Efeitos do ensino remoto de emparelhamento auditivo-visual com letras na nomeação de letras em crianças com Síndrome de Down e Autismo / Effects of remote teaching of auditory-visual matching with letters on letter naming in children with Down Syndrome and Autism / Efectos de enseñar a distancia del emparejamiento auditivo-visual com letras para nombrar las letras em niños con Síndrome de Down y Autismo

Este artigo realizou uma replicação sistemática do estudo de Hayashi et al. (2013) e teve como objetivo ava-liar a emergência de nomeação de letras a partir do ensino de emparelhamento auditivo-visual, no contexto do ensino remoto, diante da pandemia de Covid-19. Participaram da pesquisa quatro alunos, de ambos os gêneros, com idades entre 5 e 10 anos, três deles com síndrome de Down e uma participante com Transtorno do Espectro Autista. A coleta de dados realizou-se por meio da plataforma Zoom, individualmente, e utilizou um software específico para programação e registro das respostas. O ensino constituiu na seleção da letra maiúscula impressa, apresentada na tela do computador simultaneamente com as demais letras impressas do conjunto, diante do nome da letra ditado. Na avaliação, a criança deveria nomear a letra. Foi empregado um delineamento de múltiplas sondagens entre conjuntos de letras. Os resultados mostraram que os quatros participantes apresentaram aumento da nomeação correta das letras após as sessões de ensino para a maio-ria dos conjuntos. Os dados indicaram que o procedimento de ensino pode ser uma alternativa viável para estabelecer o reconhecimento e nomeação de letras com pessoas público-alvo da educação especial, suple-mentando o ensino da escola regular e podendo ser conduzido por professores e familiares

This study aimed to replicate the study of Hayashi et al. (2013) and to assess the emergence of letter naming from the teaching of auditory-visual pairing, in the context of remote teaching, in view of the Covid-19 pandemic. Four students, of both genders, aged five to ten years, three of them with Down syndrome and one participant with Autistic Spectrum Disorder participated in the research. Data collection was performed using the Zoom platform, individually. Teaching consisted of the selection of the printed capital letter, presented on the computer screen simultaneously the printed letters of the set, and the letter name dictated. In the evaluation, the child named the letter. A design of multiple probes between sets of letters was used. The results showed that all four participants showed an increase in correct letter naming after the teaching sessions for most letter sets. The data indicated that the teaching procedure can be a viable alternative to establish the recognition and naming of letters with people who are the target audience of Special Education, supplementing regular school teaching and can be conducted by teachers and family members

Esta investigación tuvo como objetivo replicar el estudio de Hayashi et al. (2013) y evaluar el surgimiento de la denominación de letras desde la enseñanza del binomio auditivo-visual, en el contexto de la enseñanza remota, frente a la pandemia del Covid-19. Participaron en la investigación cuatro estudiantes, de ambos sexos, con edades entre 5 y 10 años, tres de ellos con síndrome de Down y uno con Trastorno del Espectro Autista. La colecta de datos se realizó a través de la plataforma Zoom, de forma individual. El proceso de enseñanza consistió en la selección de la letra mayúscula impresa presentada en la pantalla de la compu-tadora simultáneamente a las letras impresas del conjunto frente al nombre de la letra dictada. En la eva-luación, el niño nombró la letra. Se utilizó un diseño de sonorización múltiple entre conjuntos de letras. Los resultados mostraron que los cuatro participantes tuvieron un aumento en la denominación correcta de las letras después de las sesiones de enseñanza para la mayoría de los conjuntos de letras. Los datos indicaron que el procedimiento de enseñanza puede ser una alternativa viable para las personas que requieren de educación especial al establecer el reconocimiento y el nombramiento de las letras, este método puede ser un suplemento de la escolarización y puede llevarse a cabo por profesores y familiares.

Reflections on nomenclature and expansion of surgical indications for endoscopic spinal surgery / 国际外科学杂志

In recent years, with the development and maturity of endoscopic technique, endoscopic spinal surgery represented by water media and optical rigid endoscope has been widely used in the treatment of many disorders in the cervical, thoracic and lumbar spine. Endoscopic spinal surgery shows similar clinical effects as traditional open surgery or other minimally invasive procedures, and is favored by spinal surgeons due to its advantages of less trauma and rapid recovery after surgery. However, the large-scale application of endoscopic technique brings problems such as non-standard nomenclature and unreasonable indications. Therefore, this article will summarize the surgical nomenclature and indications of endoscopic spinal surgery, in order to provide a reference for spinal surgeons to understand and apply endoscopic technology reasonably.

