Receptive Abilities Research Articles

Dog-human vocal interactions match dogs' sensory-motor tuning.

Within species, vocal and auditory systems presumably coevolved to converge on a critical temporal acoustic structure that can be best produced and perceived. While dogs cannot produce articulated sounds, they respond to speech, raising the question as to whether this heterospecific receptive ability could be shaped by exposure to speech or remains bounded by their own sensorimotor capacity. Using acoustic analyses of dog vocalisations, we show that their main production rhythm is slower than the dominant (syllabic) speech rate, and that human-dog-directed speech falls halfway in between. Comparative exploration of neural (electroencephalography) and behavioural responses to speech reveals that comprehension in dogs relies on a slower speech rhythm tracking (delta) than humans' (theta), even though dogs are equally sensitive to speech content and prosody. Thus, the dog audio-motor tuning differs from humans', and we hypothesise that humans may adjust their speech rate to this shared temporal channel as means to improve communication efficacy.

Category-Based Effect on False Memory of People with Down Syndrome.

Background: People with Down syndrome (DS) are deficient in verbal memory but relatively preserved in visuospatial perception. Verbal memories are related to semantic knowledge. Receptive ability is better than expressive ability in people with DS but still seriously lags behind their age-matched controls. This lag may result in the weak semantic integration of people with DS. Aims: This study aimed to examine the ability of semantic integration of people with DS by using false-memory tasks. Possible differences in the number of false memories induced by nouns and verbs were of focus. Methods and Procedures: Two phases were involved in the false-memory task. In the study phase, ten-word lists with semantically related associates were presented. In the recognition phase, judgments were to be made about whether the words presented had been heard before. Three types of words were tested: previously presented associates, semantically related lures, and semantically unrelated new words. Outcomes and Results: People with DS overall showed the lowest accuracy among groups in response to tested word types. In the processing of lures, people with DS were worse in recognition than MA controls. In processing unrelated words, people with DS responded least accurately to all types of words compared to control groups. In the processing of associates, people with DS showed similar recognition rates as the MA controls but were less accurate than the CA controls. No difference was observed between nouns and verbs in recognizing word types among groups, though faster responses to nouns than to verbs emerged in college students. Further analyses on topic-wised comparisons of errors across syntactic categories revealed differences in specific concepts among groups, suggesting people with DS were atypical in semantic organization. Conclusions and Implications: People with DS showed mixed patterns in semantic integration by false-memory tasks with delay to associates and deviance to lures together with unrelated words. People with DS showed distinct patterns in processing nouns and verbs while conducting topic-wise comparisons, suggesting that they formed false memories differently based on distinct syntactic categories. We concluded that people with DS develop a deviant semantic structure, hence showing problems in language and social cognition. Category-based rehabilitation is suggested to be implemented for people with DS to improve their semantic knowledge through lexical connections.

Third language English performance at the onset of schooling: effects of bilingualism and exposure in Catalan-Spanish bilingual children

ABSTRACT Research on the effects of bilingualism on third language (L3) development set in bilingual communities is scarce, outdated, and has provided mixed results. This study investigated the effects of exposure and age of onset of acquisition (AOA) of L3-English, as well as first and second language (L1/L2) skills and use, in the development of L3-English lexical and grammatical receptive abilities in Catalan-Spanish bilingual learners in Catalonia. The study followed a longitudinal design with three data collection times: Times 1 and 2 took place at the onset and the end of Grade 1, respectively, and Time 3 happened at the end of Grade 2. Results showed an overall growth of vocabulary and grammar over the first two years of primary schooling. In addition to testing time, L3-English exposure outside of school predicted higher receptive vocabulary and grammar skills, whereas an older English AOA predicted lower skills. The L1/L2 variables showed different associations to the vocabulary and grammar scores. However, the minoritized language, Catalan, bore a stronger association with the two L3 outcomes than the majority language, Spanish.

