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Types of Intrusions in Verbal Fluency Tasks in Mild Cognitive Impairment and Dementia: A Longitudinal Analysis
Title
Types of Intrusions in Verbal Fluency Tasks in Mild Cognitive Impairment and Dementia: A Longitudinal Analysis.
Creator
Shihadeh, Layaly, Rosselli, Monica, Florida Atlantic University, Department of Psychology, Charles E. Schmidt College of Science
Abstract/Description
Research shows intrusions in memory tests can predict cognitive impairment in abnormal aging. However, there still is a need for additional research regarding the association of intrusions in verbal fluency tasks and clinical diagnosis of mild cognitive impairment, and dementia. The aim of my master’s thesis research is to determine if there is an association between intrusion totals in verbal fluency tasks and diagnosis, longitudinally (across 3 years), if there are significant differences...
Show moreResearch shows intrusions in memory tests can predict cognitive impairment in abnormal aging. However, there still is a need for additional research regarding the association of intrusions in verbal fluency tasks and clinical diagnosis of mild cognitive impairment, and dementia. The aim of my master’s thesis research is to determine if there is an association between intrusion totals in verbal fluency tasks and diagnosis, longitudinally (across 3 years), if there are significant differences between category and phonemic fluency tasks in intrusion total scores, and if progression from CN to MCI or dementia and from MCI to dementia can be indicated through differences in intrusion scores. Results indicated that intrusions are significantly associated with diagnosis in Phonemic fluency tasks, however this was not the case in progressors versus non-progressors.
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Date Issued
2022
PURL
http://purl.flvc.org/fau/fd/FA00014042
Subject Headings
Mild cognitive impairment, Dementia, Verbal ability
Format
Document (PDF)
The relation of joint engagement and sustained attention to gender, context, and language development: a longitudinal study
Title
The relation of joint engagement and sustained attention to gender, context, and language development: a longitudinal study.
Creator
Welsh, Stephanie N., Hoff, Erika, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description
The present study investigated the relation of children’s attentional behaviors to context, gender, and their language skills. Participants were 33 children and their parents. The following attentional behaviors were measured based on coding of video recordings of 30-minute free-play interactions at 30 months: time spent in engaged states (attending to an object, person, or event) and frequency of changes from one engagement state to another. Children’s productive vocabulary and language...
Show moreThe present study investigated the relation of children’s attentional behaviors to context, gender, and their language skills. Participants were 33 children and their parents. The following attentional behaviors were measured based on coding of video recordings of 30-minute free-play interactions at 30 months: time spent in engaged states (attending to an object, person, or event) and frequency of changes from one engagement state to another. Children’s productive vocabulary and language comprehension were measured using standardized tests at 30, 36, and 42 months. Males spent more time in joint engagement and switched engagement states less frequently. Children spent more time engaged during Animal and Picnic toy play than Book reading. Children attended longer to picnic-related objects than animal-related objects or books, and attended longer to animal- related objects than books. Longer sustained attention—measured as lower frequencies of state switches—was related to higher concurrent and future language comprehension scores.
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Date Issued
2015
PURL
http://purl.flvc.org/fau/fd/FA00004419, http://purl.flvc.org/fau/fd/FA00004419
Subject Headings
Child development, Communicative competence in children, Language acquisition -- Parent participation, Verbal ability in children
Format
Document (PDF)
The Out-of-Home Dual Language Exposure of Children from Spanish-Speaking Homes: Changes from 2 to 5 Years
Title
The Out-of-Home Dual Language Exposure of Children from Spanish-Speaking Homes: Changes from 2 to 5 Years.
Creator
Welsh, Stephanie N., Hoff, Erika, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description
In order to explain the development of English and Spanish skills in children from Spanish-speaking homes in the United States, it is necessary to identify their sources of language exposure. Most research to date has focused on home language use. The aim of this study is to identify sources of English and Spanish exposure outside the home that bilingual children experience between the ages of 2 and 5 years. The present study focuses on 3 potential sources: grandparents, extracurricular...