Lethologica in aging: An analytical study

Introduction: Lethologica is a phenomenon that is an early sign of aging. Lethologica refers to the inability to retrieve a specific word as a response to a visual, auditory, or tactile presentation. Need: Even though it is known that aging has a strong impact on cognitive language functions, it is not yet clear which aspect is most affected. Since naming is an important element of language functions, analysis of this aspect would aid in understanding the nature of deterioration of cognitive?linguistic functions with age. Aim: The aim is to analyze the impact of aging on naming abilities in neurotypical individuals. Methods: One hundred and fifty neurotypical individuals of 30 individuals from each group between 30 and 80 years of age, i.e., 31� years, 41� years, 51� years, 61� years, and 71� years participated in the study. A tool was developed in Malayalam language to assess confrontation naming, responsive naming, generative naming, and contextual naming. A score of 1 was given for each correct response. Results: As age advances, all the naming abilities deteriorated. The effect was most prominent in the generative naming task as it demands the most cognitive involvement. The neuronal areas governing these cognitive aspects mainly include the prefrontal cortical regions which are highly susceptible to the aging process. Responsive naming and contextual naming were least affected as it gained the advantage of crystallized intelligence. The age?related decline is more prominent after the age of 60 years. Conclusion: Naming skills, even though being a language element also have strong foundations within the cognitive domain. Hence, any age-related neurobiological alterations can impact naming functions.

Desempenho de adolescentes no discurso narrativo oral e fatores associados / Performance of adolescents in oral narrative discourse and associated factors

RESUMO Objetivo caracterizar o desempenho de adolescentes de 11 a 16 anos de idade, do 6º ao 9º ano do ensino fundamental no discurso narrativo oral, bem como verificar a influência do sexo, ano escolar, idade, desempenho em testes de linguagem oral, memória e nomeação de figuras. Método 100 adolescentes de ambos os sexos, cursando do sexto ao nono ano do ensino fundamental, sem queixa de distúrbio de linguagem e aprendizagem foram submetidos à avaliação do discurso narrativo oral (Bateria MAC), nomeação de figuras por confrontação visual (Teste de Nomeação de Boston), provas de linguagem oral e memória (NEUPSILIN). Considerou-se como variável resposta o desempenho no discurso narrativo (reconto parcial e integral e resposta a questões fechadas). Após análises univariadas, foram construídos modelos de Regressão Linear Múltipla. Resultados Apenas o desempenho geral na tarefa de nomeação foi considerado preditor do desempenho no discurso narrativo oral. Verificou-se associação diretamente proporcional entre as variáveis do discurso narrativo e da nomeação de figuras. A caracterização do desempenho dos adolescentes no reconto parcial e integral e na resposta às questões fechadas por idade, ano escolar e sexo será apresentada. Conclusão Na amostra estudada, os indivíduos foram capazes de compreender e de elaborar um discurso narrativo oral de forma semelhante a adultos com menor nível de escolaridade (de dois a sete anos). Dessa forma, a prova de discurso narrativo da Bateria MAC pode ser utilizada para a avaliação de adolescentes sem adaptações.

ABSTRACT Purpose to characterize the performance in oral narrative discourse of adolescents from 6 to 9 years of age from an elementary school, as well as to verify the influence of gender, school year, age, performance in oral language tests, memory, and appointment of figures. Methods 100 adolescents of both genders from the sixth to the ninth years of elementary school who did not have any language or learning disorders were evaluated for oral narrative discourse (MAC Battery), visual figure nomination (Boston Naming Test), oral language and memory (NEUPSILIN). Performance was considered as a response variable in narrative discourse (partial and complete retelling and the ability to answer questions). After univariate analysis, Multiple Linear Regression models were constructed. Results Only general performance in the naming task was considered as a predictor of performance in oral narrative discourse. A direct association between the variables of narrative discourse and the naming of figures was present. We show the characteristics of adolescents' performance in the partial and complete retelling and in the answers to the questions by age, school year and sex. Conclusion in the studied sample the participants (aged from two to seven years old) were able to understand and detail an oral narrative discourse similar to adults with a low educational level, consequently the MAC Battery narrative discourse test can be used to assess adolescents without any requirements for adaptation.

Engajamento Escolar e Preditores Cognitivos da Leitura: um Estudo Longitudinal / School Engagement and Cognitive Predictors of Reading: a Longitudinal Study / Implicación Escolar y los Predictores Cognitivos de la Lectura: un Estudio Longitudinal

O presente estudo investigou a relação dos preditores cognitivos da leitura e do engajamento escolar com a habilidade de leitura. Participaram dessa pesquisa 74 crianças falantes do português brasileiro. As crianças eram de uma escola pública e tinham uma idade aproximada de 10 anos no início da pesquisa. Avaliou-se a consciência morfológica, a consciência fonológica, a memória de trabalho fonológica, a nomeação seriada rápida, a inteligência, o engajamento escolar e a leitura dos participantes em dois momentos: no final do 4º ano do Ensino Fundamental e no meio do 5º ano do Ensino Fundamental. Os resultados de análises de regressão evidenciaram que as variáveis cognitivas são as mais importantes na predição da leitura. Identificou-se uma relação causal da precisão de leitura para a consciência fonológica e uma relação recíproca entre a nomeação seriada rápida e a fluência de leitura. A consciência morfológica foi importante para a compreensão de leitura, juntamente com o engajamento comportamental. Esses resultados reforçam a importância de se estimular os preditores cognitivos da leitura e de se incentivar o envolvimento dos alunos na escola durante a aprendizagem da leitura. (AU)