DEVELOPMENT OF LISTENING COMPREHENSION SKILLS OF FOREIGN COMMUNICATORS (LEVELS B1) USING AUTHENTIC VIDEO MATERIAL FROM YOUTUBE FOR VYSHYVANKA DAY

Listening comprehension is both a goal and a means in the educational activities of foreign language learners, as it builds listening skills and enhances the effectiveness of acquiring communicative competence. It also stimulates their receptive abilities. Consequently, the creation of didactic materials and audio-video content, along with exploring new methods and techniques for their use, remains a critical area in linguodidactics. These materials should be of high quality to facilitate the professional development of future professionals and assist in adapting adapting to new life circumstances. This article presents a model for organizing listening comprehension training for students in preparatory departments using authentic audio and video material available on YouTube. The selection and usage of this material are thoroughly justified. Methodological recommendations regarding the implementation of exercises that enhance the ability to understand foreign language texts are also developed and detailed.The described system of working with audio material aligns with the functional and communicative methods of teaching Ukrainian as a foreign language and facilitates reflection and the updating of the students’ background knowledge of Ukrainian culture and language skills. It is important to note that foreign students are allowed to commence their educational activities at various times according to the Admission Procedure for Foreign Citizens, necessitating a holistic approach to the learning process and adaptation for groups that have already developed basic language and speech skills. Mastering listening comprehension is notably challenging in learning a foreign language, requiring deliberate, consistent effort and the meticulous selection of materials. Effective results in Ukrainian language acquisition can only be achieved through regular listening practice in the classroom. This article employs methods such as analyzing scientific literature, justifying the choice of educational materials, generalizing and systematization.

Competence of Arabic Language Learning Media Lecturers in the Perspective of the Australian Federation of Modern Language Teachers Associations (AFMLTA)

The purpose of the study was to describe the competence of INSURI Ponorogo Arabic learning media lecturers with a standard perspective and teacher professionalism, according to The Australian Federation of Modern Language Teachers Associations (AFMLTA). This research is qualitative and uses a case study approach. Carried out in the INSURI Arabic language education study program. Research data in the form of competence and professionalism of PBA Learning Media lecturers are limited to projections of student receptive ability development through Arabic cartoons accessed from Marhaban Academy Channel on the https://www.youtube.com/@MarhabanAcademy link. The sources of research data are lecturers, students, and learning activities in the classroom. Data collection techniques are carried out by observation, interviews, and documentation. The analysis of research data is carried out by reducing data, presenting data, and drawing conclusions. The results showed, referring to the standards of AFMLTA foreign language teachers. Lecturers of Arabic learning media courses have met AFMLTA standards, namely mastering pedagogic, professional, and social competencies. Pedagogic competence is colored by the ability to manage classes. Professional competence is aimed at the formulation of learning objectives before lecturers step into the learning process. Meanwhile, social competence is aimed at creating a learning atmosphere by adjusting the curriculum and culture of the INSURI Ponorogo campus. Thus, the existence of AFMLTA can measure the competence and professionalism of language teachers outside Australian countries.

Sex/Gender Differences in the Language Profiles of Italian Children with Autism Spectrum Disorder: A Retrospective Study.

Sex/gender (S/G) differences in ASD language profiles have been poorly investigated. The present study aims to explore whether male (M) and female (F) children with ASD and with normal non-verbal cognitive abilities differ in their linguistic profiles. A sample of 76 Italian children with ASD (range: 4.9-8 years), including 50 Ms and 26 Fs, was retrospectively recruited. Language profiles were analyzed using standardized tests for the evaluation of receptive and expressive vocabulary as well as grammar. Grammatical comprehension was the most impaired domain compared to the other language measures in both M and F children. Comparing language profiles between S/G, Fs showed significantly better scores than Ms in grammatical production (p = 0.002), and Ms showed better active negative sentence comprehension (p = 0.035). Moreover, comparing the language profiles between Ms and Fs with a receptive disorder, Fs had significantly worse grammatical comprehension and better grammatical production than Ms. Even among children without a receptive disorder, Fs had significantly higher grammatical production scores. The S/G differences in language profile, particularly better expressive language in Fs than Ms, can partially contribute to the delayed ASD diagnosis or underdiagnosis of Fs without intellectual disability. Finally, the results document the importance of accurately investigating both expressive and receptive abilities in children with ASD.

