Journal of the International Neuropsychological Society, Oct 31, 2023
correspondence between sound and grapheme in Japanese and the use of both phonographic and logogr... more correspondence between sound and grapheme in Japanese and the use of both phonographic and logographic systems in written Japanese. Neuropsychologists should also be careful to use tests that are translated for cultural equivalence rather than direct translations, and that have been normed for use with Japanese speakers. Finally, general cross-cultural considerations in assessment such as the evaluation of bilingualism, familiarity with the testing environment, and other factors remain essential.
Journal of Deaf Studies and Deaf Education, Dec 10, 2023
Research has demonstrated that deaf children of deaf signing parents (DOD) are afforded developme... more Research has demonstrated that deaf children of deaf signing parents (DOD) are afforded developmental advantages. This can be misconstrued as indicating that no DOD children exhibit early language delays (ELDs) because of their early access to a visual language. Little research has studied this presumption. In this study, we examine 174 ratings of DOD 3-to 5-year-old children, for whom signing in the home was indicated, using archival data from the online database of the Visual Communication and Sign Language Checklist. Our goals were to (1) examine the incidence of ELDs in a cohort of DOD children; (2) compare alternative scaling strategies for identifying ELD children; (3) explore patterns among behavioral ratings with a view toward developing a greater understanding of the types of language behaviors that may lie at the root of language delays; and (4) suggest recommendations for parents and professionals working with language-delayed DOD children. The results indicated that a significant number of ratings suggested ELDs, with a subset significantly delayed. These children likely require further evaluation. Among the less delayed group, ASL skills, rather than communication or cognition, were seen as the major concern, suggesting that even DOD children may require support developing linguistically accurate ASL. Overall, these findings support the need for early and ongoing evaluation of visual language skills in young DOD children.
This chapter discusses the interactions among executive function (EF), memory, and literacy skill... more This chapter discusses the interactions among executive function (EF), memory, and literacy skills. Research with hearing populations has suggested a relationship between EF and academic achievement, and there has been particular interest in its relationship with reading. While the majority of research on memory and reading has focused on working memory (WM), there appears to be a broader relationship between memory and reading than just that involving WM. This chapter presents and reviews the general literature and the research with deaf learners on the relationships among EF, memory, and reading and writing. It also presents research with deaf college students that demonstrates the relationships between reading and writing tasks and measures of memory and EF. A general discussion of the integration of EF and memory and their effects on reading and writing skills of individuals who are deaf is presented.
This chapter presents the data related to receptive language for the VL2 Psychometric Toolkit Pro... more This chapter presents the data related to receptive language for the VL2 Psychometric Toolkit Project. The data were generated using multiple measures, including an experimental measure of American Sign Language skills, a measure of receptive fingerspelling skills, a visual measure of English phonology, the Koo Phoneme Detection Test, a measure of knowledge of English syntax, the Test of Syntactic Ability, and a measure of visual reception of spoken language, the Lipreading Screening Test (LST). The sample was comprised of deaf college students evaluated as part of the VL2 Psychometric Toolkit. In addition to providing descriptive statistics, correlations with a brief measure of nonverbal intelligence and measures of executive, visuospatial, memory, and other aspects of linguistic functioning and academic achievement administered concurrently as part of the VL2 Toolkit are presented. The relationships observed are discussed in the context of both research in the general population and, when available, previous research with deaf individuals.
ABSTRACT Memory assessment involves the measurement of a wide range of memory functions, both ver... more ABSTRACT Memory assessment involves the measurement of a wide range of memory functions, both verbal, or linguistic, and nonverbal. Although research suggests that modified measures of visual memory may be adequate for deaf signers, this is not the case for measures of linguistic memory. Few measures of memory for signs are available, and direct translation of measures developed in English is likely to be invalid for use with deaf signers. The current article briefly reviews the literature on verbal memory assessment of deaf individuals and presents a measure of list learning developed for individuals using American Sign Language that takes into account the influence of both English and ASL on learning and memory performance.
