Story Comprehension Task Research Articles

Narrative Discourse Performance in Traumatic Brain Injury: Does Story Comprehension Predict Story Retelling?

Little is known about the relationship between discourse comprehension and production in traumatic brain injury (TBI), especially for spoken language. This study examined to what extent narrative discourse comprehension accounts for narrative discourse production outcomes (story grammar, story completeness). A secondary aim was to provisionally test an assumption of a discourse model, the structure building framework (SBF), that discourse comprehension and production share cognitive processes by investigating the strength of the relationship between them. Twenty-one individuals with TBI completed story comprehension and story retelling tasks. Discourse measures included the Discourse Comprehension Test, a picture story comprehension task, story grammar, and story completeness. Correlational and multiple regression analyses were performed using comprehension measures as predictors for production measures. There were significant moderate-to-large correlations between all comprehension and production measures. Comprehension measures approached but did not reach significance for predicting story grammar performance but strongly predicted story completeness outcomes. The story comprehension measures likely tapped content aspects of discourse more so than organization. Results provided support for a link between content-focused discourse comprehension measures and discourse production outcomes, which may have clinical implications for approaches to discourse intervention. Findings were interpreted as providing preliminary support for the SBF's claim that discourse production deploys the same processes involved in discourse comprehension. https://doi.org/10.23641/asha.26338045.

The Relationship between Story Comprehension, Story Grammar Production, and Executive Function in Preschool-Age Korean-English Bilingual Children with and without Vocabulary Delay

Objectives: This study investigated the relationship between story comprehension and story grammar abilities, as well as executive function in preschool Korean-English bilingual children with vocabulary delay (VD) compared to typically developing (TD) children and examined predictors of their narrative abilities. Methods: A total of 30 children (13 children with VD, 17 TD children) aged from 4-6 years participated in the study. Children performed non-word repetition (NWR) and word list recall for verbal working memory, matrix for non-verbal working memory, fruit stroop for inhibition, and Dimensional Change Card Sort (DCCS) for shifting. They also performed story comprehension and story grammar production tasks in both languages to assess their narrative abilities. For data analyses, one-way ANOVA, Pearson correlation, and stepwise multiple regression were conducted. Results: The VD group showed significantly lower performance in working memory, inhibition, shifting tasks. Moreover, VD group had significantly lower performance in story comprehension and story grammar production tasks in both languages. In the TD group, Korean story comprehension performance was correlated with English story comprehension, Korean story grammar production, English story grammar production performances. On the other hand, in the VD group, only Korean story comprehension showed a significant correlation with Korean story grammar production performance. Lastly, matrix significantly predicted English story comprehension abilities and word list recall significantly predicted Korean story grammar production abilities in the TD group. Conclusion: By examining the relationship between children’s ability to understand stories, produce story grammar and sub-factors of executive function, we can improve the narrative education and intervention for bilingual children’s literacy and academic achievement in the future.

Exploring the Utility of Narrative Comprehension and Production Tasks to Identify Vocabulary Delay Using Eye-Tracker

Objectives: The purpose of this study was to identify group differences in various aspects of narrative tasks performance (comprehension, production, and eye-tracking variables) and finally to explore whether narrative tasks can be used to detect vocabulary delay.Methods: Children in the 1st and 2nd grades (TD= 101, VD= 22) of elementary school participated in this study. All children participated in story comprehension and production tasks, and eye-tracking variables were extracted from two reading conditions (‘listening+reading’, and ‘reading’) in the story comprehension task.Results: There was a significant difference between the two groups in the ‘listening+reading’ condition in the story comprehension task, the ‘construction’ condition in the story production task, and the ‘total fixation duration (TFD)’ in the eye-tracking variables. We examined the ability of the story performances to discriminate vocabulary delays, and found that a total of 79.6% of the original cases based on the standardized vocabulary test could be correctly classified by the story performance variables. The ROC curve also showed that 84.6% of the children could be validly identified by a combination of narrative comprehension scores in the ‘listening+reading’ condition, narrative production scores in the ‘structure’ condition, and TFD in the ‘listening+reading’ condition of comprehension task.Conclusion: The significance of this study is that it explored the possibility of using narrative tasks as a useful tool for identifying micro-level vocabulary delays.

