthening of practiced lexical--phonological connections. Understanding how specific training conditions improve naming can help predict the relative efficacy of each method for individuals with aphasia. [ABSTRACT FROM AUTHOR]

Males are more likely than females to be identified as having reading difficulties, but it is unclear if this is a result of sample ascertainment or identification bias. The purpose of this meta-analysis was to determine the magnitude of gender differences in reading difficulties using available studies in which researchers investigated this difference and an additional dataset with a representative U.S. sample. After conducting a literature search, sixteen studies and a restricted use dataset were included in the present analysis (N = 552,729). A random-effects odds ratio model indicated that males are 1.83 times more likely than females to have reading difficulties. Moderator analyses revealed that the gender ratio is greater when the identified reading difficulties were more severe. Further, this difference in identification rates across males and females was found without evidence of publication bias. Implications for the identification of students with reading difficulties are discussed. [ABSTRACT FROM AUTHOR]

We tested the frequent assumption that the difficulty of word retrieval increases when a speaker is being observed and evaluated. We modified the Trier Social Stress Test (TSST) so that participants believed that its evaluative observation components continued throughout the duration of a subsequent word retrieval task, and measured participants’ reported tip of the tongue (TOT) states. Participants in this TSST condition experienced more TOTs than participants in a comparable, placebo TSST condition in which there was no suggestion of evaluative observation. This experiment provides initial evidence confirming the assumption that evaluative observation by a third party can be disruptive to word retrieval. We interpret our findings by proposing an extension to a well-supported theoretical model of TOTs. [ABSTRACT FROM AUTHOR]

Transcranial direct current stimulation (tDCS) may be a viable tool to improve motor and cognitive function in advanced age. However, although a number of studies have demonstrated improved cognitive performance in older adults, other studies have failed to show restorative effects. The neural effects of beneficial stimulation response in both age groups is lacking. In the current study, tDCS was administered during simultaneous fMRI in 42 healthy young and older participants. Semantic word generation and motor speech baseline tasks were used to investigate behavioral and neural effects of uni- and bihemispheric motor cortex tDCS in a three-way, crossover, sham tDCS controlled design. Independent components analysis assessed differences in task-related activity between the two age groups and tDCS effects at the network level. We also explored whether laterality of language network organization was effected by tDCS. Behaviorally, both active tDCS conditions significantly improved semantic word retrieval performance in young and older adults and were comparable between groups and stimulation conditions. Network-level tDCS effects were identified in the ventral and dorsal anterior cingulate networks in the combined sample during semantic fluency and motor speech tasks. In addition, a shift toward enhanced left laterality was identified in the older adults for both active stimulation conditions. Thus, tDCS results in common network-level modulations and behavioral improvements for both age groups, with an additional effect of increasing left laterality in older adults. [ABSTRACT FROM AUTHOR]

Purpose The purpose of this study was to investigate the following: i) the objective impairment in neuropsychological tests that were associated with the subjective perception of cognitive function decline in Brazilian patients who underwent mesial temporal lobe epilepsy (MTLE) surgery and ii) the predictive variables for those impaired objective neuropsychological tests. Methods Forty-eight adults with MTLE (27 right HS and 23 male) were divided according to their perception of changes (Decline or No-decline) of cognitive function domain of the QOLIE-31 questionnaire applied before and 1 year after the ATL. The mean (SD) of changes in the raw score difference of the neuropsychological tests before and after the ATL was compared between Decline and No-decline groups. Receiver Operating Characteristic curves, sensitivity, specificity, and predictive values were used to assess the optimum cutoff points of neuropsychological test score changes to predict patient-reported subjective cognitive decline. Key findings Six (12.5%) patients reported a perception of cognitive function decline after ATL. Among the 25 cognitive tests analyzed, only changes in the Boston Naming Test (BNT) were associated with subjective cognitive decline reported by patients. A reduction of ≥ 8 points in the raw score of BNT after surgery had 91% of sensitivity and 45% specificity for predicting subjective perception of cognitive function decline by the patient. Left side surgery and age older than 40 years were more associated with an important BNT reduction with overall accuracy of 91.7%, 95% predictive ability for no impairment, and 75% for impairment of cognitive function. Significance Impairment in word-finding seems to be the objective cognitive finding most relevant to Brazilian patients after mesial temporal lobe epilepsy surgery. Similar to American patients, the side of surgery and age are good predictors for no decline in the BNT, but shows a lower accuracy to predict its decline. If replicated in other populations, the results may have wider implications for the surgical management of patients with drug-resistant MTLE. [ABSTRACT FROM AUTHOR]

Background Stuttering and word-finding difficulty (WFD) are two types of communication difficulty that occur frequently in children who learn English as an additional language (EAL), as well as those who only speak English. The two disorders require different, specific forms of intervention. Prior research has described the symptoms of each type of difficulty. This paper describes the development of a non-word repetition test (UNWR), applicable across languages, that was validated by comparing groups of children identified by their speech and language symptoms as having either stuttering or WFD. Aims To evaluate whether non-word repetition scores using the UNWR test distinguished between children who stutter and those who have a WFD, irrespective of the children's first language. Methods & Procedures UNWR was administered to ninety-six 4-5-year-old children attending UK schools (20.83% of whom had EAL). The children's speech samples in English were assessed for symptoms of stuttering and WFD. UNWR scores were calculated. Outcomes & Results Regression models were fitted to establish whether language group (English only/EAL) and symptoms of (1) stuttering and (2) WFD predicted UNWR scores. Stuttering symptoms predicted UNWR, whereas WFD did not. These two findings suggest that UNWR scores dissociate stuttering from WFD. There were no differences between monolingual English-speakers and children who had EAL. Conclusions & Implications UNWR scores distinguish between stuttering and WFD irrespective of language(s) spoken, allowing future evaluation of a range of languages in clinics or schools. [ABSTRACT FROM AUTHOR]