This chapter presents the data related to reading skills for the VL2 Psychometric Toolkit Project... more This chapter presents the data related to reading skills for the VL2 Psychometric Toolkit Project. The data were generated using multiple reading tasks, including Reading Fluency and Paragraph Comprehension from the Woodcock-Johnson III (WJ-III) Tests of Achievement as well as the Reading Comprehension from the Peabody Individual Achievement Test-Revised (PIAT-R) and the Test of Silent Word Reading Fluency (TOSWRF). The sample was comprised of deaf college students evaluated as part of the VL2 Psychometric Toolkit. In addition to providing descriptive statistics, correlations with a brief measure of nonverbal intelligence and measures of executive, visuospatial, memory, and linguistic functioning and other areas of academic achievement administered concurrently as part of the VL2 Toolkit are presented. The relationships observed are discussed in the context of both research in the general population and, when available, previous research with deaf individuals.
This chapter presents the data related to a memory and learning for the VL2 Psychometric Toolkit ... more This chapter presents the data related to a memory and learning for the VL2 Psychometric Toolkit Project. The data were generated for short-term/working memory based on forward and reverse digit and letter span tasks presented in both print and American Sign Language (ASL), while linguistic learning and memory data were generated using a sign-based list learning and memory measure developed specifically for use with deaf signers. The sample was comprised of deaf college students evaluated as part of the VL2 Psychometric Toolkit. In addition to providing descriptive statistics, correlations with a brief measure of nonverbal intelligence and measures of executive, visuospatial, and linguistic functioning and academic achievement administered concurrently as part of the VL2 Toolkit are presented. The relationships observed are discussed in the context of both research in the general population and, when available, previous research with deaf individuals.
This chapter discusses the assessment of students who are deaf or hard of hearing (DHH). It addre... more This chapter discusses the assessment of students who are deaf or hard of hearing (DHH). It addresses the differences between assessment for research purposes, psychoeducational assessment, and classroom assessment. Research on the factors affecting the literacy development of students who are DHH can inform both classroom and psychoeducational testing, and examples of such research are presented. Approaches to applying the outcomes of this research and the types of measures they use for psychoeducational and classroom assessment are discussed. Issues related to the use of tests that are developed and normed on the general population for the assessment of students who are DHH are addressed, as are those associated with the use of measures designed for and normed on students who are DHH. The distinction between tests designed for diagnostic and placement purposes and those designed for classroom progress monitoring is clarified as is the appropriate use of both types of measures.
Cerebral lateralization for speech in right-handed normal hearing and deaf adolescents was assess... more Cerebral lateralization for speech in right-handed normal hearing and deaf adolescents was assessed using the dual-task paradigm. Subjects with normal hearing and deafness acquired after 3 years of age displayed left hemispheric dominance for speech production, whereas both congenitally deaf and those with an early acquired deafness (onset 6-36 months) showed atypical, anomalous cerebral representation. These results suggest the presence of a developmental critical period for cerebral lateralization during which exposure to adequate environmental stimulation may be needed to activate left hemispheric dominance for speech.
Aspects of neuropsychological assessment are used in a wide range of clinical and research settin... more Aspects of neuropsychological assessment are used in a wide range of clinical and research settings. Over the past half century, in conjunction with the recognition that American Sign Language (ASL) is indeed a language and not simply a communication system, research using signed administration of tasks has increased, and clinicians have attempted to adapt or develop instruments for use with deaf clients. However, simply signing instructions or test stimuli does not "translate" a test into ASL even when the instructions or items are interpreted into linguistically accurate ASL. A number of challenges and issues arise when attempting to either modify an English-based measure for use with ASL or develop measures directly in ASL. These challenges and issues are reviewed as they relate to the broad areas of language assessment, the evaluation of mental status, memory testing, and the assessment of executive functioning, and the reader is directed to further materials that address each area in greater depth.
