In this research two functional magnetic resonance tomography experiments were conducted to identify core regions of language comprehension processes. The focus of the studies was on inferencing, i.e. the activation of information which has not been explicitly mentioned in a given utterance but which is somehow implied because of general world knowledge. The research strategy was two-fold. First, text materials were used which allowed to isolate inference processes from more basic language processes. Second, two tasks verification in Experiment 1 and recognition in Experiment 2 were assigned to the participants to selectively enhance or attenuate processing at different levels of representation. In both experiments a network of brain areas was found to be active during language comprehension including areas all along the left superior temporal sulcus, the left lateral and medial prefrontal areas, as well as the right anterior temporal lobe and the posterior cingulate cortex. The results of Experiment 1 indicated that the dorsomedial prefrontal cortex was most prominently associated with inferencing in the context of the verification task. As expected, activity in this region was attenuated in Experiment 2 during recognition. No indications were found that the right hemisphere plays a particular role for inferencing as has been suggested by some authors. The results of both experiments are discussed with respect to the neuroimaging literature on language comprehension and with respect to recent approaches to memory systems in the brain particularly the episodic memory system. Finally, a functional neuroanatomical model of inferencing is sketched.

<p dir="ltr">It is well known that persons with aphasia (PWA) demonstrate deficits in sentence processing. Specifically, many show difficulties with syntactic re-analysis, or the ability to revise one’s interpretation of a sentence due to a temporary ambiguity. Emerging evidence suggests that structural priming, individuals’ tendency to unconsciously re-use a previously encountered structure, can facilitate production and comprehension of different sentence structures in PWA. However, there are inconsistencies within the literature regarding the robustness of priming across different sentence structures and tasks, and the existing findings are limited to off-line measures which do not capture real-time sentence processing. Furthermore, a range of individual variability has been shown in magnitudes of priming effects.</p><p dir="ltr">This current project addressed these critical gaps by investigating the effects of structural priming on comprehension of sentences with reduced relative (RR) clauses. Study 1 examined whether PWA show immediate structural priming and longer-term cumulative priming in a computerized self-paced reading paradigm. In this study, participants read RR target sentences that were preceded by prime sentences with either an RR or a main clause (MC) interpretation. Study 2 examined if and how individuals’ cognitive (memory) skills account for individual variability shown in structural priming. Participants completed a Serial Reaction Time task as a measure of implicit memory, and the Verbal Paired Associates I task as a measure of explicit memory. Eighteen healthy adults (HA) and 18 PWA participated in both studies.</p><p dir="ltr">In Study 1, PWA demonstrated robust and timely immediate structural priming effect, providing novel evidence that structural priming can be captured in real-time using self-paced reading, and that priming can help ameliorate syntactic re-analysis deficits in PWA. However, these online changes were not reflected in the behavioral measures, highlighting the sensitivity of self-paced reading in detecting the dissociation between automatic, real-time processing and overt behavioral responses. Cumulative priming as traditionally defined was also not significant for either group, although participants became faster at reading RR target sentences as the session progressed. Study 2’s findings suggest that implicit memory may be an important cognitive skill to promote sentence processing, whereas having strong explicit memory may not be facilitative of the learning process.</p>

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Parents of children with developmental disabilities seek out therapy in order to assist their child to reach full potential. In order to help parents understand where their child should be in comparison to a typically developing child, they must be provided with proper resources. While commercially available assessments are available to speech-language pathologists, parents only have access to checklists that provide minimal direction at certain age ranges. The purpose of this literature review is to discuss developmental domains important for the developing child, examine developmental milestone checklists available to parents as well as two commercially available assessments for speech-language pathologists, investigate available research on developmental milestones in the areas of language output, language comprehension, cognition, social-emotional skills, and motor development, and identify ages at which developmental milestones within the identified domains occur in typically developing children. The aim of this project will be to create developmental milestone checklists available for speech-language pathologists to provide to parents. / text

