Cross-linguistic adaptations of The Comprehensive Aphasia Test: Challenges and solutions

Comparative research on aphasia and aphasia rehabilitation is challenged by the lack of comparable assessment tools across different languages. In English, a large array of tools is available, while in most other languages, the selection is more limited. Importantly, assessment tools are often simple translations and do not take into consideration specific linguistic and psycholinguistic parameters of the target languages. As a first step in meeting the needs for comparable assessment tools, the Comprehensive Aphasia Test is currently being adapted into a number of languages spoken in Europe. In this article, some key challenges encountered in the adaptation process and the solutions to ensure that the resulting assessment tools are linguistically and culturally equivalent, are proposed. Specifically, we focus on challenges and solutions related to the use of imageability, frequency, word length, spelling-to-sound regularity and sentence length and complexity as underlying properties in the selection of the testing material

Imageability ratings across languages

Imageability is a psycholinguistic variable that indicates how well a word gives rise to a mental image or sensory experience. Imageability ratings are used extensively in psycholinguistic, neuropsychological, and aphasiological studies. However, little formal knowledge exists about whether and how these ratings are associated between and within languages. Fifteen imageability databases were cross-correlated using nonparametric statistics. Some of these corresponded to unpublished data collected within a European research network-the Collaboration of Aphasia Trialists (COST IS1208). All but four of the correlations were significant. The average strength of the correlations (rho = .68) and the variance explained (R (2) = 46%) were moderate. This implies that factors other than imageability may explain 54% of the results. Imageability ratings often correlate across languages. Different possibly interacting factors may explain the moderate strength and variance explained in the correlations: (1) linguistic and cultural factors; (2) intrinsic differences between the databases; (3) range effects; (4) small numbers of words in each database, equivalent words, and participants; and (5) mean age of the participants. The results suggest that imageability ratings may be used cross-linguistically. However, further understanding of the factors explaining the variance in the correlations will be needed before research and practical recommendations can be made

Pronominal and anaphoric reference in agrammatism

Subjects with Broca's aphasia have been shown to display difficulties in on-line and off-line tasks involving personal pronouns and reflexives. Off-line tasks have indicated more errors with pronouns than with reflexives while the reverse has been found in on-line studies. In the present off-line study, the comprehension of sentences containing personal pronouns and reflexives is examined in a group of 10 agrammatic participants. Results indicate that subjects had difficulties with both pronouns and reflexives, particularly with reflexives in sentences that contained a quantificational antecedent, as well as with pronouns in exceptional case marking constructions. It is argued that the low performance that subjects exhibited as a group in pronouns and reflexives indicates two distinct impairments, one that concerns coreference and one that concerns A-dependencies, the latter being a manifestation of a general processing failure to link positions. Poor performance on exceptional case marking constructions compared to simple transitive sentences is claimed to be interpreted within theories for reference assignment that distinguish between the two sentence types. (c) 2007 Elsevier Ltd. All rights reserved

Pronoun comprehension in individuals with Down syndrome: The role of age

Background A number of studies have suggested that language in individuals with Down syndrome (DS) may not be simply delayed compared with language in typically developing (TD) children, but deviant. The deviance has been detected in the comprehension of pronouns, and it has triggered proposals for the existence of a specific syntactic deficit in individuals with DS. However, the developmental path of pronoun comprehension in individuals with DS is unknown as there are no studies examining individuals of different ages. Aims To perform a pilot study examining pronoun comprehension in adolescents and adults with DS in comparison with TD children. Research questions include: Are some pronoun types more difficult than others for each of the two groups (DS and TD)? Is there a difference in performance between the two groups? Does performance correlate with chronological age in the DS group? Methods & Procedures Using a manual picture selection task, we examined the comprehension of different types of pronouns in 14 Greek-speaking individuals with DS, ranging from 10 to 34 years of age. We also tested a control group of TD children as well as a typical adult group. The TD and DS groups were recruited and tested in pre-schools and schools/centres for individuals with learning disabilities, respectively. Within- and between-group comparisons were performed for all conditions. For the DS group, correlations between chronological age and performance in each condition were also explored. Outcomes & Results Results reveal a significant positive correlation of age with performance in the DS group, but only in structures that also presented difficulties to TD children. Structures that presented difficulties only to individuals with DS do not appear to be less problematic for older participants. Conclusions & Implications These findings provide support to the deviance hypothesis by suggesting that the syntactic deficit in the comprehension of pronouns in individuals with DS is present in individuals of a wide age range. At the same time, the results, if corroborated by large-scale studies, suggest that some aspects of grammatical development in individuals with DS may continue even after adolescence and well into adulthood. We argue that these findings can contribute towards more targeted intervention practices by increasing our knowledge of the behavioural phenotype of DS. © 2014 Royal College of Speech and Language Therapists