Teste de nomeação de Boston: desempenho de uma população de São Paulo

Abstract

Background: The Boston Naming Test is frequently used to evaluate naming deficits. The scores used in Brazil have been the same as those used in the American version. In the case of individuals with poor schooling associated to cerebral lesions, a frequent situation in our country, one runs the risk of considering a poor performance as a deficit, what in fact is a consequence of lack of knowledge and cultural deprivation. Aim: to evaluate the influence of age and schooling in the naming ability of normal individuals, from São Paulo city, in a visual confrontation task. [47.4 (6)]. The comparison between the performances of the two age groups did not reveal any significant differences. Higher educational level determined a better performance both in spontaneous and facilitated naming. Cues of stimuli were necessary for the individuals to access the correct name, especially for the group with lower educational level. Phonemic cues, on the other hand, benefited individuals with more than eight years of formal education. The suggested cut-off score for the test to be use in Brazil was calculated by the ROC curve analysis and based on the comparison between normal and aphasic individuals. Conclusion: schooling was the variable that had the greatest influence on performance. Although the level of difficulty of a few items may, to some extent, differ between English and Portuguese, the translated version of the BNT can be used without any adaptations for the Brazilian population, provided that the level of education is taken in consideration when interpreting the results. Key Words: Language Tests; Brazil; Age Groups; Educational Status. ResumoTema: O teste de nomeação Boston é amplamente utilizado para avaliação de alterações de nomeação. Os escores usados no Brasil têm sido os mesmos da versão americana. No caso de indivíduos pouco escolarizados com lesões cerebrais, situação freqüente em nosso país, corre-se o risco de considerar déficit o que na realidade é desconhecimento e privação cultural.Objetivo: avaliar a influência da idade e escolaridade na habilidade de nomeação de amostra de indivíduos normais, da cidade de São Paulo, em uma tarefa de confrontação visual. Método: 133 voluntários normais, com idades entre 28 e 70 anos. Resultados: os escores em nomeação espontânea foram [média (DP)]: [39,4 (9,8)]; por idade: 28 -50 anos [39,5 (10,5)], 51 -70 [39,1 (9,1)]; por escolaridade: 1 -4 anos [33,7 (9,6)], 5 -8 anos [36,6 (7,9)], 9 ou mais [47,4 (6)]. A comparação de desempenho entre os dois grupos de idade, não revelou diferenças significantes. Já o nível educacional mais alto determinou melhor performance tanto para a nomeação espontânea quanto para as facilitações. Pistas do estímulo precisaram ser ativadas para que o sujeito recordasse o nome correto, especialmente no grupo com menor escolaridade. Pistas fonêmicas beneficiaram os indivíduos com mais de oito anos de instrução formal. A nota de corte sugerida para uso no Brasil, foi calculada pela análise da curva ROC e baseada na comparação entre sujei...

Desempenho de adultos brasileiros normais na prova semântica: efeito da escolaridade

“…This association was also proven by studies with speakers of the Brazilian Portuguese with nomination tests (Mansur et al, 2006), and fluency for semantic categories studies (Brucki and Rocha, 2004) For Rüegg (2004), the effect of age seemed to be annulled, when the educational status was high, in nomination, verbal fluency, and definition of categories tests, what proves the interference of the educational status in semantic knowledge of the subjects in this sample. In the study carried through by Tallberg (2005) the results had shown that high educational status, good performance in global cognitive abilities test (FSIQ), in verbal fluency, and in other lexical tests presented a significant positive correlation with good performance in the Boston Nomination test, while genre and age presented a smaller influence.…”

“…In other words, the error was presented by substitution of the target item by co-hyponym. This type of error does Table 4: Classification of deviant answers and the frequency with which they occurred in each figure. S=synonym; C=coordinated; Cir=circumlocution; Sa=semantic association; O=other; Idk=I do not know; V=visual verified that the results line up with the ones of studies of Mansur et al (2006), Brucki and Rocha (2004), Rüegg (2004), carried through in Brazil and with the ones of Tallberg (2005), Wiederholf et al (1993), carried through in other countries, in which intense effect of the educational status in the performance in language tests is noticed.…”

Low educational level effects on the performance of healthy adults on a Neuropsychological Protocol suggested by the Commission on Neuropsychology of the Liga Brasileira de Epilepsia

“…On the other hand, Banhato and Nascimento 28 found no difference between participantLanguage performance was impaired in both groups; once more, intragroup comparison showed that Group 1 individuals were the most impaired and the performance in semantic fluency (Animals), an average of 8.7 and 11.9 for Groups 1 and 2, respectively, was inferior to the results found by other Brazilian studies using healthy adults 29,30 . OstroskySolis et al 4 studied the relation of the EL of normal subjects aged 16 to 85 years and education ranging from illiterate to four years of schooling and found no difference between them in the phonological fluency test (FAS) while Mansur et al 31 in a study using the Boston Naming Test, concluded that the lower the EL, the worse the performance to name.…”

Language disorders and brain lesion topography in aphasics after stroke

“…The Montreal Toulouse protocol is an excellent complete test for making a differential diagnosis of aphasia and it consists of the following tasks: guided interview; oral comprehension using words, simple and complex sentences; written comprehension using words, simple and complex sentences; copying of written sentences; word and sentence dictation; reading, repetition, and naming 10 . These specific tests were selected since this protocol had previously been validated for Brazilian Portuguese [11][12][13] .…”