Marianna M. Walker

Mild traumatic brain injury: Effects on naming in word retrieval and discourse

Primary objective: To investigate differences between a group with mild traumatic brain injury (MTBI) and a control group relative to standard scores and error type during word retrieval in both naming and discourse tasks. Methods and procedures: Ten participants with MTBI were age-, gender- and education-matched with 10 participants without injury. Pre-experimental tasks for the participants with MTBI included the Scales of Cognitive Ability for Traumatic Brain Injuryand the Ravens Coloured Progressive Matricesand both groups received the Peabody Picture Vocabulary Test-III. Experimental tasks included the Test of Adolescent/Adult Word Findingand the Test of Word Finding in Discourse. Main outcomes and results: Few participants (three on each experimental task) demonstrated psychometrically-based word retrieval deficits (standard score < 85); however, a significant difference in performance for the TAWFas compared to the TWFDwas observed between groups. More word finding errors occurred with confrontational naming than with discourse tasks for both groups, with latency as the primary error type. Conclusions: Confrontational naming tasks may be more sensitive to subtle language difficulties occurring after MTBI. The study of adults with MTBI and their performance on semantically-based tasks offers important information for the advancement of therapeutic intervention and education.

Can within-category naming identify subtle cognitive deficits in the mild traumatic brain-injured patient?

BACKGROUND This investigation examined the effect of a speeded, computer-controlled task on detecting differences in latency and accuracy of within-category name generation in adults having sustained a mild traumatic brain injury (MTBI). METHODS Twenty-four adults in acute recovery and 24 age-matched controls were instructed to view 72 pictures on a computer monitor, and then name another item belonging to the same category as the visual stimulus as quickly as possible. RESULTS The MTBI group demonstrated significantly longer latencies (p < 0.001) and lower accuracy (p < 0.001) than the control group. Both groups displayed similar patterns of response, although the MTBI group produced significantly more perseverative errors (p < 0.001). No significant correlations were found between performance on the Scales of Cognitive Ability for Traumatic Brain Injury and response latency or accuracy. CONCLUSION The MTBI group performed the task significantly slower and less accurately than controls. Reaction time measures may prove more sensitive than traditional assessment measures in detecting subtle difficulties.

The effects of mild traumatic brain injury on confrontation naming in adults

Primary objective: To compare confrontation-naming in adults with MTBI to a group of normal adults under increased processing load conditions. Research design: A randomized block, repeated measures design was used to examine confrontation-naming response latency and accuracy using a computerized experimental program. Methods and procedures: Twenty-four adults having sustained a MTBI (aged 18–53) and 24 age-matched controls named pictures from three levels of vocabulary as quickly and accurately as possible. All MTBI participants were assessed with the Scales of Cognitive Ability for Traumatic Brain Injury(SCATBI) for later comparison. Main outcomes and results: The results revealed a main effect of group ( p ≤ 0.001) for the latency data and a group by vocabulary level interaction ( p = 0.043) for the accuracy data. No significant correlations were found between response latency and accuracy with performance on the SCATBI. Reaction time measures may reveal inefficiencies not tapped by traditional measures.

Word retrieval following mild TBI: Implications for categorical deficits

Background: Theories on the organisation and structure of semantic knowledge of nouns and verbs have been based on findings with aphasic patients with focal lesions. Populations with diffuse lesions, such as mild traumatic brain injury (MTBI), may offer additional information relative to lexical access of nouns and verbs. Aims: The purpose of this study was to investigate possible dissociation between noun and verb retrieval after MTBI using the Test of Adolescent Adult Word Finding (TAWF). Methods & Procedures: Two groups, 10 MTBI and 10 non‐brain‐damaged (NBD) persons, who had normal vision and hearing, and no history of developmental disabilities, previous head injury, or substance abuse, were participants. Criteria for MTBI included: loss of consciousness <30 minutes and/or PTA<24 hours, GCS 13–15, and negative CT scan. The experimental task was the TAWF, focusing on differences in accuracy and response time for noun and verb naming. Outcomes & Results: Paired sample t‐tests comparing nouns and verbs on accuracy and response time revealed no significant differences for the MTBI group; for the NBD group, there were significant differences for response time only. One‐tailed independent sample t‐tests revealed significant group differences for accuracy and response time on combined nouns and only response time for verbs. Paired sample t‐tests revealed significant differences for naming living and nonliving items only for the MTBI group. Conclusions: No significant accuracy differences were found for either group between nouns and verbs. However, the NBD group named nouns significantly faster than verbs, whereas the MTBI group showed no significant difference. The MTBI group was significantly slower and less accurate than the NBD group for noun naming but only significantly slower for verbs. The MTBI group exhibited higher accuracy in naming living items as compared to nonliving. Therefore, response times appeared to be more sensitive than accuracy in identifying group differences.

The Effect of Dimension and Vocabulary Age on Rapid Picture Naming in Children.

UNLABELLED This investigation involved measures of the reaction times of normally developing children who were asked to name a series of centrally presented picture stimuli of varying vocabulary age and dimension. Results of the ANOVA on reaction times indicated a significant main effect of vocabulary level and an interaction of Dimension x Vocabulary level for the normally developing children. Post-hoc tests showed significant differences between two- and three-dimensional pictures for higher-level vocabulary items, but not for lower-level vocabulary items. This finding indicates that central operations involved in picture naming are influenced differentially by the physical characteristics of the stimulus items. The finding that two-dimensional higher-level vocabulary items were associated with significantly longer reaction times than the three-dimensional higher-level vocabulary suggests that dimensionality may be a critical feature for rapid lexical access for higher-level picture vocabulary. Clinically, the employment of three-dimensional forms may facilitate access to stored visual object memory for advanced levels of picture vocabulary. LEARNING OUTCOMES As a result of this activity, participants will be able to (1) identify the various visual and verbal processes involved in the naming of pictures; and (2) understand the influence of physical characteristics of pictures on reaction time in rapid naming tasks.

