An investigation of time reference in production and comprehension in Thai speakers with agrammatic aphasia

Background It has been demonstrated that reference to the past is difficult for individuals with agrammatic aphasia, leading to the formulation of the PAst DIscourse LInking Hypothesis (PADILIH). Many of the previous studies have focused on Indo-European languages, in which time reference is expressed through verb inflection. The current study examined the PADILIH in Thai, a language that does not use verb inflection but instead uses aspectual markers to refer to time. Aims We aimed to evaluate the pattern of impairment of time reference in Thai speakers with agrammatic aphasia, by investigating how grammatical reference to past, present, and future was processed. Methods and Procedures A total of 15 Thai agrammatic speakers and 18 Thai non-brain-damaged (NBD) speakers participated in a sentence production task and an auditory sentence-to-picture matching comprehension task, both of which probed past, present, and future time reference. Outcomes and Results While the NBD participants performed close to ceiling in both production and comprehension, the agrammatic speakers showed significantly more difficulty in conditions requiring reference to the future in both modalities. In production, however, the agrammatic speakers replaced the target future time reference construction with negation (a construction that can be used as an alternative means for future reference). When responses using negation were counted as correct, the individuals with agrammatic aphasia showed equal impairment across conditions. Conclusions The results of this study were inconsistent with the PADILIH predictions: Thai agrammatic speakers experienced more vulnerability in reference to the future than the present and the past. This suggested that impairments of time reference may differ depending on the structure of the language. We hypothesized that the problems with producing future time reference in Thai may be influenced by the grammatical status of the future marker. In addition, the use of negation in place of the target word might have been because this negative construction reduces the processing load for Thai agrammatic speakers

Single case studies are a powerful tool for developing, testing and extending theories

Psychology embraces a diverse range of methodologies. However, most rely on averaging group data to draw conclusions. In this Perspective, we argue that single case methodology is a valuable tool for developing and extending psychological theories. We stress the importance of single case and case series research, drawing on classic and contemporary cases in which cognitive and perceptual deficits provide insights into typical cognitive processes in domains such as memory, delusions, reading and face perception. We unpack the key features of single case methodology, describe its strengths, its value in adjudicating between theories, and outline its benefits for a better understanding of deficits and hence more appropriate interventions. The unique insights that single case studies have provided illustrate the value of in-depth investigation within an individual. Single case methodology has an important place in the psychologist’s toolkit and it should be valued as a primary research tool

Assessment of lexical and non-lexical spelling in students in Grades 1–7

The main aim of this study was to develop standardised tests that assess some of the most important spelling skills for children in primary school: sound-letter mappings (non-lexical spelling) and word spelling accuracy (lexical spelling). We present normative comparison data for children in Grades 1–7 as well as measures of validity and reliability for both tests. Another aim of this study was to assess the relative prevalence of spelling difficulties that only affect one skill selectively (only lexical or only non-lexical spelling) or both. We found that throughout Grades 1–7, children were as likely to have selective as they were to have mixed difficulties. This underscores the importance of measuring lexical and non-lexical skills separately. The tests presented in this paper provide teachers and clinicians with the necessary tools to do exactly that.24 page(s

Comparing phonological and orthographic cues in the treatment of word retrieval disorders in aphasia

This paper examines the effects of phonological and orthographic cues on spoken naming in aphasia. The aim of the study was to determine the relationship between the effects of phonological and orthographic cues and the underlying functional language impairment and to identify the mechanisms by which the cues have their effects within a neurolinguistic word-processing model (Patterson & Shewell, 1987). We present the results from six anomic participants with chronic aphasia using a case-series design. Both effects of a single application and of multiple applications of cues were assessed, as were both immediate and delayed effects

Insights into the time course of evidentiality processing in Turkish heritage speakers using a self-paced reading task