The present study investigated the relationship of cognitive predictors of reading and school engagement with reading ability. Seventy-four Brazilian Portuguese speaking children participated in this research. The children were from a public school and had, at the beginning of the study, 10 years old approximately. Morphological awareness, phonological awareness, phonological working memory, rapid automatized naming, intelligence, school engagement, and reading were evaluated in the participants in two moments: at the end of the 4th year of elementary school and in the middle of the 5th year of elementary school. The results of regression analysis showed that cognitive variables are the most important in predicting reading. A causal relationship between reading accuracy and phonological awareness and a reciprocal relationship between rapid serial naming and reading fluency were identified. Morphological awareness was important for reading comprehension, along with behavioral engagement. These results reinforce the importance of stimulating cognitive predictors of reading and school engagement throughout the entire process of learning to read. (AU)

El presente estudio investigó la relación entre los predictores cognitivos de la lectura y de la implicación escolar y habilidades de lectura. Participaran desta investigación setenta y cuatro estudiantes brasileños hablantes del portugués. Los estudiantes eran de una escuela pública y tenían una edad aproximada de 10 años al inicio de la investigación. Se evalúo la Consciencia Morfológica, Consciencia Fonológica, Memoria de Trabajo Fonológica, Denominación Automatizada Rápida, Inteligencia, Implicación Escolar y Lectura en dos momentos: en final de 4º año escolar e en medio de 5º año escolar. Los resultados de Analisis de Regression evidenciaron que las variables cognitivas son las más importantes en la explicación de la Lectura. Se identificó una relación de causalidad de la precisión de Lectura para la Consciencia Fonológica y una relación reciproca entre la Denominación Automatizada Rápida y la fluidez de Lectura. La Conciencia Morfológica fue importante para la comprensión de Lectura, juntamente con el compromiso conductual Estos resultados refuerzan la importancia de estimular los predictores cognitivos de la lectura y de incentivas la implicación de los alumnos en la escuela durante el aprendizaje de la lectura. (AU)

Nomeação Bidirecional em Crianças com Autismo: Efeitos dos Procedimentos de Observação de Pareamento de Estímulos e Instrução com Múltiplos Exemplares / Bidirectional Naming in Children with Autism: Effects of Stimulus Pairing Observation Procedure and Multiple Exemplar Instruction

RESUMO: Este estudo comparou a eficiência dos procedimentos de Instrução com Múltiplos Exemplares (MEI) e de Observação de Pareamento de Estímulos (SPOP) para estabelecer nomeação bidirecional (BiN) em quatro crianças com Transtorno do Espectro do Autismo. Foi utilizado um delineamento de sondas múltiplas entre pares de participantes. Um participante demonstrou emergência de BiN completa, após passar pelos dois tratamentos experimentais (primeiro SPOP, depois o MEI). Dois participantes demonstraram emergência somente do componente de ouvinte, após o SPOP. No teste final de nomeação, dois participantes demonstraram emergência somente do componente de ouvinte da BiN, e um participante apresentou aumento nos dois componentes em relação à linha de base. Discute-se a eficiência dos tratamentos de maneira isolada, quando apresentados em sequência, além da importância do uso de estímulos reforçadores no processo de aquisição da BiN.

ABSTRACT: This study compared the efficiency of Multiple Exemplar Instruction (MEI) and Stimulus Pairing Observation Procedure (SPOP) for establishing bidirectional naming (BiN) in four children with Autism Spectrum Disorder. A multiple probe design was used between pairs of participants. One participant showed emergence of complete BiN after having undergone the two experimental treatments (first SPOP, then MEI). Two participants demonstrated emergence of the listener component after undergoing SPOP treatment. During the final naming test, two participants demonstrated emergence only for the BiN listener component, and one participant showed an increase in both components in relation to the baseline. The efficiency of treatments in isolation, when presented in sequence, is discussed, in addition to the importance of using reinforcing stimuli in the BiN acquisition process.

Os passos preliminares de Lacan em direção aos nomes do pai / Lacan's preliminary steps towards the names of the father / Los pasos preliminares de Lacan en dirección a los nombres del padre

Este artigo tenciona percorrer o caminho apontado por Lacan em sua única aula do seminário sobre os nomes do pai, em 1963, que orientaria a direção do ensino daquele ano. Recuperamos as aulas então indicadas, relativas aos Seminários 5, 7 e 9, à luz do que foi desdobrado posteriormente, envolvendo, em especial, a questão do pai e do nome próprio. Articulamos, ainda, as pistas de sua única aula do seminário inacabado com algumas elaborações espalhadas ao longo do Seminário 10, empreitada que nos permite vislumbrar relações do objeto voz com a nominação e com a angústia, apontando para as formulações ulteriores de Lacan sobre a père-version no Seminário 22.

This article intends to go through the way traced by Lacan in his sole class at the seminar about the names of the father, in 1963, which would guide those who wanted to see in which direction his teaching would advance that year. Thus, we made a reading of the classes indicated by Lacan himself from the Seminars 5, 7, and 9, through the light of what was further elaborated in his theory, involving specially the question of the father and the own name. Later on, we tried to articulate the clues of his only class from the unfinished seminar along with some ideas spread throughout Seminar 10, a work that allows us to foresee the relations of the object voice with the naming and with the overcoming of anxiety, which already points to ulterior formulations of Lacan about père-version in seminar 22.