Journal of Deaf Studies and Deaf Education, Dec 25, 2021
Psychological assessment plays a large part in the practice of psychology. Over the years, steps ... more Psychological assessment plays a large part in the practice of psychology. Over the years, steps have been taken towards ensuring ethical and culturally sensitive psychological assessment for underserved populations, but little is known about the current state of the field of assessment of deaf and hard-of-hearing (DHH) individuals. An exploratory survey of school and clinical psychologists who work with DHH clients (n = 30) was conducted to obtain a snapshot of the state of the field. The current article focuses on sociodemographic characteristics, clinical training, clinical experiences, and language abilities of clinical psychologists who work with DHH clients. Participants averaged 15 years of assessment experience and almost all participants had some type of specialized training in assessing DHH clients. More than half of participants reported their ability to use multiple languages and communication approaches as either excellent or good. Current findings were compared with a similar survey from nearly 50 years ago (Levine, E. S. (1974). Psychological tests and practices with the deaf: A survey of the state of the art. Volta Review, 76, 298–319), and significant differences were found in participants’ self-reported experience with DHH clients, training, and methods of communication.
Archives of Clinical Neuropsychology, Aug 17, 2022
Objective: The Deaf community in the United States is recognized as a unique linguistic and cultu... more Objective: The Deaf community in the United States is recognized as a unique linguistic and cultural minority group. However, there are almost no American Sign Language (ASL) cognitive screening measures for this population (Dean et al., 2009; Atkinson et al., 2015). This study approached the development of a valid and conceptually equivalent measure of cognitive functioning with the involvement of Deaf community support and feedback. Method: Measure development was conducted by a team of neuropsychologists and clinical psychology PhD students with expertise in ASL linguistics and Deaf culture. The formal linguistic development included two native Deaf signers, one Deaf Interpreter, and one Certified Deaf Interpreter. The measure was then administered to a pilot sample of 20, cognitively intact, Deaf adults (Age: M=40.10, SD=5.50) fluent in ASL. Results: The measure showed good internal reliability for preliminary analyses (α= .72, λ-2 = .77, KR20 = .75) and it positively correlated with ASL fluency as determined by the ASL-Comprehension Test (r(18)= .54, p=.01; Hauser et al., 2016). There were no significant correlations with self-reported educational attainment (r(18)=-.21, p= .39) or race/ethnicity (r(18)=-.11, p= .64). Conclusion: Preliminary analysis of an ASL cognitive screening measures developed for use with culturally Deaf signers shows promise. This is one of the first attempts to create such a measure in the United States and next requires further development and piloting with a sample of cognitively intact older adult Deaf signers.
Journal of Deaf Studies and Deaf Education, May 20, 2022
Since its publication in 2013, the Visual Communication and Sign Language (VCSL) Checklist has be... more Since its publication in 2013, the Visual Communication and Sign Language (VCSL) Checklist has been widely utilized to assess the development of early American Sign Language skills of deaf children from birth to age 5. However, little research has been published using the results of VCSL assessments. Notably, no psychometric analyses have been conducted to verify the validity of the VCSL in a population whose characteristics are different from those of the small sample of native signing children from whom the published norms were created. The current paper, using data from the online version of the VCSL (VCSL:O), addresses this shortcoming. Ratings of the 114 VCSL items from 562 evaluations were analyzed using a partial-credit Rasch model. Results indicate that the underlying skill across the age range comprises an adequate single dimension. Within the items’ age groupings, however, the dimensionality is not so clear. Item ordering, as well as item fit, is explored in detail. In addition, the paper reports the benefits of using the resulting Rasch scale scores, which, unlike the published scoring strategy that focuses on basal and ceiling performance, makes use of the ratings of partial credit, or emerging, skills. Strategies for revising the VCSL are recommended.
This chapter presents additional analyses investigating the underlying factors represented in the... more This chapter presents additional analyses investigating the underlying factors represented in the assessments performed for the VL2 Psychometric Toolkit as well as the relationships between these factors and background characteristics of the sample of deaf college students evaluated for the study. Ten factors were generated using a Principal Components Factor Analysis with Varimax rotation. The factors and the measures which load on them are discussed. Additionally, MANOVAs were performed to investigate relationships between a set of background variables and the first four factors produced in the above analysis. The resulting data are discussed as are the potential translational applications of the data generated by the VL2 Psychometric Toolkit Project.