Story Comprehension Skills in School-Aged Children According to Text Type and Story Modality

Objectives: This study aimed to examine school-aged children’s story comprehension skills according to text type and story modalities.Methods: A total of 348 elementary school children from grades 1 to 6 participated in this study. Participants answered the story comprehension questions after performing the story comprehension task according to the three- story modalities. One child read two fictional and one nonfictional texts, or two nonfictional and one fictional texts, and were randomly assigned according to text type and story modality. Story comprehension questions consisted of both factual and inference questions.Results: A significant difference was found in story comprehension performance according to the grade, text type, and story modality. As children get older, the performance of a story comprehension task increased significantly. Regarding the text type, the comprehension of fiction was significantly higher than the nonfiction comprehension. Comparing the story comprehension performance task according to the story modality, the performance was high in the order of reading-while-listening, listening, and reading. In fiction, there was a significant difference between listening and reading modality, whereas no significant difference was found between text modalities in nonfiction.Conclusion: The findings suggest that presenting text as a complex form of listening and reading to schoolaged children can aid in information processing and help children improve their story comprehension. Also, children’s age and text type need to be considerd for assessment and interventions aimed at children’s successful story comprehension.

Individual differences in the language task-evoked and resting-state functional networks.

The resting state functional network is highly variable across individuals. However, inter-individual differences in functional networks evoked by language tasks and their comparison with resting state are still unclear. To address these two questions, we used T1 anatomical data and functional brain imaging data of resting state and a story comprehension task from the Human Connectome Project (HCP) to characterize functional network variability and investigate the uniqueness of the functional network in both task and resting states. We first demonstrated that intrinsic and task-induced functional networks exhibited remarkable differences across individuals, and language tasks can constrain inter-individual variability in the functional brain network. Furthermore, we found that the inter-individual variability of functional networks in two states was broadly consistent and spatially heterogeneous, with high-level association areas manifesting more significant variability than primary visual processing areas. Our results suggested that the functional network underlying language comprehension is unique at the individual level, and the inter-individual variability architecture of the functional network is broadly consistent in language task and resting state.

Contribution of Working Memory and Inferencing to Narrative Discourse Comprehension and Production in Traumatic Brain Injury.

The goal of this study was to identify some potential key cognitive and communicative processes underlying narrative discourse ability following traumatic brain injury (TBI). Specifically, this study (a) investigated the contribution of working memory (WM) and inferencing to narrative discourse comprehension and production; (b) tested key assumptions posited by the Structure Building Framework (SBF), a discourse model; and (c) evaluated the potential for inferencing to contribute to discourse ability beyond a shared variance with WM. Twenty-one individuals with TBI completed six tasks yielding seven measures: verbal and nonverbal WM updating (WMU-V and WMU-NV, respectively), predictive inferencing, the Discourse Comprehension Test (DCT), a picture story comprehension (PSC) task, and story retelling (story grammar and story completeness). Regression analyses were performed using WM and inferencing as predictors for narrative performance. WM measures were significant predictors of DCT performance and approached significance as predictors of PSC. Inferencing approached significance as a unique predictor for the DCT and story completeness. WMU-V and WMU-NV were highly collinear, and neither WM measure predicted discourse outcomes over and above the other's contribution. WM was more strongly associated with comprehension processes, whereas inferencing may be associated with both comprehension and production outcomes. Findings were interpreted as supporting SBF assumptions of domain generality of cognitive processes and mechanisms involved in discourse while also challenging assumptions that the same cognitive substrates are marshaled for comprehension and production processes. https://doi.org/10.23641/asha.23148647.

