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Bhattacharyya B, Paplikar A, Varghese F, Das G, Shukla V, Arshad F, Gupta A, Mekala S, Mukherjee A, Mukherjee R, Venugopal A, Tripathi M, Ghosh A, Biswas A, Alladi S. Illiterate Addenbrooke's Cognitive Examination-III in Three Indian Languages: An Adaptation and Validation Study. Arch Clin Neuropsychol 2024:acad106. [PMID: 38273465 DOI: 10.1093/arclin/acad106] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/14/2023] [Revised: 11/15/2023] [Accepted: 12/15/2023] [Indexed: 01/27/2024] Open
Abstract
BACKGROUND Literacy is an important factor that predicts cognitive performance. Existing cognitive screening tools are validated only in educated populations and are not appropriate for older adults with little or no education leading to poor performance on these tests and eventually leading to misdiagnosis. This challenge for clinicians necessitates a screening tool suitable for illiterate or low-literate older individuals. OBJECTIVES The objective was to adapt and validate Addenbrooke's Cognitive Examination-III (ACE-III) for screening general cognitive functions in illiterate and low-literate older populations in the Indian context in three languages. METHOD The Indian illiterate ACE-III was systematically adapted by modifying the original items of the Indian literate ACE-III to assess the cognitive functions of illiterates and low-literates with the consensus of an expert panel of professionals working in the area of dementia and related disorders. A total of 180 illiterate or low-literate participants (84 healthy-controls, 50 with dementia, and 46 with mild cognitive impairment [MCI]) were recruited from three different centers speaking Bengali, Hindi, and Kannada to validate the adapted version. RESULTS The optimal cut-off score for illiterate ACE-III to distinguish controls from dementia in all 3 languages was 75. The optimal cut-off scores in distinguishing between controls and MCI ranged from 79 to 82, with a sensitivity ranging from 93% to 99% and a specificity ranging from 72% to 99%. CONCLUSION The test is found to have good psychometric properties and is a reliable cognitive screening tool for identifying dementia and MCI in older adults with low educational backgrounds in the Indian context.
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Affiliation(s)
- Bidisha Bhattacharyya
- Department of Neurology, Bangur Institute of Neurosciences and Institute of Post Graduate Medical Education & Research, Kolkata, India
| | - Avanthi Paplikar
- Department of Speech and Language Studies, Dr. S. R. Chandrasekhar Institute of Speech and Hearing, Bengaluru, India
- Department of Neurology, National Institute of Mental Health and Neurosciences, Bengaluru, India
| | - Feba Varghese
- Department of Neurology, National Institute of Mental Health and Neurosciences, Bengaluru, India
| | - Gautam Das
- Department of Neurology, Bangur Institute of Neurosciences and Institute of Post Graduate Medical Education & Research, Kolkata, India
| | - Vasundhara Shukla
- Department of Neurology, All India Institute of Medical Sciences, New Delhi, India
| | - Faheem Arshad
- Department of Neurology, National Institute of Mental Health and Neurosciences, Bengaluru, India
| | - Aakansha Gupta
- Department of Neurology, All India Institute of Medical Sciences, New Delhi, India
| | - Shailaja Mekala
- Department of Neurology, Nizam's Institute of Medical Sciences, Hyderabad, India
| | - Adreesh Mukherjee
- Department of Neurology, Bangur Institute of Neurosciences and Institute of Post Graduate Medical Education & Research, Kolkata, India
| | - Ruchira Mukherjee
- Department of Neurology, Bangur Institute of Neurosciences and Institute of Post Graduate Medical Education & Research, Kolkata, India
| | - Aparna Venugopal
- Department of Neurology, National Institute of Mental Health and Neurosciences, Bengaluru, India
- Department of Speech Language Pathology and Audiology, National Institute of Mental Health and Neurosciences, Bengaluru, India
| | - Manjari Tripathi
- Department of Neurology, All India Institute of Medical Sciences, New Delhi, India
| | - Amitabha Ghosh
- Department of Neurology, Apollo Multispecialty Hospital, Kolkata, India
| | - Atanu Biswas
- Department of Neurology, Bangur Institute of Neurosciences and Institute of Post Graduate Medical Education & Research, Kolkata, India
| | - Suvarna Alladi
- Department of Neurology, National Institute of Mental Health and Neurosciences, Bengaluru, India
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Rizkallah J, Staios M, Analytis P, Kosmidis MH, March E, Stolwyk RJ. Exploring How Sociocultural Factors Affect the Experience of Completing Neuropsychological Assessments Within Older Greek-Australians. Arch Clin Neuropsychol 2024; 39:65-77. [PMID: 37332261 PMCID: PMC10802220 DOI: 10.1093/arclin/acad044] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 05/18/2023] [Indexed: 06/20/2023] Open
Abstract
OBJECTIVE The field of cultural neuropsychology has grown exponentially over the last three decades. With a limited culturally informed evidence base to guide neuropsychological practice, the acceptability of existing paradigms has been called into question when applied to culturally diverse and educationally disadvantaged groups. This qualitative study aimed to explore the experiences of Greek Australian older adults who underwent a cognitive assessment to better understand potential barriers and facilitators to engagement and to improve neuropsychological assessment outcomes. METHOD Semi-structured interviews were developed to explore cultural attitudes and contextual factors relating to neuropsychological assessment. Interviews were conducted by Greek-speaking neuropsychologists using a sample of 10 healthy elderly Greek Australians following the completion of a comprehensive neuropsychological assessment. Data were analyzed using a phenomenological design within a critical realist framework. RESULTS Analysis revealed the emergence of three broad themes: sociocultural factors, experiences within the broader medical system, and the assessment experience. Engagement with cognitive assessment was influenced by several factors, including rapport building, understanding of the assessment, and use of inappropriate tests. Furthermore, level and quality of education, sex differences, language barriers, acculturation, previous experiences of prejudice, anxiety, and a preference for Greek-speaking clinicians were additional factors reported to affect the client experience and validity of assessment outcomes. CONCLUSION Neuropsychological assessment is, in part, affected by culturally reinforced attitudes. Failing to adjust the relationship between the clinician and client, test environment, style of communication, and the use of culturally inappropriate tests is likely to affect the validity of assessment outcomes.