The use of general descriptive names, registered names, trademarks, service marks, etc. in this p... more The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a speci fi c statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. While the advice and information in this book are believed to be true and accurate at the date of publication, neither the authors nor the editors nor the publisher can accept any legal responsibility for any errors or omissions that may be made. The publisher makes no warranty, express or implied, with respect to the material contained herein.
This chapter presents the data related to expressive language functioning for the VL2 Psychometri... more This chapter presents the data related to expressive language functioning for the VL2 Psychometric Toolkit Project. The data were generated using two measures of phonemic fluency, F–A–S and the sign-based analogue 5–1–U developed for this study, and two semantic category fluency tasks, animal and food naming. The latter tasks were administered following both of the phonemic fluency tasks to investigate the impacts of linguistic priming. The sample was comprised of deaf college students evaluated as part of the VL2 Psychometric Toolkit. In addition to providing descriptive statistics, correlations with a brief measure of nonverbal intelligence and measures of executive, visuospatial, memory, and other aspects of linguistic functioning and academic achievement administered concurrently as part of the VL2 Toolkit are presented. The relationships observed are discussed in the context of both research in the general population and, when available, previous research with deaf individuals.
Journal of the American Geriatrics Society, Feb 1, 1990
To assess the efficacy of oral physostigmine for the treatment of Alzheimer's disease, 20 patient... more To assess the efficacy of oral physostigmine for the treatment of Alzheimer's disease, 20 patients were
Journal of the International Neuropsychological Society, Oct 31, 2023
correspondence between sound and grapheme in Japanese and the use of both phonographic and logogr... more correspondence between sound and grapheme in Japanese and the use of both phonographic and logographic systems in written Japanese. Neuropsychologists should also be careful to use tests that are translated for cultural equivalence rather than direct translations, and that have been normed for use with Japanese speakers. Finally, general cross-cultural considerations in assessment such as the evaluation of bilingualism, familiarity with the testing environment, and other factors remain essential.
Journal of Deaf Studies and Deaf Education, Dec 10, 2023
Research has demonstrated that deaf children of deaf signing parents (DOD) are afforded developme... more Research has demonstrated that deaf children of deaf signing parents (DOD) are afforded developmental advantages. This can be misconstrued as indicating that no DOD children exhibit early language delays (ELDs) because of their early access to a visual language. Little research has studied this presumption. In this study, we examine 174 ratings of DOD 3-to 5-year-old children, for whom signing in the home was indicated, using archival data from the online database of the Visual Communication and Sign Language Checklist. Our goals were to (1) examine the incidence of ELDs in a cohort of DOD children; (2) compare alternative scaling strategies for identifying ELD children; (3) explore patterns among behavioral ratings with a view toward developing a greater understanding of the types of language behaviors that may lie at the root of language delays; and (4) suggest recommendations for parents and professionals working with language-delayed DOD children. The results indicated that a significant number of ratings suggested ELDs, with a subset significantly delayed. These children likely require further evaluation. Among the less delayed group, ASL skills, rather than communication or cognition, were seen as the major concern, suggesting that even DOD children may require support developing linguistically accurate ASL. Overall, these findings support the need for early and ongoing evaluation of visual language skills in young DOD children.
This chapter discusses the interactions among executive function (EF), memory, and literacy skill... more This chapter discusses the interactions among executive function (EF), memory, and literacy skills. Research with hearing populations has suggested a relationship between EF and academic achievement, and there has been particular interest in its relationship with reading. While the majority of research on memory and reading has focused on working memory (WM), there appears to be a broader relationship between memory and reading than just that involving WM. This chapter presents and reviews the general literature and the research with deaf learners on the relationships among EF, memory, and reading and writing. It also presents research with deaf college students that demonstrates the relationships between reading and writing tasks and measures of memory and EF. A general discussion of the integration of EF and memory and their effects on reading and writing skills of individuals who are deaf is presented.