Treatment-induced neural reorganization in aphasia is language-domain specific: Evidence from a large-scale fMRI study.

Studies investigating the effects of language intervention on the re-organization of language networks in chronic aphasia have resulted in mixed findings, likely related to-among other factors-the language function targeted during treatment. The present study investigated the effects of the type of treatment provided on neural reorganization. Seventy individuals with chronic stroke-induced aphasia, recruited from three research laboratories and meeting criteria for agrammatism, anomia or dysgraphia were assigned to either treatment (N=51) or control (N=19) groups. Participants in the treatment group received 12-weeks of language intervention targeting sentence comprehension/production, naming, or spelling. At baseline and post-testing, all participants performed an fMRI story comprehension task, with blocks of auditorily-presented stories alternated with blocks of reversed speech. Participants in the treatment, but not control, group significantly improved in the treated language domain. FMRI region-of-interest (ROI) analyses, conducted within regions that were either active (or homologous to active) regions in a group of 22 healthy participants on the story comprehension task, revealed a significant increase in activation from pre-to post-treatment in right-hemisphere homologues of these regions for participants in the sentence and spelling, but not naming, treatment groups, not predicted by left-hemisphere lesion size. For the sentence (but not the spelling) treatment group, activation changes within right-hemisphere homologues of language regions were positively associated with changes in measures of verb and sentence comprehension. These findings support previous research pointing to recruitment of right hemisphere tissue as a viable route for language recovery and suggest that sentence-level treatment may promote greater neuroplasticity on naturalistic, language comprehension tasks, compared to word-level treatment.

Late dominance of the right hemisphere during narrative comprehension

PET and fMRI studies suggest that auditory narrative comprehension is supported by a bilateral multilobar cortical network. The superior temporal resolution of magnetoencephalography (MEG) makes it an attractive tool to investigate the dynamics of how different neuroanatomic substrates engage during narrative comprehension. Using beta-band power changes as a marker of cortical engagement, we studied MEG responses during an auditory story comprehension task in 31 healthy adults. The protocol consisted of two runs, each interleaving 7 blocks of the story comprehension task with 15 blocks of an auditorily presented math task as a control for phonological processing, working memory, and attention processes. Sources at the cortical surface were estimated with a frequency-resolved beamformer. Beta-band power was estimated in the frequency range of 16–24 Hz over 1-sec epochs starting from 400 msec after stimulus onset until the end of a story or math problem presentation. These power estimates were compared to 1-second epochs of data before the stimulus block onset. The task-related cortical engagement was inferred from beta-band power decrements. Group-level source activations were statistically compared using non-parametric permutation testing. A story-math contrast of beta-band power changes showed greater bilateral cortical engagement within the fusiform gyrus, inferior and middle temporal gyri, parahippocampal gyrus, and left inferior frontal gyrus (IFG) during story comprehension. A math-story contrast of beta power decrements showed greater bilateral but left-lateralized engagement of the middle frontal gyrus and superior parietal lobule. The evolution of cortical engagement during five temporal windows across the presentation of stories showed significant involvement during the first interval of the narrative of bilateral opercular and insular regions as well as the ventral and lateral temporal cortex, extending more posteriorly on the left and medially on the right. Over time, there continued to be sustained right anterior ventral temporal engagement, with increasing involvement of the right anterior parahippocampal gyrus, STG, MTG, posterior superior temporal sulcus, inferior parietal lobule, frontal operculum, and insula, while left hemisphere engagement decreased. Our findings are consistent with prior imaging studies of narrative comprehension, but in addition, they demonstrate increasing right-lateralized engagement over the course of narratives, suggesting an important role for these right-hemispheric regions in semantic integration as well as social and pragmatic inference processing.