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Affiliation(s)
- Joyce Rizkallah
- Turner Institute for Brain and Mental Health, School of Psychological Sciences, Monash University, Melbourne, Australia
- Monash-Epworth Rehabilitation Research Centre, Monash University, Melbourne, Australia
| | - Mathew Staios
- Turner Institute for Brain and Mental Health, School of Psychological Sciences, Monash University, Melbourne, Australia
- Monash-Epworth Rehabilitation Research Centre, Monash University, Melbourne, Australia
| | - Penelope Analytis
- Turner Institute for Brain and Mental Health, School of Psychological Sciences, Monash University, Melbourne, Australia
- Monash-Epworth Rehabilitation Research Centre, Monash University, Melbourne, Australia
| | - Mary H Kosmidis
- Lab of Cognitive Neuroscience, School of Psychology, Aristotle University of Thessaloniki, Thessaloniki, Greece
| | - Evrim March
- Turner Institute for Brain and Mental Health, School of Psychological Sciences, Monash University, Melbourne, Australia
| | - Renerus J Stolwyk
- Turner Institute for Brain and Mental Health, School of Psychological Sciences, Monash University, Melbourne, Australia
- Monash-Epworth Rehabilitation Research Centre, Monash University, Melbourne, Australia
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Petri M, Messinis L, Patrikelis P, Nousia A, Nasios G. Illiteracy, Neuropsychological Assessment, and Cognitive Rehabilitation: A Narrative Review. ADVANCES IN EXPERIMENTAL MEDICINE AND BIOLOGY 2023; 1425:477-484. [PMID: 37581821 DOI: 10.1007/978-3-031-31986-0_46] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 08/16/2023]
Abstract
OBJECT Νeuropsychological assessment is particularly important for the accurate discrimination of cognitive abilities and weaknesses of patients in order to determine the appropriate therapeutic intervention. However, the reliability and validity of neuropsychological assessment appears to be influenced by a wide range of factors, including literacy and educational level. AIM This systematic review evaluates neuropsychological tests appropriate for the valid assessment of illiterate individuals and the effectiveness of cognitive rehabilitation programs for illiterate and/or low-educated individuals according to the results of English language studies that have been published in the PubMed/Medline electronic database until August 2022 (no initiation date). RESULTS 49 studies were included for neuropsychological assessment and 4 studies for cognitive rehabilitation. In terms of investigating the validity and reliability of neuropsychological tests for the assessment of healthy illiterate individuals, most studies concluded that for the majority of neuropsychological tests there is a significant difference in performance between healthy illiterate and literate individuals. However, there was consensus among studies that the performance of illiterate subjects was equivalent to the performance of literate subjects on tasks depicting colored and real objects. Regarding cognitive rehabilitation programs, all four studies concluded that they are effective in improving the cognitive functions of illiterate and/or low-literate patients with mild cognitive impairment and/or mild dementia. CONCLUSIONS For the assessment of illiterate individuals, it is imperative that neuropsychological tests with high ecological validity (i.e., tests related to activities of daily living) be administered so as not to underestimate their cognitive functioning. At the same time, cognitive enhancement/stimulation programs seem to be effective in this population group; however, this area needs further investigation.
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Affiliation(s)
- Maria Petri
- Lab of Cognitive Neuroscience, School of Psychology, Aristotle University of Thessaloniki, Thessaloniki, Greece
| | - Lambros Messinis
- Lab of Cognitive Neuroscience, School of Psychology, Aristotle University of Thessaloniki, Thessaloniki, Greece.
| | - Panayiotis Patrikelis
- Lab of Cognitive Neuroscience, School of Psychology, Aristotle University of Thessaloniki, Thessaloniki, Greece
| | - Anastasia Nousia
- Department of Speech and Language Therapy, School of Health Sciences, University of Ioannina, Ioannina, Greece
| | - Grigorios Nasios
- Department of Speech and Language Therapy, School of Health Sciences, University of Ioannina, Ioannina, Greece
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Staios M, Nielsen TR, Kosmidis MH, Papadopoulos A, Kokkinias A, Velakoulis D, Tsiaras Y, March E, Stolwyk RJ. Validity of Visuoconstructional Assessment Methods within Healthy Elderly Greek Australians: Quantitative and Error Analysis. Arch Clin Neuropsychol 2022; 38:598-607. [DOI: 10.1093/arclin/acac091] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 10/23/2022] [Indexed: 12/05/2022] Open
Abstract
Abstract
Aims
Visuospatial skills are frequently assessed with drawing tests. Research has suggested that the use of drawing tasks in low educated groups may lack the ability to discriminate healthy individuals from clinical populations. The aims of this study were to investigate the validity of visuoconstructional tests in a sample of older Greek Australian immigrants and compare their performances to a matched sample of patients with Alzheimer’s disease (ad).
Method
We assessed visuoconstructional performances in a sample of 90 healthy older Greek Australians, with a primary school level of education, and compared performances to a demographically matched sample of 20 Greek Australians with a diagnosis of ad on four visuoconstructional drawing tests: Greek cross, four-pointed star, intersecting pentagons, and the Necker Cube.
Results
While healthy participants tended to outperform the ad group on most copy tasks, high fail rates within the healthy sample were observed for the intersecting pentagons and Necker cube (78% and 73% fail rates, respectively) when using established clinical cut-off scores. High rates of curved angle, omission, distorted relation between elements, spatial disorganization and three-dimensional design errors were found across the four-pointed star, intersecting pentagons, and the Necker cube in both healthy participants and those with ad. Exploratory receiver operating characteristic curve analysis revealed that, with perhaps the exception of the Greek cross, meaningful sensitivity and specificity could not be reached for the four-pointed star, intersecting pentagons, and Necker cube.
Conclusion
Cognitively healthy immigrants with low education appear to be at a disadvantage when completing visuoconstructional drawing tests, as their performance may be misinterpreted as indicating cognitive impairment. Future research is needed to identify alternative approaches to assess visuoconstructional ability in culturally and linguistically diverse older cohorts with limited education.