<p>I denna studie har insamling av referensdata över språkförståelse hos treåringar med typisk språkutveckling genomförts. Till detta har bedömningsmaterialet Sofialådan (Westerlund & Öfverholm-Engström, 1995) använts. Sofialådan bygger som flera andra språkförståelsematerial på den s.k. act-outmetoden där man låter barnet agera med föremål efter en given instruktion. Med hjälp av föremålen i Sofialådan bedöms barnets förmåga att identifiera grundfärger och storleksbegrepp, kategorisera, flytta föremålenligt olika prepositionsanvisningar samt att följa flerledade instruktioner. Studien omfattar 95 barn i åldrarna 3;0-3;11 från kommunala förskolor i Uppsala kommun. Det finns ett samband mellan resultat och ålder så till vida att de äldre barnen får högre resultat på de flesta deluppgifter. En signifikant könsskillnad föreligger. På de flesta deluppgifter har en högre andel flickor än pojkar full poäng. Initialt genomfördes vissa ändringar, gällande bl.a. poängsättning och specifika instruktioner, för att förenkla utövandet. En manual har utformats inom ramen för detta arbete. Den innehåller tydliga instruktioner för utövande, en mall för resultatanalys, en förbättrad svarsblankett samt erhållen referensdata.</p> / <p>In this study, a collection of reference data over language comprehension in three-yearolds with typical language development has been implemented. A Swedish material for assessment of language comprehension called Sofialådan (Westerlund & Öfverholm-Engström, 1995) was used. Sofialådan is, like several other language materials, built on the act out method using objects which the child is expected to place in a certain way. By using the objects of Sofialådan the child’s ability to identify basic colors and size concepts, to categorize, to move objects in accordance with directions of prepositions and to comply more complex instructions is evaluated. The study covers 95 children aged 3:0-3:11 from municipal day nurseries in the municipality of Uppsala, Sweden. There is a link between performance and age in the sense that the older children perform higher on most sub-tasks. A significant gender difference exists. In most sub-tasks a higher proportion of girls than boys have full score. To simplify the procedure some changes in specific instructions and task-score were made. A manual containing clear instructions for implementation and the obtained reference data has been designed within the framework of this study.</p>

I denna studie har insamling av referensdata över språkförståelse hos treåringar med typisk språkutveckling genomförts. Till detta har bedömningsmaterialet Sofialådan (Westerlund &amp; Öfverholm-Engström, 1995) använts. Sofialådan bygger som flera andra språkförståelsematerial på den s.k. act-outmetoden där man låter barnet agera med föremål efter en given instruktion. Med hjälp av föremålen i Sofialådan bedöms barnets förmåga att identifiera grundfärger och storleksbegrepp, kategorisera, flytta föremålenligt olika prepositionsanvisningar samt att följa flerledade instruktioner. Studien omfattar 95 barn i åldrarna 3;0-3;11 från kommunala förskolor i Uppsala kommun. Det finns ett samband mellan resultat och ålder så till vida att de äldre barnen får högre resultat på de flesta deluppgifter. En signifikant könsskillnad föreligger. På de flesta deluppgifter har en högre andel flickor än pojkar full poäng. Initialt genomfördes vissa ändringar, gällande bl.a. poängsättning och specifika instruktioner, för att förenkla utövandet. En manual har utformats inom ramen för detta arbete. Den innehåller tydliga instruktioner för utövande, en mall för resultatanalys, en förbättrad svarsblankett samt erhållen referensdata. / In this study, a collection of reference data over language comprehension in three-yearolds with typical language development has been implemented. A Swedish material for assessment of language comprehension called Sofialådan (Westerlund &amp; Öfverholm-Engström, 1995) was used. Sofialådan is, like several other language materials, built on the act out method using objects which the child is expected to place in a certain way. By using the objects of Sofialådan the child’s ability to identify basic colors and size concepts, to categorize, to move objects in accordance with directions of prepositions and to comply more complex instructions is evaluated. The study covers 95 children aged 3:0-3:11 from municipal day nurseries in the municipality of Uppsala, Sweden. There is a link between performance and age in the sense that the older children perform higher on most sub-tasks. A significant gender difference exists. In most sub-tasks a higher proportion of girls than boys have full score. To simplify the procedure some changes in specific instructions and task-score were made. A manual containing clear instructions for implementation and the obtained reference data has been designed within the framework of this study.

