Abstract

Depression in Parkinson's disease (PD) is frequently associated with executive deficits, which can influence nonliteral comprehension and lexical access. This study explores whether depressive symptoms in PD modulate verbal fluency and nonliteral language comprehension. Twelve individuals with PD without depressive symptoms, 13 with PD and depressive symptoms (PDDSs), and 13 healthy controls completed a semantic and phonemic verbal fluency task and an indirect speech acts comprehension task. All groups had the same performance in the phonemic fluency task while the PDDS group was impaired in the semantic task. For the indirect speech act comprehension task, no difference was observed between the groups. However, the PDDS group had difficulty answering direct speech act questions. As some language impairments in PD become apparent when depressive symptoms are associated with the disease, it would appear to be important to take the presence of depressive symptoms into account when evaluating language abilities in PD.

Highlights

  • The most frequently reported nonmotor symptoms in nondemented individuals with Parkinson’s disease (PD) are psychiatric deficits and cognitive impairments

  • The PD and PD and depressive symptoms (PDDSs) groups were comparable on age (F(2, 35) = 1.48, P = 0.24) and education (F(2, 34) = 1.12, P = 0.34) with the healthy controls (HCs) group

  • No difference was observed between HC, PD, and PDDS groups in the phonemic fluency task while only the PDDS group was impaired in the semantic fluency task

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Summary

Introduction

The most frequently reported nonmotor symptoms in nondemented individuals with Parkinson’s disease (PD) are psychiatric deficits (such as depression, apathy [1], and sleep disturbances [2]) and cognitive impairments (e.g., executive functions [3] and language deficits [4]). Non-literal language comprehension and lexical access (verbal fluency) are largely dependent on executive functions [10]. Non-literal language (such as indirect speech acts, metaphors, or irony) comprehension requires inhibiting and going beyond the literal meaning of a sentence according to the context [11]. As for verbal fluency, this ability involves the retrieval of semantically or phonemically related words from a subcategory (clustering) and switching to a new subcategory, which requires both mental flexibility and inhibition abilities [12]

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