Normative data on the boston diagnostic aphasia examination, parietal lobe battery, and the boston naming Test

Borod, Joan C.; Goodglass, Harold; Kaplan, Edith

doi:10.1080/01688638008403793

Cited by 306 publications

(146 citation statements)

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“…This study expands upon previous work by showing that dementia and age affect category fluency (Auriacombe et al, 2001;Borod et al, 1980;Crossley et al, 1997;Parkin et al, 1995;Peraita et al, 2000;Tomer and Levin, 1993;Whelihan and Lesher, 1985;Wiederholt et al, 1993) and that these variables differentially affect the 14 fluency subcategories. In particular, the performance differences appeared to be constant in AD patients, elderly and young healthy controls across all nonliving subcategories, regardless of the absolute level of performance in any one subcategory.…”

Section: Discussionsupporting

confidence: 51%

“…Since our research design included two different age control groups, we were able to not only test for dementia effects, but also for the reported inverse relationship between age and category fluency (Borod et al, 1980;Parkin et al, 1995;Peraita et al, 2000;Tomer and Levin, 1993;Whelihan and Lesher, 1985), including studies on large populations (Auriacombe et al, 2001;Crossley et al, 1997;Wiederholt et al, 1993).…”

Section: Introductionmentioning

confidence: 99%

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The impact of dementia, age and sex on category fluency: Greater deficits in women with Alzheimer's disease

Moreno-Martínez¹,

Laws

Schulz

2008

Cortex

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AgingCategory specific Semantics Sex differences APOE a b s t r a c t A category specific effect in naming tasks has been reported in patients with Alzheimer's dementia. Nonetheless, naming tasks are frequently affected by methodological problems, e.g. ceiling effects for controls and ''nuisance variables'' that may confound results.Semantic fluency tasks could help to address some of these methodological difficulties, because they are not prone to producing ceiling effects and are less influenced by nuisance variables. One hundred and thirty-three participants (61 patients with probable AD; and 72 controls: 36 young and 36 elderly) were evaluated with semantic fluency tasks in 14 semantic categories. Category fluency was affected both by dementia and by age: while in nonliving-thing categories there were differences among the three groups, in living thing categories larger lexical categories produced bigger differences among groups. Sex differences in fluency emerged, but these were moderated both by age and by pathology. In particular, fluency was smaller in female than male Alzheimer patients for almost every subcategory.

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Section: Discussionsupporting

confidence: 51%

Section: Introductionmentioning

confidence: 99%

The impact of dementia, age and sex on category fluency: Greater deficits in women with Alzheimer's disease

Moreno-Martínez¹,

Laws

Schulz

2008

Cortex

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“…The influence of educational level on naming tasks was stressed by Borod, Goodglass, and Kaplan (1980) and Kremin, Deloche, and Metz-Lutz (1991). As we mentioned above, Lecours et al (1987aLecours et al ( , 1988 and Rosselli et al (1990) found that this task was difficult for illiterate subjects.…”

Section: Illiteracy and Other Aspects Of Neuropsychologymentioning

confidence: 99%

Neuropsychological Aspects of Illiteracy

Castro-Caldas¹,

Reis²,

Guerreiro³

1997

Neuropsychological Rehabilitation

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The study of subjects who never learn the written representation of language is important because it allows us (1) to understand how oral language processing can be modified through learning a grapheme-phoneme matching operation, (2) to understand if different areas of the brain are involved in the processing of oral language when comparing literate and illiterate subjects, (3) to identify adequate neuropsychological instruments to assess cognitive dysfunction due to brain lesions in poorly educated persons, and (4) to study possible alternative cognitive strategies spontaneously developed by illiterate subjects that may be useful for rehabilitation.Results from the literature are reviewed and new data from our current research in this field are reported.

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“…In fact, 9 years of education are necessary for individuals to exhibit average scores that can almost equal the maximum possible score for each task -the expected result in a diagnostic test which has been designed to differentiate normal individuals from those neurologically impaired -where specificity is more important. It is interesting to note that the authors of the BDAE validated the test on a population whose education ranged from less than eight grade through college (12), and where the mean was within a fraction of a point of the maximum possible score in most subtests. The few exceptions are invariably found in the group of subjects over 60 years of age with fewer than 9 years of schooling (1).…”

Section: Subtestmentioning

confidence: 99%

Normative data for the Brazilian population in the Boston Diagnostic Aphasia Examination: influence of schooling

Radanovic

Mansur

Scaff

2004

Braz J Med Biol Res

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In Neurolinguistics, the use of diagnostic tests developed in other countries can create difficulties in the interpretation of results due to cultural, demographic and linguistic differences. In a country such as Brazil, with great social contrasts, schooling exerts a powerful influence on the abilities of normal individuals. The objective of the present study was to identify the influence of schooling on the performance of normal Brazilian individuals in the Boston Diagnostic Aphasia Examination (BDAE), in order to obtain reference values for the Brazilian population. We studied 107 normal subjects ranging in age from 15 to 84 years (mean ± SD = 47.2 ± 17.6 years), with educational level ranging from 1 to 24 years (9.9 ± 4.8 years). Subjects were compared for scores obtained in the 28 subtests of the BDAE after being divided into groups according to age (15 to 30, N = 24, 31 to 50, N = 33 and 51 years or more, N = 50) and education (1 to 4, N = 26, 5 to 8, N = 17 and 9 years or more, N = 61). Subjects with 4 years or less of education performed poorer in Word Discrimination, Visual Confrontation Naming, Reading of Sentences and Paragraphs, and Primer-Level Dictation (P < 0.05). When breakdown by schooling was 8 years or less, subjects performed poorer in all subtests (P < 0.05), except Responsive Naming, Word Recognition and WordPicture Matching. The elderly performed poorer (P < 0.05) in Complex Ideational Material, Visual Confrontation Naming, Comprehension of Oral Spelling, Written Confrontation Naming, and Sentences to Dictation. We present the reference values for the cut-off scores according to educational level.

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Normative data on the boston diagnostic aphasia examination, parietal lobe battery, and the boston naming Test

Cited by 306 publications

References 0 publications

The impact of dementia, age and sex on category fluency: Greater deficits in women with Alzheimer's disease

The impact of dementia, age and sex on category fluency: Greater deficits in women with Alzheimer's disease

Neuropsychological Aspects of Illiteracy

Normative data for the Brazilian population in the Boston Diagnostic Aphasia Examination: influence of schooling

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