Väl etablerade normativa data för äldre individer är av stor betydelse för att särskilja mellan normalt åldrande och tecken på demenssjukdom. Kortversioner av Boston Naming test och Token test ingår i screeningbatterier och används ofta vid neuropsykologiska undersökningar. Dock är befintliga normativa data för BNT30 och Token test begränsade vad gäller antalet individer över 80 år och inbegriper endast optimalt friska deltagare med hög utbildningsgrad. Denna tvärsnittsstudie inkluderar 213 kognitivt intakta 85-åringar. Syftet var att undersöka resultaten av benämningsförmåga och språkförståelse mätt med kortversioner av Boston Naming test (BNT30) och Token test (deltest V) samt att jämföra resultaten från denna studie med befintliga normativa data för BNT30 och Token test. Alla deltagare rekryterades ursprungligen till Linköping Screening Assessment (ELSA-85) projektet, en populationsbaserad studie med 85-åriga invånare i Linköping, Sverige. De resultat som erhållits i den aktuella studien avseende BNT30 (M = 24,71 ±3,13) och Token test (M = 4,88  ±1,05), visar på lägre resultat, med större variation, än vad som rapporteras i befintliga normativa data. Samband mellan demografiska variabler och prestation på testen undersöktes också. Data tyder på att utbildning och genus påverkar benämningsförmågan, mätt med BNT30. De normativa data från denna studie omfattar det hittills största urvalet individer över 80 år och är mer demografiskt varierade än i tidigare studier. Därför är de normer som denna studie presenterar mer representativa för kognitivt intakta 85-åringar. Dock ifrågasätter vi validiteten av den version av Token test som ingår i KSB (Kognitiva Screening Batteriet). / Well-established normative data for elderly adults is of great importance in order to distinguish between normal aging and signs of dementia. Short versions of Boston Naming test and Token test are included in screening batteries and frequently used in neuropsychological examinations. However, existing normative data for BNT30 and Token test include few individuals aged 80 years and above and are limited regarding to only include optimally healthy participants with high education level. This cross-sectional study includes 213 cognitively intact 85-year-olds. The aim was to examine their results of naming performance and language comprehension measured with short versions of Boston Naming test (BNT30) and Token test, subtest V, then to compare the results of the present study with existing normative data for BNT30 and Token test. All participants were initially recruited in the Elderly in Linköping Screening Assessment (ELSA-85) project, a population-based study of 85-year-old residents of Linköping, Sweden. The results obtained in the present study regarding BNT30 (M = 24.71 ±3.13) and Token test (M = 4.88 ±1.05), show lower test scores with greater variance than those reported in existing normative data. Association between demographic variables and performance on the tests was also examined. Data presented in the study revealed that education and gender influence naming performance measured with BNT30. The normative data gathered from this study includes the largest sample so far of individuals over the age of 80 and is more demographically diverse than in previous studies. Therefore the norms provided in this study are more representative for cognitively intact 85-year-olds. However, we question the validity of the version of Token test included in CAB (Cognitive Assessment Battery). / Elsa85

