Object clitics and their omission in child L2 French: The contributions of processing limitations and L1 transfer

2011 ◽  
Vol 15 (3) ◽  
pp. 531-549 ◽  
Author(s):  
THERES GRÜTER ◽  
MARTHA CRAGO
Keyword(s):  
Working Memory ◽  
Language Production ◽  
Negative Transfer ◽  
Digit Span ◽  
Facilitative Effect ◽  
L1 Transfer ◽  
Spanish Speaking ◽  
Null Objects ◽  
Object Clitics ◽  
Better Than

This article explores the widely documented difficulty with object clitics in the acquisition of French. The study investigates the effects of L1 transfer and processing limitations on the production and comprehension of object clitics in child L2 learners of French with different L1 backgrounds (Chinese, Spanish). The Spanish-speaking learners performed better than Chinese-speaking learners on clitic-related tasks, indicating a facilitative effect of transfer when the L1 also has object clitics. Yet no evidence was found for (negative) transfer of null objects from Chinese to French, as learners consistently rejected interpretations requiring referential null objects on a receptive task. The frequency of Chinese-speaking learners’ object omissions in production was negatively correlated with an independent measure of working memory (backward digit span), consistent with the hypothesis that object clitic omission is affected by processing limitations. These findings are discussed within a psycholinguistic model of syntactic encoding during language production.

scholarly journals A Case of a Monolingual Spanish-Speaking Latina with Semantic Variant Primary Progressive Aphasia (svPPA)

2019 ◽  
Vol 34 (7) ◽  
pp. 1290-1290
Author(s):  
L Perez
Keyword(s):  
Working Memory ◽  
Language Production ◽  
Primary Progressive Aphasia ◽  
Motor Speech ◽  
Problem Solving Skills ◽  
Progressive Aphasia ◽  
Primary Progressive ◽  
Spanish Speaking ◽  
Word Finding ◽  
Semantic Variant

Abstract Objective Often, individuals with lower educational attainment and limited proficiency in the English language get misdiagnosed and/or undertreated, which can impact their quality of life and other outcomes. The present case study intends to review and discuss the presentation of a monolingual, Spanish-speaking woman with Semantic Variant Primary Progressive Aphasia (svPPA), who was originally referred for a neuropsychological evaluation to determine the severity of her existing Alzheimer’s Disease (AD) diagnosis. Case Description Ms. X, is a 64-year-old, right-handed Hispanic woman with 6 years of education. Symptoms included forgetfulness, restlessness, and insomnia. Her family reported that she was repeating her ideas frequently during conversations and failing to recognize previously acquainted people, including her own relatives. A recent MRI of the brain showed anterior temporal lobe atrophy. Diagnostic Impressions and Outcomes Overall, she showed naming deficits (anomia), impaired verbal fluency, surface dyslexia, and significant problems with comprehension. Executive functioning, sentence repetition, working memory, and attention were generally intact. Qualitatively, her speech was apparently fluent and automatic, yet clearly empty in meaning. In Ms. X’s case, collateral reports of word-finding difficulties, tendency to repeat her thoughts incessantly, associative agnosia and prosopagnosia, and spared repetition and motor speech are strongly indicative of svPPA. Discussion svPPA primarily impacts language production and comprehension, and is characterized by severe anomia, word-finding difficulties, impaired single word comprehension, and in some cases, defective recognition of familiar faces. On testing, impairments can be observed in confrontation naming, with motor speech and repetition, working memory, episodic memory, visuospatial skills, and problem-solving skills relatively intact. Language symptoms are thought to stem from deficits of the semantic system.