Critical Reading - A Fundamental Skill for Building 21st Century Literacy

Abstract Academic expectations are a game changer when it comes to students’ learning experiences. As part of their university studies, learners are asked to read research, articles, textbooks, lecture notes, etc., and critically engage with the content in order to analyze it, evaluate it, make connections, draw conclusions, or find new ways to reorganize, reinterpret, and recycle information. Learning to read critically helps students navigate the deep waters of academic requirements, and will ultimately empower them to function more effectively in the educational environment and beyond. This article presents critical reading as an essential skill whose mastery will enable students to deepen their understanding and awareness of both language and content. By discussing critical reading skills from the perspective of traditional and modern approaches and by deconstructing this receptive ability from the point of view of the various strategies and techniques it entails, the present paper aims to address useful aspects related to both the theoretical fundamentals and the practical construction of critical reading competence, and to highlight the importance of critical thinking skills as essential prerequisites for building 21st century literacy.

Endometrial receptive status in patients of reproductive age with diffuse and focal adenomyosis

Introduction Endometriosis ranks second place in the structure of infertility. The development of endometrial dysfunction is one of the infertility factors, which affects the degree of decrease in the receptive abilities of endometrium and subsequent implantation.Purpose of the study was to reveal morpho-functional state of receptivity and nidation ability of endometrium in patients of reproductive age with diffuse and nodal forms of adenomyosis.Materials and methods The study included 104 patients, which were divided into 2 groups. The first group consisted of 30 patients with a diffuse form of adenomyosis, second group included 30 patients with a nodal form. The patients underwent aspiration biopsy of endometrium in the middle secretory phase. The level of ER and PR expression in the glandular and stromal compartments of endometrium was assessed, the percentage and degree of maturity of pinopodes were determined.Results The analysis of ER and PR number in the stromal and glandular components of endometrium in patients with diffuse adenomyosis revealed an increase in the secretion of ER in the glandular cells in contrast to patients of the comparison group. Significant differences in the expression of ER and PR in glandular cells were verified among observed with the nodal form of adenomyosis. The immunohistochemical reaction with antibodies to ER and PR in the nodal form of adenomyosis was significantly higher than in diffuse form. Both in the first and second groups, a decrease in the formation ability of pinopodes on the superficial epithelium was noted.Discussion Adenomyosis leads to damage of the morpho-functional state and receptive abilities of the endometrium. In the nodal form the degree of detected disorders was significantly higher.Conclusion The nodal form of adenomyosis is more common in patients of younger reproductive age and is associated with a higher prevalence of endometrial dysfunction. This is especially important for the selection of adequate modern therapy in order to maintain and improve reproductive function.

Preliminary data on the development of emotion vocabulary in typically developing children (5-13 years) using an experimental psycholinguistic measure.

