Inference comprehension during reading: influence of age and education in normal adults

Silagi, Marcela Lima; Romero, Vivian Urbanejo; Radanovic, Márcia

doi:10.1590/2317-1782/20142013058

Cited by 18 publications

(12 citation statements)

References 20 publications

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“…The gap further widens as the years of education drops down below 12 years. Our result is consistent with Silagi et al (2014) who asserted that subjects with high schooling performed better on pragmatic inferences. The result has serious implications for clinical diagnosis of pragmatic disorders and research on pragmatic disorders.…”

Section: Discussionsupporting

confidence: 93%

Development of Bengali Audio–Visual Test Battery for Assessment of Pragmatic Skills: Preliminary Normative Data Based on Educational Level

Chakrabarty

Biswas

Pal

et al. 2016

J Psycholinguist Res

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Pragmatic competence may be disrupted due to psychological and neurological causes. For appropriate remedy and rehabilitation, a precise assessment of pragmatic skills is important. However, there is no test battery in the Bengali language, and consequently, there is no published data on pragmatic ability of Bengali speakers. Due to the vast diversity of the population, it becomes increasingly difficult to assess pragmatic ability of an individual without a proper knowledge of the normal variations. To address this problem we have developed a test battery in Bengali, and to begin with, we have administered it to one hundred and five (105) normal healthy persons having different levels of education. The four groups having 17 years and above, 15 to < 17 years, 12 to < 15 years and 10 to < 12 years of education yielded a normative score of 193, 189, 171 and 150, respectively. These normative scores will allow clinicians to make a proper assessment of patients suffering from pragmatic deficits and help avoid interpreting social differences as neurological deficits.

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Section: Discussionsupporting

confidence: 93%

Development of Bengali Audio–Visual Test Battery for Assessment of Pragmatic Skills: Preliminary Normative Data Based on Educational Level

Chakrabarty

Biswas

Pal

et al. 2016

J Psycholinguist Res

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“… 20 These abilities are generally completed by the age of 4-5 years, when children start using pragmatic language in daily life. Moreover, the influence of age and higher education are also associated with inferential comprehension in normal individuals, 21 since application of pragmatic utterances and comprehension of social context improves with age. In our previous study, we found that detection of aberrant language characteristics at an early age in children with ASD would be useful for screening ASD.…”

Section: Discussionmentioning

confidence: 99%

Idiom Comprehension Deficits in High-Functioning Autism Spectrum Disorder Using a Korean Autism Social Language Task

et al. 2015

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PurposeHigh-functioning autism spectrum disorder (ASD) involves pragmatic impairment of language skills. Among numerous tasks for assessing pragmatic linguistic skills, idioms are important to evaluating high-functioning ASD. Nevertheless, no assessment tool has been developed with specific consideration of Korean culture. Therefore, we designed the Korean Autism Social Language Task (KASLAT) to test idiom comprehension in ASD. The aim of the current study was to introduce this novel psychological tool and evaluate idiom comprehension deficits in high-functioning ASD.Materials and MethodsThe participants included 42 children, ages 6-11 years, who visited our child psychiatric clinic between April 2014 and May 2015. The ASD group comprised 16 children; the attention deficit hyperactivity disorder (ADHD) group consisted of 16 children. An additional 10 normal control children who had not been diagnosed with either disorder participated in this study. Idiom comprehension ability was assessed in these three groups using the KASLAT.ResultsBoth ASD and ADHD groups had significantly lower scores on the matched and mismatched tasks, compared to the normal control children (matched tasks mean score: ASD 11.56, ADHD 11.56, normal control 14.30; mismatched tasks mean score: ASD 6.50, ADHD 4.31, normal control 11.30). However, no significant differences were found in scores of KASLAT between the ADHD and ASD groups.ConclusionThese findings suggest that children with ASD exhibit greater impairment in idiom comprehension, compared to normal control children. The KASLAT may be useful in evaluating idiom comprehension ability.

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“…The instrument used for evaluating inferential comprehension in reading was the Implicit Management Test, translated from the original French version ( La Gestion De L´Implicite ) [ 36 ]. Standardization and adaptation for the Brazilian population was carried out with 224 healthy subjects, classified according to age (young adults, adults and elderly) and level of education (low, medium, and high) [ 37 ].…”

Section: Methodsmentioning

confidence: 99%

Inference comprehension in text reading: Performance of individuals with right- versus left-hemisphere lesions and the influence of cognitive functions

2018

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BackgroundRight-hemisphere lesions (RHL) may impair inference comprehension. However, comparative studies between left-hemisphere lesions (LHL) and RHL are rare, especially regarding reading comprehension. Moreover, further knowledge of the influence of cognition on inferential processing in this task is needed.ObjectivesTo compare the performance of patients with RHL and LHL on an inference reading comprehension task. We also aimed to analyze the effects of lesion site and to verify correlations between cognitive functions and performance on the task.MethodsSeventy-five subjects were equally divided into the groups RHL, LHL, and control group (CG). The Implicit Management Test was used to evaluate inference comprehension. In this test, subjects read short written passages and subsequently answer five types of questions (explicit, logical, distractor, pragmatic, and other), which require different types of inferential reasoning. The cognitive functional domains of attention, memory, executive functions, language, and visuospatial abilities were assessed using the Cognitive Linguistic Quick Test (CLQT).ResultsThe LHL and RHL groups presented difficulties in inferential comprehension in comparison with the CG. However, the RHL group presented lower scores than the LHL group on logical, pragmatic and other questions. A covariance analysis did not show any effect of lesion site within the hemispheres. Overall, all cognitive domains were correlated with all the types of questions from the inference test (especially logical, pragmatic, and other). Attention and visuospatial abilities affected the scores of both the RHL and LHL groups, and only memory influenced the performance of the RHL group.ConclusionsLesions in either hemisphere may cause difficulties in making inferences during reading. However, processing more complex inferences was more difficult for patients with RHL than for those with LHL, which suggests that the right hemisphere plays an important role in tasks with higher comprehension demands. Cognition influences inferential processing during reading in brain-injured subjects.

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Inference comprehension during reading: influence of age and education in normal adults

Cited by 18 publications

References 20 publications

Development of Bengali Audio–Visual Test Battery for Assessment of Pragmatic Skills: Preliminary Normative Data Based on Educational Level

Development of Bengali Audio–Visual Test Battery for Assessment of Pragmatic Skills: Preliminary Normative Data Based on Educational Level

Idiom Comprehension Deficits in High-Functioning Autism Spectrum Disorder Using a Korean Autism Social Language Task

Inference comprehension in text reading: Performance of individuals with right- versus left-hemisphere lesions and the influence of cognitive functions

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