Este artículo intenta trazar el camino apuntado por Lacan en su única clase del seminario sobre los nombres del padre, en 1963, que guiaría la dirección de su enseñanza en ese año. Para tanto, hicimos la lectura de las clases indicadas por el propio Lacan en los Seminarios 5, 7 y 9, a la luz de lo que se desplegó después en la teoría, en especial, con la cuestión del padre y la del nombre propio. También articulamos las pistas de su única clase del seminario inacabado con algunas elaboraciones dispersas a lo largo del Seminario 10, trabajo que nos permite vislumbrar las relaciones del objeto voz con la nominación y la superación de la angustia, apuntando para las formulaciones ulteriores de Lacan sobre la père-version en el seminario 22.

Efeitos de tarefas de seleção na nomeação de figuras com crianças de 19 a 29 meses

Investigou-se se a exposição às tarefas de seleção de figuras diante das palavras ditadas seria condição suficiente para emergência de nomeação de figuras. Participaram quatro crianças na faixa etária de 19 a 29 meses com desenvolvimento típico. Utilizou-se o delineamento de múltiplas sondagens entre categorias (animais, frutas e brinquedos). Foi realizada a avaliação de nomeação com os estímulos das categorias; em seguida, foram realizadas as sessões de ensino da relação entre palavra ditada e figura e sonda de nomeação com a primeira categoria. Após atingir o critério estabelecido, foi realizada a avaliação da nomeação. O procedimento foi repetido com as duas demais categorias. Os resultados demonstraram que o ensino de seleção pode favorecer a nomeação de figuras. Verificou-se variabilidade intra e interparticipantes no desempenho em uma mesma categoria e entre categorias. Sugere-se replicações para avaliar a generalidade dos resultados e as variáveis que contribuam para aprimorar o procedimento de ensino.

It was investigated whether the exposure to the selecting figures tasks of dictated words would be sufficient condition for the emergence of naming figures. Four children in the age group of 19 to 29 months old with typical development participated in. It was used the multiple-probing design between categories (animals, fruits and toys). The evaluation was accomplished with the stimuli of the categories; then, the teaching sessions regarding the relation between dictation and figure; as well as the nomination probe with the first category. A nomination evaluation was accomplished after the established criteria. The procedure was repeated with two other categories. The results showed that the selection teaching may favor the naming of figures. Intra and interparticipants variability were verified in the performance of a same category and between categories. Replications are suggested to evaluate the generality of the results and as variables that contribute to the improvement of teaching.

Development of a Screening Algorithm for Alzheimer's Disease Using Categorical Fluency and Confrontational Naming Abilities

OBJECTIVE: Declines in naming ability and semantic memory are well-known features of early Alzheimer's disease (AD). We developed a new screening algorithm for AD using two brief language tests : the Categorical Fluency Test (CFT) and 15-item Boston Naming Test (BNT15). METHODS: We administered the CFT, BNT15, and Mini-Mental State Examination (MMSE) to 150 AD patients with a Clinical Dementia Rating of 0.5 or 1 and to their age- and gender-matched cognitively normal controls. We developed a composite score for screening AD (LANGuage Composite score, LANG-C) that comprised demographic characteristics, BNT15 subindices, and CFT subindices. We compared the diagnostic accuracies of the LANG-C and MMSE using receiver operating curve analysis. RESULTS: The LANG-C was calculated using the logit of test scores weighted by their coefficients from forward stepwise logistic regression models : logit (case)=12.608−0.107×age+1.111×gender+0.089×education−0.314×HS(1st)−0.362×HS(2nd)+0.455×perseveration+1.329×HFCR(2nd)−0.489×MFCR(1st)−0.565×LFCR(3rd). The area under the curve of the LANG-C for diagnosing AD was good (0.894, 95% confidence interval=0.853–0.926 ; sensitivity=0.787, specificity=0.840), although it was smaller than that of the MMSE. CONCLUSION: The LANG-C, which is easy to automate using PC or smart devices and to deliver widely via internet, can be a good alternative for screening AD to MMSE.

Effects of Transcranial Direct Current Stimulation on Naming of Visual and Auditory Modality in Post-stroke Aphasia / 中国康复理论与实践

Objective:To observe the effects of transcranial direct current stimulation (tDCS) on the naming of visual and auditory modality in patients with post-stroke aphasia. Methods:From March to November, 2018, 32 patients with post-stroke aphasia were randomly divided into control group (n = 16) and treatment group (n = 16). The treatment group accepted anodal-tDCS (A-tDCS) over left-inferior frontal gyrus (L-IFG) concurrent with speech training, while the control group accepted sham-tDCS. Before and two weeks after treatment, they were assessed with Western Aphasia Battery (WAB), Picture Naming Test and Environmental Sound Naming Test. Results:One patient was lost in the control group. After treatment, Aphasia Quotient of WAB improved in both groups (t > 5.081, P < 0.001), but the difference before and after treatment was not significantly different between two groups (t = 1.550, P > 0.05); the Picture Naming Test score improved in both groups (Z > 2.650, P < 0.01), and the difference before and after treatment was more in the treatment group than in the control group (Z = -2.258, P < 0.05); the object naming score of WAB improved in the treatment group (Z = -3.239, P < 0.01), and the difference before and after treatment was more in the treatment group than in the control group (Z = -3.008, P < 0.01); the score of Environment Sound Naming Test improved in the treatment group (t = -4.745, P < 0.001), and the difference before and after treatment was more in the treatment group than in the control group (t = 2.224, P < 0.05). The scores of spontaneous naming, sentences complement and reaction naming of WAB improved in the treatment group (Z > 2.191, P < 0.05), while the score of spontaneous naming of WAB improved in the control group (Z = -2.376, P < 0.05), but the differences before and after treatment were not significantly different between two groups (Z < 1.568, P > 0.05). Conclusion:A-tDCS over L-IFG may improve the naming ability of visual and auditory modality, which may associate with semantic or phonetic processing.

