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Journal of Alzheimer's Disease : JAD 2023Semantic and Phonological fluency (SF and PF) are routinely evaluated in patients with Alzheimer's disease (AD). There are disagreements in the literature regarding... (Meta-Analysis)
Meta-Analysis
BACKGROUND
Semantic and Phonological fluency (SF and PF) are routinely evaluated in patients with Alzheimer's disease (AD). There are disagreements in the literature regarding which fluency task is more affected while developing AD. Most studies focus on SF assessment, given its connection with the temporoparietal amnesic system. PF is less reported, it is related to working memory, which is also impaired in probable and diagnosed AD. Differentiating between performance on these tasks might be informative in early AD diagnosis, providing an accurate linguistic profile.
OBJECTIVE
Compare SF and PF performance in healthy volunteers, volunteers with probable AD, and patients with AD diagnosis, considering the heterogeneity of age, gender, and educational level variables.
METHODS
A total of 8 studies were included for meta-analysis, reaching a sample size of 1,270 individuals (568 patients diagnosed with AD, 340 with probable AD diagnosis, and 362 healthy volunteers).
RESULTS
The three groups consistently performed better on SF than PF. When progressing to a diagnosis of AD, we observed a significant difference in SF and PF performance across our 3 groups of interest (p = 0.04). The age variable explained a proportion of this difference in task performance across the groups, and as age increases, both tasks equally worsen.
CONCLUSION
The performance of SF and PF might play a differential role in early AD diagnosis. These tasks rely on partially different neural bases of language processing. They are thus worth exploring independently in diagnosing normal aging and its transition to pathological stages, including probable and diagnosed AD.
Topics: Humans; Semantics; Alzheimer Disease; Verbal Behavior; Neuropsychological Tests; Linguistics
PubMed: 37482994
DOI: 10.3233/JAD-221272 -
American Journal on Intellectual and... Jul 2022This study evaluates the psychometric properties of a verbal fluency task for potential use as an outcome measure in future clinical trials involving children with Down...
This study evaluates the psychometric properties of a verbal fluency task for potential use as an outcome measure in future clinical trials involving children with Down syndrome. Eighty-five participants attempted a modified version of the Neuropsychological Assessment of Children, Second Edition Word Generation Task at two time points. In the full sample, the measure fell below a priori reliability and feasibility criteria, though feasibility of the semantic trials were higher than feasibility of the phonemic trials. Performance on the measure correlated with chronological age and IQ scores, and no sex-related effects were found. Additional analyses suggested that the semantic verbal fluency trials might be appropriate for children with Down syndrome 10 years of age and older.
Topics: Child; Down Syndrome; Humans; Outcome Assessment, Health Care; Reproducibility of Results; Semantics; Verbal Behavior
PubMed: 36122330
DOI: 10.1352/1944-7558-127.4.328 -
Pediatrics Dec 2021In some studies, parents and toddlers verbalize less when engaging with a tablet versus a print book. More needs to be known regarding child contributions to specific...
OBJECTIVES
In some studies, parents and toddlers verbalize less when engaging with a tablet versus a print book. More needs to be known regarding child contributions to specific parent verbalizations. We examined parent-toddler contingent interactions with tablet applications versus print books, as well as moderators of these associations.
METHODS
We conducted a laboratory-based, within-subjects counterbalanced study of 72 parent-toddler dyads engaging with a nursery rhyme application (with enhanced + autonarration [E+A] and enhanced formats) and print book. We coded parent verbalizations (eg, dialogic, nondialogic) and proportions of child responses to these in 5-second epochs. Poisson regressions were used to analyze within-subjects variance by tablet or print format. We tested effect modification by child emotion regulation and home media practices.
RESULTS
Children responded more to parent overall (print 0.38; E+A 0.31, P = .04; enhanced 0.11, P = .01), dialogic (print 0.21; E+A 0.13, P = .04; enhanced 0.1, P = .02), and nondialogic (print 0.45; E+A 0.27, P < .001; enhanced 0.32, P < .001) verbalizations during print book versus tablet. Stronger child emotion regulation, greater frequency of co-viewing, and instructive practices moderated associations such that differences between conditions were no longer significant for some parent verbalizations and child responses.