Show moreIn order to explain the development of English and Spanish skills in children from Spanish-speaking homes in the United States, it is necessary to identify their sources of language exposure. Most research to date has focused on home language use. The aim of this study is to identify sources of English and Spanish exposure outside the home that bilingual children experience between the ages of 2 and 5 years. The present study focuses on 3 potential sources: grandparents, extracurricular activities, and early childcare and education settings. We ask how much English and Spanish exposure children receive, how that changes from 2.5 to 5 years, and whether family variables influence those changes. Participants were 149 children from Spanish-speaking homes in southeastern Florida, with at least one parent an immigrant from a Spanish-speaking country. Measured out-of-home sources of input included hours per of week of English and Spanish from a Grandparent, during Extracurricular Activities, and during Preschool at 30, 36, 42, 48, and 60 months. Parents’ Native Language Background groups were either both native Spanish-speaking or one native, Spanish-speaking and one native, English-speaking. Maternal Education was treated as a dichotomous variable: mothers whose highest level of education in English is less than a four-year college degree and mothers whose highest level of education in English is equivalent to or greater than a four-year college degree. Child Birth Order was also treated as a dichotomous variable: only children and first-born children or later born children. Results revealed that for these children from Spanish-speaking homes, Grandparents are primarily a source of heritage-language (Spanish) input and Extracurricular Activities and Preschool are primarily a source of societal-language (English) input. Findings suggest English exposure from out-of-home sources increases over time possibly at the expense of Spanish exposure. Parents’ Native Language Backgrounds and Maternal Education influenced children’s exposure to both languages from these outside sources of input; Child Birth Order did not. Implications for future research and practical application are discussed.
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Date Issued
2017
PURL
http://purl.flvc.org/fau/fd/FA00004891, http://purl.flvc.org/fau/fd/FA00004891
Subject Headings
Child development., Second language acquisition., Language acquisition--Parent participation., Bilingualism in children., Language awareness in children., Language transfer (Language learning), Verbal ability.
Format
Document (PDF)
Antecedents and Outcomes of Language Choice in Bilingual Toddlers: A Longitudinal Study
Title
Antecedents and Outcomes of Language Choice in Bilingual Toddlers: A Longitudinal Study.
Creator
Ribot, Krystal M., Hoff, Erika, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description
Bilingual children sometimes respond to their interlocutors using a different language than the one in which they were addressed. These language choices, their concurrent correlates, and relations to subsequent language growth were examined in 91 Spanish-English bilingual children (44 girls, 47 boys). Children's language choices were assessed at 30 months, and their English and Spanish productive vocabularies and receptive language skills were examined at the ages of 30, 36, and 42 months....
Show moreBilingual children sometimes respond to their interlocutors using a different language than the one in which they were addressed. These language choices, their concurrent correlates, and relations to subsequent language growth were examined in 91 Spanish-English bilingual children (44 girls, 47 boys). Children's language choices were assessed at 30 months, and their English and Spanish productive vocabularies and receptive language skills were examined at the ages of 30, 36, and 42 months. Children's language choices were concurrently related to English and Spanish productive and receptive language scores and to mothers' English and Spanish proficiency levels. Longitudinal multi-level modeling analyses indicated that children's language choices at 30 months were uniquely related to language growth on measures of English and Spanish productive vocabulary and Spanish receptive language, when controlling for language expo sure. These findings suggest that language use plays a causal role in language development. The findings of this study have implications for the maintenance of heritage languages in the U.S. and for the development of children's English language skills.
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Date Issued
2015
PURL
http://purl.flvc.org/fau/fd/FA00004540, http://purl.flvc.org/fau/fd/FA00004540
Subject Headings
Bilingualism in children, Code switching (Lingustics), Cognitive learning, Language acquisition -- Parent participation, Language transfer (Language learning), Second language acquisition, Verbal ability in children -- Testing
Format
Document (PDF)