Speech and Sound Quality Recognition in Adults Bimodal Cochlear Implant Listeners

Purpose: Recent bimodal studies identified a lack of bimodal evaluation and fitting protocols to improve bimodal benefits. The purpose of this study is to measure bimodal benefits in speech and sound quality recognition and identify bimodal fitting issues with adult cochlear implant listeners to establish bimodal fitting guidelines and evaluation protocol.Methods: A total of 20 adult cochlear implant users were participated in this study. The experimental procedures included basic evaluation, hearing aid evaluation, and bimodal benefits evaluation. In order to evaluate bimodal benefits, speech and sound quality recognition tests were performed. Matrix sentences in quiet and noise (5 and 10 dB sound pressure level), consonant-vowel-consonant words, and story comprehension tasks were provided. Participants judged sound qualities for six sound quality dimensions and a tester performed real ear measurements to verify hearing aid gains.Results: Results showed that bimodal listeners had some bimodal benefits in the sentence and monosyllabic word recognition in quiet. The benefits of sound quality judgments were also observed for six sound quality dimensions. Bimodal cochlear implant listeners of this study demonstrated less real-ear insertion gains than target gains across test frequencies.Conclusion: Speech and sound quality recognition tests are useful tools to measure bimodal benefits. Additional care for bimodal listeners is needed to optimize bimodal fitting and improve the quality of bimodal hearing aid fitting services.

Examining the validity of three methods of measuring pre-readers’ knowledge of storybook events

Planning intervention for narrative comprehension deficits requires a thorough understanding of a child’s skill in all component domains. The purpose of this study was to examine the validity of three methods of measuring pre-readers’ event knowledge, an important predictor of story comprehension. Thirty-eight typically developing children (12 males; 26 females) between the ages of 30–59 months ( M = 42.05 SD = 7.62) completed three measures – verbal account, enactment, picture-sequencing – that tapped their knowledge of two different events before listening to stories based on each of those events and completing story comprehension tasks. Scores for verbal account and enactment, but not for picture sequencing, (1) were moderately correlated with comprehension scores for the corresponding story; (2) reflected differential knowledge of the two events, though not in the expected direction; (3) were moderately correlated with one another in the case of each story. In general measures for the same event were more highly correlated with one another than with measures of the other event. Overall, results suggest that verbal account and enactment may yield information useful for clinicians planning intervention for children with narrative comprehension deficits.

Listener characteristics differentially affect self-reported and physiological measures of effort associated with two challenging listening conditions

Listeners vary in their ability to understand speech in adverse conditions. Differences in both cognitive and linguistic capacities play a role, but increasing evidence suggests that such factors may contribute differentially depending on the listening challenge. Here, we used multilevel modeling to evaluate contributions of individual differences in age, hearing thresholds, vocabulary, selective attention, working memory capacity, personality traits, and noise sensitivity to variability in measures of comprehension and listening effort in two listening conditions. A total of 35 participants completed a battery of cognitive and linguistic tests as well as a spoken story comprehension task using (1) native-accented English speech masked by speech-shaped noise and (2) nonnative accented English speech without masking. Masker levels were adjusted individually to ensure each participant would show (close to) equivalent word recognition performance across the two conditions. Dependent measures included comprehension tests results, self-rated effort, and electrodermal, cardiovascular, and facial electromyographic measures associated with listening effort. Results showed varied patterns of responsivity across different dependent measures as well as across listening conditions. In particular, results suggested that working memory capacity may play a greater role in the comprehension of nonnative accented speech than noise-masked speech, while hearing acuity and personality may have a stronger influence on physiological responses affected by demands of understanding speech in noise. Furthermore, electrodermal measures may be more strongly affected by affective response to noise-related interference while cardiovascular responses may be more strongly affected by demands on working memory and lexical access.

The Narrative Competence of Bilingual Jamaican Creole- and English-Speaking Preschoolers.