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Affiliation(s)
- Mathew Staios
- Turner Institute for Brain and Mental Health, School of Psychological Sciences, Monash University , Melbourne, Australia
| | - T Rune Nielsen
- Danish Dementia Research Centre, Neuroscience Centre, Copenhagen University Hospital Department of Neurology, , Rigshospitalet, Copenhagen, Denmark
| | - Mary H Kosmidis
- School of Psychology, Aristotle University of Thessaloniki Lab of Cognitive Neuroscience, , Thessaloniki, Greece
| | - Alexandra Papadopoulos
- Turner Institute for Brain and Mental Health, School of Psychological Sciences, Monash University , Melbourne, Australia
| | - Arthur Kokkinias
- The Royal Melbourne Hospital, Inner West Area Mental Health Service , Parkville, Australia
| | - Dennis Velakoulis
- Melbourne Neuropsychiatry Centre, The University of Melbourne and Melbourne Health Department of Psychiatry, , Melbourne, Australia
- The Royal Melbourne Hospital Neuropsychiatry, , Melbourne, Australia
| | - Yiannis Tsiaras
- School of Psychology, Aristotle University of Thessaloniki Lab of Cognitive Neuroscience, , Thessaloniki, Greece
| | - Evrim March
- Turner Institute for Brain and Mental Health, School of Psychological Sciences, Monash University , Melbourne, Australia
| | - Renerus J Stolwyk
- Turner Institute for Brain and Mental Health, School of Psychological Sciences, Monash University , Melbourne, Australia
- Monash-Epworth Rehabilitation Research Centre , Melbourne, Australia
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Fernandez AL, Arriondo GJ. Reading fluency as a measure of educational level. Dement Neuropsychol 2021; 15:361-365. [PMID: 34630924 PMCID: PMC8485638 DOI: 10.1590/1980-57642021dn15-030008] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/25/2020] [Accepted: 04/28/2021] [Indexed: 11/21/2022] Open
Abstract
Education exerts a powerful influence on the performance on neuropsychological tests. Recently, the number of years that a person attends school has been the preferred method to operationalize educational level (EL). However, reading fluency (RF) has emerged as an alternative method that can define the quality of education.
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Cotosck KR, Meltzer JA, Nucci MP, Lukasova K, Mansur LL, Amaro E. Engagement of Language and Domain General Networks during Word Monitoring in a Native and Unknown Language. Brain Sci 2021; 11:brainsci11081063. [PMID: 34439682 PMCID: PMC8393423 DOI: 10.3390/brainsci11081063] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/30/2021] [Revised: 08/06/2021] [Accepted: 08/09/2021] [Indexed: 12/27/2022] Open
Abstract
Functional neuroimaging studies have highlighted the roles of three networks in processing language, all of which are typically left-lateralized: a ventral stream involved in semantics, a dorsal stream involved in phonology and speech production, and a more dorsal "multiple demand" network involved in many effortful tasks. As lateralization in all networks may be affected by life factors such as age, literacy, education, and brain pathology, we sought to develop a task paradigm with which to investigate the engagement of these networks, including manipulations to selectively emphasize semantic and phonological processing within a single task performable by almost anyone regardless of literacy status. In young healthy participants, we administered an auditory word monitoring task, in which participants had to note the occurrence of a target word within a continuous story presented in either their native language, Portuguese, or the unknown language, Japanese. Native language task performance activated ventral stream language networks, left lateralized but bilateral in the anterior temporal lobe. Unfamiliar language performance, being more difficult, activated left hemisphere dorsal stream structures and the multiple demand network bilaterally, but predominantly in the right hemisphere. These findings suggest that increased demands on phonological processing to accomplish word monitoring in the absence of semantic support may result in the bilateral recruitment of networks involved in speech perception under more challenging conditions.
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Affiliation(s)
- Kelly R. Cotosck
- FNI–Functional Neuroimaging, LIM 4–Laboratório de Investigação Médica 44 (Laboratory of Medical Investigation 44), Department of Radiology, Universidade de São Paulo, São Paulo 05403-000, Brazil; (M.P.N.); (K.L.); (E.A.J.)
- Correspondence: or ; Tel.: +55-11-95131-2225
| | | | - Mariana P. Nucci
- FNI–Functional Neuroimaging, LIM 4–Laboratório de Investigação Médica 44 (Laboratory of Medical Investigation 44), Department of Radiology, Universidade de São Paulo, São Paulo 05403-000, Brazil; (M.P.N.); (K.L.); (E.A.J.)
| | - Katerina Lukasova
- FNI–Functional Neuroimaging, LIM 4–Laboratório de Investigação Médica 44 (Laboratory of Medical Investigation 44), Department of Radiology, Universidade de São Paulo, São Paulo 05403-000, Brazil; (M.P.N.); (K.L.); (E.A.J.)
- Center of Mathematics, Computing and Cognition, Universidade Federal do ABC, Santo André 09210-580, Brazil
| | | | - Edson Amaro
- FNI–Functional Neuroimaging, LIM 4–Laboratório de Investigação Médica 44 (Laboratory of Medical Investigation 44), Department of Radiology, Universidade de São Paulo, São Paulo 05403-000, Brazil; (M.P.N.); (K.L.); (E.A.J.)
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Cristia A, Farabolini G, Scaff C, Havron N, Stieglitz J. Infant-directed input and literacy effects on phonological processing: Non-word repetition scores among the Tsimane'. PLoS One 2020; 15:e0237702. [PMID: 32915785 PMCID: PMC7485875 DOI: 10.1371/journal.pone.0237702] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/14/2019] [Accepted: 07/31/2020] [Indexed: 11/18/2022] Open
Abstract
Language input in childhood and literacy (and/or schooling) have been described as two key experiences impacting phonological processing. In this study, we assess phonological processing via a non-word repetition (NWR) group game, in adults and children living in two villages of an ethnic group where infants are rarely spoken to, and where literacy is variable. We found lower NWR scores than in previous work for both children (N = 17; aged 1-12 years) and adults (N = 13; aged 18-60 years), which is consistent with the hypothesis that there would be long-term effects on phonological processing of experiencing low levels of directed input in infancy. Additionally, we found some evidence that literacy and/or schooling increases NWR scores, although results should be interpreted with caution given the small sample size. These findings invite further investigations in similar communities, as current results are most compatible with phonological processing being influenced by aspects of language experience that vary greatly between and within populations.
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Affiliation(s)
- Alejandrina Cristia
- Laboratoire de Sciences Cognitives et de Psycholinguistique, Département d’Etudes cognitives, ENS, EHESS, CNRS, PSL University, Paris, France
| | - Gianmatteo Farabolini
- Department of Experimental and Clinical Medicine, Università Politecnica delle Marche, Ancona, Italy
| | - Camila Scaff
- Institute of Evolutionary Medicine, University of Zurich, Zurich, Switzerland
| | - Naomi Havron
- Laboratoire de Sciences Cognitives et de Psycholinguistique, Département d’Etudes cognitives, ENS, EHESS, CNRS, PSL University, Paris, France
| | - Jonathan Stieglitz
- Institute for Advanced Study in Toulouse, Université Toulouse 1 Capitole, Toulouse, France
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Narme P, Maillet D, Palisson J, Le Clésiau H, Moroni C, Belin C. How to Assess Executive Functions in a Low-Educated and Multicultural Population Using a Switching Verbal Fluency Test (the TFA-93) in Neurodegenerative Diseases? Am J Alzheimers Dis Other Demen 2019; 34:469-477. [PMID: 30827122 PMCID: PMC10653371 DOI: 10.1177/1533317519833844] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Few neuropsychological tests are available to assess executive dysfunction in low-educated and multicultural populations. To address this issue, the TFA-93, a switching verbal fluency test to assess cognitive flexibility, was administered to 70 healthy controls, 57 patients with a clinical diagnosis of Alzheimer's disease, and 21 with a clinical diagnosis of a neurodegenerative disease associated with frontal disorders. Most of the participants were low-educated and nonnative French speakers. The TFA-93 comprises 2 categorical fluency tasks (animals and fruits) and a fluency task in which participants have to switch between animals and fruits. Correct responses and errors were collected, and a flexibility index expressed the switching cost. Results showed that correct responses were lower, and the switching cost was greater in both patient groups. In low-educated and multicultural populations, the TFA-93 seems to be a good alternative to assess flexibility compared to the standard neuropsychological tools based on academic abilities.