We conducted a comprehensive literature review of studies of word retrieval in connected speech in healthy aging and reviewed relevant aphasia research that could shed light on the aging literature. Four main hypotheses guided the review: (1) Significant retrieval difficulties would lead to reduced output in connected speech. (2) Significant retrieval difficulties would lead to a more limited lexical variety in connected speech. (3) Significant retrieval difficulties would lead to an increase in word substitution errors and in pronoun use as well as to greater dysfluency and hesitation in connected speech. (4) Retrieval difficulties on tests of single-word production would be associated with measures of word retrieval in connected speech. Studies on aging did not confirm these four hypotheses, unlike studies on aphasia that generally did. The review suggests that future research should investigate how context facilitates word production in old age. [ABSTRACT FROM PUBLISHER]

This single-case study tested a peer tutoring model using a visualising strategy (story mapping) to teach struggling students better text comprehension. Three teams each consisting of a tutor and a tutee attending a fourth-grade general education classroom participated in the experiment. A short series of observations was carried out before and after the treatment. The intervention consisted of merely five lessons spread across one school week. However, it still induced large effects on the tutees' ability to correctly answer different sets of comprehension questions about short stories. Besides, the procedures were easy to implement and applicable to everyday life at school without any difficulty. The article includes a discussion of the limitations of the study and suggests directions for future research. [ABSTRACT FROM AUTHOR]

Using a megastudy approach, we developed a database of lexical variables and lexical decision reaction times and accuracy rates for more than 25,000 traditional Chinese two-character compound words. Each word was responded to by about 33 native Cantonese speakers in Hong Kong. This resource provides a valuable adjunct to influential mega-databases, such as the Chinese single-character, English, French, and Dutch Lexicon Projects. Three analyses were conducted to illustrate the potential uses of the database. First, we compared the proportion of variance in lexical decision performance accounted for by six word frequency measures and established that the best predictor was Cai and Brysbaert's ( PLoS One, 5, e10729, 2010) contextual diversity subtitle frequency. Second, we ran virtual replications of three previously published lexical decision experiments and found convergence between the original experiments and the present megastudy. Finally, we conducted item-level regression analyses to examine the effects of theoretically important lexical variables in our normative data. This is the first publicly available large-scale repository of behavioral responses pertaining to Chinese two-character compound word processing, which should be of substantial interest to psychologists, linguists, and other researchers. [ABSTRACT FROM AUTHOR]

When a toddler knows a word, what does she actually know? Many categories have multiple relevant properties; for example, shape and color are relevant to membership in the category banana. How do toddlers prioritize these properties when recognizing familiar words, and are there systematic differences among children? In this study, toddlers viewed pairs of objects associated with prototypical colors. On some trials, objects were typically colored (e.g., Holstein cow and pink pig); on other trials, colors were switched (e.g., pink cow and Holstein-patterned pig). On each trial, toddlers were directed to find a target object. Overall, recognition was disrupted when colors were switched, as measured by eye movements. Moreover, individual differences in vocabularies predicted recognition differences: Toddlers who say fewer shape-based words were more disrupted by color switches. 'Knowing' a word may not mean the same thing for all toddlers; different toddlers prioritize different facets of familiar objects in their lexical representations. [ABSTRACT FROM AUTHOR]

Approximately 24% of stroke survivors experience co-occurring aphasia and hemiparesis. These individuals typically attend back-to-back therapy sessions. However, sequentially scheduled therapy may trigger physical and mental fatigue and have an adverse impact on treatment outcomes. The current study tested a hypothesis that exerting less effort during a therapy session would reduce overall fatigue and enhance functional recovery. Two stroke survivors chronically challenged by non-fluent aphasia and right hemiparesis sequentially completed verbal naming and upper-limb tasks on their home computers. The level of cognitive-linguistic effort in speech/language practice was manipulated by presenting verbal naming tasks in two conditions: Decreasing cues (i.e., most-to-least support for word retrieval), and Increasing cues (i.e., least-to-most support). The participants completed the same upper-limb exercises throughout the study periods. Both individuals showed a statistically significant advantage of decreasing cues over increasing cues in word retrieval during the practice period, but not at the end of the practice period or thereafter. The participant with moderate aphasia and hemiparesis achieved clinically meaningful gains in upper-limb functions following the decreasing cues condition, but not after the increasing cues condition. Preliminary findings from the current study suggest a positive impact of decreasing cues in the context of multidisciplinary stroke rehabilitation. [ABSTRACT FROM AUTHOR]

Background Word-retrieval difficulties are commonly experienced by people with aphasia (PwA) and also by typically ageing persons. Differentiation between true naming impairments and naming difficulties found in healthy persons may, therefore, be challenging. Aims To investigate the extent to which the Maltese adaptation of the Boston Naming Test (BNT) can identify people with lexical retrieval difficulties and to differentiate them from people with unimpaired word finding. Methods & Procedures Naming performance of a group of PwA was compared with the performance of a control group. Performance on the Maltese adaptation of the BNT was investigated in terms of scores, range of scores and error profiles of the two groups. Outcomes & Results All PwA scored below the mean score of the controls, indicating that persons who scored above the mean score may be considered as unimpaired. However, a number of the controls obtained very low scores that overlapped with the scores obtained by the PwA. This indicated that scores alone cannot be used to differentiate between impaired and unimpaired people. Some types of errors were only produced by people with impaired naming, and did not appear at all in error profiles of unimpaired individuals. Conclusions & Implications Mild-moderate anomic impairments may be missed if naming impairment is assessed and diagnosed using a cut-off score. In order to differentiate between people with impaired and unimpaired naming, it is necessary to look at error profiles, apart from the number of errors, as the presence of atypical errors may be an important indicator of naming impairments. [ABSTRACT FROM AUTHOR]