Purpose The purpose of this study is to characterize narrative competence of typically developing bilingual children using Jamaican Creole (JC) and English. Method Story comprehension and fictional storytelling tasks in JC and English were completed by 104 bilingual preschoolers aged 4-6 years. Story comprehension was analyzed using inferential story comprehension questions representing Blank's Question Hierarchy. Fictional storytelling was analyzed using the Monitoring Indicators of Scholarly Language framework for narrative macrostructure and microstructure. Results Story comprehension was significantly correlated within each language, but only questions from Level 4 of Blank's Question Hierarchy showed significant correlations between languages. Fictional storytelling was significantly better in English than in JC for macrostructure (total score, internal response, plan, consequence) and microstructure (total score, adverbs, elaborated noun phrases). Story complexity in JC and English was significantly correlated. In terms of developmental effects, children's macrostructure and story complexity appear to be better at 4 years than 5 years, with English outperforming JC. Furthermore, age correlated with story comprehension in JC. Conclusion Comparison of narrative competence in bilingual children provides much needed insights into language development, with examination of JC and English bilinguals representing an understudied bilingual context.

Reliability of BOLD signals in chronic stroke-induced aphasia.

Investigating the neurobiology of language impairment and treatment in chronic stroke aphasia using fMRI requires an understanding of measurement variability within and between participants. In this multicenter study, we evaluated the scan-rescan reliability of an auditory and visual (written) story comprehension paradigm in stroke participants with aphasia (N=65) and healthy controls (N=22). The multi-modal task was conducted twice (~1week apart) on separate visits upon study enrolment and twice again at completion three months later. A non-language visuomotor task was studied in the aphasia group only, which was conducted once per time point (3months apart). While participants were asked to make responses during the comprehension task, these in-scanner responses were not recorded. Reliability was assessed using intraclass correlation coefficient (ICC) at both group and individual participant levels. The visual story comprehension condition had higher reliability than the auditory condition in both groups, with participants with aphasia exhibiting lower reliability than controls in both conditions (stroke ICC=.43, healthy ICC=.81). Differences in reliability within the group of participants with aphasia were found to be partially explained by overall language impairment as well as greater head motion. In the participants with aphasia, the visuomotor paradigm was found to have greater reliability than the story comprehension task at equivalent interscan intervals (visuomotor=0.50, comprehension=0.34), and its reliability was not associated with language impairment. This work highlights the importance of considering the reliability of fMRI tasks in aphasia research, provides strategies to improve reliability and has potential implications for the field of clinical neuroimaging in general.

Tell me a story in English or Swedish: Narrative production and comprehension in bilingual preschoolers and first graders

ABSTRACTThis study examines macrostructural aspects of narrative skills in 52 bilingual Swedish- and English-speaking children age 5–7. Elicited fictional story production and comprehension tasks were administered in parallel fashion in both Swedish and English (Multilingual Assessment Instrument for Narratives; Gagarina et al., 2012). Scores on the Multilingual Assessment Instrument for Narratives were compared across languages; moreover, story structure components in the narratives and answers to probe questions were qualitatively analyzed. Age effects (5-year-olds vs. 6- to 7-year-olds) for macrostructure production and narrative comprehension were evident, but no effect for language (Swedish/English). The results suggest that story structure is invariant across a bilingual child's two languages at a given age, with similar awareness of the intentions and goal-directed behavior of the story protagonists, irrespective of language.

Fluency-dependent cortical activation associated with speech production and comprehension in second language learners