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Affiliation(s)
- Pauline Narme
- Equipe Neuropsychologie du Vieillissement (EA 4468), Institut de Psychologie, Université Paris Descartes, Boulogne-Billancourt, France
- Laboratoire Mémoire, Cerveau et Cognition (EA 7536), Institut de Psychologie, Université Paris Descartes, Boulogne-Billancourt, France
| | - Didier Maillet
- Service de Neurologie, Hôpital Saint-Louis APHP, Université Paris Diderot, Paris, France
- Laboratoire PSITEC, EA 4072, UFR de psychologie, Université de Lille, Pont de Bois, Villeneuve d’Ascq, France
| | - Juliette Palisson
- Unité Fonctionnelle Mémoire et Maladies Neurodégénératives, Service de Neurologie, CHU Avicenne, Assistance Publique des Hôpitaux de Paris (AP-HP), Bobigny, France
| | - Hervé Le Clésiau
- Centre d’Examens de Santé de la Caisse primaire d’Assurance Maladie de la Seine-Saint-Denis, Bobigny, France
| | - Christine Moroni
- Laboratoire PSITEC, EA 4072, UFR de psychologie, Université de Lille, Pont de Bois, Villeneuve d’Ascq, France
| | - Catherine Belin
- Equipe Neuropsychologie du Vieillissement (EA 4468), Institut de Psychologie, Université Paris Descartes, Boulogne-Billancourt, France
- Service de Neurologie, Hôpital Saint-Louis APHP, Université Paris Diderot, Paris, France
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Bulajić A, Despotović M, Lachmann T. Understanding functional illiteracy from a policy, adult education, and cognition point of view: Towards a joint referent framework. ZEITSCHRIFT FÜR NEUROPSYCHOLOGIE 2019. [DOI: 10.1024/1016-264x/a000255] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/24/2023]
Abstract
Abstract. The article discusses the emergence of a functional literacy construct and the rediscovery of illiteracy in industrialized countries during the second half of the 20th century. It offers a short explanation of how the construct evolved over time. In addition, it explores how functional (il)literacy is conceived differently by research discourses of cognitive and neural studies, on the one hand, and by prescriptive and normative international policy documents and adult education, on the other hand. Furthermore, it analyses how literacy skills surveys such as the Level One Study (leo.) or the PIAAC may help to bridge the gap between cognitive and more practical and educational approaches to literacy, the goal being to place the functional illiteracy (FI) construct within its existing scale levels. It also sheds more light on the way in which FI can be perceived in terms of different cognitive processes and underlying components of reading. By building on the previous work of other authors and previous definitions, the article brings together different views of FI and offers a perspective for a needed operational definition of the concept, which would be an appropriate reference point for future educational, political, and scientific utilization.
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Affiliation(s)
- Aleksandar Bulajić
- Center for Cognitive Science, Cognitive and Developmental Psychology Unit, Technical University of Kaiserslautern
- Chair of Andragogy, Faculty of Philosophy, University of Belgrade
| | | | - Thomas Lachmann
- Center for Cognitive Science, Cognitive and Developmental Psychology Unit, Technical University of Kaiserslautern
- Facultad de Lenguas y Educación, Universidad Nebrija, Madrid
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Julayanont P, Ruthirago D. The illiterate brain and the neuropsychological assessment: From the past knowledge to the future new instruments. APPLIED NEUROPSYCHOLOGY-ADULT 2016; 25:174-187. [PMID: 27841690 DOI: 10.1080/23279095.2016.1250211] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/12/2023]
Abstract
The lifetime learning of illiterate and low-educated individuals shapes their cognitive skills, which are challenging to grade by the current available neuropsychological tools. Eight hundred million of the global population are illiterate. It is very challenging to interpret the cognitive performance of this population by the available formal neuropsychological tests, mainly developed for higher educated people. From extensive literature investigation, we reviewed the cognitive process and performance of illiterate and low-educated population on various cognitive domains including language, executive function, memory, visual-related function, and motor skills. We also suggested the concept in the development of the appropriate tools for the cognitive assessment among this population. Finally, we provide the available cognitive screening tools validated in the illiterate and low-educated subjects within the last three decades.
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Affiliation(s)
- Parunyou Julayanont
- a Department of Neurology , Texas Tech University Health Sciences Center , Lubbock , Texas , USA
| | - Doungporn Ruthirago
- a Department of Neurology , Texas Tech University Health Sciences Center , Lubbock , Texas , USA
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Vágvölgyi R, Coldea A, Dresler T, Schrader J, Nuerk HC. A Review about Functional Illiteracy: Definition, Cognitive, Linguistic, and Numerical Aspects. Front Psychol 2016; 7:1617. [PMID: 27891100 PMCID: PMC5102880 DOI: 10.3389/fpsyg.2016.01617] [Citation(s) in RCA: 32] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/29/2016] [Accepted: 10/03/2016] [Indexed: 01/08/2023] Open
Abstract
Formally, availability of education for children has increased around the world over the last decades. However, despite having a successful formal education career, adults can become functional illiterates. Functional illiteracy means that a person cannot use reading, writing, and calculation skills for his/her own and the community's development. Functional illiteracy has considerable negative effects not only on personal development, but also in economic and social terms. Although functional illiteracy has been highly publicized in mass media in the recent years, there is limited scientific knowledge about the people termed functional illiterates; definition, assessment, and differential diagnoses with respect to related numerical and linguistic impairments are rarely studied and controversial. The first goal of our review is to give a comprehensive overview of the research on functional illiteracy by describing gaps in knowledge within the field and to outline and address the basic questions concerning who can be considered as functional illiterates: (1) Do they possess basic skills? (2) In which abilities do they have the largest deficits? (3) Are numerical and linguistic deficits related? (4) What is the fundamental reason for their difficulties? (5) Are there main differences between functional illiterates, illiterates, and dyslexics? We will see that despite partial evidence, there is still much research needed to answer these questions. Secondly, we emphasize the timeliness for a new and more precise definition that results in uniform sampling, better diagnosis, conclusion, and intervention. We propose the following working definition as the result of the review: functional illiteracy is the incapability to understand complex texts despite adequate schooling, age, language skills, elementary reading skills, and IQ. These inabilities must also not be fully explained by sensory, domain-general cognitive, neurological or mental disorders. In sum, we suggest that functional illiteracy must be more thoroughly understood and assessed from a theoretical, empirical, and diagnostic perspective.