This chapter presents the data related to receptive language for the VL2 Psychometric Toolkit Pro... more This chapter presents the data related to receptive language for the VL2 Psychometric Toolkit Project. The data were generated using multiple measures, including an experimental measure of American Sign Language skills, a measure of receptive fingerspelling skills, a visual measure of English phonology, the Koo Phoneme Detection Test, a measure of knowledge of English syntax, the Test of Syntactic Ability, and a measure of visual reception of spoken language, the Lipreading Screening Test (LST). The sample was comprised of deaf college students evaluated as part of the VL2 Psychometric Toolkit. In addition to providing descriptive statistics, correlations with a brief measure of nonverbal intelligence and measures of executive, visuospatial, memory, and other aspects of linguistic functioning and academic achievement administered concurrently as part of the VL2 Toolkit are presented. The relationships observed are discussed in the context of both research in the general population and, when available, previous research with deaf individuals.
ABSTRACT Memory assessment involves the measurement of a wide range of memory functions, both ver... more ABSTRACT Memory assessment involves the measurement of a wide range of memory functions, both verbal, or linguistic, and nonverbal. Although research suggests that modified measures of visual memory may be adequate for deaf signers, this is not the case for measures of linguistic memory. Few measures of memory for signs are available, and direct translation of measures developed in English is likely to be invalid for use with deaf signers. The current article briefly reviews the literature on verbal memory assessment of deaf individuals and presents a measure of list learning developed for individuals using American Sign Language that takes into account the influence of both English and ASL on learning and memory performance.
This chapter presents the data related to reading skills for the VL2 Psychometric Toolkit Project... more This chapter presents the data related to reading skills for the VL2 Psychometric Toolkit Project. The data were generated using multiple reading tasks, including Reading Fluency and Paragraph Comprehension from the Woodcock-Johnson III (WJ-III) Tests of Achievement as well as the Reading Comprehension from the Peabody Individual Achievement Test-Revised (PIAT-R) and the Test of Silent Word Reading Fluency (TOSWRF). The sample was comprised of deaf college students evaluated as part of the VL2 Psychometric Toolkit. In addition to providing descriptive statistics, correlations with a brief measure of nonverbal intelligence and measures of executive, visuospatial, memory, and linguistic functioning and other areas of academic achievement administered concurrently as part of the VL2 Toolkit are presented. The relationships observed are discussed in the context of both research in the general population and, when available, previous research with deaf individuals.
This chapter presents the data related to a memory and learning for the VL2 Psychometric Toolkit ... more This chapter presents the data related to a memory and learning for the VL2 Psychometric Toolkit Project. The data were generated for short-term/working memory based on forward and reverse digit and letter span tasks presented in both print and American Sign Language (ASL), while linguistic learning and memory data were generated using a sign-based list learning and memory measure developed specifically for use with deaf signers. The sample was comprised of deaf college students evaluated as part of the VL2 Psychometric Toolkit. In addition to providing descriptive statistics, correlations with a brief measure of nonverbal intelligence and measures of executive, visuospatial, and linguistic functioning and academic achievement administered concurrently as part of the VL2 Toolkit are presented. The relationships observed are discussed in the context of both research in the general population and, when available, previous research with deaf individuals.
This chapter discusses the assessment of students who are deaf or hard of hearing (DHH). It addre... more This chapter discusses the assessment of students who are deaf or hard of hearing (DHH). It addresses the differences between assessment for research purposes, psychoeducational assessment, and classroom assessment. Research on the factors affecting the literacy development of students who are DHH can inform both classroom and psychoeducational testing, and examples of such research are presented. Approaches to applying the outcomes of this research and the types of measures they use for psychoeducational and classroom assessment are discussed. Issues related to the use of tests that are developed and normed on the general population for the assessment of students who are DHH are addressed, as are those associated with the use of measures designed for and normed on students who are DHH. The distinction between tests designed for diagnostic and placement purposes and those designed for classroom progress monitoring is clarified as is the appropriate use of both types of measures.