Vocabulary of emotion is integral to emotional development and emotional intelligence is associated with improved mental health outcomes. Many language disordered groups experience emotional difficulties; Developmental Language Disorders, Attention Deficit Hyperactivity Disorder and autism. However, (as in the case of autism) research tends to focus on assessing recognition of emotional states, rather than exploring labeling skills. Where labeling is assessed, measures have focused on early-acquired vocabulary (happy, sad, angry) or self/parent reporting. To date, no objective assessment has been made of vocabulary of emotion across childhood. This study uses an experimental psycholinguistic measure, The Emotion Vocabulary: Expressive and Receptive ability measure (EVER) which includes two tasks (receptive vocabulary and word generation/expressive vocabulary). This measure has capacity to demonstrate vocabulary growth across age groups. 171 participants (5.0-13.11 years) completed The EVER Measure, alongside two closely matched standardized measures of basic language: BPVS (receptive vocabulary task) and CELF (word-association task). Assessments were completed online and en vivo (COVID testing restrictions dependent). As predicted, children's accuracy increased on both receptive and expressive emotion vocabulary tasks, in line with age at time of testing. EVER scores were significantly predicted by age and correlated with matched basic language scores. Secondary analysis provided preliminary findings on age of acquisition for specific emotion vocabulary items. The findings consequently demonstrate proof of concept for the use of The EVER Measure in assessing emotional vocabulary across childhood. This study provides important preliminary data on generating and recognizing emotion labels across typical child development. Critically, it extends current knowledge on emotion vocabulary acquisition into middle childhood, where linguistic ability is relatively mature. As such, findings have implications for research with potential clinical application in the assessment of older children, with either language or emotional differences or both. Findings demonstrate the need for a standardized tool, and its potential application in research and clinical practice is explored. A large-scale study offering proof of concept and reliability of The EVER Measure is indicated.

NILAI-NILAI SOSIAL NASKAH DRAMA “CERMIN” KARYA NANO RIANTIARNO SEBAGAI ALTERNATIF BAHAN AJAR APRESIASI SASTRA DI SMA

This study aims to analyzeethe social values ​econtained in the drama script "Cermin" and its relevance as an alternative to the selection of literary appreciation materials in high school. The reason the researcher did this research is because the drama script "Cermin" by Nano Riantiarno has deep life values, especially social values. Drama scripts, besides being able to be staged, can also be used as teaching materials. The social values ​​contained in drama scripts can be used as alternative teaching materials for literary appreciation in high school. This research methodeis descriptive qualitative. The dataein this study were collected by using a literature study, namely the drama script "Cermin" by Nano Riantiano which was published in 1977. The data in this study is a description of words based on in-depth analysis. The results showed that there were six social values ​​contained in the drama script, namely the value of responsibility, the value of compassion, the value of caring for the fate of others, the value of giving advice, the valueeof cooperation, and the value of harmony. The social values ​​in the drama script "Cermin" by Nano Riantiarno can be used as alternativeeteaching materials in high school based on Basic Competenciese3.8 and 4.8 as well as Learning Outcomes of receptive abilities in the elements of storing and reading and watching class XI.

Manhaj Ta’līm Mahārah Kalām Bi Al-Lughah Al-‘Arabiyah Baina al-Ma’had Al-Ashry Wa As-Salafy

Language becomes the main media in communication, through human language can establish relationships and reach understanding. The main sources of Islamic teaching are written in Arabic. Then, there are four skills in learning Arabic, one of them is speaking skills. Speaking Skill is a receptive ability, which requires the speaker must be able to speak the language using Nahwu's rules and language structure correctly. Modern Islamic Boarding School (IBS) is an educational institution that pays special attention to developing Arabic speaking skills. Besides that, the same special attention is become from Salafy IBS. The development is implemented through language activities curriculum, and the emphasis is on language environment. This article was written using the Qualitative Research approach with case study type, aimed at knowing the full description of the learning objectives, teaching materials, learning steps and evaluation rule that used of the language in both of these Islamic Boarding Schools. And the conclusion is: 1) The main purpose of learning speaking is to get students to speak fluently in Arabic with the correct rules. 2) Textbooks used specifically for teaching Arabic speaking. 3) The learning step uses a direct approach. 4) Language evaluation includes: Weekly, monthly, semester and yearly evaluations.

Influence of Curriculum-Based Readers Theater in Marine Education on Sixth Graders’ Oceanic Knowledge and Vocabulary Knowledge

ABSTRACT This study explored the influence of using Curriculum-Based Readers Theater (CBRT) on promoting 12 sixth graders’ oceanic knowledge and vocabulary learning in an elementary school in Taiwan. Based on the analysis of both quantitative (oceanic knowledge tests and vocabulary knowledge tests) and qualitative data (interviews, videos, and reflections), the study had the following major findings. First, CBRT instruction was effective for improving learners’ oceanic knowledge through repeated reading. Second, CBRT was beneficial for learners’ receptive ability in recognizing spoken forms of the target vocabulary. Suggestions on effective implementation of CBRT into content areas or issues were provided.