The phenomenon of object omission in child L2 French

2006 ◽  
Vol 9 (3) ◽  
pp. 263-280 ◽  
Author(s):  
PHILIPPE PRÉVOST
Keyword(s):  
Computational Complexity ◽  
L1 Transfer ◽  
Null Objects ◽  
Object Clitics ◽  
Transitive Verbs ◽  
English Speaking ◽  
Direct Objects ◽  
The Moment

This paper investigates object omission in French longitudinal production from two English-speaking children (Lightbown, 1977). Similar patterns of object omission are observed: direct objects start being dropped as transitive verbs are emerging and licit and illicit null objects occur in all recordings thereafter. Moreover, the incidence of illicit null objects drops at about the same time in both children (month 20), which corresponds to the moment object clitics start being used productively and to the end of the root infinitive period (Prévost, 1997). I argue that object omission is an instance of clitic-drop and is related to processing difficulties. In particular, both the projection of full-fledged representations and the production of object clitics (which occupy non-canonical object positions in French) increase computational complexity for children. Object-drop in child L2 French does not seem to be affected by L1 transfer nor to be related to significant difficulties with properties at the syntax/pragmatics interface.

scholarly journals Assessment of Verbal and Visuospatial Performance Predicting Cognitive Impairment in a Monolingual, Spanish-Speaking Sample

2019 ◽  
Vol 34 (7) ◽  
pp. 1245-1245
Author(s):  
L Castillo ◽  
K Campos ◽  
J R Soble
Keyword(s):  
Working Memory ◽  
Cognitive Impairment ◽  
Cognitive Abilities ◽  
Digit Span ◽  
Memory Performance ◽  
Verbal Working Memory ◽  
Spatial Span ◽  
Spanish Speaking ◽  
Span Tasks ◽  
Neuropsychological Evaluations

Abstract Objective The Batería Neuropsicológica en Español (BNE) – Digit Span (DS) and Spatial Span (SS) subtests are popular instruments used to measure the capacity of verbal and visuospatial attention/working memory. Although deficits in working memory performance have been found in cases of mild cognitive impairment and dementia in analogous versions of these tasks among English speakers, very few studies have assessed the ability of verbal and visuospatial span tasks to identify impairment within a mono-lingual Spanish-speaking population. This study investigated the clinical utility of the BNE verbal and visuospatial span tasks for discriminating those with and without cognitive impairment in a Spanish-speaking Hispanic population. Participants and Method Participants were 46 monolingual, Spanish-speaking Hispanics, 28 women (60.9%) and 18 (39.1%) men (M age = 63.41 (SD = 14.54); M education = 8.41 (SD = 4.39), referred for neuropsychological evaluations, which included the BNE-DS/SS. Three patients with invalid performances were excluded. Of the remaining 46, 17 were cognitively intact following evaluation, whereas 29 met criteria for a neurocognitive disorder. Results Logistic regression analysis revealed that although DS backward model was significant, both DS forward age/education-corrected T- scores (p = .878) and DS backward (p = .67), were not significant predictors of cognitive impairment. In contrast, both SS forward (p = .002) and backward (p = .022) were significant predictors of impairment status with respective classification accuracies of 63% and 76.1%. Conclusions Findings suggest better performance on visuospatial working memory (SS) is associated with generally intact cognitive abilities and decreased odds of cognitive impairment in a sample of monolingual Spanish-Speaking Hispanics; whereas verbal working memory (DS) findings were less robust.

scholarly journals Children's Understanding of Instructions Presented in Noise and Reverberation

2014 ◽  
Vol 23 (3) ◽  
pp. 326-336 ◽  
Author(s):  
Dawna E. Lewis ◽  
Crystal M. Manninen ◽  
Daniel L. Valente ◽  
Nicholas A. Smith
Keyword(s):  
Working Memory ◽  
Digit Span ◽  
Normal Hearing ◽  
Speech Understanding ◽  
Noise Performance ◽  
Significant Variance ◽  
And Performance ◽  
Children's Speech ◽  
Better Than ◽  
Visual Instructions

