scholarly journals Effect of Age, Education, and Bilingualism on Confrontation Naming in Older Illiterate and Low-Educated Populations

2014 ◽  
Vol 2014 ◽  
pp. 1-10 ◽  
Author(s):  
Sameer Ashaie ◽  
Loraine Obler
Keyword(s):  
First Language ◽  
Younger Adults ◽  
Cognitively Normal ◽  
Speaking Proficiency ◽  
Confrontation Naming ◽  
L2 Speaking ◽  
Low Educated ◽  
Naming Performance ◽  
Naming Test ◽  
Better Than

We investigated the effects of age as well as the linked factors of education and bilingualism on confrontation naming in rural Kashmir by creating a culturally appropriate naming test with pictures of 60 objects. We recruited 48 cognitively normal participants whose ages ranged from 18 to 28 and from 60 to 85. Participants in our study were illiterate monolinguals(N=18)and educated Kashmiri-Urdu bilinguals(N=30). Hierarchical multiple regression revealed that younger adults performed better than older adults(P<0.01)and the age effect was quadratic (age2). It also showed Age X Education and Age X L2 Speaking interactions predicted naming performance. The Age X Education interaction indicated that the advantages of greater education increased with advancing age. Since education is in the second language (L2) in our population, this finding is no doubt linked to the Age X L2 Speaking interaction. This suggests that L2 speaking proficiency contributed more to first language (L1) naming with advancing age.

scholarly journals Reliable Change on the Boston Naming Test

2012 ◽  
Vol 18 (2) ◽  
pp. 375-378 ◽  
Author(s):  
Bonnie C. Sachs ◽  
John A. Lucas ◽  
Glenn E. Smith ◽  
Robert J. Ivnik ◽  
Ronald C. Petersen ◽  
...  
Keyword(s):  
Assessment Instrument ◽  
Boston Naming Test ◽  
Reliable Change ◽  
Cognitively Normal ◽  
Confrontation Naming ◽  
History Of ◽  
Clinical Conditions ◽  
Normal Adults ◽  
Serial Assessments ◽  
Naming Test

AbstractSerial assessments are commonplace in neuropsychological practice and used to document cognitive trajectory for many clinical conditions. However, true change scores may be distorted by measurement error, repeated exposure to the assessment instrument, or person variables. The present study provides reliable change indices (RCI) for the Boston Naming Test, derived from a sample of 844 cognitively normal adults aged 56 years and older. All participants were retested between 9 and 24 months after their baseline exam. Results showed that a 4-point decline during a 9–15 month retest period or a 6-point decline during a 16–24 month retest period represents reliable change. These cutoff values were further characterized as a function of a person's age and family history of dementia. These findings may help clinicians and researchers to characterize with greater precision the temporal changes in confrontation naming ability. (JINS, 2012, 18, 375–378)

Qualitative Examination of Children's Naming Skills through Test Adaptations

1987 ◽  
Vol 18 (3) ◽  
pp. 206-216 ◽  
Author(s):  
Melanie Fried-Oken
Keyword(s):  
Effective Treatment ◽  
Language Disorder ◽  
Treatment Goals ◽  
Expressive Vocabulary ◽  
Qualitative Information ◽  
Word Finding ◽  
Confrontation Naming ◽  
Naming Test

A new procedure entitled the Double Administration Naming Technique is proposed to assist the clinician in obtaining qualitative information about a client's visual confrontation naming skills. It involves the administration of the standard naming test followed by a readministration of the instrument. A series of naming cues then are presented. By examining the number and types of naming errors produced during the two test presentations, the clinician distinguishes word-finding problems from expressive vocabulary limitations and qualitatively describes the language disorder. The cues that facilitate correct naming are used to plan effective treatment goals.

scholarly journals When twice is better than once: increased liking of repeated items influences memory in younger and older adults

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Rocco Palumbo ◽  
Alberto Di Domenico ◽  
Beth Fairfield ◽  
Nicola Mammarella
Keyword(s):  
Older Adults ◽  
Recognition Memory ◽  
Memory Task ◽  
Memory Encoding ◽  
Mere Exposure Effect ◽  
Differential Impact ◽  
Younger Adults ◽  
Repeated Presentation ◽  
Exposure Effect ◽  
Better Than