CONCLUSIONS
Parent-toddler reciprocal verbal interactions occurred less frequently with tablet versus print book use. Child emotion regulation and parent home media practices moderated some of these associations. Pediatricians may wish to promote co-viewing and instructive media practices but may also consider that child emotion regulation may determine response to interactive tablet design.
Topics: Adult; Books; Child, Preschool; Computers, Handheld; Emotional Regulation; Female; Humans; Male; Mobile Applications; Parent-Child Relations; Parents; Poisson Distribution; Reading; Time Factors; User-Computer Interface; Verbal Behavior
PubMed: 34841433
DOI: 10.1542/peds.2021-049964 -
Scientific Reports Oct 2019How did vocal language originate? Before trying to determine how referential vocabulary or syntax may have arisen, it is critical to explain how ancient hominins began...
How did vocal language originate? Before trying to determine how referential vocabulary or syntax may have arisen, it is critical to explain how ancient hominins began to produce vocalization flexibly, without binding to emotions or functions. A crucial factor in the vocal communicative split of hominins from the ape background may thus have been copious, functionally flexible vocalization, starting in infancy and continuing throughout life, long before there were more advanced linguistic features such as referential vocabulary. 2-3 month-old modern human infants produce "protophones", including at least three types of functionally flexible non-cry precursors to speech rarely reported in other ape infants. But how early in life do protophones actually appear? We report that the most common protophone types emerge abundantly as early as vocalization can be observed in infancy, in preterm infants still in neonatal intensive care. Contrary to the expectation that cries are the predominant vocalizations of infancy, our all-day recordings showed that protophones occurred far more frequently than cries in both preterm and full-term infants. Protophones were not limited to interactive circumstances, but also occurred at high rates when infants were alone, indicating an endogenous inclination to vocalize exploratorily, perhaps the most fundamental capacity underlying vocal language.
Topics: Child Development; Humans; Infant; Infant, Newborn; Infant, Premature; Language; Speech; Verbal Behavior
PubMed: 31611607
DOI: 10.1038/s41598-019-51352-0 -
American Journal of Speech-language... May 2015This systematic review and meta-analysis critically evaluated the research evidence on the effectiveness of conversational recasts in grammatical development for... (Meta-Analysis)
Meta-Analysis Review
PURPOSE
This systematic review and meta-analysis critically evaluated the research evidence on the effectiveness of conversational recasts in grammatical development for children with language impairments.
METHOD
Two different but complementary reviews were conducted and then integrated. Systematic searches of the literature resulted in 35 articles for the systematic review. Studies that employed a wide variety of study designs were involved, but all examined interventions where recasts were the key component. The meta-analysis only included studies that allowed the calculation of effect sizes, but it did include package interventions in which recasts were a major part. Fourteen studies were included, 7 of which were also in the systematic review. Studies were grouped according to research phase and were rated for quality.
RESULTS
Study quality and thus strength of evidence varied substantially. Nevertheless, across all phases, the vast majority of studies provided support for the use of recasts. Meta-analyses found average effect sizes of .96 for proximal measures and .76 for distal measures, reflecting a positive benefit of about 0.75 to 1.00 standard deviation.
CONCLUSION
The available evidence is limited, but it is supportive of the use of recasts in grammatical intervention. Critical features of recasts in grammatical interventions are discussed.