Gulf War veterans meeting criteria for Haley Syndrome 2 of Gulf War illness endorse a particular constellation of symptoms that include difficulty with processing information, word-finding, and confusion. To explore the neural basis of their word-finding difficulty, we assessed event-related potentials (ERPs) associated with semantic memory retrieval in 22 veterans classified as Syndrome 2 and 28 veterans who served as controls. We recorded EEGs while subjects judged whether pairs of words that represented object features combined to elicit a retrieval of an object memory or no retrieval. Syndrome 2 subjects' responses were significantly slower, and those participants were less accurate than controls on the retrieval trials, but they performed similarly on the nonretrieval trials. Analysis of the ERPs revealed a difference between retrievals and nonretrievals that has previously been detected around 750 ms at the left temporal region was present in both the Syndrome 2 patients and controls. However, the Syndrome 2 patients also showed an ERP difference between retrievals and nonretrievals at the midline parietal region that had a scalp voltage polarity opposite from that recorded at the left temporal area. We hypothesize that the similarities between task performance and ERP patterns in Syndrome 2 veterans and in patients with amnestic mild cognitive impairment reflect disordered thalamic cholinergic neural activity, possibly in the dorsomedial nucleus. [ABSTRACT FROM AUTHOR]

The aim of this study was to assess the cognitive functions of patients with spinocerebellar ataxia type 6 (SCA6). We examined 13 patients with genetically confirmed SCA6 and 13 healthy control subjects matched for age, years of education, global cognitive status, and intellectual ability. We administered verbal memory (word recall and word recognition), executive function (digit span, category and letter fluency, Frontal Assessment Battery, and Trail Making Test-A and B), and visuospatial construction (figure copying) tests. We found that the patients with SCA6 had significantly lower scores on the demanding word recall and letter fluency tests compared to the control subjects, while word recognition was well preserved in the patients with SCA6. The other executive functions tested, as well as visuospatial construction, were preserved in the SCA6 group. However, although memory encoding and storage processes were preserved, the retrieval of memorized information concerning frontal function might be selectively affected in patients with SCA6 compared to in control subjects. The impaired word recall and letter fluency noted in patients with SCA6 were interpreted as being related to a word-retrieval disability. Such dysfunctions may be attributed to damage in the frontal-cerebellum circuit owing to SCA6. [ABSTRACT FROM AUTHOR]

The article presents a case study of a 70-year-old woman presented with a progressive cognitive difficulties in word finding and loss of language. The patient had a history of three cesarean sections and was able to perform all activities of daily living. The article also discusses mild atrophy, presence of beta-amyloid deposits in the neocortex of the brain, and symptoms of Alzheimer's disease.

Objectives: Mild cognitive impairments (MCI) is a transitional state in aging associated with increased risk of incident dementia. The current study investigated whether MCI status moderated the effect of time on word generation during verbal fluency tasks. Specifically, the objective was to determine whether MCI status had differential effects on initial automatic or latter more effortful retrieval processes of fluency tasks. Methods: Participants were community residing older adults enrolled in a longitudinal cohort study. Of the 408 participants, 353 were normal (age = 76.06 ± 6.61; %female = 57.8) and 55 were diagnosed with MCI (age = 78.62 ± 7.00; %female = 52.7). Phonemic and category fluency were each administered for 60 s, but performance was recorded at three consecutive 20-s intervals (0-20 s [Tl], 21-40 s [T2], 41-60 s [T3], Separate linear mixed effects models for each fluency task were used to determine the effects of group, time, and their interaction on word generation. Results: In both fluency tasks, word generation declined as a function o f time. Individuals with MCI generated fewer words compared to controls during the first 20 s of phonemic (beta = -1.56; p < .001; d = 0.28) and category fluency (beta = -1.85; p < .001; d = 0.37). Group by time interactions revealed that individuals with MCI demonstrated attenuated declines in word generation from the first to the second and third time intervals of both phonemic ([Tl vs. T2] beta = 2.17, p = .001; d = 0.41; [Tl vs. T3]beta = 2.28, p = .001; d = 0.45) and category ([Tl vs. T2] beta = 2.22, p = .002; d = 0.50; [Tl vs. T3]beta = 3.16, p < .001; d = 0.71) fluency. Conclusions: Early automatic retrieval processes in verbal fluency tasks are compromised in MCI. [ABSTRACT FROM AUTHOR]

This study examined how U.S., Finnish, and Irish educators identified and supported struggling readers. Using Johnston's (2011) framework for evaluating reading interventions and activity theory (Engeström, 1999), we interviewed educators in four U.S., three Irish, and three Finnish schools. In the United States, the adoption of three beliefs-reductionist reading philosophy, difficulties as cognitive and remediated through instruction, and reading problems as unexpected phenomena-reinforced a skills-driven approach. Irish and Finnish educators adopted a more holistic view of reading, and teachers used formative assessment to support struggling students over extended periods while working collaboratively with other staff. Discussion focuses on how these beliefs influenced divisions of labor, roles and responsibilities, and the urgency with which difficulties were addressed. [ABSTRACT FROM AUTHOR]