Effects of Transcranial Direct Current Stimulation on Naming of Visual and Auditory Modality in Post-stroke Aphasia / 中国康复理论与实践

Objective:To observe the effects of transcranial direct current stimulation (tDCS) on the naming of visual and auditory modality in patients with post-stroke aphasia. Methods:From March to November, 2018, 32 patients with post-stroke aphasia were randomly divided into control group (n = 16) and treatment group (n = 16). The treatment group accepted anodal-tDCS (A-tDCS) over left-inferior frontal gyrus (L-IFG) concurrent with speech training, while the control group accepted sham-tDCS. Before and two weeks after treatment, they were assessed with Western Aphasia Battery (WAB), Picture Naming Test and Environmental Sound Naming Test. Results:One patient was lost in the control group. After treatment, Aphasia Quotient of WAB improved in both groups (t > 5.081, P < 0.001), but the difference before and after treatment was not significantly different between two groups (t = 1.550, P > 0.05); the Picture Naming Test score improved in both groups (Z > 2.650, P < 0.01), and the difference before and after treatment was more in the treatment group than in the control group (Z = -2.258, P < 0.05); the object naming score of WAB improved in the treatment group (Z = -3.239, P < 0.01), and the difference before and after treatment was more in the treatment group than in the control group (Z = -3.008, P < 0.01); the score of Environment Sound Naming Test improved in the treatment group (t = -4.745, P < 0.001), and the difference before and after treatment was more in the treatment group than in the control group (t = 2.224, P < 0.05). The scores of spontaneous naming, sentences complement and reaction naming of WAB improved in the treatment group (Z > 2.191, P < 0.05), while the score of spontaneous naming of WAB improved in the control group (Z = -2.376, P < 0.05), but the differences before and after treatment were not significantly different between two groups (Z < 1.568, P > 0.05). Conclusion:A-tDCS over L-IFG may improve the naming ability of visual and auditory modality, which may associate with semantic or phonetic processing.

Impacts of Vocal Rehearsal and Retention Duration on Novel Word Naming in Children with Specific Language Impairment / 中国康复理论与实践

Objective:To explore impacts of vocal rehearsal and retention duration on novel word naming in children with specific language impairment (SLI). Methods:November to December, 2017, 45 children from kindergartens were selected in SLI group (n = 15), physiological age matching group (n = 15) and language ability matching group (n = 15). A three-factor mixed experimental design was used to investigate the effects of three factors: groups, vocal rehearsal (with/without) and retention duration (ten seconds/five minutes). Results:The main effects of groups (F = 3.706, P < 0.05), vocal rehearsal (F = 25.570, P < 0.001) and retention duration (F = 226.746, P < 0.001) were significant. The interaction effects of vocal rehearsal×retention duration (F = 22.808, P < 0.001) and retention duration×groups (F = 3.739, P < 0.05) were significant. The interaction effects between other factors were not significant. Conclusion:There are novel word naming learning defects in SLI children. However, the vocal rehearsal strategy may promote novel word naming learning and reduce the decline of novel word phonological information in short-term memory, to improve the phenomenon of novel word naming defects.

On the Naming of the Classic“難経(Nangyo, Nanjing)” / 日本東洋医学雑誌

It has been recognized that meaning of “難経(Nangyo, Nanjing)” is a scripture of difficult issues, or of the questionnaire for the term “難(nan)”. The author would like to propose that the real meaning of “難(nan)” in this scripture is not difficulty but immutability. “The Classic of Changes (易経)” deals with changes in the uni­verse, on the other hand Nangyo describe definitive and/or immutable evidences in the field of acupuncture. The author proposed that this epoch making scripture described in the purpose of make clear the concrete evi­dences of pulse diagnosis or manipulation of acupuncture, and relationship between the meridian routes with the five viscera and six entrails.