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Affiliation(s)
- Réka Vágvölgyi
- LEAD Graduate School & Research Network, University of TuebingenTuebingen, Germany
| | - Andra Coldea
- School of Psychology, University of GlasgowGlasgow, Scotland
| | - Thomas Dresler
- LEAD Graduate School & Research Network, University of TuebingenTuebingen, Germany
- Department of Psychiatry and Psychotherapy, University of TuebingenTuebingen, Germany
| | - Josef Schrader
- LEAD Graduate School & Research Network, University of TuebingenTuebingen, Germany
- German Institute for Adult Education – Leibniz Centre for Lifelong LearningBonn, Germany
| | - Hans-Christoph Nuerk
- LEAD Graduate School & Research Network, University of TuebingenTuebingen, Germany
- Department of Psychology, University of TuebingenTuebingen, Germany
- Knowledge Media Research Center – Leibniz Institut für WissensmedienTuebingen, Germany
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Nielsen TR, Waldemar G. Effects of literacy on semantic verbal fluency in an immigrant population. AGING NEUROPSYCHOLOGY AND COGNITION 2016; 23:578-90. [DOI: 10.1080/13825585.2015.1132668] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Affiliation(s)
- T. Rune Nielsen
- Danish Dementia Research Centre, Department of Neurology, Neuroscience Center, Copenhagen University Hospital, Rigshospitalet, Copenhagen, Denmark
| | - Gunhild Waldemar
- Danish Dementia Research Centre, Department of Neurology, Neuroscience Center, Copenhagen University Hospital, Rigshospitalet, Copenhagen, Denmark
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Heled E, Hoofien D, Bachar E, Ebstein RP. Verbal Versus Figural Fluency Tests in Currently Ill and Weight Restored Anorexia Nervosa Patients. EUROPEAN EATING DISORDERS REVIEW 2015. [PMID: 26206112 DOI: 10.1002/erv.2387] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Abstract
Fluency tests allow domain-specific assessment of verbal and non-verbal executive functions (EF) comparison and also enable utilizing of both quantitative and qualitative scoring methods. Thirty-five currently ill anorexia nervosa patients (PANs), 33 weight-restored patients (WRAN) and 47 healthy controls (HCs) were administered the word fluency test and the five-point test. Results show that WRANs tended to perseverate more than HCs in the verbal-fluency test. In addition, PANs produced significantly less correct figures and perseverated more than HCs and WRANs; HCs used more strategy methods than PANs and WRANs. Additionally, a positive correlation was found in the HC group between the total number of words in the verbal phonemic test and the number of designs produced and the number of correct designs. No such correlations were found in both anorexia groups. In conclusion, there is a differentiation between verbal and non-verbal EF in PANs and WRANs, showing a deficiency in the non-verbal domain. These findings may contribute to our understanding of the cognitive nature of the disorder.
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Affiliation(s)
- Eyal Heled
- Day Rehabilitation Unit, Sheba Medical Center, Ramat Gan, Israel.,Department of Psychology, Hebrew University of Jerusalem, Jerusalem, Israel
| | - Dan Hoofien
- Department of Psychology, Hebrew University of Jerusalem, Jerusalem, Israel
| | - Eytan Bachar
- Department of Psychology, Hebrew University of Jerusalem, Jerusalem, Israel.,Department of Psychiatry, Hadassah University Medical Center, Jerusalem, Israel
| | - Richard P Ebstein
- Department of Psychology, National University of Singapore, Singapore
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Kang SG, Cho SJ, Ryu SH, Choi SH, Han SH, Shim YS, Ko KP, Jeong JH, Lee JY, Lee DW. Normative Study of the Literacy Independent Cognitive Assessment in Illiterate and Literate Elderly Koreans. Psychiatry Investig 2015; 12. [PMID: 26207122 PMCID: PMC4504911 DOI: 10.4306/pi.2015.12.3.305] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/19/2022] Open
Abstract
OBJECTIVE The aim of this study was to provide normative data on the Literacy Independent Cognitive Assessment (LICA) and to explore the effects of age, education/literacy, and gender on the performance of this test. METHODS Eight hundred and eighty-eight healthy elderly subjects, including 164 healthy illiterate subjects, participated in this study. None of the participants had serious medical, psychiatric, or neurological disorders including dementia. Bivariate linear regression analyses were performed to examine the effects of age, education/literacy, and sex on the score in each of the LICA cognitive tests. The normative scores for each age and education/literacy groups are presented. RESULTS Bivariate linear regression analyses revealed that total score and all cognitive tests of the LICA were significantly influenced by both age and education/literacy. Younger and more-educated subjects outperformed older and illiterate or less-educated subjects, respectively, in all of the tests. The normative scores of LICA total score and subset score were presented according to age (60-64, 65-69, 70-74, 75-80, and ≥80 years) and educational levels (illiterate, and 0-3, 4-6, and ≥7 years of education). CONCLUSION These results on demographic variables suggest that age and education should be taken into account when attempting to accurately interpret the results of the LICA cognitive subtests. These normative data will be useful for clinical interpretations of the LICA neuropsychological battery in illiterate and literate elderly Koreans. Similar normative studies and validations of the LICA involving different ethnic groups will help to enhance the dementia diagnosis of illiterate people of different ethnicities.