Purpose This study examined children's ability to follow audio–visual instructions presented in noise and reverberation. Method Children (8–12 years of age) with normal hearing followed instructions in noise or noise plus reverberation. Performance was compared for a single talker (ST), multiple talkers speaking one at a time (MT), and multiple talkers with competing comments from other talkers (MTC). Working memory was assessed using measures of digit span. Results Performance was better for children in noise than for those in noise plus reverberation. In noise, performance for ST was better than for either MT or MTC, and performance for MT was better than for MTC. In noise plus reverberation, performance for ST and MT was better than for MTC, but there were no differences between ST and MT. Digit span did not account for significant variance in the task. Conclusions Overall, children performed better in noise than in noise plus reverberation. However, differing patterns across conditions for the 2 environments suggested that the addition of reverberation may have affected performance in a way that was not apparent in noise alone. Continued research is needed to examine the differing effects of noise and reverberation on children's speech understanding.

Neurocognitive and functional outcomes in patients with diffuse frontal lower-grade gliomas undergoing intraoperative awake brain mapping

2020 ◽  
Vol 132 (6) ◽  
pp. 1683-1691 ◽  
Author(s):  
Kazuya Motomura ◽  
Lushun Chalise ◽  
Fumiharu Ohka ◽  
Kosuke Aoki ◽  
Kuniaki Tanahashi ◽  
...  
Keyword(s):  
Working Memory ◽  
Brain Mapping ◽  
Functional Outcomes ◽  
Digit Span ◽  
Awake Surgery ◽  
Motor Deficit ◽  
Lower Grade ◽  
Superior Frontal Gyrus ◽  
Neurocognitive Functions ◽  
Motor Disturbances

OBJECTIVELower-grade gliomas (LGGs) are often observed within eloquent regions, which indicates that tumor resection in these areas carries a potential risk for neurological disturbances, such as motor deficit, language disorder, and/or neurocognitive impairments. Some patients with frontal tumors exhibit severe impairments of neurocognitive function, including working memory and spatial awareness, after tumor removal. The aim of this study was to investigate neurocognitive and functional outcomes of frontal LGGs in both the dominant and nondominant hemispheres after awake brain mapping.METHODSData from 50 consecutive patients with diffuse frontal LGGs in the dominant and nondominant hemispheres who underwent awake brain surgery between December 2012 and September 2018 were retrospectively analyzed. The goal was to map neurocognitive functions such as working memory by using working memory tasks, including digit span testing and N-back tasks.RESULTSDue to awake language mapping, the frontal aslant tract was frequently identified as a functional boundary in patients with left superior frontal gyrus tumors (76.5%). Furthermore, functional boundaries were identified while evaluating verbal and spatial working memory function by stimulating the dorsolateral prefrontal cortex using the digit span and visual N-back tasks in patients with right superior frontal gyrus tumors (7.1%). Comparing the preoperative and postoperative neuropsychological assessments from the Wechsler Adult Intelligence Scale–Third Edition (WAIS-III) and Wechsler Memory Scale–Revised (WMS-R), significant improvement following awake surgery was observed in mean Perceptual Organization (Z = −2.09, p = 0.04) in WAIS-III scores. Postoperative mean WMS-R scores for Visual Memory (Z = −2.12, p = 0.03) and Delayed Recall (Z = −1.98, p = 0.04) were significantly improved compared with preoperative values for every test after awake surgery. No significant deterioration was noted with regard to neurocognitive functions in a comprehensive neuropsychological test battery. In the postoperative course, early transient speech and motor disturbances were observed in 30.0% and 28.0% of patients, respectively. In contrast, late permanent speech and motor disturbances were observed in 0% and 4.0%, respectively.CONCLUSIONSIt is noteworthy that no significant postoperative deterioration was identified compared with preoperative status in a comprehensive neuropsychological assessment. The results demonstrated that awake functional mapping enabled favorable neurocognitive and functional outcomes after surgery in patients with diffuse frontal LGGs.

scholarly journals How do we measure attention? Using factor analysis to establish construct validity of neuropsychological tests