PAPDI: Prueba Argentina Psicolingüística de Denominación de Imágenes.: Segunda parte: Estudio de sus propiedades psicométricas / PAPDI: Argentinean Psycholinguistic Image Naming Test.: Second part: Study of psychometric properties

En el presente trabajo se detallan los análisis realizados con el fin de estudiar las propiedades psicométricas la Prueba Argentina Psicolingüística de Denominación de Imágenes (PAPDI). La misma cuenta con dos cualidades que representan un valor agregado frente a las pruebas actualmente disponibles en nuestro país: a) los estímulos fueron seleccionados controlando las variables que afectan las etapas de análisis visual y de representación conceptual de la imagen del objeto y se manipularon las variables que afectan la selección y recuperación de la etiqueta léxica, en base a valores normativos de población argentina; y b) las claves semánticas se elaboraron de acuerdo con normas de producción de atributos semánticos también recolectadas en nuestro país. En este trabajo se analizaron las propiedades psicométricas mediante el estudio de pacientes con demencia tipo Alzheimer, con lesiones cerebrales focales y participantes sin patología neurológica. Se buscaron evidencias de validez de criterio mediante el análisis de grupos contrastados y la correlación con el test de Boston. A su vez, se estudió la confiabilidad de las puntuaciones por dos métodos: consistencia interna y test-retest. También se analizó la capacidad de discriminación entre pacientes con y sin anomia mediante curvas ROC. Se estudiaron además los efectos de las variables manipuladas, se realizó un análisis cualitativo de los errores y se examinó el desempeño en función del uso de las claves. Los resultados de los análisis aportan evidencia de que presenta cualidades psicométricas sumamente aceptables para su uso en nuestra población.

In the current paper we present the psychometric analysis of the Argentinean Psycholinguistic Image Naming Test (PAPDI). This test has two characteristics that makes it different from those currently available in our country: a) the stimuli has been chosen and ordered controlling certain psycholinguistic variables proven to have influence on this task, such as Visual Complexity, Image Agreement, Image Variability, Familiarity, Name Agreement, Age of Acquisition and Frequency of Use, following Argentinean normative data base; and b) semantic cues were elaborated according to semantic feature production norms also from Argentina. We present here the psychometric analysis of its properties. There were analyzed through the study of patients with Alzheimer Disease (n = 25) and focal brain lesions (n = 27) and healthy partici-pants (n = 125). On the first place, in order to study criteria validity a group comparison analysis was carried out. On the one hand Alzheimer Disease patients were compared with healthy participants. On the other hand, two focal brain damaged patients were compared: with and without aphasia. Convergent validity was also studied through the correlation with Boston naming test. In the third place, scores reliability was studied through two methods: internal consistency analysis, for Alzheimer, focal and healthy groups, and test-retest for focal brain damage group. Forth, it was analyzed the capacity to discriminate between patient with and without aphasia through ROC curves analysis. The respective sensitivity and specificity values to detect anomia were established. Fifth, the demographic variables´ influence was analyzed through a regression analysis. Moreover, there were analyzed the effects of two psycholinguistic variables that were taken into account to order the images but were not normalized: Lexical Frequency and Age of Acquisition. Finally, type of errors and response to cues were studied for focal brain damaged patients. The results indicated that the PAPDI presents acceptable psychometric properties to be used as a tool in neuropsychological assessment. It showed evidence of internal and external validity and it was observed scores reliability through internal consistency and test-retest. A suggested cutting point was established to detect anomia. Furthermore a main influence of educational level was reported. There were also detected effects of Lexical Frequency and Age of Acquisition which were observed for Alzheimer and aphasic patients groups. Moreover it was illustrated the response profile analysis for aphasic and nonaphasic focal brain damaged patients regarding a proposed taxonomy of error types. It was also studied the response to semantic and phonological cues and it was observed that both contributed to improve patients´ performance.

Prueba Argentina Psicolingüística de Denominación de Imágenes (PAPDI): Construcción y desarrollo (Primera parte)* / Argentinean Psycholinguistic Image Naming Test (PAPDI): Design and development (First part)

En la primera parte de este trabajo se presenta la construcción y el desarrollo de la Prueba Argentina Psicolingüística de Denominación de Imágenes (PAPDI). La misma tiene dos características que la diferencian de las pruebas actualmente disponibles en nuestro medio: (a) Los estímulos fueron seleccionados controlando las variables que afectan las etapas de análisis visual y reconocimiento de la imagen (Complejidad visual y Concordancia con la imagen) y el conocimiento conceptual (Variabilidad de la Imagen y Familiaridad) del dibujo del objeto también se manipularon las variables (Frecuencia léxica y Edad de adquisición) que afectan la etapa que busca evaluar la prueba: activación, selección y recuperación de la etiqueta léxica. Los índices que operacionalizan a las variables son dependientes de la cultura y de la lengua de dónde se obtengan, por ello se tomaron sus valores de normas argentinas. (b) Las claves semánticas han sido elaboradas cuidadosamente, siguiendo las normas de producción de atributos semánticos también recolectadas en nuestro país, ya que el uso de las mismas permite generar hipótesis más precisas acerca de la localización del déficit. Por lo tanto, se presenta el proceso de construcción y desarrollo de la prueba mostrando cómo se tuvieron en cuenta estas particularidades, cuáles variables han sido controladas y cuáles manipuladas, y su justificación. Por último, los resultados de la prueba piloto permitieron seleccionar 30 ítems y la constitución de la versión final de la prueba, que es lo suficientemente breve para su uso en la clínica y de libre acceso.