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Affiliation(s)
- Seung-Gul Kang
- Department of Psychiatry, Gil Medical Center, Gachon University School of Medicine, Incheon, Republic of Korea
| | - Seong-Jin Cho
- Department of Psychiatry, Gil Medical Center, Gachon University School of Medicine, Incheon, Republic of Korea
| | - Seung-Ho Ryu
- Department of Psychiatry, Konkuk University Hospital, Seoul, Republic of Korea
| | - Seong Hye Choi
- Department of Neurology, Inha University School of Medicine, Incheon, Republic of Korea
| | - Seol-Heui Han
- Department of Neurology, Konkuk University School of Medicine, Seoul, Republic of Korea
| | - Yong S. Shim
- Department of Neurology, Bucheon St. Mary's Hospital, The Catholic University of Korea School of Medicine, Bucheon, Republic of Korea
| | - Kwang-Pil Ko
- Department of Preventive Medicine, Gachon University School of Medicine, Incheon, Republic of Korea
| | - Jee H. Jeong
- Department of Neurology, Ewha Womans University School of Medicine, Seoul, Republic of Korea
| | - Jun-Young Lee
- Department of Psychiatry and Behavioral Science, Seoul National University College of Medicine, SMG-SNU Boramae Medical Center, Seoul, Republic of Korea
| | - Dong Woo Lee
- Department of Psychiatry, Inje University Sanggye Paik Hospital, Seoul, Republic of Korea
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15
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Huettig F, Brouwer S. Delayed Anticipatory Spoken Language Processing in Adults with Dyslexia—Evidence from Eye-tracking. DYSLEXIA (CHICHESTER, ENGLAND) 2015; 21:97-122. [PMID: 25820191 DOI: 10.1002/dys.1497] [Citation(s) in RCA: 16] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/04/2023]
Abstract
It is now well established that anticipation of upcoming input is a key characteristic of spoken language comprehension. It has also frequently been observed that literacy influences spoken language processing. Here, we investigated whether anticipatory spoken language processing is related to individuals' word reading abilities. Dutch adults with dyslexia and a control group participated in two eye-tracking experiments. Experiment 1 was conducted to assess whether adults with dyslexia show the typical language-mediated eye gaze patterns. Eye movements of both adults with and without dyslexia closely replicated earlier research: spoken language is used to direct attention to relevant objects in the environment in a closely time-locked manner. In Experiment 2, participants received instructions (e.g., 'Kijk naar de(COM) afgebeelde piano(COM)', look at the displayed piano) while viewing four objects. Articles (Dutch 'het' or 'de') were gender marked such that the article agreed in gender only with the target, and thus, participants could use gender information from the article to predict the target object. The adults with dyslexia anticipated the target objects but much later than the controls. Moreover, participants' word reading scores correlated positively with their anticipatory eye movements. We conclude by discussing the mechanisms by which reading abilities may influence predictive language processing.
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Affiliation(s)
- Falk Huettig
- Max Planck Institute for Psycholinguistics, Nijmegen, Netherlands
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16
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Language Development across the Life Span: A Neuropsychological/Neuroimaging Perspective. NEUROSCIENCE JOURNAL 2014; 2014:585237. [PMID: 26317109 PMCID: PMC4437268 DOI: 10.1155/2014/585237] [Citation(s) in RCA: 27] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 08/26/2014] [Accepted: 11/25/2014] [Indexed: 11/17/2022]
Abstract
Language development has been correlated with specific changes in brain development. The aim of this paper is to analyze the linguistic-brain associations that occur from birth through senescence. Findings from the neuropsychological and neuroimaging literature are reviewed, and the relationship of language changes observable in human development and the corresponding brain maturation processes across age groups are examined. Two major dimensions of language development are highlighted: naming (considered a major measure of lexical knowledge) and verbal fluency (regarded as a major measure of language production ability). Developmental changes in the brain lateralization of language are discussed, emphasizing that in early life there is an increase in functional brain asymmetry for language, but that this asymmetry changes over time, and that changes in the volume of gray and white matter are age-sensitive. The effects of certain specific variables, such as gender, level of education, and bilingualism are also analyzed. General conclusions are presented and directions for future research are suggested.
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17
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Smith AC, Monaghan P, Huettig F. Literacy effects on language and vision: Emergent effects from an amodal shared resource (ASR) computational model. Cogn Psychol 2014; 75:28-54. [DOI: 10.1016/j.cogpsych.2014.07.002] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/13/2014] [Revised: 07/21/2014] [Accepted: 07/24/2014] [Indexed: 01/24/2023]
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18
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Kolinsky R, Monteiro-Plantin RS, Mengarda EJ, Grimm-Cabral L, Scliar-Cabral L, Morais J. How formal education and literacy impact on the content and structure of semantic categories. Trends Neurosci Educ 2014. [DOI: 10.1016/j.tine.2014.08.001] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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19
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Bozikas VP, Kosmidis MH, Giannakou M, Kechayas P, Tsotsi S, Kiosseoglou G, Fokas K, Garyfallos G. Controlled shifting of attention in schizophrenia and bipolar disorder through a dichotic listening paradigm. Compr Psychiatry 2014; 55:1212-9. [PMID: 24666714 DOI: 10.1016/j.comppsych.2014.02.014] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/06/2013] [Revised: 02/21/2014] [Accepted: 02/24/2014] [Indexed: 12/24/2022] Open
Abstract
The dichotic listening (DL) task was developed originally to examine bottom-up or "automatic" information processing. More recently, however, it has been used as a tool in the study of top-down or "controlled" information processing. This has been done by including forced-choice conditions, wherein the examinee is required to focus attention on one or the other ear. It has been widely utilized with patients with schizophrenia, who exhibit rather severe deficits in managing their attention, but not with other patient groups, such as patients with bipolar disorder. In the present study, we examined potential performance similarities in the DL listening task. In total, the sample consisted of 38 patients with schizophrenia, 20 patients with psychotic bipolar disorder and 35 healthy individuals, who performed a DL task with verbal stimuli once at the beginning of their hospitalization and again on the last day before discharge. Our findings indicated that both patient groups showed similarly diminished performance when compared to healthy participants at both times of administration. Symptom improvement between the two evaluations did not significantly influence performance in the DL task. In conclusion, impaired automated and controlled information processing appears to be a common deficit in both schizophrenia and bipolar disorder.
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Affiliation(s)
- V P Bozikas
- 1st Department of Psychiatry, School of Medicine, Aristotle University of Thessaloniki, Thessaloniki, Greece.