Abstract Background Numerous studies have reported that the repeated presentation of a stimulus leads to an increase in positive affect towards the stimulus itself (the so-called mere exposure effect). Here, we evaluate whether changes in liking due to repetition may have a differential impact on subsequent memories in younger and older adults. Method In two experiments, younger and older adults were asked to rate a series of nonwords (Experiment 1) or unfamiliar neutral faces (Experiment 2) in terms of how much they like them and then presented with a surprise yes–no recognition memory task. At study, items were repeated either consecutively (massed presentation) or with a lag of 6 intervening items (spaced presentation). Results In both experiments, participants rated spaced repeated items more positively than massed items, i.e. they liked them most. Moreover, older adults remembered spaced stimuli that they liked most better than younger adults. Conclusions The findings are discussed in accordance with the mechanisms underlying positivity effects in memory and the effect of repetition on memory encoding.

COGNITIVE APTITUDES AND L2 SPEAKING PROFICIENCY

2018 ◽  
Vol 41 (2) ◽  
pp. 313-336 ◽  
Author(s):  
Gisela Granena
Keyword(s):  
Implicit Memory ◽  
Implicit Learning ◽  
The United States ◽  
Learning Ability ◽  
Underlying Structure ◽  
College Level ◽  
Memory Ability ◽  
Speaking Proficiency ◽  
L2 Speaking ◽  
Lexical Complexity

AbstractThis study investigated the underlying structure of a set of eight cognitive tests from the two most recent language aptitude test batteries: the LLAMA (Meara, 2005) and the Hi-LAB (Linck et al., 2013) to see whether they had any underlying constructs in common. The study also examined whether any of the observed constructs could predict L2 speaking proficiency in terms of complexity, accuracy, or fluency. Participants were 135 college-level students learning Spanish as an L2 in the United States. Results showed that the LLAMA and the Hi-LAB include tests that tap the same constructs. Specifically, the tests from the two batteries loaded onto three different factors, interpreted as “Explicit Aptitude,” “Implicit Memory Ability,” and “Implicit Learning Ability.” The results further showed that Implicit Memory Ability was a significant predictor of L2 speed fluency and interacted with Implicit Learning Ability as a predictor of lexical complexity. This finding suggested that L2 learners with greater Implicit Memory Ability may be better at accessing and retrieving previously learned or known information effortlessly. In the case of lexical complexity, the effect of Implicit Memory Ability depended on the level of Implicit Learning Ability.

Research and Reflective Practice in the Pre-Literate ESL Classroom

2020 ◽  
pp. 243-271
Author(s):  
Vineetha Hewagodage
Keyword(s):  
Second Language Acquisition ◽  
Language Learning ◽  
Adult Students ◽  
English Language ◽  
First Language ◽  
Literacy Skills ◽  
Structured Interviews ◽  
Language Program ◽  
English Only ◽  
Low Educated

This chapter reports on findings of a qualitative study conducted with diverse cultural and linguistic background adult students engaged in learning English through an adult migrant English language program offered in a refugee welcome zone in a rural region of Australia. Twenty students whose first language was not English were observed in the language learning environment and participated in semi-structured interviews. The research explored how English language learning can be best supported for humanitarian refugees with little or no literacy in their first language to become acculturated and socially integrated into Australian society. It was found that the typical ‘English only approach' that is commonly used in the Adult Migrant English Language Program (AMEP) to teach literacy and develop proficiency in the English language is called into question when applied to learners with limited or no print literacy skills in their first language. It was concluded that these learners, who are commonly referred to in the literature as LESLLA (Low Educated Second Language Acquisition and Literacy for Adults), are faced with a number of social exclusionary practices during their integration process. Recommendations are made on how these issues might be addressed.

scholarly journals Effects of inhibition on naming in aging

2018 ◽  
Vol 53 (1) ◽  
pp. 13 ◽  
Author(s):  
Yael Neumann ◽  
Amy Vogel-Eyny ◽  
Dalia Cahana-Amitay ◽  
Avron Spiro ◽  
JungMoon Hyun ◽  
...  
Keyword(s):  
Older Adults ◽  
Inhibitory Control ◽  
Picture Naming ◽  
Neuropsychological Tests ◽  
Retrieval Inhibition ◽  
Confrontation Naming ◽  
Naming Test

