Characteristics of number transcoding errors of Chinese- versus English-speaking Alzheimer's disease patients

Ting, Simon Kang Seng; Chia, Pei Shi; Kwek, Kevin Jun Hong; Tan, Wilnard; Hameed, Shahul

doi:10.1080/13554794.2016.1237656

Cited by 4 publications

(2 citation statements)

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“…Studies comparing different languages and AD incidence and prevalence are scarce outside of alphabetic languages. In a study comparing English- to Chinese-speaking AD patients on a number transcoding task [ 120 ], Chinese-speakers had more intrusions in transcoding numbers than the English-speakers with no meaningful differences in syntactic errors, indicating that the difference is not due to differences in executive function among Chinese- and English-speaking AD patients [ 120 ]. Overall, while comparisons in the incidence and prevalence of AD between speakers of different languages indicate important socio-ethnic influences across cultures, more research is needed to fully understand how AD presentation differs between speakers of different languages.…”

Section: Alzheimer’s Disease and Cultural Group Disparitiesmentioning

confidence: 99%

Culture, Ethnicity, and Level of Education in Alzheimer's Disease

et al. 2022

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Alzheimer’s disease (AD) is the most frequent cause of dementia, where the abnormal accumulation of beta-amyloid (Aβ) and tau lead to neurodegeneration as well as loss of cognitive, behavioral, and functional abilities. The present review analyzes AD from a cross-cultural neuropsychological perspective, looking at differences in culture-associated variables, neuropsychological test performance and biomarkers across ethnic and racial groups. Studies have found significant effects of culture, preferred language, country of origin, race, and ethnicity on cognitive test performance, although the definition of those grouping terms varies across studies. Together, with the substantial underrepresentation of minority groups in research, the inconsistent classification might conduce to an inaccuratte diagnosis that often results from biases in testing procedures that favor the group to which test developers belong. These biases persist even after adjusting for variables related to disadvantageous societal conditions, such as low level of education, unfavorable socioeconomic status, health care access, or psychological stressors. All too frequently, educational level is confounded with culture. Minorities often have lower educational attainment and lower quality of education, causing differences in test results that are then attributed to culture. Higher levels of education are also associated with increased cognitive reserve, a protective factor against cognitive decline in the presence of neurodegeneration. Biomarker research suggests there might be significant differences in specific biomarker profiles for each ethnicity/race in need of accurate cultural definitions to adequately predict risk and disease progression across ethnic/racial groups. Overall, this review highlights the need for diversity in all domains of AD research that lack inclusion and the collection of relevant information from these groups. Supplementary Information The online version contains supplementary material available at 10.1007/s13311-022-01193-z.

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Section: Alzheimer’s Disease and Cultural Group Disparitiesmentioning

confidence: 99%

Culture, Ethnicity, and Level of Education in Alzheimer's Disease

et al. 2022

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“…Proios, Weniger & Willmes, 2002). Furthermore, results from a study comparing transcoding performance of Chinese and English speaking Alzheimer patients, reported that Chiense patients made significantly more 'intrusion' errors (mixing letters and numbers, such as 8thousands and 4) compared to English speaking patients (Ting et al, 2016). The author hypothesised that this is due to the alphabetic (mapping from letters to sounds) nature of English (and most western countries) compare to the ideographical (mapping from symbols to ideas or concepts rather than specific sounds or phonemes) nature of Chinese.…”

Section: Interventions For Transcodingmentioning

confidence: 99%

A Systematic Review of Interventions for Acalculia Following a Stroke or Brain-injury

Benn,

Hussain,

Longley1

et al. 2024

Preprint

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Acalculia is an acquired deficit in numerical skills following a brain-injury, which impacts independence (traveling, managing money, counting medications) and wellbeing. It is estimated to affect 30%-65% of brain-injury survivors.In the past, there have been four reviews (two of which were systematic) covering the available intervention for acalculia, however, all of these reviews have missed some studies, and the last systematic review is over 10 years old.The current work had systematically searched Web of Knowledge (WoK) and UMI Dissertation Abstracts for studies describing interventions for Acalculia published up until 29th of September 2023. To be included, studies had to be written in English and involve an intervention for acalculia that occurred as a result of a stroke or a brain injury, to directly address numerical difficulties, and to report the outcomes of the intervention, with no limit on the type or timing of measures. The search identified only 16 publications that describe interventions for acalculia, with a total of N=31 patients, and one unpublished public report of app-based intervention involving 18 patients. The majority of interventions (10) were designed to improve relearning of multiplication tables, followed by those designed to improve transcoding skills (4). All identified interventions were delivered individually (i.e., no group interventions), and were largely tailored to individual patients. The most common method used by interventions was intense repetition (‘drill’), and the majority of interventions were conducted in French or German. We found only one intervention in non-European language (Japanese), despite evidence of linguistic effects on performance across languages and cultures. While all interventions were effective, there were important differences in the transferability of improvement from trained to untrained problems. Overall, the review highlights the scarcity of evidence of interventions for acalculia, despite the high prevalence and devastating impact of the condition. It also highlights obvious gaps, and makes suggestions for further investigation in order to improve the quality of interventions and outcomes for patients.

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Origins of Calculation Abilities

Ardila

2017

Historical Development of Human Cognition

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Characteristics of number transcoding errors of Chinese- versus English-speaking Alzheimer's disease patients

Cited by 4 publications

References 14 publications

Culture, Ethnicity, and Level of Education in Alzheimer's Disease

Culture, Ethnicity, and Level of Education in Alzheimer's Disease

A Systematic Review of Interventions for Acalculia Following a Stroke or Brain-injury

Origins of Calculation Abilities

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