Neuroanatomical correlates of macrostructural receptive abilities in narrative discourse in unilateral left hemisphere stroke: A behavioural and voxel-based morphometry study.

Little is known about story retelling and comprehension abilities in groups with lower levels of education and socio-economic status (SES). A growing body of evidence suggests the role of an extended network supporting narrative comprehension, but few studies have been conducted in clinical populations, even less in developing countries. To extend our knowledge of the impact of a stroke on macrostructural aspects of discourse processes, namely main and complementary information, in individuals with middle-low to low SES and low levels of education. Relationships were tested between the performance in story retell and comprehension and reading and writing habits (RWH). Also, the associations between retelling and comprehension measures and their structural grey matter (GM) correlates were explored. A total of 17 adults with unilateral left hemisphere (LH) chronic ischaemic stroke without the presence of significant aphasia and 10 matched (age, education and SES) healthy controls (HC) participated in the study. Retell and comprehension tasks were performed after listening or reading narrative stories. Voxel-based morphometry (VBM) analysis was conducted on a subgroup of nine individuals with LH stroke and the 10 matched controls using structural magnetic resonance imaging (MRI). Retelling and comprehension abilities were not significantly different between LH and HC, nonetheless quantitively lower in LH. Exploratory correlations showed that retelling and comprehension abilities in both written and auditory modalities were correlated with naming abilities. At the neural level, written comprehension positively correlated with GM density of the LH, including areas in the temporal pole, superior and middle temporal gyrus as well as the orbitofrontal cortex, precentral and postcentral gyri. Auditory narrative comprehension was associated with GM density of the lingual gyrus in the right hemisphere. The present results suggest that retelling and comprehension of auditory and written narratives are relatively well-preserved in individuals with a LH stroke without significant aphasia, but poorer than in HC. The findings replicate previous studies conducted in groups with higher levels of education and SES both at the behavioural and neural levels. Considering that naming seems to be associated with narrative retell and comprehension in individuals with lower SES and education, this research provides evidence on the importance of pursuing further studies including larger samples with and without aphasia as well as with various SES and education levels. What is already known on this subject Story retell and comprehension of auditory and written discourse have been shown to be affected after stroke, but most studies have been conducted on individuals with middle to high SES and high educational levels. What this paper adds to existing knowledge The study reports on narrative retell and comprehension in both auditory and written modalities in groups of HC and individuals with LH brain damage, with low-to-middle SES and lower levels of education. What are the potential or actual clinical implications of this work? This study highlights the importance of taking into consideration the sociodemographic and RWH of patients when assessing discourse retell and comprehension in both auditory and written modalities. It also underlines the importance of including patients without significant aphasia following LH stroke to look at the effect of both stroke and aphasia on narrative comprehension and story retelling.

What does a receptive bilingual understand? Evidence from Polish as a heritage language in Germany

Summary Our study explores the field of receptive bilingualism, a highly common phenomenon with respect to heritage languages—one that, despite its commonness, has been analyzed by few studies. We collected data from 10 receptive bilinguals of Polish as a heritage language in Germany, including data from interviews regarding language biographies, a battery of tests on language comprehension skills, and a single-word production task. The main focus of our study was the analysis of the receptive abilities of our 10 participants, with a specific emphasis on their level of listening comprehension of spoken text. We conducted an explorative correlation analysis with respect to the interrelation of listening comprehension with other parameters, such as single-word comprehension, sentence comprehension, single-word production, and the language choice of the participants’ parents. The results indicate that all participants coped well with spoken texts up to level B1 of the Common European Framework of Reference for Languages (CEFR). There was great variance in performance at levels B2 and C1, with some of the participants still performing very well. Their performance at levels B2 and C1 strongly correlated with the number of direct address instances in Polish by the parents during childhood and with single-word comprehension. Furthermore, the word production task generated the lowest outcomes of all tests, thus revealing a wide gap between receptive and productive abilities. Interestingly, the results of the word production task did not correlate with those pertaining to the listening comprehension of texts at levels B2 and C1. This finding underscores the fact that productive skills do not constitute a valid indicator of receptive abilities. In summary, our results demonstrate the special quality of receptive bilingualism and the need to avoid underestimating this specific status (e. g., in language classes).