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Melissa Treviño ◽  
Xiaoshu Zhu ◽  
Yi Yi Lu ◽  
Luke S. Scheuer ◽  
Eliza Passell ◽  
...  
Keyword(s):  
Working Memory ◽  
Factor Analysis ◽  
Visual Search ◽  
Object Tracking ◽  
Visual Working Memory ◽  
Neuropsychological Tests ◽  
Digit Span ◽  
Digit Symbol ◽  
Attentional Capacity ◽  
Spatial Span

AbstractWe investigated whether standardized neuropsychological tests and experimental cognitive paradigms measure the same cognitive faculties. Specifically, do neuropsychological tests commonly used to assess attention measure the same construct as attention paradigms used in cognitive psychology and neuroscience? We built on the “general attention factor”, comprising several widely used experimental paradigms (Huang et al., 2012). Participants (n = 636) completed an on-line battery (TestMyBrain.org) of six experimental tests [Multiple Object Tracking, Flanker Interference, Visual Working Memory, Approximate Number Sense, Spatial Configuration Visual Search, and Gradual Onset Continuous Performance Task (Grad CPT)] and eight neuropsychological tests [Trail Making Test versions A & B (TMT-A, TMT-B), Digit Symbol Coding, Forward and Backward Digit Span, Letter Cancellation, Spatial Span, and Arithmetic]. Exploratory factor analysis in a subset of 357 participants identified a five-factor structure: (1) attentional capacity (Multiple Object Tracking, Visual Working Memory, Digit Symbol Coding, Spatial Span), (2) search (Visual Search, TMT-A, TMT-B, Letter Cancellation); (3) Digit Span; (4) Arithmetic; and (5) Sustained Attention (GradCPT). Confirmatory analysis in 279 held-out participants showed that this model fit better than competing models. A hierarchical model where a general cognitive factor was imposed above the five specific factors fit as well as the model without the general factor. We conclude that Digit Span and Arithmetic tests should not be classified as attention tests. Digit Symbol Coding and Spatial Span tap attentional capacity, while TMT-A, TMT-B, and Letter Cancellation tap search (or attention-shifting) ability. These five tests can be classified as attention tests.

scholarly journals Effects of transcranial direct current stimulation combined with listening to preferred music on memory in older adults

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Ricky Chow ◽  
Alix Noly-Gandon ◽  
Aline Moussard ◽  
Jennifer D. Ryan ◽  
Claude Alain
Keyword(s):  
Older Adults ◽  
Working Memory ◽  
Recognition Memory ◽  
Direct Current ◽  
Transcranial Direct Current Stimulation ◽  
Digit Span ◽  
Recognition Task ◽  
Music Listening ◽  
Subsequent Performance ◽  
Direct Current Stimulation

AbstractListening to autobiographically-salient music (i.e., music evoking personal memories from the past), and transcranial direct current stimulation (tDCS) have each been suggested to temporarily improve older adults’ subsequent performance on memory tasks. Limited research has investigated the effects of combining both tDCS and music listening together on cognition. The present study examined whether anodal tDCS stimulation over the left dorsolateral prefrontal cortex (2 mA, 20 min) with concurrent listening to autobiographically-salient music amplified subsequent changes in working memory and recognition memory in older adults than either tDCS or music listening alone. In a randomized sham-controlled crossover study, 14 healthy older adults (64–81 years) participated in three neurostimulation conditions: tDCS with music listening (tDCS + Music), tDCS in silence (tDCS-only), or sham-tDCS with music listening (Sham + Music), each separated by at least a week. Working memory was assessed pre- and post-stimulation using a digit span task, and recognition memory was assessed post-stimulation using an auditory word recognition task (WRT) during which electroencephalography (EEG) was recorded. Performance on the backwards digit span showed improvement in tDCS + Music, but not in tDCS-only or Sham + Music conditions. Although no differences in behavioural performance were observed in the auditory WRT, changes in neural correlates underlying recognition memory were observed following tDCS + Music compared to Sham + Music. Findings suggest listening to autobiographically-salient music may amplify the effects of tDCS for working memory, and highlight the potential utility of neurostimulation combined with personalized music to improve cognitive performance in the aging population.