What can tests of single-word production tell us about word retrieval in connected speech? We examined this question in 20 people with Alzheimer’s disease (AD) and in 20 cognitively intact individuals. All participants completed tasks of picture naming and semantic fluency and provided connected speech through picture descriptions. Picture descriptions were analyzed for total word output, percentages of content words, percentages of nouns, and percentages of pronouns out of all words, type–token ratio of all words and type–token ratio of nouns alone, mean frequency of all words and mean frequency of nouns alone, and mean word length. Individuals with AD performed worse than did cognitively intact individuals on the picture naming and semantic fluency tasks. They also produced a lower proportion of content words overall, a lower proportion of nouns, and a higher proportion of pronouns, as well as more frequent and shorter words on picture descriptions. Group differences in total word output and type–token ratios did not reach significance. Correlations between scores on tasks of single-word retrieval and measures of retrieval in picture descriptions emerged in the AD group but not in the control group. Scores on a picture naming task were associated with difficulties in word retrieval in connected speech in AD, while scores on a task of semantic verbal fluency were less useful in predicting measures of retrieval in context in this population. [ABSTRACT FROM PUBLISHER]

We examined the effects of adaptive word retrieval intervention on a classroom vocabulary program on children’s vocabulary acquisition in kindergarten. In the experimental condition, word retrieval was provided in a classroom vocabulary program, combining implicit and explicit vocabulary instructions. Children performed extra word retrieval activities and received semantic feedback for words they did not learn during the classroom vocabulary program. Eighty-seven children were in the experimental condition, and 115 children were in the classroom vocabulary control condition. Results showed the adaptive word retrieval intervention to stimulate higher learning gains than the classroom vocabulary program on the learning of the target words. Children in the experimental condition also showed transfer effects; they described more words on a standardized expressive vocabulary test than children in the control condition. The research findings suggest additional value of word retrieval with feedback for classroom vocabulary learning. [ABSTRACT FROM PUBLISHER]

Introduction Loss of hemispheric asymmetry during cognitive tasks has been previously demonstrated in the literature. In the context of language, increased right hemisphere activation is observed with aging. Whether this relates to compensation to preserve cognitive function or dedifferentiation implying loss of hemispheric specificity without functional consequence, remains unclear. Methods With a multifaceted approach, integrating structural and functional imaging data during a word retrieval task, in a group of younger and older adults with equivalent cognitive performance, we aimed to establish whether interactions between hemispheres or reorganization of dominant hemisphere networks preserve function. We examined functional and structural connectivity on data from our previously published functional activation study. Functional connectivity was measured using psychophysiological interactions analysis from the left inferior frontal gyrus ( LIFG) and the left insula ( LINS), based on published literature, and the right inferior frontal gyrus ( RIFG) based on our previous study. Results Although RIFG showed increased activation, its connectivity decreased with age. Meanwhile, LIFG and LINS connected more bilaterally in the older adults. White matter integrity, measured by fractional anisotropy ( FA) from diffusion tensor imaging, decreased significantly in the older group. Importantly, LINS functional connectivity to LIFG correlated inversely with FA. Conclusions We demonstrate that left hemispheric language areas show higher functional connectivity in older adults with intact behavioral performance, and thus, may have a role in preserving function. The inverse correlation of functional and structural connectivity with age is in keeping with emerging literature and merits further investigation with tractography studies and in other cognitive domains. [ABSTRACT FROM AUTHOR]

Anomia, or impaired word retrieval, is the most widespread symptom of aphasia, an acquired language impairment secondary to brain damage. In the last decades, functional neuroimaging techniques have enabled studying the neural basis underlying anomia and its recovery. The present study aimed to explore maladaptive plasticity in persistent verb anomia, in three male participants with chronic nonfluent aphasia. Brain activation maps associated with semantic verb paraphasia occurring within an oral picture-naming task were identified with an event-related fMRI paradigm. These maps were compared with those obtained in our previous study examining adaptive plasticity (i.e., successful verb naming) in the same participants. The results show that activation patterns related to semantic verb paraphasia and successful verb naming comprise a number of common areas, contributing to both maladaptive and adaptive neuroplasticity mechanisms. This finding suggests that the segregation of brain areas provides only a partial view of the neural basis of verb anomia and successful verb naming. Therefore, it indicates the importance of network approaches which may better capture the complexity of maladaptive and adaptive neuroplasticity mechanisms in anomia recovery. [ABSTRACT FROM AUTHOR]

This review provides a summary and appraisal commentary on the treatment review by Schweng Casarin, F., Branco, L., Pereira, N., Kochhann, R., Gindri, G., & Paz Fonseca, R. (2014). Rehabilitation of lexical and semantic communicative impairments: An overview of available approaches. Dementia & Neuropsychologia, 8, 266–277. Sources of funding and disclosures of interest: Several of the authors received a CAPES scholarship for Master’s, PhD, or postdoctoral studies. The authors report no conflicts of interests. [ABSTRACT FROM PUBLISHER]