Vehicle License Plate Recognition Using Shufflenetv2 Dilated Convolution for Intelligent Transportation Applications in Urban Internet of Things

Intelligent transportation applications based on urban Internet of Things can improve the efficiency of government services and promote urban modernization. As smart cameras are more and more widely used in cities, artificial intelligence technology is an important force to achieve license plate recognition. An efficient license plate recognition algorithm not only improves the efficiency of traffic management but also saves management costs. This paper proposes a network based on the shufflenetv2 dilated convolution (SDC) model, which includes two parts: license plate location and license plate recognition. SDC model adopts shufflenetv2 as the backbone network, which combines dilated convolution and global context blocks. Therefore, the receptive field and feature expression ability of the model are enhanced. For license plate location, CIOU loss considers not only the coverage area of the bounding box but also the center distance and aspect ratio. For license plate recognition, CTC loss trains the network based on the sequence and solves the sample alignment problem, which improves the accuracy of license plate recognition. The experiments show that the precision of the SDC model in license plate location is 98.7%, which is 5.2%, 5.5%, and 4.1% higher than the precision of Faster-RCNN, YOLOv3, and SSD, respectively. The precision of the SDC model in license plate recognition is 98.2%, which is 5.3%, 3.7%, and 2.9% higher than the precision of LPRNet, AlexNet, and RPNet, respectively.

Linguistic portrait of aRussian-German speaking woman with dementia : Longitudinal observations from aGerman language nursing home

The advantages of an individual use of the linguistic resources of multilingual persons in need of care are obvious, but quite often an implementation is hardly possible. This leads to areduction of the linguistic abilities of those concerned. This case study shows the differences in the abilities of aRussian-German bilingual woman suffering from dementia in expressing herself in two languages and traces the longitudinal changes. Data material from 4years of observation (including conversation recordings, linguistic tests and interviews with nursing personnel) was used to create the linguistic portrait. The expression abilities and changes in the languages were different. In German, the receptive abilities at word level and sentence level and productive abilities at word level remained unchanged over the entire period. In Russian, the situation was less stable; at the beginning, she was an interested interlocutor who could express herself fluently at all levels. Over time, her syntactic complexity and willingness to interact decreased; nevertheless, better and productive Russian skills remained. The asymmetrical distribution of the two languages entails the danger of aone-sided assessment of the general abilities of the person concerned. This underlines the need for adifferentiated view of the languages.

Dynamic vs Nondynamic Assessments: Impacts on Intermediate EFL Learners’ Receptive Skills

Listening and reading skills, which are two of the essential skills in the world of language learning, have established themselves in various academic fields. Many researchers have looked at teaching and developing these two receptive abilities, but less focus has been paid to assessing and testing them. Traditional evaluation has been used to examine learners for a long time, but new teaching methods should introduce new ways to test and assess students. This study attempted to investigate the impact of dynamic assessment (DA) vs. nondynamic assessment (NDA) on Ethiopian intermediate EFL learners’ receptive abilities, which was conceptually grounded by Vygotsky’s (1978) socio-cultural theory (SCT). To this end, 96 intermediate students from a high school participated in this study. Then, they were divided into three equal groups: two experimental groups (EG1 and EG2) and one control group (CG). After administering a pretest, the EG1 and EG2 were taught listening and reading skills through group dynamic assessment, and the control group received traditional instruction. After the treatment, a posttest was administered. The results of one-way ANCOVA revealed that dynamic assessment had significant effects on receptive skills. This study has implications for instructors, students, and material designers in light of the findings. Teachers are encouraged to use DA in their language instruction to help students improve their English language abilities.