Findings regarding the relation between naming and inhibition among older adults is limited. We posited inhibitory control is crucial for successful naming and tested its role in older adults by exaggerating its effects. Participants included 215 older adults aged 55-89 years, categorized as “good” or ”poor” namers, based on confrontation naming scores. Via a computerized speeded picture-naming test (SNT), we induced intrusions. We then determined the distance between the source for the intruding word and the current item. Performance on traditional neuropsychological tests of inhibition was also assessed. Results revealed that poorer namers had more intrusions on the SNT than better namers, and their intrusions lingered through more stimuli. This suggests that poorer namers experienced greater retrieval inhibition difficulties than better namers. Performance on neuropsychological tests of inhibition also discriminated between better and poorer namers. In conclusion, successful naming among older adults appears to rely heavily on maintaining inhibitory abilities.***Efeitos da inibição na nomeação no envelhecimento***Os achados sobre a relação entre nomeação e inibição entre os idosos são limitados. Nós postulamos que o controle inibitório é crucial para a nomeação bem-sucedida e testamos seu papel em idosos, exagerando seus efeitos. Os participantes foram 215 idosos com idades entre 55-89 anos, categorizados como "bons" ou "pobres" nomeadores, com base em pontuações de nomeação. Através de um teste computadorizado de nomeação de imagens (SNT), induzimos intrusões. Determinamos então a distância entre a fonte da palavra intrusa e o item atual. O desempenho em testes neuropsicológicos tradicionais de inibição também foi avaliado. Os resultados revelaram que os mais nomeadores “pobres” tiveram mais intrusões no SNT do que os “bons”, e suas intrusões permaneceram através de mais estímulos. Isso sugere que os nomeadores mais pobres experimentaram maiores dificuldades de inibição de recuperação do que os melhores nomeadores. O desempenho em testes neuropsicológicos de inibição também discriminou entre nomeadores melhores e mais pobres. Concluindo, a nomeação bem-sucedida entre os adultos mais velhos parece depender muito da manutenção de habilidades inibitórias.

Korean adoptees in Sweden: Have they lost their first language completely?

2014 ◽  
Vol 36 (4) ◽  
pp. 773-797 ◽  
Author(s):  
HYEON-SOOK PARK
Keyword(s):  
First Language ◽  
Phonetic Perception ◽  
Korean Adoptees ◽  
L1 Attrition ◽  
Better Than

ABSTRACTTwo current issues in research on first language (L1) attrition among adoptees are explored: whether adoptees have lost their L1 completely and whether relearning can help them recover their L1 if it is not completely lost. These issues are investigated by examining whether Swedish monolingual Korean adoptees’ preexisting knowledge of L1 Korean has an impact on their relearning of Korean as adults. The results suggest that Korean adoptees’ early L1 experience has left traces of the language and that these traces can have an effect on their phonetic perception when relearning the language. The finding that reexposed adoptees performed better than native Swedish learners indicates that the greatest impact on retrieving L1 knowledge comes from relearning. Given the lack of the statistically significant findings, the results demonstrate possibilities but remain open to discussion.

Self-Efficacy for Physical Activity—A Question of Item Framing and Age?

2020 ◽  
Vol 28 (2) ◽  
pp. 173-179
Author(s):  
Johanna Popp ◽  
Nanna Notthoff ◽  
Lisa Marie Warner
Keyword(s):  
Physical Activity ◽  
Older Adults ◽  
Self Efficacy ◽  
Positive Information ◽  
Younger Adults ◽  
Positivity Effect ◽  
Initial Support ◽  
Experimental Group ◽  
Better Than ◽  
Activity Questionnaire

Older adults process and remember positive information relatively better than negative information, compared with younger adults; this is known as the positivity effect. This study examined whether older adults compared with younger adults also respond differently to positively and negatively framed questionnaire items. Participants (N = 275; age = 18–81 years) were randomly assigned to a positively or negatively framed version of a self-efficacy for physical activity questionnaire. Self-efficacy, physical activity intentions, and planned physical activity in the following week were regressed on experimental group and age, controlling for baseline physical activity and covariates. A significant Age × Frame interaction showed that item framing made a difference in planned physical activity for the oldest age group (+350 min compared with the youngest group). This study provides initial support for the positivity effect in item framing on physical activity plans, but not on intentions or self-efficacy. Item framing should be taken into consideration for accurate measurement, but could also be a simple intervention approach.

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