Distant speaker recognition (DSR) system assumes the microphones are far away from the speaker's mouth. Also, the position of microphones can vary. Furthermore, various challenges and limitation in terms of coloration, ambient noise and reverberation can bring some difficulties for recognition of the speaker. Although, applying speech enhancement techniques can attenuate speech distortion components, it may remove speaker-specific information and increase the processing time in real-time application. Currently, many efforts have been investigated to develop DSR for commercial viable systems. In this paper, state-of-the-art techniques in DSR such as robust feature extraction, feature normalization, robust speaker modeling, model compensation, dereverberation and score normalization are discussed to overcome the speech degradation components i.e., reverberation and ambient noise. Performance results on DSR show that whenever speaker to microphone distant increases, recognition rates decreases and equal error rate (EER) increases. Finally, the paper concludes that applying robust feature and robust speaker model varying lesser with distant, can improve the DSR performance. [ABSTRACT FROM AUTHOR]

The goal of this longitudinal study was to examine how lexical quality predicts the emergence of literacy abilities in 169 Dutch kindergarten children before formal reading instruction has started. At the beginning of the school year, a battery of precursor measures associated with lexical quality was related to the emergence of letter knowledge and word decoding. Confirmatory factor analysis evidenced five domains related to lexical quality, i.e., vocabulary, phonological coding, phonological awareness, lexical retrieval and phonological working memory. Structural equation modeling showed that the development of letter knowledge during the year could be predicted from children's phonological awareness and lexical retrieval, and the emergence of word decoding from their phonological awareness and letter knowledge. It is concluded that it is primarily the accessibility of phonological representations in the mental lexicon that predicts the emergence of literacy in kindergarten. [ABSTRACT FROM AUTHOR]

This study reports on the pattern of performance on spoken and written naming, spelling to dictation, and oral reading of single verbs and nouns in a bilingual speaker with aphasia in two first languages that differ in morphological complexity, orthographic transparency, and script: Greek (L1a) and English (L1b). The results reveal no verb/noun grammatical class differences in spoken naming or reading aloud in either language. For the written modality, only one task (spelling dictated words) in only one language (Greek) showed a grammatical class difference with verbs significantly easier to spell than nouns. Written picture naming revealed no verb/noun grammatical class difference in either language, suggesting an impairment specific to spelling processes for nouns in Greek. In general, the findings reveal no overall difference in processing verbs and nouns across languages, tasks, and modalities. [ABSTRACT FROM PUBLISHER]

In this paper, we propose a technique for word retrieval based on Gabor wavelets. Gabor wavelets are employed to capture directional energy features of the word image. A pre-processing step is performed in order to improve the quality of the document images, at the same time word segmentation is accomplished using 294 document images. As a result, a large dataset of 45000 words is generated for experimentation. Then, Gabor wavelets are used to represent the candidate word as well as a query word. Then cosine distance is used to measure the similarity between two words, based on it, relevance of the word is estimated by generating distance ranks. Then correctly matched words are selected at different distance thresholds such as 96%, 97%, 98% and 99%. The results achieved are encouraging in terms of average precision 81.25%, average recall 82.09% and F measure 84.53% at a threshold 97%. [ABSTRACT FROM AUTHOR]

Purpose: This study examined the test–retest reliability of select measures of word-retrieval errors in narrative discourses of individuals with aphasia assessed with the AphasiaBank stimuli. Method: Ten participants with aphasia were video recorded during 2 sessions producing narratives elicited with pictures. Discourses were transcribed and coded using AphasiaBank procedures, then analyzed for the stability of rates of phonological errors, semantic errors, false starts, time fillers, and repetitions per minute. Values for correlation coefficients and the minimal detectable change score were used to assess stability for research and clinical decision making. Results: There was poor test–retest reliability when the discourses were analyzed by each narrative subgenre. When the narrative discourses were combined for analysis, several measures appeared to be sufficiently stable across sessions for use in group studies, and 1 could be adequately stable for making clinical decisions about an individual. Conclusions: Because the short speech samples yielded by the subgenre narrative analyses demonstrated poor test– retest reliability, it is recommended that all of the picturebased narrative discourse tasks be combined for analysis of word-retrieval impairments when the AphasiaBank stimuli are used. However, the confidence intervals associated with the reliability coefficients obtained in this study suggest caution in using the measures if they are based on performance in a single session. More investigations of the test–retest reliability of measures used to study language impairment in discourse contexts are essential. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this investigation was to systematically examine outcomes associated with Semantic feature analysis, which is an established treatment for wordretrieval deficits in aphasia. Attributes of the experimental design and stimuli were manipulated to evaluate generalized naming of semantically related and unrelated items. In addition, the study was designed to examine changes in production of semantic information. Method: Semantic feature analysis was applied in the context of multiple-baseline designs with 5 persons with chronic aphasia. Experimental items were controlled for semantic category membership, number of naming attempts, and provision of item names. Acquisition, generalization, and maintenance effects were measured in probes of naming performance. Production of semantic information was also measured in response to experimental items and in discourse tasks. Results: Treatment was associated with systematic increases in naming of trained items for 4 of the 5 participants. Positive generalization to untrained exemplars of trained categories was found for repeatedly exposed items but not for limitedexposure items. Slight increases in production of semantic content were observed. Conclusion: Repeated attempts to name untreated items appeared to play a role in generalization. Provision of the names of untrained items may have enhanced generalized responding for 2 participants. [ABSTRACT FROM AUTHOR]

