Subcortical lesions impact confrontation naming in bilinguals with later age of acquisition: An exploratory study

2021 ◽  
pp. 1-9
Author(s):  
David Andrés González ◽  
Jason R. Soble ◽  
K. Chase Bailey ◽  
Kathleen M. Bain ◽  
Janice C. Marceaux
Keyword(s):  
Exploratory Study ◽  
Age Of Acquisition ◽  
Confrontation Naming

An exploratory study of linguistic–colour associations across languages in multilingual synaesthetes

2009 ◽  
Vol 62 (7) ◽  
pp. 1343-1355 ◽  
Author(s):  
Kylie J. Barnett ◽  
Joanne Feeney ◽  
Michael Gormley ◽  
Fiona N. Newell
Keyword(s):  
Language Acquisition ◽  
Exploratory Study ◽  
Critical Period ◽  
Semantic Information ◽  
Word Meaning ◽  
Age Of Acquisition ◽  
Visual Structure ◽  
Visual Properties

In one of the most common forms of synaesthesia, linguistic–colour synaesthesia, colour is induced by stimuli such as numbers, letters, days of the week, and months of the year. It is not clear, however, whether linguistic–colour synaesthesia is determined more by higher level semantic information—that is, word meaning—or by lower level grapheme or phoneme structure. To explore this issue, we tested whether colour is consistently induced by grapheme or phoneme form or word meaning in bilingual and trilingual linguistic–colour synaesthetes. We reasoned that if the induced colour was related to word meaning, rather than to the acoustic or visual properties of the words, then the induced colours would remain consistent across languages. We found that colours were not consistently related to word meaning across languages. Instead, induced colours were more related to form properties of the word across languages, particularly visual structure. However, the type of inducing stimulus influenced specific colour associations. For example, colours to months of the year were more consistent across languages than were colours to numbers or days of the week. Furthermore, the effect of inducing stimuli was also associated with the age of acquisition of additional languages. Our findings are discussed with reference to a critical period in language acquisition on synaesthesia.

scholarly journals Subcortical Lesions Impact Confrontation Naming in Bilinguals with Later Age of Acquisition

2019 ◽  
Vol 34 (7) ◽  
pp. 1255-1255
Author(s):  
D Gonzalez ◽  
J Soble ◽  
K Bain ◽  
K C Bailey ◽  
J Marceaux
Keyword(s):  
White Matter ◽  
Negative Impact ◽  
White Matter Lesions ◽  
Age Of Acquisition ◽  
Graphical Analysis ◽  
Clinical Population ◽  
Ordinal Scale ◽  
Confrontation Naming ◽  
Traditional Language ◽  
Striatal Lesion

Abstract Objective Multilinguals show greater subcortical activation during language tasks than monolinguals. Among multilinguals, prior studies found later age of acquisition (AoA) of a second language in association with more diffuse, non-traditional language representation. While such findings have clear clinical implications, little research has examined relationships among linguistic history, neuroanatomical integrity, and language skills in a clinical population. This study examined relationships between subcortical lesions and confrontation naming in strong bilinguals who acquired English (L2) later in life compared to those with earlier AoA. Participants and Method Forty-two bilinguals with Spanish as a first language (English L2) were selected from a database of veterans referred for clinical neuropsychological evaluation (M Age = 64 years; M Education = 12 years; 93% men). They reported strong bilingualism after L2 acquisition (M AoA = 10 years), with current English preference. Twenty-nine had neuroimaging, which was coded on a 4-point ordinal scale for lesion burden in white matter and striatum. Moderation models were tested for interaction between AoA and subcortical lesions in bilinguals using different L2 naming outcomes, controlling for age, education, occupation, and English fluency (i.e., Test of Premorbid Functioning). Results Moderation showed significant interaction of AoA with striatal lesion burden for scores on all naming tests, with a similar but less robust relationship between white matter lesions and naming outcomes. Graphical analysis revealed subcortical lesions had a negative impact on naming scores in those with later L2 AoA. Conclusions Results suggest “atypical” subcortical involvement in naming is more likely for bilinguals who acquired L2 later. While clinicians typically associate impaired naming with temporal lobe dysfunction, findings suggest subcortical dysfunction should be considered among bilinguals with later L2 AoA.

Effects of Age of Acquisition, Word Frequency, and Familiarity on Object Recognition and Naming in Dementia

1998 ◽  
Vol 87 (2) ◽  
pp. 573-574 ◽  
Author(s):  
Robert Taylor
Keyword(s):  
Object Recognition ◽  
Word Frequency ◽  
Naming Latency ◽  
Age Of Acquisition ◽  
Recognition Failure ◽  
Normal People ◽  
Confrontation Naming ◽  
General Frequency ◽  
Naming Test

116 patients with established dementia completed a short confrontation naming test. Naming latency correlated -.69 (Kendall τ, p<.001) with general frequency of the name of the object. Recognition failure correlated .53 with age of acquisition of the name and —.58 with familiarity of the object. These and other correlations are not in accord with recent findings from studies of normal people. More extensive studies of these relationships in dementia, where disorders of recognition and naming are common, would be informative.