Topics: Child; Evidence-Based Practice; Humans; Imitative Behavior; Language Development Disorders; Language Therapy; Linguistics; Semantics; Treatment Outcome; Verbal Behavior
PubMed: 25654306
DOI: 10.1044/2015_AJSLP-14-0105 -
Nature Nov 2023The power of human language and thought arises from systematic compositionality-the algebraic ability to understand and produce novel combinations from known components.... (Comparative Study)
Comparative Study
The power of human language and thought arises from systematic compositionality-the algebraic ability to understand and produce novel combinations from known components. Fodor and Pylyshyn famously argued that artificial neural networks lack this capacity and are therefore not viable models of the mind. Neural networks have advanced considerably in the years since, yet the systematicity challenge persists. Here we successfully address Fodor and Pylyshyn's challenge by providing evidence that neural networks can achieve human-like systematicity when optimized for their compositional skills. To do so, we introduce the meta-learning for compositionality (MLC) approach for guiding training through a dynamic stream of compositional tasks. To compare humans and machines, we conducted human behavioural experiments using an instruction learning paradigm. After considering seven different models, we found that, in contrast to perfectly systematic but rigid probabilistic symbolic models, and perfectly flexible but unsystematic neural networks, only MLC achieves both the systematicity and flexibility needed for human-like generalization. MLC also advances the compositional skills of machine learning systems in several systematic generalization benchmarks. Our results show how a standard neural network architecture, optimized for its compositional skills, can mimic human systematic generalization in a head-to-head comparison.
Topics: Humans; Language; Machine Learning; Neural Networks, Computer; Verbal Behavior
PubMed: 37880371
DOI: 10.1038/s41586-023-06668-3 -
Alzheimer's Research & Therapy Aug 2019Alzheimer's disease may compromise several musical competences, though no clear data is available in the scientific literature. Furthermore, music is capable of...
BACKGROUND
Alzheimer's disease may compromise several musical competences, though no clear data is available in the scientific literature. Furthermore, music is capable of communicating basic emotions, but little is known about the emotional aspect of music in patients with Alzheimer's disease. We present a systematic investigation of music processing in relation to extra-musical skills, in particular emotional skills in patients with Alzheimer's disease.
METHODS
We tested 30 patients with mild or moderate Alzheimer's disease and 30 control subjects. We essentially evaluated (a) musical competences, using the extra-linguistic test, Solfeggio test and the recognition test of musical emotions-elaborated by our research team-and the Seashore test, and (b) emotional capacities using emotional memory and emotional prosody tests-made by our research group.
RESULTS
We significantly observed lower total results of every test assessing cognitive, emotional and music competences in Alzheimer's disease patients than those in control subjects, but the score of musical emotion recognition test did not reach to a significant difference between the subjects groups.
CONCLUSIONS
Our findings found a global impairment of music competences in Alzheimer patients with cognitive and emotional troubles. Nevertheless, the performances in the recognition test of musical emotions showed a trend towards a performance difference. We can suggest that Alzheimer's disease currently presents an aphaso-agnoso-apractic-amusia syndrome.
Topics: Aged; Alzheimer Disease; Auditory Perception; Emotions; Female; Humans; Learning; Male; Music; Recognition, Psychology; Severity of Illness Index; Social Perception; Verbal Behavior
PubMed: 31391062
DOI: 10.1186/s13195-019-0523-y -
BMC Medical Education Mar 2016Health professions education is characterised by work-based learning and relies on effective verbal feedback. However the literature reports problems in feedback... (Review)
Review
BACKGROUND
Health professions education is characterised by work-based learning and relies on effective verbal feedback. However the literature reports problems in feedback practice, including lack of both learner engagement and explicit strategies for improving performance. It is not clear what constitutes high quality, learner-centred feedback or how educators can promote it. We hoped to enhance feedback in clinical practice by distinguishing the elements of an educator's role in feedback considered to influence learner outcomes, then develop descriptions of observable educator behaviours that exemplify them.
METHODS
An extensive literature review was conducted to identify i) information substantiating specific components of an educator's role in feedback asserted to have an important influence on learner outcomes and ii) verbal feedback instruments in health professions education, that may describe important educator activities in effective feedback. This information was used to construct a list of elements thought to be important in effective feedback. Based on these elements, descriptions of observable educator behaviours that represent effective feedback were developed and refined during three rounds of a Delphi process and a face-to-face meeting with experts across the health professions and education.
RESULTS
The review identified more than 170 relevant articles (involving health professions, education, psychology and business literature) and ten verbal feedback instruments in health professions education (plus modified versions). Eighteen distinct elements of an educator's role in effective feedback were delineated. Twenty five descriptions of educator behaviours that align with the elements were ratified by the expert panel.