I skolverkets rapporter framkommer att ca 15-20 % av eleverna inte klarar nationella proven i grundskolan. Varje år går även alltför många elever ut grundskolan utan behörighet till något av de nationella gymnasieprogrammen. Det finns ett behov av mer kunskap om vilka elever som riskerar att inte nå målen för att underlätta tidig identifiering. Läsförmåga och språkförståelse är några av de faktorer som i tidigare studier visat sig påverka utfallet i skolresultat. I den här studien undersöks hur lässvårigheter i tidiga skolår relaterar till språkförståelse, samt hur lässvårigheter och variationer i språkförståelsen påverkar skolresultaten i nationella proven i åk 3. I studien deltog 44 elever med positivt utfall i en screening av läsförståelse, avkodning och stavning i åk 2. Svag läsförståelse i åk 2 innebar en större risk för språkförståelsesvårigheter i åk 3. Elever med enbart avkodnings- eller stavningssvårigheter i åk 2 hade däremot en god språkförståelse i åk 3. Språkförståelsen visade i sin tur signifikanta samband med utfallet i läsförståelse i ämnesprovet i svenska och med 5 av 6 delprov i matematik i nationella proven i åk 3. En viktig implikation blir att inkludera även språkförståelse i arbetet med elever som har läsförståelsesvårigheter. Studiens resultat indikerar att det inte räcker med en bättre avkodningsförmåga för att uppnå en god läsförståelse. Det krävs även insatser för att främja ordförråd, grammatisk kompetens och förståelsestrategier på diskursnivå. En hög andel av eleverna som inte fick godkänt i delproven i svenska respektive matematik i åk 3 var identifierade i screeningen redan i åk 2. Det här indikerar att det är möjligt att använda en screening av läsförmågan i åk 2 för att identifiera vilka elever som riskerar att inte klara läroplanens mål. Samtidigt var det många elever med svag läs- och stavningsförmåga i åk 2 som ändå klarade nationella proven. Den här studiens resultat indikerar att det framförallt är eleverna med läsförståelsesvårigheter som riskerar att inte klara nationella proven, medan eleverna med enbart avkodnings- eller stavningssvårigheter klarar nationella proven betydligt bättre. Det behövs däremot fortsatta longitudinella studier för att klargöra i vilken mån de elever som klarade de nationella proven i åk 3 trots lässvårigheter även kommer att klara nationella prov och läroplanens mål på längre sikt. / Every year about 20% of the students in primary and secondary school do not reach the goals of the Swedish National Curriculum. A greater understanding of how reading difficulties relate to oral language skills, and how both reading and oral language skills contribute to educational outcome in the Swedish context is needed to improve early identification and intervention for students at risk of not achieving the goals of the Swedish national curriculum. This dissertation investigates how reading difficulties and oral language comprehension affect educational outcome in the year 3 Swedish national tests, and how reading difficulties in early primary school relate to phonological processing skills and oral language comprehension. The Simple View of Reading model was used to describe the participants’ reading difficulties. All year 2 students (N = 214) in two municipalities participated in an examination of reading comprehension, word-decoding and spelling. Sixty-six students with reading comprehension (z &lt; –0.83), word-decoding skills (z &lt; –0.71) and/or spelling skills (z &lt; –0.58) in the lower end of the normal distribution were identified. Forty-four students agreed to participate in the study. Oral language skills, phonological processing, verbal memory, word-decoding, reading comprehension and non-verbal ability were examined in year 3. Forty-six to 66 per cent of the students with reading comprehension difficulties in year 2 were identified with difficulties in oral language comprehension (z ≤ –1.0) in year 3. None of the students with specific word-decoding difficulties had difficulties in oral language comprehension. Oral language comprehension was significantly correlated to the results in the year 3 Swedish national tests for the two tasks in reading comprehension (p &lt; .01) in Swedish, and with five of six tasks in Mathematics (p &lt; .01 in four tasks and p &lt; .05 in one task). Rapid naming of visual objects also correlated significantly with four out of six tasks in Mathematics (p &lt; .01). Non-verbal ability, word-decoding and reading comprehension in year 3 showed no significant relationship with outcome in the Swedish national tests. This dissertation shows the centrality of oral language comprehension skills for both reading comprehension and outcome in the Swedish national tests, and the importance of considering oral language comprehension both in assessment and in intervention when students show poor reading comprehension skills in early primary school.

Traditionally, language was proposed to be mediated by various left hemisphere perisylvian structures and the associated role of the motor cortices was limited to tasks such as articulation. Recent theoretical models have proposed that effector specific words with motor related meaning are represented somatotopically on the primary motor (Brodmann’s Area 4) and premotor (Brodmann’s Area 6) cortices. For example, it has been reported that when verbs associated with the hand (e.g., pick) are processed, the primary and premotor areas involved with moving the hand are engaged. However, fundamental methodological problems exist within the reported research. This thesis aimed to address and correct the inconsistencies and methodological limitations within the existing literature to provide more conclusive evidence regarding the involvement of the primary and premotor cortices in processing verbs with motor related meaning. This thesis also aimed to investigate whether the names of effectors (nouns) also involve processing by the motor cortices, either generally or somatotopically. Three behavioural dual task experiments and one fMRI experiment were conducted. Results indicated no evidence of somatotopically organised overlapping activation in the primary or premotor cortex between the various semantic categories of words and related effector movements. However, in the fMRI experiment, motor related verbs in general yielded significant overlapping activity between reading all effector related verbs and moving all effectors in the pre-supplementary motor area of the premotor cortex. These findings indicate that an embodied language involving somatotopic representations of effector specific verbs on the primary or premotor cortex is unlikely to be the case. Rather there appears to be a more general representation of effector related verbs in a more cognitive than motor area of the premotor cortex. The findings of this thesis are consistent a wealth of evidence supporting the motor cortices being generally associated with motor related language and with the idea that semantic representations are distributed throughout the brain according to the embodied cognitive framework, rather than being localised to amodal regions that process all words.