| | - M H Kosmidis
- Laboratory of Cognitive Neuroscience, School of Psychology, Aristotle University of Thessaloniki, Thessaloniki, Greece
| | - M Giannakou
- Laboratory of Cognitive Neuroscience, School of Psychology, Aristotle University of Thessaloniki, Thessaloniki, Greece
| | - P Kechayas
- Laboratory of Cognitive Neuroscience, School of Psychology, Aristotle University of Thessaloniki, Thessaloniki, Greece
| | - S Tsotsi
- Laboratory of Cognitive Neuroscience, School of Psychology, Aristotle University of Thessaloniki, Thessaloniki, Greece
| | - G Kiosseoglou
- Laboratory of Cognitive Neuroscience, School of Psychology, Aristotle University of Thessaloniki, Thessaloniki, Greece
| | - K Fokas
- 1st Department of Psychiatry, School of Medicine, Aristotle University of Thessaloniki, Thessaloniki, Greece
| | - G Garyfallos
- 2nd Department of Psychiatry, School of Medicine, Aristotle University of Thessaloniki, Thessaloniki, Greece
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20
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Word reading skill predicts anticipation of upcoming spoken language input: a study of children developing proficiency in reading. J Exp Child Psychol 2014; 126:264-79. [PMID: 24955519 DOI: 10.1016/j.jecp.2014.05.004] [Citation(s) in RCA: 40] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/27/2014] [Revised: 05/15/2014] [Accepted: 05/16/2014] [Indexed: 11/23/2022]
Abstract
Despite the efficiency with which language users typically process spoken language, a growing body of research finds substantial individual differences in both the speed and accuracy of spoken language processing potentially attributable to participants' literacy skills. Against this background, the current study took a look at the role of word reading skill in listeners' anticipation of upcoming spoken language input in children at the cusp of learning to read; if reading skills affect predictive language processing, then children at this stage of literacy acquisition should be most susceptible to the effects of reading skills on spoken language processing. We tested 8-year-olds on their prediction of upcoming spoken language input in an eye-tracking task. Although children, like in previous studies to date, were successfully able to anticipate upcoming spoken language input, there was a strong positive correlation between children's word reading skills (but not their pseudo-word reading and meta-phonological awareness or their spoken word recognition skills) and their prediction skills. We suggest that these findings are most compatible with the notion that the process of learning orthographic representations during reading acquisition sharpens pre-existing lexical representations, which in turn also supports anticipation of upcoming spoken words.
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21
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22
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Stokholm J, Jørgensen K, Vogel A. Performances on five verbal fluency tests in a healthy, elderly Danish sample. AGING NEUROPSYCHOLOGY AND COGNITION 2013; 20:22-33. [DOI: 10.1080/13825585.2012.656576] [Citation(s) in RCA: 29] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
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23
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Vlahou CH, Kosmidis MH, Dardagani A, Tsotsi S, Giannakou M, Giazkoulidou A, Zervoudakis E, Pontikakis N. Development of the Greek Verbal Learning Test: Reliability, Construct Validity, and Normative Standards. Arch Clin Neuropsychol 2012. [DOI: 10.1093/arclin/acs099] [Citation(s) in RCA: 50] [Impact Index Per Article: 4.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022] Open
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24
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Stavrakaki S, Megari K, Kosmidis MH, Apostolidou M, Takou E. Working memory and verbal fluency in simultaneous interpreters. J Clin Exp Neuropsychol 2012; 34:624-33. [PMID: 22436006 DOI: 10.1080/13803395.2012.667068] [Citation(s) in RCA: 26] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
Abstract
We investigated working memory and verbal fluency in simultaneous interpreters, expecting to find enhanced working memory and semantic processing in interpreters relative to others fluent in a second language. The interpreters (n = 15) outperformed the control group (n = 35) on semantic fluency and most measures of working memory; their advantage over teachers of a foreign language (n = 15) approached, but did not reach, statistical significance. Our findings suggest that, while proficiency in a foreign language may enhance fluency and working memory skills, simultaneous interpreters have semantic processing and working memory capacities greater than those expected from mere proficiency in a foreign language.
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Affiliation(s)
- Stavroula Stavrakaki
- Department of Italian Language and Literature, School of Philosophy, Aristotle University of Thessaloniki, Greece
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25
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Huettig F, Singh N, Mishra RK. Language-mediated visual orienting behavior in low and high literates. Front Psychol 2011; 2:285. [PMID: 22059083 PMCID: PMC3203553 DOI: 10.3389/fpsyg.2011.00285] [Citation(s) in RCA: 38] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/27/2011] [Accepted: 10/10/2011] [Indexed: 11/24/2022] Open
Abstract
The influence of formal literacy on spoken language-mediated visual orienting was investigated by using a simple look and listen task which resembles every day behavior. In Experiment 1, high and low literates listened to spoken sentences containing a target word (e.g., "magar," crocodile) while at the same time looking at a visual display of four objects (a phonological competitor of the target word, e.g., "matar," peas; a semantic competitor, e.g., "kachuwa," turtle, and two unrelated distractors). In Experiment 2 the semantic competitor was replaced with another unrelated distractor. Both groups of participants shifted their eye gaze to the semantic competitors (Experiment 1). In both experiments high literates shifted their eye gaze toward phonological competitors as soon as phonological information became available and moved their eyes away as soon as the acoustic information mismatched. Low literates in contrast only used phonological information when semantic matches between spoken word and visual referent were not present (Experiment 2) but in contrast to high literates these phonologically mediated shifts in eye gaze were not closely time-locked to the speech input. These data provide further evidence that in high literates language-mediated shifts in overt attention are co-determined by the type of information in the visual environment, the timing of cascaded processing in the word- and object-recognition systems, and the temporal unfolding of the spoken language. Our findings indicate that low literates exhibit a similar cognitive behavior but instead of participating in a tug-of-war among multiple types of cognitive representations, word-object mapping is achieved primarily at the semantic level. If forced, for instance by a situation in which semantic matches are not present (Experiment 2), low literates may on occasion have to rely on phonological information but do so in a much less proficient manner than their highly literate counterparts.
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Affiliation(s)
- Falk Huettig
- Max Planck Institute for PsycholinguisticsNijmegen, Netherlands
- Donders Institute for Brain, Cognition, and Behaviour, Radboud UniversityNijmegen, Netherlands
| | - Niharika Singh
- Centre of Behavioral and Cognitive Sciences, University of AllahabadAllahabad, India
| | - Ramesh Kumar Mishra
- Centre of Behavioral and Cognitive Sciences, University of AllahabadAllahabad, India
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26
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Kosmidis MH, Zafiri M, Politimou N. Literacy versus formal schooling: influence on working memory. Arch Clin Neuropsychol 2011; 26:575-82. [PMID: 21810857 DOI: 10.1093/arclin/acr063] [Citation(s) in RCA: 38] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022] Open
Abstract
Previous work has demonstrated that illiterate individuals exhibit reduced performance on measures of working memory, relative to a literate cohort. Given the relationship of working memory to phonological processing, which is enhanced by literacy, we sought to examine working memory in illiterate individuals and whether differences can be attributed to artifacts of the test typically used. To the extent that differences actually exist, we also examined whether they can be attributed to the effects of literacy per se or whether they reflect the effects of formal schooling. To accomplish this, we explored the performance of four groups of participants (illiterate, functionally illiterate, self-educated literate, school-educated literate), on five tests of working memory. Illiterate groups performed more poorly than the literate groups on all measures except the "Spatial Span" forward condition and "Remembering a New Route." Our results suggest that differences in working memory performance among literate and illiterate individuals can be attributed to literacy per se. Formal schooling, however, appears to enhance working memory skills. Finally, we stress the need to use tools that are not influenced by literacy and schooling effects in the clinical assessment of illiterate individuals.