In the current paper, first part, we present the design and development of the Argentinean Psycholinguistic Image Naming Test (PAPDI). This test has two characteristics that make it different from those currently available in our country: (a) the stimuli have been selected by controlling the variables that affect the stages of visual analysis and image recognition (Visual Complexity and Image Agreement) and conceptual knowledge (Image Variability and Familiarity) of the drawing of the object; and the variables (Frequency of Use and Age of Acquisition) that affect the stage that seeks to evaluate the test were manipulated: activation, selection and retrieval of the lexical label (phonological form of the name), to generate a gradient of difficulty in the items of the test. However, the variable Naming Agreement, that also affects this stage, was controlled to selected pictures with only one predominating name. The quantification of these factors by means of specific variables is influenced by the cultural and linguistic context from which they were obtained, consequently we took their values from Argentinean normative data base and (b) semantic cues were elaborated according to semantic feature production norms also from Argentina. The phonological cues corresponded to the first syllable of the object's name. Their use allows to generate more precise hypotheses about the location of the deficit and allows to infer relevant information about the cognitive profile. Therefore, the process of construction and development of the test is presented, showing how these particularities were taken into consideration, which variables were controlled and which were manipulated, and their justification. For the design of the test 62, black and white pictures were originally selected from the 400 pictures taken from Cycowicz's set (of frequent use in Experimental Psychology and Neuropsychology). They correspond to concrete concepts from different semantic categories belonging to both living andnon living domains. The criteria used to include those images were that they were moderately complex (in quantity of lines and details), moderately familiar and that they had a mean image variability value. They had to have a medium to high concordance degree between the mental image and its corresponding representation. Besides, these images had to have a naming agreement superior to 80%. To conform the first version of the test, the 62 images selected were ordered according to the variable Age of Acquisition and each image was assigned its corresponding semantic and phonological cues. The former were extracted from the Argentinean norms considering the most relevant features. The second consisted on the word´s first syllable. A pilot study with healthy population (n = 50), of different ages, both sexes and three educational levels, was carried out through which 30 images were selected that constituted the test´s final version. The deleted items were: figures that did not evokea univocal response, that is, they were easily confused with other objects; figures that had more than one acceptable answer although not all were correct; and items that presented a ceiling effect where the scores accumulated in high scores and did not allow to discriminate the participants' ability to select, retrieve and produce a word (only 25 and 30% of the items were retained). In the test´s final version, the items were reordered according to the Age of Acquisition and Frequency values and their difficulty in naming (following the percentage of successes in the spontaneous response). And images that were contain in another naming tests were deleted. The test is short enough for use in the clinic and freely accessible. The second part of the paper presents the psychometric studies that provide evidence of their relevance and validity.

Equivalence class formation in 11-month-old pre-linguistic infants / Formação de classes de equivalência em crianças pré-linguísticas de 11 meses de idade / Formación de clases de equivalencia en niños prelingüísticos de 11 meses de edad

Abstract Several studies have attempted to assess the role of naming in the emergence of equivalence relations, but results are inconsistent; on the one hand, there are reports of equivalence emerging without naming and on the other hand, some authors claim that naming is necessary for equivalence to emerge. The objective of the present study was to evaluate the emergence of equivalence relations in pre-linguistic infants. Five infants aged 11-to-12 months received training in four conditional discriminations (A1-B1, A2-B2, B1-C1, and B2-C2) in order to establish two three-member classes. The participants were tested in reflexivity, symmetry, transitivity and equivalence, and all scored higher than 75% on all tests. On the reflexivity tests, percentages were above 80%; on the symmetry tests, they varied from 75% to 100%; on the transitivity tests, they averaged 75%; while on the equivalence tests results ranged from 87.5% to 100% of correct responses. These results suggest that displaying some degree of expressive language is not necessary for the emergence of equivalence relations.

Resumo Em vários estudos, tem-se tentado avaliar o papel da nomeação na emergência de relações de equivalência, contudo os resultados são inconsistentes, visto que, por um lado, existem relatos de emergência de equivalência em ausência de nomeação e, por outro, alguns autores indicam que a nomeação é necessária para que emerja equivalência. O objetivo deste estudo foi avaliar a emergência de relações de equivalência em crianças pré-linguísticas; especificamente, usou-se uma amostra de cinco crianças de entre 11 e 12 meses que foram treinadas em quatro discriminações condicionais (A1-B1, A2-B2, B1-C1, B2-C2) para formar duas classes de três membros. Os participantes foram avaliados em reflexividade, simetria, transitividade e equivalência, e todos atingiram pontuações maiores a 75 % de acertos em todos os testes. Como resultado, as porcentagens de respostas corretas foram maiores a 80 % no teste de reflexividade, variaram entre 87.5 % e 100 % no de equivalência. Esses resultados apontam a que não é necessário contar com algum tipo de repertório linguístico expressivo para que relações de equivalência emerjam.