CONCLUSIONS
This research clarifies the distinct elements of an educator's role in feedback considered to enhance learner outcomes. The corresponding set of observable educator behaviours aim to describe how an educator could engage, motivate and enable a learner to improve. This creates the foundation for developing a method to systematically evaluate the impact of verbal feedback on learner performance.
Topics: Delphi Technique; Education, Medical; Faculty, Medical; Formative Feedback; Humans; Verbal Behavior
PubMed: 27000623
DOI: 10.1186/s12909-016-0613-5 -
PloS One 2019People interpret verbal expressions of probabilities (e.g. 'very likely') in different ways, yet words are commonly preferred to numbers when communicating uncertainty.... (Clinical Trial)
Clinical Trial
People interpret verbal expressions of probabilities (e.g. 'very likely') in different ways, yet words are commonly preferred to numbers when communicating uncertainty. Simply providing numerical translations alongside reports or text containing verbal probabilities should encourage consistency, but these guidelines are often ignored. In an online experiment with 924 participants, we compared four different formats for presenting verbal probabilities with the numerical guidelines used in the US Intelligence Community Directive (ICD) 203 to see whether any could improve the correspondence between the intended meaning and participants' interpretation ('in-context'). This extends previous work in the domain of climate science. The four experimental conditions we tested were: 1. numerical guidelines bracketed in text, e.g. X is very unlikely (05-20%), 2. click to see the full guidelines table in a new window, 3. numerical guidelines appear in a mouse over tool tip, and 4. no guidelines provided (control). Results indicate that correspondence with the ICD 203 standard is substantially improved only when numerical guidelines are bracketed in text. For this condition, average correspondence was 66%, compared with 32% in the control. We also elicited 'context-free' numerical judgements from participants for each of the seven verbal probability expressions contained in ICD 203 (i.e., we asked participants what range of numbers they, personally, would assign to those expressions), and constructed 'evidence-based lexicons' based on two methods from similar research, 'membership functions' and 'peak values', that reflect our large sample's intuitive translations of the terms. Better aligning the intended and assumed meaning of fuzzy words like 'unlikely' can reduce communication problems between the reporter and receiver of probabilistic information. In turn, this can improve decision making under uncertainty.
Topics: Adult; Confusion; Decision Making; Female; Humans; Judgment; Male; Uncertainty; Verbal Behavior
PubMed: 30995242
DOI: 10.1371/journal.pone.0213522 -
Brain Imaging and Behavior Oct 2020Decoding how intelligence is engrained in the human brain construct is vital in the understanding of particular neurological disorders. While the majority of existing...
Decoding how intelligence is engrained in the human brain construct is vital in the understanding of particular neurological disorders. While the majority of existing studies focus on characterizing intelligence in neurotypical (NT) brains, investigating how neural correlates of intelligence scores are altered by atypical neurodevelopmental disorders, such as Autism Spectrum Disorders (ASD), is almost absent. To help fill this gap, we use a connectome-based predictive model (CPM) to predict intelligence scores from functional connectome data, derived from resting-state functional magnetic resonance imaging (rsfMRI). The utilized model learns how to select the most significant positive and negative brain connections, independently, to predict the target intelligence scores in NT and ASD populations, respectively. In the first step, using leave-one-out cross-validation we train a linear regressor robust to outliers to identify functional brain connections that best predict the target intelligence score (p - value < 0.01). Next, for each training subject, positive (respectively negative) connections are summed to produce single-subject positive (respectively negative) summary values. These are then paired with the target training scores to train two linear regressors: (a) a positive model which maps each positive summary value to the subject score, and (b) a negative model which maps each negative summary value to the target score. In the testing stage, by selecting the same connections for the left-out testing subject, we compute their positive and negative summary values, which are then fed to the trained negative and positive models for predicting the target score. This framework was applied to NT and ASD populations independently to identify significant functional connections coding for full-scale and verbal intelligence quotients in the brain.
Topics: Adolescent; Autism Spectrum Disorder; Brain; Connectome; Humans; Intelligence; Magnetic Resonance Imaging; Male; Speech; Verbal Behavior
PubMed: 31055763
DOI: 10.1007/s11682-019-00111-w