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Affiliation(s)
- Mary H Kosmidis
- School of Psychology, Aristotle University of Thessaloniki, Greece.
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27
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Ardila A, Bertolucci PH, Braga LW, Castro-Caldas A, Judd T, Kosmidis MH, Matute E, Nitrini R, Ostrosky-Solis F, Rosselli M. Illiteracy: The Neuropsychology of Cognition Without Reading. Arch Clin Neuropsychol 2010; 25:689-712. [DOI: 10.1093/arclin/acq079] [Citation(s) in RCA: 176] [Impact Index Per Article: 12.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022] Open
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28
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Naito F, Uessugue VL, Cabral RA, Radanovic M, Mansur LL. Effect of schooling in auditory lexical decision. Dement Neuropsychol 2008; 2:125-130. [PMID: 29213555 PMCID: PMC5619582 DOI: 10.1590/s1980-57642009dn20200009] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022] Open
Abstract
The task of lexical decision demands the functioning of the phonological loop to
identify and discriminate strings of sounds and lexical knowledge to identify if
this string can be taken as a real word or pseudo-word.
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Affiliation(s)
- Fernanda Naito
- Speech Pathologist, Specialist in Neurolinguistics - Department of Physiotherapy, Speech Pathology and Occupational Therapy - University of Sao Paulo School of Medicine
| | - Vivian Leyne Uessugue
- Speech Pathologist, Specialist in Neurolinguistics - Department of Physiotherapy, Speech Pathology and Occupational Therapy - University of Sao Paulo School of Medicine
| | - Renata Amparado Cabral
- Speech Pathologist, Specialist in Neurolinguistics - Department of Physiotherapy, Speech Pathology and Occupational Therapy - University of Sao Paulo School of Medicine
| | - Márcia Radanovic
- MD, PhD, Department of Neurology - University of Sao Paulo School of Medicine
| | - Letícia Lessa Mansur
- Associate Professor - Department of Physiotherapy, Speech Pathology and Occupational Therapy - University of Sao Paulo School of Medicine
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29
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Reis A, Faísca L, Mendonça S, Ingvar M, Petersson KM. Semantic interference on a phonological task in illiterate subjects. Scand J Psychol 2007; 48:69-74. [PMID: 17257371 DOI: 10.1111/j.1467-9450.2006.00544.x] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
Previous research suggests that learning an alphabetic written language influences aspects of the auditory-verbal language system. In this study, we examined whether literacy influences the notion of words as phonological units independent of lexical semantics in literate and illiterate subjects. Subjects had to decide which item in a word- or pseudoword pair was phonologically longest. By manipulating the relationship between referent size and phonological length in three word conditions (congruent, neutral, and incongruent) we could examine to what extent subjects focused on form rather than meaning of the stimulus material. Moreover, the pseudoword condition allowed us to examine global phonological awareness independent of lexical semantics. The results showed that literate performed significantly better than illiterate subjects in the neutral and incongruent word conditions as well as in the pseudoword condition. The illiterate group performed least well in the incongruent condition and significantly better in the pseudoword condition compared to the neutral and incongruent word conditions and suggest that performance on phonological word length comparisons is dependent on literacy. In addition, the results show that the illiterate participants are able to perceive and process phonological length, albeit less well than the literate subjects, when no semantic interference is present. In conclusion, the present results confirm and extend the finding that illiterate subjects are biased towards semantic-conceptual-pragmatic types of cognitive processing.
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Affiliation(s)
- Alexandra Reis
- Cognitive Neurophysiology Research Group, Department of Clinical Neuroscience, Karolinska Institutet, Stockholm, Sweden.
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Mak W, Kwan MWM, Cheng TS, Chan KH, Cheung RTF, Ho SL. Myopia as a latent phenotype of a pleiotropic gene positively selected for facilitating neurocognitive development, and the effects of environmental factors in its expression. Med Hypotheses 2006; 66:1209-15. [PMID: 16413689 DOI: 10.1016/j.mehy.2005.11.037] [Citation(s) in RCA: 13] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/23/2005] [Accepted: 11/25/2005] [Indexed: 11/26/2022]
Abstract
Myopia has become an almost pandemic problem in many populations. There are compelling evidence to suggest that myopia is a hereditary condition. However, myopia would constitute a definite selection disadvantage during most stages of human evolution, which is incompatible with its moderate to high prevalence in most modern populations. The rapid upsurge of myopia over just a few decades also implies that its inheritance does not follow any of the usual patterns, and environmental factors may have an important role in precipitating its occurrence in those who are genetically predisposed. Previous studies showed that myopes were, on average, more intelligent than non-myopes, and this association had been attributed to a biological link between eye growth and brain development. We propose a pleiotropic genetic model to explain the atypical epidemiologic and inheritance pattern of myopia and its relationship with neurocognitive development. This pleiotropic gene was positively selected for its facilitation of human intelligence. The myopic component is a latent phenotype; myopia will not be expressed unless some novel external factors are encountered (i.e. a "quirk" phenomenon). Therefore, the myopic component was selectively neutral in our ancestral environment. The net gain in Darwinian fitness enables the pleiotropic gene to attain a high frequency in the human population, as reflected by our current prevalence of myopia.
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Affiliation(s)
- W Mak
- Department of Medicine, Queen Mary Hospital, University of Hong Kong, PR China.
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31
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Abstract
Difficulties in phonological processing in illiterates have been attributed to their limited phonological awareness, a consequence of their lack of literacy. We sought to explore the potential influence of education on auditory lexical processing above and beyond literacy per se. In order to achieve this goal, we compared a lexical decision making paradigm with a repetition paradigm using words and pseudo-words. We based this choice of tasks on previous research, which has shown that pseudo-word repetition is dependent on the phonological loop; such studies have thus demonstrated a literacy effect on repetition. Instead, lexical decision making is known to depend on the size of one's vocabulary, which is influenced by the level of education attained. Our sample comprised three groups: illiterate no education, literate/low education and literate/high education, individuals. The pattern of our findings confirmed that literacy has an effect on the capacity of the phonological loop, as our illiterate group alone had difficulty with repetition, as compared with both literate/educated groups. Also, our findings suggested an education effect on lexical decision making, as we found a gradation in the performance of the three groups. Therefore, we succeeded in dissecting the effect of literacy and education on auditory lexical processing through the application and comparison of two simple paradigms.
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Affiliation(s)
- Mary H Kosmidis
- Department of Psychology, Aristotle University of Thessaloniki, Thessaloniki, Greece.
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