scholarly journals A multi-component, adaptive Working Memory Assessment Battery (WoMAB): validation and norms in an Italian population sample

2021 ◽  
Author(s):  
Fabrizio Pasotti ◽  
Giulia De Luca ◽  
Edoardo Nicolò Aiello ◽  
Chiara Gramegna ◽  
Marco Di Gangi ◽  
...  
Keyword(s):  
Working Memory ◽  
Neurological Disorders ◽  
Digit Span ◽  
Population Sample ◽  
Italian Population ◽  
Everyday Functioning ◽  
Assessment Battery ◽  
Memory Assessment ◽  
Test Digit ◽  
Healthy Participants

Abstract Background Working memory (WM) abilities are frequently impaired in neurological disorders affecting fronto-parietal cortical/sub-cortical structures. WM deficits negatively influence interventional outcomes and everyday functioning. This study thus aimed at the following: (a) developing and standardizing an ecologically valid task for WM assessment ( Ice Cream Test, ICT); (b) validating and norming a novel WM test (Digit Ordering Test, DOT), as well as providing updated norms for digit span (DS) tasks, in an Italian population sample; (c) introducing a novel scoring procedure for measuring WM. Methods One-hundred and sixty-eight Italian healthy participants—73 male, 95 females; age: 48.4 ± 19.1 (18–86); education: 12.1 ± 4.8 (4–21)—underwent a thorough WM assessment—DOT, ICT, and both forward and backward DS tasks (FDS, BDS). The ICT requires participants to act as waiters who have to keep track of customers’ orders. For each task, WM and total (T) outcomes were computed, i.e., the number of elements in the longest sequence and that of recalled sequences, respectively. Norms were derived via the equivalent score (ES) method. Results DS ratios (DSRs) were computed for both WM/S and T outcomes on raw DS measures (BDS divided by FDS). Age and education significantly predicted all WM tasks; sex affected FDS and DSR-T scores (males > females). WM measures were highly internally related. Discussion The present work provides Italian practitioners with a normatively updated, multi-component, adaptive battery for WM assessment (WoMAB) as well as with novel outcomes which capture different WM facets—WM capacity and attentive monitoring abilities.

scholarly journals Regular and Irregular Inflection in Different Groups of Bilingual Children and the Role of Verbal Short-Term and Verbal Working Memory

Languages ◽  
2021 ◽  
Vol 6 (1) ◽  
pp. 56
Author(s):  
Elma Blom ◽  
Evelyn Bosma ◽  
Wilbert Heeringa
Keyword(s):  
Working Memory ◽  
Parental Education ◽  
Digit Span ◽  
Verbal Working Memory ◽  
Bilingual Children ◽  
Inflectional Morphology ◽  
Typically Developing ◽  
Older Children ◽  
Short Term ◽  
Linguistic Distance

Bilingual children often experience difficulties with inflectional morphology. The aim of this longitudinal study was to investigate how regularity of inflection in combination with verbal short-term and working memory (VSTM, VWM) influences bilingual children’s performance. Data from 231 typically developing five- to eight-year-old children were analyzed: Dutch monolingual children (N = 45), Frisian-Dutch bilingual children (N = 106), Turkish-Dutch bilingual children (N = 31), Tarifit-Dutch bilingual children (N = 38) and Arabic-Dutch bilingual children (N = 11). Inflection was measured with an expressive morphology task. VSTM and VWM were measured with a Forward and Backward Digit Span task, respectively. The results showed that, overall, children performed more accurately at regular than irregular forms, with the smallest gap between regulars and irregulars for monolinguals. Furthermore, this gap was smaller for older children and children who scored better on a non-verbal intelligence measure. In bilingual children, higher accuracy at using (irregular) inflection was predicted by a smaller cross-linguistic distance, a larger amount of Dutch at home, and a higher level of parental education. Finally, children with better VSTM, but not VWM, were more accurate at using regular and irregular inflection.

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