Aphasia assessment: impact of material on naming performance

ABSTRACT Background: Naming and lexical retrieval difficulties are common symptoms of aphasia. Naming abilities are usually evaluated by means of real objects or pictures or line drawings that are printed. Objective: The aim of this study was to investigate whether the ability to name objects among individuals with aphasia is influenced by the dimensions of the visual stimuli and to understand whether the order of presentation of the stimuli, number of years of education and length of time post-onset are involved in the success of naming. Methods: The naming abilities of healthy controls and patients with acute or chronic aphasia due to stroke were assessed through presentation of two sets of 24 stimuli consisting of real objects and color photographs of the same objects presented on a screen. The results obtained under these two conditions were compared by means of within-subject paired ANOVA, controlling for presentation order. Results: 40 patients (62.4 ± 17.3 years old; 70% females; mean education level of 8.5 ± 5.3 years; and 60% evaluated within the first eight days after stroke) and 50 controls that were age, gender and education-matched were included. Object naming was significantly better than naming color photographs among the patients (p = 0.001), but no differences were observed among the controls. Age, education, length of time post-onset and presentation sequence did not have any impact on naming performance. Conclusion: These results suggest that use of digital color photographs for naming objects in assessment of aphasia may be associated with lower naming performance, compared with use of real objects. This needs to be taken into account when different forms of stimuli are presented in sequential aphasia evaluations.

Development of Young Children’s Time Perception: Effect of Age and Emotional Localization

Time perception is a fundamental aspect of young children’s daily lives and is affected by a number of factors. The present study aimed to investigate the precise developmental course of young children’s time perception from 3 to 5 years old and the effects of emotion localization on their time perception ability. A total of 120 children were tested using an adapted time perception task with black squares (Experiment 1) and emotional facial expressions (Experiment 2). Results suggested that children’s time perception was influenced by stimulus duration and improved gradually with increasing age. Both accuracy and reaction time were affected by the presentation sequence of emotional faces, indicating an effect of emotion localization. To summarize, young children’s time perception showed effects of age, stimulus duration, and emotion localization.

Robotic Assessment of Wrist Proprioception During Kinaesthetic Perturbations: A Neuroergonomic Approach

Position sense refers to an aspect of proprioception crucial for motor control and learning. The onset of neurological diseases can damage such sensory afference, with consequent motor disorders dramatically reducing the associated recovery process. In regular clinical practice, assessment of proprioceptive deficits is run by means of clinical scales which do not provide quantitative measurements. However, existing robotic solutions usually do not involve multi-joint movements but are mostly applied to a single proximal or distal joint. The present work provides a testing paradigm for assessing proprioception during coordinated multi-joint distal movements and in presence of kinaesthetic perturbations: we evaluated healthy subjects' ability to match proprioceptive targets along two of the three wrist's degrees of freedom, flexion/extension and abduction/adduction. By introducing rotations along the pronation/supination axis not involved in the matching task, we tested two experimental conditions, which differed in terms of the temporal imposition of the external perturbation: in the first one, the disturbance was provided after the presentation of the proprioceptive target, while in the second one, the rotation of the pronation/ supination axis was imposed during the proprioceptive target presentation. We investigated if (i) the amplitude of the perturbation along the pronation/supination would lead to proprioceptive miscalibration; (ii) the encoding of proprioceptive target, would be influenced by the presentation sequence between the target itself and the rotational disturbance. Eighteen participants were tested by means of a haptic neuroergonomic wrist device: our findings provided evidence that the order of disturbance presentation does not alter proprioceptive acuity. Yet, a further effect has been noticed: proprioception is highly anisotropic and dependent on perturbation amplitude. Unexpectedly, the configuration of the forearm highly influences sensory feedbacks, and significantly alters subjects' performance in matching the proprioceptive targets, defining portions of the wrist workspace where kinaesthetic and proprioceptive acuity are more sensitive. This finding may suggest solutions and applications in multiple fields: from general haptics where, knowing how wrist configuration influences proprioception, might suggest new neuroergonomic solutions in device design, to clinical evaluation after neurological damage, where accurately assessing proprioceptive deficits can dramatically complement regular therapy for a better prediction of the recovery path.