Altered Molecular Pathways and Biomarkers of Endometrial Receptivity in Infertile Women with Polycystic Ovary Syndrome.

Anovulation is the most prominent cause of infertility in polycystic ovary syndrome (PCOS) patients. Although ovulation can be corrected pharmacologically, the number of pregnancies remains low. Even if excellent embryos are transferred by IVF, it does not change the high miscarriage rate of PCOS patients. These facts collectively indicate that there is a disorder of endometrial development and receptivity to the embryo in PCOS patients, including the decrease of receptive ability, inhibition of embryo adhesion, undersupply of energy, poor blood perfusion, and pro-inflammatory status in the endometrium. However, it has never received the same attention as ovulatory dysfunction. Here we list some alternations of endometrial receptivity in women with PCOS, discuss the underlying intricate mechanisms, and try to find out the possible therapeutic targets, which may bring new perspectives to those who are able to provide high-quality embryos.

Emotion expression abilities and psychopathy.

The ability to express emotion is considered a core socioemotional skill; however, most research is focused on receptive abilities, with little investigation of productive abilities. We present an investigation of individual differences in facial expression of emotion using observational techniques. Given descriptions of highly psychopathic persons as successful liars and manipulators, we investigate the ability to intentionally pose emotional expressions when no emotion is elicited. A mixed sample of adult men (N = 316 community volunteers, prison inmates, and forensic-psychiatric patients) ranging along the psychopathy continuum were asked to facially express a nonfelt emotion, specifically anger, disgust, fear, happiness, sadness, and surprise, through either written instructions or through imitation of a target's facial expression. Through structural equation modeling, we evaluate relations between this emotion expression ability and general mental ability, interpersonal abilities, and psychopathy. We find that psychopathy is moderately associated with poorer emotion expression ability, meaning highly psychopathic individuals are poorer at imitating the expressions of others and poorer at expressing all emotions. However, this deficit is largely attributable to deficits in general mental ability. These results challenge the view that highly psychopathic individuals have the cognitive skills to support a superior ability to deceive or manipulate others. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Computed tomography findings as early predictors of long-term language impairment in patients with traumatic brain injury

This study aims to assess the relationship between computed tomography (CT) findings, during the acute phase of hospitalization, and long-term language impairment in people with traumatic brain injury (TBI). Another aim was to assess the receptive and expressive abilities of subjects with TBI based on the location of the injury. This is a retrospective observational study including 49 participants with TBI due to war injuries. The Arabic Diagnostic Aphasia Battery (A-DAB-1) was administered to the participants and the Helsinki CT score was computed to quantify brain damage. The results showed that the Helsinki CT score was negatively correlated with the total score of the A-DAB-1 (r = −0.544, p-value < 0.0001). Simple linear regression supported such findings and reflected an inversely proportional relationship between both variables (p-value < 0.0001). When compared with subjects having right hemisphere damage, subjects with left hemisphere and bilateral brain damage performed more poorly on language tasks respectively as follows: A-DAB-1 overall score (92.08-66.08-70.28, p-value = 0.021), Content of descriptive speech (9.57-6.69-7.22, p-value = 0.034), Verbal fluency (6.57-3.54-3.89, p-value = 0.002), Auditory comprehension (9.71-7.54-7.78, p-value = 0.039), Complex auditory commands (9.71-7.65-7.56, p-value = 0.043), Repetition (9.75-7.08-7.61, p-value = 0.036), Naming (9.93-7.15-8.11, p-value = 0.046). Following TBI, CT findings on admission can significantly predict long-term language abilities, with left side lesions inducing poorer outcomes.