This functional magnetic resonance imaging (fMRI) study investigated the brain regions underlying language task performance in adult second language (L2) learners. Specifically, we identified brain regions where the level of activation was associated with L2 fluency levels. Thirty Japanese-speaking adults participated in the study. All participants were L2 learners of English and had achieved varying levels of fluency, as determined by a standardized L2 English proficiency test, the Versant English Test (Pearson Education Inc., 2011). When participants performed the oral sentence building task from the production tasks administered, the dorsal part of the left inferior frontal gyrus (dIFG) showed activation patterns that differed depending on the L2 fluency levels: The more fluent the participants were, the more dIFG activation decreased. This decreased activation of the dIFG might reflect the increased automaticity of a syntactic building process. In contrast, when participants performed an oral story comprehension task, the left posterior superior temporal gyrus (pSTG) showed increased activation with higher fluency levels. This suggests that the learners with higher L2 fluency were actively engaged in post-syntactic integration processing supported by the left pSTG. These data imply that L2 fluency predicts neural resource allocation during language comprehension tasks as well as in production tasks. This study sheds light on the neural underpinnings of L2 learning by identifying the brain regions recruited during different language tasks across different modalities (production vs. comprehension).

The effect of a sentence comprehension treatment on discourse comprehension in aphasia

Background: While it is well understood that individuals with aphasia have difficulty with discourse comprehension, very few studies have examined the nature of discourse comprehension deficits in aphasia and the potential for improvement in discourse comprehension after rehabilitation. To address the first goal, we previously developed the Test of Syntactic Effects on Discourse Comprehension (TSEDC), which provides a measure of the extent to which a participant’s sentence comprehension ability aids in comprehending passages.Aims: The goal of this study was to examine the effect of a sentence comprehension treatment on the TSEDC to assess whether training participants to understand sentences of different syntactic complexity would improve their ability to understand passages that vary by their level of syntactic complexity.Methods & Procedures: Forty participants with aphasia received sentence comprehension treatment using one of two syntactic comprehension tasks: object manipulation (OM) or sentence to picture matching (SPM). The dependent measure was improved sentence comprehension of one sentence type in one task-related protocol, with the order of task and structure counterbalanced across participants. Before and after treatment, participants also completed a self-paced auditory story comprehension task that involved nine passages that contained either semantically reversible canonical sentences (simple passages) or semantically reversible non-canonical sentences (complex passages). At the end of each passage, participants were asked explicit or implicit questions about the story. Accuracy and reaction times were measured for each patient for each story before and after treatment.Outcomes & Results: Analysis of the treatment data revealed that participants improved in their ability to understand trained sentences (both in terms of effect size and per cent change on trained structure), irrespective of whether the trained task was SPM or OM. There was no significant relationship between treatment improvements on the SPM/OM treatment (even when the task targeted in treatment was controlled for) and changes in performance on the TSEDC. Also, there was no significant improvement in TSEDC accuracy after treatment, even when various aspects of the narrative passages, including passage complexity (simple/complex), the nature of sentence type (semantically constrained/semantically reversible) and the nature of questions asked (explicit or implicit), were accounted for.Conclusions: Inherent differences between the sentence comprehension treatment and the TSEDC may have precluded generalisation.

Decoding of Emotional Components in Complex Communicative Situations (Irony) and Its Relation to Empathic Abilities in Male Chronic Alcoholics: An Issue for Treatment

Previous research has shown that deficits in the domain of emotions strongly characterize alcoholism. Patients diagnosed with alcoholism show impairments in emotional mimic recognition, as well as in the domain of emotional prosody. These data suggest that male alcoholics might suffer from a generalized emotional impairment associated with dysfunctions in empathy. Taken altogether, those deficits might influence alcoholics' relational domain and their performance in complex communicative situations such as ironic interactions. The present study investigates the ability of chronic male alcoholics to recognize the emotional component of ironic contexts and its relation to the comprehension of ironic meaning as a function of their empathic abilities. Forty-four male subjects participated in a story comprehension task. They were asked to read stories with either an ironic or a nonironic ending. Participants were asked to fill in a questionnaire about communicative intentions and the emotional states of the stories' characters. Moreover, the correct comprehension of the ironic meaning was assessed through a self-reported questionnaire and related to the empathy quotient (EQ) which was measured in a preexperimental phase. Alcoholic subjects showed a lower EQ in comparison to healthy subjects and recognized significant fewer ironic endings. Social skills results were particularly impaired. The correlation between EQ and ironic endings recognition was significant. Moreover, alcoholics showed a tendency to attribute positive emotions to both ironic and nonironic contexts, showing an opposite pattern in comparison with control subjects who tended to associate negative emotions to ironic contexts. The present study indicates that emotional recognition deficits that have been previously observed in chronic alcoholics extend to complex interactive contexts. This deficit is associated with a more general impairment of empathy, especially in its social skill component. Clinical implications of the present results are discussed.