Resumen En varios estudios se ha intentado evaluar el rol del nombramiento en la emergencia de relaciones de equivalencia, sin embargo, los resultados son inconsistentes, ya que existen reportes de emergencia de equivalencia en ausencia de nombramiento, y algunos autores señalan que el nombramiento es necesario para que emerja equivalencia. El objetivo del presente estudio fue evaluar la emergencia de relaciones de equivalencia en niños prelingüísticos. Se usó una muestra de cinco infantes de entre 11 y 12 meses de edad que fueron entrenados en cuatro discriminaciones condicionales (A1-B1, A2-B2, B1-C1, B2-C2) para formar dos clases de tres miembros. Los participantes fueron evaluados en reflexividad, simetría, transitividad y equivalencia, y todos lograron puntajes mayores al 75 % de aciertos en todas las pruebas. Como resultado, los porcentajes de respuestas correctas fueron mayores al 80 % en la prueba de reflexividad, variaron entre 75 y 100 % en la de simetría, promediaron 75 % en la de transitividad, y variaron entre 87.5 % y 100 % en la de equivalencia. Estos resultados apuntan a que no es necesario contar con algún tipo de repertorio lingüístico expresivo para que emerjan relaciones de equivalencia.

Advance in Localization of Brain Injury for Post-stroke Anomic Aphasia (review) / 中国康复理论与实践

@#The most important characteristic of post-stroke anomic aphasia is disorder in nomenclature, but the location of brain injury has been unclear. In recent years, it was found that, based on T1WI of MRI, the location is uncertain in chronic anomic aphasia after stroke, but it is mostly in temporal lobe of the dominant hemisphere in acute stage. Based on diffusion tensor imaging, the subcortical white matter, especially the left subfrontal white matter plays an important role in the naming process. The fMRI studies found that anomic aphasia is related to the destruction of the connections among some specific gray matter brain regions, named brain network theory. The cognitive psychology theory suggested that language processing can be further divided into different steps, each step is responsible for different brain regions; for different kinds of words, such as verbs and nouns, the processing involves different regions.

Development of Orthographic Awareness, Morphological Awareness and Rapid Automatized Naming of Elementary-level Students in China:A Longitudinal Analysis from Grades 1 to 4 / 华中科技大学学报（医学）（英德文版）

The longitudinal study sought to examine the dynamic development of cognitive skills for reading among elementary-level students in Mainland China.Two groups of students in first (n=164,mean age=6.65 years at first test) and second grade (n=202,mean age=7.73 years at first test) were followed on orthographic awareness,morphological awareness and rapid automatized naming (RAN) for two years.The children exhibited significant improvement in orthographic awareness,morphological awareness and RAN from grades 1 to 4.More importantly,to the orthographic and morphological awareness,while the children took a leap from grade 1 to 2 and grade 3 to 4,the progress developed at relatively slow rates from grade 2 to 3.In order to assure children's development of orthographic and morphological awareness,evidence-based orthographically and morphologically enhanced instruction is needed for Chinese children in the early elementary years,especially for those at the stage from grade 2 to 3.

Development of Orthographic Awareness, Morphological Awareness and Rapid Automatized Naming of Elementary-level Students in China:A Longitudinal Analysis from Grades 1 to 4 / 华中科技大学学报（医学）（英德文版）

The longitudinal study sought to examine the dynamic development of cognitive skills for reading among elementary-level students in Mainland China.Two groups of students in first (n=164,mean age=6.65 years at first test) and second grade (n=202,mean age=7.73 years at first test) were followed on orthographic awareness,morphological awareness and rapid automatized naming (RAN) for two years.The children exhibited significant improvement in orthographic awareness,morphological awareness and RAN from grades 1 to 4.More importantly,to the orthographic and morphological awareness,while the children took a leap from grade 1 to 2 and grade 3 to 4,the progress developed at relatively slow rates from grade 2 to 3.In order to assure children's development of orthographic and morphological awareness,evidence-based orthographically and morphologically enhanced instruction is needed for Chinese children in the early elementary years,especially for those at the stage from grade 2 to 3.

Investigation on rapid automatic naming and rapid alternating stimulus tests on 1 048 school－aged children in Nanjing / 中华实用儿科临床杂志

Objective To develop norms for the rapid automatic naming and rapid alternating stimulus tests (RAN/RAS tests)on school children.Methods A multi－stage sampling procedure was used to select primary school students randomly from 8 schools in Nanjing,aged from 7 to 12 years old.The RAN/RAS tests included 6 classes of stimuli:objects,colors,numbers,simplified Chinese characters,numbers and simplified Chinese characters mixture,numbers and simplified Chinese characters and colors mixture. Results (1)A total of 1 048 students were randomly selected to participate in the study in 6 groups,with sex ratio of 1.001.04.(2)The scores of the boys and girls did not differ sig-nificantly by any of the methods(objects,colors,numbers,simplified Chinese characters,numbers and simplified Chinese characters mixture,numbers and simplified Chinese characters and colors mixture)(all P＞0.05).(3)On any of the measures in all groups,the scores decreased as the age increasing(P＜0.001).(4)Compared with the three－item scores (objects,colors,numbers)between Chinese and English,there were significant statistical differences among all age groups (all P＜0.001).(5)Time reliability correlation coefficient ranged from 0.84 to 0.92,and retest reliability correlation coefficient ranged from 0.98 to 0.99.The validity test showed that the correlation coefficient was statistically significant (P＜0.05).Conclusions The scores of RAN/RAS tests norms have nice reliability and validity and are in line with the law of development.The norms derived in this study are recommended as the norm RAN/RAS scores for Chinese children.