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Speech Metrics and Samples That Differentiate between Nonfluent/Agrammatic and Logopenic Variants of Primary Progressive Aphasia
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Haley, Katarina L.; Jacks, Adam; Jarrett, Jordan; Ray, Taylor; Cunningham, Kevin T.; Gorno-Tempini, Maria Luisa; Henry, Maya L. – Journal of Speech, Language, and Hearing Research, 2021
Purpose: Of the three currently recognized variants of primary progressive aphasia, behavioral differentiation between the nonfluent/agrammatic (nfvPPA) and logopenic (lvPPA) variants is particularly difficult. The challenge includes uncertainty regarding diagnosis of apraxia of speech, which is subsumed within criteria for variant classification.…
Descriptors: Speech Communication, Aphasia, Intonation, Suprasegmentals
Memory Abilities in Williams Syndrome: Dissociation or Developmental Delay Hypothesis?
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Sampaio, Adriana; Sousa, Nuno; Fernandez, Montse; Henriques, Margarida; Goncalves, Oscar F. – Brain and Cognition, 2008
Williams syndrome (WS) is a neurodevelopmental genetic disorder often described as being characterized by a dissociative cognitive architecture, in which profound impairments of visuo-spatial cognition contrast with relative preservation of linguistic, face recognition and auditory short-memory abilities. This asymmetric and dissociative cognition…
Descriptors: Verbal Learning, Short Term Memory, Long Term Memory, Developmental Delays
Memory of Specific Learning Disabled Readers Using the California Verbal Learning Test for Children.
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Knee, Kathleen; And Others – 1991
A group of 73 normal children (ages 8 to 10) was compared to 49 age-matched developmentally dyslexic children of average intelligence on the California Verbal Learning Test for Children (CVLT-C), to determine if reading disability was associated with impaired verbal memory. Dyslexics differed significantly from controls on 9 of the 12 CVLT-C…
Descriptors: Cognitive Processes, Dyslexia, Elementary Education, Learning Processes
Evidence for Unexpected Weaknesses in Learning in Children with Attention-Deficit/Hyperactivity Disorder without Reading Disabilities.
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Cutting, Laurie E.; Koth, Christine W.; Mahone, E. Mark; Denckla, Martha B. – Journal of Learning Disabilities, 2003
Eighteen children (ages 6-16) with attention deficit hyperactivity disorder (ADHD) were compared to 20 controls on both process and product scores from the California Verbal Learning Test for Children. Children with ADHD initially learned the same number of words as controls but showed weaknesses recalling the words after delays. (Contains…
Descriptors: Attention Deficit Disorders, Auditory Perception, Elementary Secondary Education, Hyperactivity