The effects of frequency altered feedback on the reading processes of adults with reading disorders.

Various factors have been shown to influence the reading comprehension of reading disordered individuals including altered auditory feedback. This study investigated the influence of frequency altered feedback (FAF) on the reading comprehension and decoding accuracy of reading disordered and normal reading adults. Participants consisted of 30 college students with normal and disordered reading abilities. Percentage accuracy data was collected for both comprehension and decoding. Results indicate that FAF has an enhancing effect on the oral reading comprehension of reading disordered adults whereas it has a detrimental effect on the reading comprehension of normal reading adults. FAF had no effect on decoding accuracy for either group.

Hemispheric Processing Characteristics for Lexical Decisions in Adults with Reading Disorders

The present study measured unilateral tachistoscopic vocal reaction times and error responses of reading-disordered and normally reading adults to single words and nonwords in a series of lexical decision tasks at two linguistic levels (concrete and abstract words). Analysis of variance on reaction times indicated that main effects of stimulus type, visual field, and the interaction of these variables were not significant for the reading-disordered group, but visual field and an interaction of visual field and stimulus type were for the normally reading adults. Error rate showed a significant interaction of stimulus x visual field for the reading-disordered group but not for the normal reading group. Post hoc tests showed significant differences in error rates between visual fields for concrete lexicon but not for abstract or nonsense lexicon for the reading-disordered group. These findings suggest a deficit in interhemispheric lexical transfer occurs for reading-disordered samples and suggest use of a callosal relay model wherein the left hemisphere is allocated responsibility for performing central operations underlying lexical decisions by adults with reading disorders.

The Effects of Anxiety on Affective Learning and Serial Position Recall

Sixty-five college-aged adults participated in a study that examined the effects of trait and state anxiety on learning positive and negative emotional words from the Affective Auditory Verbal Learning Test (AAVL). Self-reported state and trait anxiety were measured via Speilbergers State-Trait Anxiety Inventory (STAI). Each participant completed the five learning trials and delayed recall trial of the positive and negative word lists; order of administration for the word lists was counterbalanced across participants. Using ANOVA, initial analyses revealed significant effects for order of administration of the positive and negative word lists. ANCOVAs (using state and trait anxiety as covariates) yielded a significant interaction involving serial position, trial, and state anxiety as well as an interaction involving serial position, trial, and trait anxiety. Post hoc analyses did not support a priori hypotheses. However, state anxiety was associated with decreased word recall on the first learning trial. The results of this study indicate that state anxiety is initially associated with decreased performance when learning emotional words. However, these initial effects dissipate with subsequent learning trials. Implications for task performance are discussed.

The influence of vocabulary age and spatial dimension on rapid picture naming in children with reading disorders.

The present study measured naming reaction times of normal and reading disordered (RD) children to a series of centrally presented picture stimuli of varying vocabulary age and spatial dimension. Results of the ANOVA on reaction times indicated significant interactions of Group x Dimension and Group x Vocabulary. Post hoc tests on the former interaction suggested that the feature of dimension differentially affected naming reaction times for the two groups. The control group produced faster naming reaction times to the three-dimensional pictures, while the reading disordered group was faster in naming two-dimensional stimuli. In the later interaction, the normal readers produced faster reaction times to the lower-level vocabulary. Although the same pattern of response was obtained for the reading disordered children, they were found to evidence a generalized slowing in their responses with a greater temporal difference occurring between the two levels of vocabulary. These findings suggest that children with reading disorders exhibit deficits in rapid lexical access of later acquired and more complex vocabulary.(1). As a result of this activity, the participant will be able to identify critical stimulus features of pictorial stimuli that effect rapid retrieval abilities. (2). As a result of this activity, the participant will be able to explain the individual subsystems and interactions of processes (Cascade Model) that characterize picture naming. (3). As a result of this activity, the participant will be able to differentiate between patterns of lexical access as a function of critical stimulus features, for children with reading disorders and normal reading abilities.

Transfer of lexical information in adults with reading disorders.

This study was designed to test whether adults with reading disorders differ from adults with normal reading abilities in their interhemispheric transfer rates during a lexical decision task. Correlations of performance were completed between lexical decision vocal reaction times (msec.), interhemispheric reaction rates (RVF vocal reaction times–LVF vocal reaction times) and measures of decoding skills, including sight-word decoding and phonological decoding for 20 adults with reading disorders and 20 with normal reading abilities. Following a series of Pearson product-moment correlations, the correlation between interhemispheric transfer time and sight-word recognition was significant and negative for the adults with reading disorders. This value indicates a significant association between the direction of the interhemispheric transfer time times and sight-word recognition for reading-disordered adults. When correlations were negative (LVF reaction times <RVF reaction times), stronger sight-word recognition scores were found. The correlation between interhemispheric transfer time and sight-word recognition was not significant for the normal reading adults. For both groups, the correlations between interhemispheric transfer time and phonological decoding were not significant so an association between phonological decoding and interhemispheric transfer time was not evident. The current findings suggest a strong relationship between reading proficiency and reaction times in completing the lexical decision task for the reading-disordered adults.