Theory of mind performance using a story comprehension task in bipolar mania compared to schizophrenia and healthy controls

IntroductionTheory of mind (ToM) refers to the ability to understand the mental state of self and others. There is limited research into this topic in bipolar disorder (BD), with no previous study examining ToM in a BD group within a psychotic manic phase.MethodsTwenty-eight psychotic manic BD patients were compared with 30 schizophrenia (SCZ) patients and 29 healthy controls (HC). Participants performed a ToM story comprehension task that compared ToM stories and non-ToM stories (which we relabelled non-ToM “semantic” stories). Performance was examined by answering comprehension questions.ResultsBoth patient groups were equally impaired on their scores for ToM stories (scores BD = 10/24, SCZ = 9/24, HC = 14/24, p < .001). Interestingly, both patient groups showed reduced performance on non-ToM semantic stories (scores BD = 12/24, SCZ = 9/24, HC = 15/24, p < .001); SCZ showed a larger deficit. Reduced ToM performance was correlated with delusion severity in the BD group only.ConclusionsToM performance was impaired in BD patients experiencing psychotic symptoms. Patient performance was also impaired on the control condition (i.e., non-ToM semantic stories) supporting an additional deficit in semantic processing.

Evaluating the clinical utility of the Profile of Oral Narrative Ability for 4-year-old children

This study investigated if the story retelling and comprehension task Ana Gets Lost, that is frequently used with school-aged children, has clinical utility with a preschool population. The study also assessed the task's concurrent and predictive validity with norm-referenced tests of language performance. A total of 92 typically-developing 4-year-old children participated. After 12 months, 57 children were available for a follow-up session. At each session, children listened twice to the story while looking at the pictures and then retold the story without the use of pictures. After the first exposure the children were asked comprehension questions to assess their oral narrative comprehension. Children's performance was analysed on measures of comprehension, narrative quality, semantics, morphosyntax, and verbal productivity to provide a Profile of Oral Narrative Ability (PONA). Results showed normal distribution of some of the measures and acceptable concurrent and predictive correlations with two norm-referenced measures of language ability. Although the results indicate the potential usefulness of this tool with preschool children, further research should investigate its potential as a screening measure of oral narrative performance.

Perspective taking in Korsakoff's syndrome: the role of executive functioning and task complexity.

Oosterman JM, de Goede M, Wester AJ, van Zandvoort MJE, Kessels RPC. Perspective taking in Korsakoff's syndrome: the role of executive functioning and task complexity.Objective: The ability to make inferences about knowledge, thoughts and feelings of others, i.e. perspective taking, is a key element of social cognition. Clinical observations indicate that Korsakoff patients may have impairments in social cognition, but studies are scarce. Also, executive dysfunction is present in Korsakoff patients, which may hamper perspective taking directly.Methods: Twenty-three patients with Korsakoff's syndrome and 15 healthy matched controls were examined on a story comprehension task, in which inferences had to be made that either relied on perspective taking or not. The effects of task complexity were taken into account and executive function was assessed using an extensive neuropsychological test battery.Results: The performance of Korsakoff patients declined with increasing complexity, but the pattern of decline for perspective-taking and non-perspective-taking stories was similar compared to that of the control group. Furthermore, the performance decline with increasing task complexity was directly related to the overall decline in executive functioning.Conclusion: Executive dysfunction, not deficits in perspective taking per se, appears to underlie difficulties in story comprehension in patients with Korsakoff's syndrome.