Naming and word-retrieval deficits, which are common characteristics of primary progressive aphasia (PPA), differentially affect production across word classes (e.g., nouns, verbs) in some patients. Individuals with the agrammatic variant (PPA-G) often show greater difficulty producing verbs whereas those with the semantic variant (PPA-S) show greater noun deficits and those with logopenic PPA (PPA-L) evince no clear-cut differences in production of the two word classes. To determine the source of these production patterns, the present study examined word-finding pauses as conditioned by lexical variables (i.e., word class, frequency, length) in narrative speech samples of individuals with PPA-S ( n =12), PPA-G ( n =12), PPA-L ( n =11), and cognitively healthy controls ( n =12). We also examined the relation between pause distribution and cortical atrophy (i.e., cortical thickness) in nine left hemisphere regions of interest (ROIs) linked to word production. Results showed higher overall pause rates for PPA compared to unimpaired controls; however, greater naming severity was not associated with increased pause rate. Across all groups, more pauses were produced before lower vs. higher frequency words, with no independent effects of word length after controlling for frequency. With regard to word class, the PPA-L group showed a higher rate of pauses prior to production of nouns compared to verbs, consistent with noun-retrieval deficits arising at the lemma level of word production. Those with PPA-G and PPA-S, like controls, produced similar pause rates across word classes; however, lexical simplification (i.e., production of higher-frequency and/or shorter words) was evident in the more-impaired word class: nouns for PPA-S and verbs for PPA-G. These patterns are consistent with conceptual and/or lemma-level impairments for PPA-S, predominantly affecting objects/nouns, and a lemma-level verb-retrieval deficit for PPA-G, with a concomitant impairment in phonological encoding and articulation affecting overall pause rates. The greater tendency to pause before nouns was correlated with atrophy in the left precentral gyrus, inferior frontal gyrus and inferior parietal lobule, whereas the greater tendency to pause before less frequent and longer words was associated with atrophy in left precentral and inferior parietal regions. [ABSTRACT FROM AUTHOR]

This study investigated the contribution of phonological awareness (PA) and rapid automatized naming (RAN) to the persistence of beginning reading difficulties in Portuguese. The study was longitudinal and involved 13 children who had shown little progress in learning to read during their 1st school year, and 13 children with typical reading development. At the beginning of the study, when participants were, on average, six years and nine months of age, their ability to read and spell words, and their PA and RAN skills were assessed. One year later, the children who had shown difficulties in learning to read were divided into two groups, based on their progress in learning to read during the course of the study: a group with persistent reading difficulties and a group whose difficulties had been overcome. Results showed that both groups performed equally poorly and below controls on the PA tasks at the beginning of the study. In contrast, only the children with persistent reading difficulties performed more poorly than controls on the RAN tasks at that time. [ABSTRACT FROM AUTHOR]

This paper is a first-hand summary on our comprehensive live trial of cellular-assisted device-todevice (D2D) communications currently being ratified by the standards community for next-generation mobile broadband networks. In our test implementation, we employ a full-featured 3GPP LTE network deployment and augment it with all necessary support to provide realtime D2D connectivity over emerging Wi-Fi-Direct (WFD) technology. As a result, our LTE-assisted WFD D2D system enjoys the required flexibility while meeting the existing standards in every feasible detail. Further, this paper provides an account on the extensive measurement campaign conducted with our implementation. The resulting real-world measurements from this campaign quantify the numerical effects of D2D functionality on the resultant system performance. Consequently, they shed light on the general applicability of LTE-assisted WFD solutions and associated operational ranges. [ABSTRACT FROM AUTHOR]

The aim of this study was to examine whether performance on phonemic and semantic fluency tasks follows similar lifespan trajectories. Data from 1212 Hebrew-speakers aged 5–86 years were analyzed. Both linear and curvilinear quadratic models fit the data, reflecting a general increase in ability with age, as well as an increase followed by a decrease beyond this linear rise. A significant interaction between task type and the curvilinear effect demonstrated differential lifespan patterns of performance on each task. While scores improved similarly on the phonemic and semantic tasks during childhood, late-life decline was more noticeable on the semantic task, possibly due to the unique characteristics of aging-related word retrieval difficulties. [ABSTRACT FROM PUBLISHER]

Approximately one quarter of 1991 Persian Gulf War Veterans experience cognitive and physiological sequelae that continue to be unexplained by known medical or psychological conditions. Difficulty coming up with words and names, familiar before the war, is a hallmark of the illness. Three Gulf War Syndrome subtypes have been identified and linked to specific war-time chemical exposures. The most functionally impaired veterans belong to the Gulf War Syndrome 2 (Syndrome 2) group, for which subcortical damage due to toxic nerve gas exposure is the suspected cause. Subcortical damage is often associated with specific complex language impairments, and Syndrome 2 veterans have demonstrated poorer vocabulary relative to controls. 11 Syndrome 1, 16 Syndrome 2, 9 Syndrome 3, and 14 age-matched veteran controls from the Seabees Naval Construction Battalion were compared across three measures of complex language. Additionally, functional magnetic resonance imaging (fMRI) was collected during a covert category generation task, and whole-brain functional activity was compared between groups. Results demonstrated that Syndrome 2 veterans performed significantly worse on letter and category fluency relative to Syndrome 1 veterans and controls. They also exhibited reduced activity in the thalamus, putamen, and amygdala, and increased activity in the right hippocampus relative to controls. Syndrome 1 and Syndrome 3 groups tended to show similar, although smaller, differences than the Syndrome 2 group. Hence, these results further demonstrate specific impairments in complex language as well as subcortical and hippocampal involvement in Syndrome 2 veterans. Further research is required to determine the extent of language impairments in this population and the significance of altered neurologic activity in the aforementioned brain regions with the purpose of better characterizing the Gulf War Syndromes. [ABSTRACT FROM AUTHOR]