Introduction: Studies with heritage language speakers (HLS) have often used offline measurements, investigating the post-interpretive effects which emerge after processing has been completed. Relatively few studies have investigated heritage language processing using time-sensitive methods that allow the collection of evidence regarding real-time language processing rather than post-interpretive judgments. Using a self-paced-reading paradigm, we aimed to expand our understanding of HLS language processing by investigating evidentiality-the linguistic marking of information source, which is grammatically expressed in Turkish, but not in English. Method: Participants were 54 bilingual speakers of Turkish and English: 24 HLS (English onset: 0-5 yrs) and 30 emigrant Turkish speakers (ES) who grew up in Turkey before emigrating to Australia (English onset = 6-17 yrs). Participants read sentences with evidential-marked verb forms that either matched or mismatched to the information source context. Word-by-word reading times and end-of-sentence acceptability judgment speed and accuracy were measured. Results: The results showed that although the HLS' responses were slower and less accurate than the ES in both reading times and end-of-sentence acceptability judgments, they showed similarities in online processing patterns. Both groups were faster at reading the mismatching sentences compared to the matching sentences; however, this pattern emerged during the time course of reading first for the indirect condition for the ES, and only later for the direct condition and for the HLS for both evidential conditions. Only HLS read faster in the target region with the direct evidential that is shown to be acquired earlier in childhood, than they did for the indirect evidential which is mastered later. In contrast, the end-of-sentence judgment data showed that while the ES group responded faster to matching direct sentences than matching indirect, this effect was missing for the HLS. Nevertheless, there were similar patterns for accuracy across evidential conditions: both groups were more accurate with the direct evidential. Discussion: Overall, the use of the self-paced-reading paradigm allowed insights into HLS' evidentiality processing above and beyond their generally slower and less accurate processing compared to the reference group. This study provides further evidence for differences in the patterns observed using online vs. post interpretive measures in HLS, reinforcing the importance of combining these methodologies for further understanding of HLS competence and performance.</p

The Experiences and Preferences of Speech and Language Therapists Regarding Aphasia Therapy Apps

Using aphasia therapy apps could be a means of meeting clinical recommendations for aphasia therapy related to dose and frequency. We currently know little about speech and language therapists’ (SLTs) experiences and perceptions of using therapy apps. Making use of a survey, the current study therefore aimed to answer three main research questions: 1.  What are SLTs’ current experiences with regards to aphasia therapy apps? 2. What are SLTs’ perceptions of PWA’s smartphone/tablet use and the suitability of online, independent therapy for this target group? 3.  What do SLTs perceive to be facilitators and barriers to the use of aphasia therapy apps? Our survey respondents consisted of 29 Australian (mean age=35.5 years, 28 female) and 35 Dutch (mean age=36.2 years, 32 female) SLTs. Surveyed SLTs were very positive towards aphasia therapy apps. Encouragingly, they report frequent smartphone/tablet use even in their relatively elderly caseloads and were confident in their clients’ abilities to use aphasia therapy apps independently at home. We therefore conclude that there is plenty of support in the SLT community for increasing the use of aphasia therapy apps, and this could be a means of meeting clinical recommendations regarding intensity and dose of treatment. Nevertheless, our respondents also quite clearly indicated some barriers that they had experienced regarding the use of therapy apps. While it is not within researchers’ power to tackle all of these, the onus is on aphasia researchers and app developers to listen and respond to SLTs’ experiences and feedback and to improve the design of their digital therapies accordingly. The extensive feedback that we have received clearly underlines the importance of directly involving clinicians in the aphasia app development process

No evidence that autistic traits predict programming learning outcomes

With the increased importance of computer programming in society, researchers have been searching for ways to predict which students are most likely to succeed, as well as those who may have difficulty when beginning to learn to program. It has been suggested that autistic traits relate to increased interest and aptitude for abstract science, and that people with higher numbers of autistic traits have a stronger tendency to ‘systemize’, which can be advantageous for studying natural and manmade systems. This could also mean that higher autistic traits are associated with greater programming abilities. In this study, we therefore investigated whether autistic traits, measured with the Autism Spectrum Quotient (AQ), predicted course grades and performance on an independent programming test at the end of an introductory undergraduate programming course. We also examined the relationship between AQ scores and five cognitive skills that were measured at the start of the programming course (logical reasoning, pattern recognition, algebra, vocabulary learning, grammar learning). We found that the participants scored higher on autistic traits than the general population. However, overall autistic traits did not predict programming skill at the end of the course. Similarly, no individual subscale of the AQ predicted programming skills, nor were there any correlations between cognitive skills and autistic traits. Therefore, there is no evidence to support autistic traits being reliably related to programming skill acquisition