Surveying views of metaphor vs. literal language in psychotherapy

Five key therapeutic functions of metaphors are often discussed by psychotherapists. They (i) help clients express emotions and experiences, (ii) help therapists and clients explain difficult concepts, (iii) introduce new frames of reference, (iv) help work through client resistance, and (v) build a collaborative relationship between therapists and clients. Research on how these functions are enacted in psychotherapy talk tends to assume that they are indeed perceived as such by clients, and that metaphorical language is preferred to comparable literal language in performing them. This paper reports a survey study (N = 84) to critically interrogate these assumptions. Participants read two constructed therapy dialogues, controlled and counterbalanced for presentation sequence, where therapist and client discuss an issue using metaphorical and literal language respectively. Each dialogue is followed by a 15-item questionnaire to rate how well the presumed functions were performed (e.g. the therapist and client can work effectively together, the therapist is able to explain difficult concepts). A combined Confirmatory (CFA) and Exploratory Factor Analysis (EFA) suggests that, instead of the five distinct functions proposed in the literature, participants discerned three functions which reflect a more holistic view of what metaphors can do. A second EFA conducted on literal responses yielded only two factors. This contrast in factor structure further suggests that (i) literal language is less functionally nuanced, and (ii) metaphors are not simply perceived as an ‘add-on’ to literal language, but are evaluated across an extended narrative in fundamentally different ways. Within-subjects metaphor vs. literal ratings of the items under the emergent three-factor structure were then compared. Metaphor ratings were significantly higher in all factors (p < 0.01), suggesting that metaphorical language is indeed perceived as more effective than literal language when discussing clients’ issues. Implications, limitations, and future directions are discussed.

Perceived Duration Depends Upon Target Detection in Rapid Serial Visual Presentation Sequence

It is well known that the perceived duration for a given time period decreases with the reduction of the number of perceived events. We examined whether target detection failures in viewing Rapid Serial Visual Presentation (RSVP) sequence, caused by attentional blink, affect this reduction of perceived duration. In two experiments, trials consisted of displays of two series of RSVP sequences; in the first sequence (the comparison), two, one, or no numerals were presented as targets embedded within the string of letters, while in the second sequence (the standard), only alphabetic letters were presented. In each trial, participants judged whether the duration of the comparison is perceived as longer than that of the standard (Experiment 1), or whether the number of frames in the comparison is perceived as more than that in the standard (Experiment 2). Results showed that perceived duration was inflated with target detection, but not with the increment of presented frames although number of perceived frames was inflated with both target detection and increment of presented frames. These results suggest that perceived duration in viewing RSVP sequences is determined by the cognitive load necessary to accomplish target detection rather than by the number of perceived frames.

The Kodály Approach to Teaching Music

Glennis Patterson shares an overview to the approach created by composer, author, ethnomusicologist, educator, linguist, and philosopher Zoltán Kodály. She gives a thorough overview of his approach and the three-step sequence of prepare, present, and practice. Amy M. Burns offers ways to create visuals to assist with the presentation sequence. In addition, she demonstrates how to utilize technology to implement the practice sequence through lessons and manipulatives found in the book and on the supplemental website. The lessons can also be used for assessment purposes, lesson extensions, higher order thinking skills, and sharing their music-making with others outside the classroom. The lessons can be used by educators who have limited technology or those with 1:1 classrooms, and those with novice to advanced technological skills.

IS THE NATURAL ORDER OF MORPHEME ACQUISITION BEING APPROPRIATELY PRESENTED IN ENGLISH LANGUAGE TEACHING COURSE BOOKS?

This study sought to determine the sequence of L2 morpheme presentation, as well as to determine whether or not the sequence of morpheme presentations correspond with the recognized natural order of morpheme acquisition in English Language Teaching course books utilized with young adult learners at a public sector vocational education institution in Thailand. Qualitative analysis was employed in the scrutinizing of twelve beginner and elementary level ESL and EFL learners course books that have been utilized as the primary teaching material for over a decade by the general education department of the institute. This examination revealed that the morpheme presentation sequence within the selected ELT course books was not analogous with the conclusions in the supporting literature. The findings further indicated that the widely accepted viewpoint of natural order morpheme acquisition was likewise not substantially reflected within the analyzed texts. Albeit, earlier studies have found that an unnatural sequence of morpheme presentation in EFL course books may hamper communicative competence in English, further study is required to establish if this may be a contributing factor for the overall low English proficiency of adult L2 learners in Thailand.

Reward and emotion influence attentional bias in rapid serial visual presentation

Facial emotion constitutes an important source of information, and rapid processing of this information may bring adaptive advantages. Previous evidence suggests that emotional faces are sometimes prioritised for cognitive processing. Three experiments used an emotion-induced blindness task to examine whether this prioritisation occurs in a purely stimulus-driven fashion or whether it emerges only when the faces are task-relevant. Angry or neutral faces appeared as distractors in a rapid serial visual presentation sequence, shortly before a target that participants were required to identify. Either the emotion (Experiment 1) or gender (Experiments 2 and 3) of the distractor face indicated whether a correct/incorrect response to the target would produce reward/punishment, or not. The three experiments found that reward-related faces impaired subsequent target identification, replicating previous results. Target identification accuracy was also impaired following angry faces, compared with neutral faces, demonstrating an emotion-induced attentional bias. Importantly, this impairment was observed even when face emotion was entirely irrelevant to the participants’ ongoing task (in Experiments 2 and 3), suggesting that rapid processing of the facial emotion might arise (at least in part) from the operation of relatively automatic cognitive–perceptual processes.