The right hemisphere (RH) continues to attract considerable scientific attention on its word processing skills. Despite extensive research in this direction, consensus on this issue is lacking. In this context, the present study explored the influence of right hemisphere damage (RHD) on word retrieval (i.e., oral naming) tasks. We administered a battery of 10 convergent naming tasks on a group of 22 right-handed persons with RHD as well as on an equal number of neurotypical age-, gender-, handedness-, and literacy-matched (i.e., control) participants. The comparison of accuracy scores and errors obtained from the two groups revealed significantly poorer performance in the RHD group except on one task (i.e., definition-naming). Additionally, analysis of errors revealed a preponderance of semantic errors. These findings support the role of the right hemisphere in word processing. [ABSTRACT FROM AUTHOR]

Comprehenders predict upcoming speech and text on the basis of linguistic input. How many predictions do comprehenders make for an upcoming word? If a listener strongly expects to hear the word “sock”, is the word “shirt” partially expected as well, is it actively inhibited, or is it ignored? The present research addressed these questions by measuring the “downstream” effects of prediction on the processing of subsequently presented stimuli using the cumulative semantic interference paradigm. In three experiments, subjects named pictures ( sock ) that were presented either in isolation or after strongly constraining sentence frames (“After doing his laundry, Mark always seemed to be missing one …”). Naming sock slowed the subsequent naming of the picture shirt – the standard cumulative semantic interference effect. However, although picture naming was much faster after sentence frames, the interference effect was not modulated by the context (bare vs. sentence) in which either picture was presented. According to the only model of cumulative semantic interference that can account for such a pattern of data, this indicates that comprehenders pre-activated and maintained the pre-activation of best sentence completions ( sock ) but did not maintain the pre-activation of less likely completions ( shirt ). Thus, comprehenders predicted only the most probable completion for each sentence. [ABSTRACT FROM AUTHOR]

The aim of the study reported in this paper was to investigate the effects of providing syllables in a letter fluency test. We compared the performance of 81 healthy elderly participants in a phonemic fluency test to their performance in a syllabic fluency test. These tests formed subtests within a letter fluency test in which participants were given either an initial phoneme or an initial syllable as a cue for word retrieval. Based on their scores on the literacy level test, we divided the participants into four groups, namely pure-illiterate, semi-illiterate, literate, and high-level literate. The pure-illiterate and semi-illiterate participants produced more correct words in the syllabic fluency test than in the phonemic fluency test. In contrast, literate and high-level literate participants produced more correct words in the phonemic fluency test than in the syllabic fluency test. An important implication of these findings is that the effect of providing phonemes/syllables to assist word retrieval might differ among people with varying literacy levels. Providing an initial phoneme to literate people leads to activation of many words beginning with the phoneme. Literates might use a strategy for retrieval of the appropriate words from the plentiful list of candidate words. However, providing an initial syllable to literates might lead to the activation of fewer words, as the pool of candidate words becomes smaller, constraining the word-generating capability. On the other hand, providing the direct and concrete information of a syllable might be more helpful to those with low literacy skills who lack access to such a strategy. [ABSTRACT FROM AUTHOR]

Lexicon Pirate was originally developed as a strategy intervention programme to treat lexical disorders of pre-school children. To evaluate the therapy's effectiveness for school-age students, a randomized controlled trial (RCT, N = 157) was conducted. Based on a pre-post-test design, the programme's impacts were compared with a control group (CG) that did not receive the strategy training. Potential long-term impacts were analysed with a follow-up test (four months after the intervention was completed). Therapeutic success is interpreted by an improved performance in standardized tests compared to the CG. The experimental group (EG) made significant to highly significant progress on both lexical and syntactical levels. The improvements of the EG are statistically significantly higher compared to the control group's performance (exception: Subtest I, P-ITPA). Consequently, the trial proves the advantages of this strategy therapy compared to the CG, finding that the Lexicon Pirate is an effective approach for treating lexical disorders of school-age students. [ABSTRACT FROM AUTHOR]

Because reading for meaning only can lead to low rates of second language (L2) vocabulary learning and because previous research has demonstrated the benefits of word retrieval opportunities for intentional L2 vocabulary learning (Barcroft, 2007; McNamara & Healy, 1995a, Experiment 2; Royer, 1973), the present study assessed the effect of providing learners with opportunities to retrieve novel words as they read a passage. Seventy-four Spanish-speaking intermediate learners of L2 English read an English text for meaning. Each of five target words (e.g., smidgen) appeared three times in the text. Control participants (n = 37) always viewed the Spanish translations of the target words. Participants in the experimental condition (n = 37) viewed the Spanish translation for each target word only the first time the word appeared and then attempted to retrieve and produce (write) the word on their own for the final two appearances. Both first language (L1)-to-L2 and L2-to-L1 posttests were administered. Results indicated a highly significant (51%) increase in vocabulary learning for the experimental group over the control group. These findings suggest that both partial and complete target word retrieval can strengthen developing lexical representations and that word retrieval may be utilized to increase vocabulary learning during reading regardless of the L2 in question. [ABSTRACT FROM AUTHOR]

Lexical word retrieval was examined in a single case study of a multilingual child (I.S.) with specific language impairment (SLI) for Bulgarian, English, and Greek, guided by theory-driven conceptualizations of the multilingual lexicon and word retrieval processing. An equivalent picture naming task was used across languages. Word retrieval impairments were measured in relation to lexical factors of the target words and participant variables. The data were then compared to three groups of children: two groups of multilingual peers with typical language development (TLD), age-matched ( n = 6) and language-matched ( n = 6), and a group of children with SLI without a multilingual background ( n = 6). The results revealed that the lexical retrieval deficit manifested itself in all three languages. These findings strengthen previous claims that lexical retrieval deficits are comparable across languages and could potentially serve as a non-language specific clinical marker across different languages: Both storage and retrieval processes are assumed to underlie deficits retrieving words. Implications for vocabulary instruction in the multilingual classroom setting are discussed. [ABSTRACT FROM AUTHOR]