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.

Phonomotor Versus Semantic Feature Analysis Treatment for Anomia in 58 Persons With Aphasia: A Randomized Controlled Trial

2019 ◽  
Vol 62 (12) ◽  
pp. 4464-4482 ◽  
Author(s):  
Diane L. Kendall ◽  
Megan Oelke Moldestad ◽  
Wesley Allen ◽  
Janaki Torrence ◽  
Stephen E. Nadeau
Keyword(s):  
Randomized Controlled Trial ◽  
Response Latency ◽  
Controlled Trial ◽  
Semantic Knowledge ◽  
Semantic Feature ◽  
Feature Analysis ◽  
Group Differences ◽  
Randomized Controlled ◽  
Confrontation Naming ◽  
Semantic Feature Analysis

Purpose The ultimate goal of anomia treatment should be to achieve gains in exemplars trained in the therapy session, as well as generalization to untrained exemplars and contexts. The purpose of this study was to test the efficacy of phonomotor treatment, a treatment focusing on enhancement of phonological sequence knowledge, against semantic feature analysis (SFA), a lexical-semantic therapy that focuses on enhancement of semantic knowledge and is well known and commonly used to treat anomia in aphasia. Method In a between-groups randomized controlled trial, 58 persons with aphasia characterized by anomia and phonological dysfunction were randomized to receive 56–60 hr of intensively delivered treatment over 6 weeks with testing pretreatment, posttreatment, and 3 months posttreatment termination. Results There was no significant between-groups difference on the primary outcome measure (untrained nouns phonologically and semantically unrelated to each treatment) at 3 months posttreatment. Significant within-group immediately posttreatment acquisition effects for confrontation naming and response latency were observed for both groups. Treatment-specific generalization effects for confrontation naming were observed for both groups immediately and 3 months posttreatment; a significant decrease in response latency was observed at both time points for the SFA group only. Finally, significant within-group differences on the Comprehensive Aphasia Test–Disability Questionnaire ( Swinburn, Porter, & Howard, 2004 ) were observed both immediately and 3 months posttreatment for the SFA group, and significant within-group differences on the Functional Outcome Questionnaire ( Glueckauf et al., 2003 ) were found for both treatment groups 3 months posttreatment. Discussion Our results are consistent with those of prior studies that have shown that SFA treatment and phonomotor treatment generalize to untrained words that share features (semantic or phonological sequence, respectively) with the training set. However, they show that there is no significant generalization to untrained words that do not share semantic features or phonological sequence features.

Classifying Disfluencies in Preschool- and School-Age Spanish–English Bilinguals Who Do Not Stutter: An Exploratory Study

2020 ◽  
Vol 5 (1) ◽  
pp. 119-130
Author(s):  
Raúl Rojas ◽  
Farzan Irani
Keyword(s):  
Exploratory Study ◽  
Evidence Base ◽  
Medium Effect ◽  
Bilingual Children ◽  
Linear Regression Models ◽  
Cross Sectional ◽  
Total Percentage ◽  
Narrative Production ◽  
Language Measures ◽  
Mean Length Of Utterance

Purpose This exploratory study examined the language skills and the type and frequency of disfluencies in the spoken narrative production of Spanish–English bilingual children who do not stutter. Method A cross-sectional sample of 29 bilingual students (16 boys and 13 girls) enrolled in grades prekindergarten through Grade 4 produced a total of 58 narrative retell language samples in English and Spanish. Key outcome measures in each language included the percentage of normal (%ND) and stuttering-like (%SLD) disfluencies, percentage of words in mazes (%MzWds), number of total words, number of different words, and mean length of utterance in words. Results Cross-linguistic, pairwise comparisons revealed significant differences with medium effect sizes for %ND and %MzWds (both lower for English) as well as for number of different words (lower for Spanish). On average, the total percentage of mazed words was higher than 10% in both languages, a pattern driven primarily by %ND; %SLDs were below 1% in both languages. Multiple linear regression models for %ND and %SLD in each language indicated that %MzWds was the primary predictor across languages beyond other language measures and demographic variables. Conclusions The findings extend the evidence base with regard to the frequency and type of disfluencies that can be expected in bilingual children who do not stutter in grades prekindergarten to Grade 4. The data indicate that %MzWds and %ND can similarly index the normal disfluencies of bilingual children during narrative production. The potential clinical implications of the findings from this study are discussed.

An exploratory study from the patients' perspective of living with allergies

1997 ◽  
Vol 6 (5) ◽  
pp. 371-377
Author(s):  
Wendy Zernike ◽  
Tracie Corish ◽  
Sylvia Henderson
Keyword(s):  
Exploratory Study ◽  
Patients Perspective
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