We evaluated a simple computational model of productive vocabulary acquisition, applied to simulating two case studies of 7-year-old children with developmental word-finding difficulties across four core behavioural tasks. Developmental models were created, which captured the deficits of each child. In order to predict the effects of intervention, we exposed the computational models to simulated behavioural interventions of two types, targeting the improvement of either phonological or semantic knowledge. The model was then evaluated by testing the predictions from the simulations against the actual results from an intervention study carried out with the two children. For one child it was predicted that the phonological intervention would be effective, and the semantic intervention would not. This was borne out in the behavioural study. For the second child, the predictions were less clear and depended on the nature of simulated damage to the model. The behavioural study found an effect of semantic but not phonological intervention. Through an explicit computational simulation, we therefore employed intervention data to evaluate our theoretical understanding of the processes underlying acquisition of lexical items for production and how they may vary in children with developmental language difficulties. [ABSTRACT FROM PUBLISHER]

Studies show that morphological and lexical awareness is a particularly important variable for reading comprehension after the primary school years. Research on L1 students' reading and writing competence has revealed correlations between reading and writing with regard to metalinguistic awareness, specifically also with regard to the subtypes: morphological and lexical awareness. Conversely, studies of L2 reading and writing relations are scarce and partial. In this paper, we study potential correlations between reading and writing regarding morphological and lexical awareness for 3rd-6th grade students with Norwegian as a second language. A reading-writing pattern emerges showing that derivational morphological features in the students' reading correlate with derivational features in the students' writing, whereas we find no significant correlations for compositional and inflectional morphology in the reading-writing relation in our study. In addition, complex expressions, also called opaque expressions, are found to be partially understood by the students when they read, but these kinds of expressions are almost absent in their writing. The study contributes to filling in the picture of how the two literacy activities--reading and writing--interact in a L2 literacy development perspective. [ABSTRACT FROM AUTHOR]

Retrieving the names of friends, loved ones, and famous people is a fundamental human ability. This ability depends on the left anterior temporal lobe (ATL), where lesions can be associated with impaired naming of people regardless of modality (e.g., picture or voice). This finding has led to the idea that the left ATL is a modality-independent convergence region for proper naming. Hypotheses for how proper-name dispositions are organized within the left ATL include both a single modality-independent (heteromodal) convergence region and spatially discrete modality-dependent (unimodal) regions. Here we show direct electrophysiologic evidence that the left ATL is heteromodal for proper-name retrieval. Using intracranial recordings placed directly on the surface of the left ATL in human subjects, we demonstrate nearly identical responses to picture and voice stimuli of famous U.S. politicians during a naming task. Our results demonstrate convergent and robust large-scale neurophysiologic responses to picture and voice naming in the human left ATL. This finding supports the idea of heteromodal (i.e., transmodal) dispositions for proper naming in the left ATL. [ABSTRACT FROM AUTHOR]

In a diffusion model, performance as measured by latency and accuracy in two-choice tasks is decomposed into different parameters that can be linked to underlying cognitive processes. Although the diffusion model has been utilized to account for lexical decision data, the effects of stimulus manipulations in previous experiments originated from just one parameter: the quality of the evidence. Here we examined whether the diffusion model can be used to effectively decompose the underlying processes during visual-word recognition. We explore this issue in an experiment that features a lexical manipulation (word frequency) that we expected to affect mostly the quality of the evidence (thedrift rateparameter), and a perceptual manipulation (stimulus orientation) that presumably affects the nondecisional time (theTerparameter, time of encoding and response) more than it affects the drift rate. Results showed that although the manipulations do not affect only one parameter, word frequency and stimulus orientation had differential effects on the model's parameters. Thus, the diffusion model is a useful tool to decompose the effects of stimulus manipulations in visual-word recognition. [ABSTRACT FROM PUBLISHER]

How does the presence of a categorically related word influence picture naming latencies? In order to test competitive and noncompetitive accounts of lexical selection in spoken word production, we employed the picture–word interference (PWI) paradigm to investigate how conceptual feature overlap influences naming latencies when distractors are category coordinates of the target picture. Mahon et al. (2007. Lexical selection is not by competition: A reinterpretation of semantic interference and facilitation effects in the picture-word interference paradigm.Journal of Experimental Psychology. Learning, Memory, and Cognition,33(3), 503–535.doi:10.1037/0278-7393.33.3.503) reported that semantically close distractors (e.g.,zebra) facilitated target picture naming latencies (e.g., HORSE) compared to far distractors (e.g.,whale). We failed to replicate a facilitation effect for within-category close versus far target–distractor pairings using near-identical materials based on feature production norms, instead obtaining reliably larger interference effects (Experiments 1 and 2). The interference effect did not show a monotonic increase across multiple levels of within-category semantic distance, although there was evidence of a linear trend when unrelated distractors were included in analyses (Experiment 2). Our results show that semantic interference in PWI is greater for semantically close than for far category coordinate relations, reflecting the extent of conceptual feature overlap between target and distractor. These findings are consistent with the assumptions of prominent competitive lexical selection models of speech production. [ABSTRACT FROM PUBLISHER]