Cerebral lateralization for speech in right-handed normal hearing and deaf adolescents was assess... more Cerebral lateralization for speech in right-handed normal hearing and deaf adolescents was assessed using the dual-task paradigm. Subjects with normal hearing and deafness acquired after 3 years of age displayed left hemispheric dominance for speech production, whereas both congenitally deaf and those with an early acquired deafness (onset 6-36 months) showed atypical, anomalous cerebral representation. These results suggest the presence of a developmental critical period for cerebral lateralization during which exposure to adequate environmental stimulation may be needed to activate left hemispheric dominance for speech.
Aspects of neuropsychological assessment are used in a wide range of clinical and research settin... more Aspects of neuropsychological assessment are used in a wide range of clinical and research settings. Over the past half century, in conjunction with the recognition that American Sign Language (ASL) is indeed a language and not simply a communication system, research using signed administration of tasks has increased, and clinicians have attempted to adapt or develop instruments for use with deaf clients. However, simply signing instructions or test stimuli does not "translate" a test into ASL even when the instructions or items are interpreted into linguistically accurate ASL. A number of challenges and issues arise when attempting to either modify an English-based measure for use with ASL or develop measures directly in ASL. These challenges and issues are reviewed as they relate to the broad areas of language assessment, the evaluation of mental status, memory testing, and the assessment of executive functioning, and the reader is directed to further materials that address each area in greater depth.
Journal of Deaf Studies and Deaf Education, Dec 25, 2021
Psychological assessment plays a large part in the practice of psychology. Over the years, steps ... more Psychological assessment plays a large part in the practice of psychology. Over the years, steps have been taken towards ensuring ethical and culturally sensitive psychological assessment for underserved populations, but little is known about the current state of the field of assessment of deaf and hard-of-hearing (DHH) individuals. An exploratory survey of school and clinical psychologists who work with DHH clients (n = 30) was conducted to obtain a snapshot of the state of the field. The current article focuses on sociodemographic characteristics, clinical training, clinical experiences, and language abilities of clinical psychologists who work with DHH clients. Participants averaged 15 years of assessment experience and almost all participants had some type of specialized training in assessing DHH clients. More than half of participants reported their ability to use multiple languages and communication approaches as either excellent or good. Current findings were compared with a similar survey from nearly 50 years ago (Levine, E. S. (1974). Psychological tests and practices with the deaf: A survey of the state of the art. Volta Review, 76, 298–319), and significant differences were found in participants’ self-reported experience with DHH clients, training, and methods of communication.
Archives of Clinical Neuropsychology, Aug 17, 2022
Objective: The Deaf community in the United States is recognized as a unique linguistic and cultu... more Objective: The Deaf community in the United States is recognized as a unique linguistic and cultural minority group. However, there are almost no American Sign Language (ASL) cognitive screening measures for this population (Dean et al., 2009; Atkinson et al., 2015). This study approached the development of a valid and conceptually equivalent measure of cognitive functioning with the involvement of Deaf community support and feedback. Method: Measure development was conducted by a team of neuropsychologists and clinical psychology PhD students with expertise in ASL linguistics and Deaf culture. The formal linguistic development included two native Deaf signers, one Deaf Interpreter, and one Certified Deaf Interpreter. The measure was then administered to a pilot sample of 20, cognitively intact, Deaf adults (Age: M=40.10, SD=5.50) fluent in ASL. Results: The measure showed good internal reliability for preliminary analyses (α= .72, λ-2 = .77, KR20 = .75) and it positively correlated with ASL fluency as determined by the ASL-Comprehension Test (r(18)= .54, p=.01; Hauser et al., 2016). There were no significant correlations with self-reported educational attainment (r(18)=-.21, p= .39) or race/ethnicity (r(18)=-.11, p= .64). Conclusion: Preliminary analysis of an ASL cognitive screening measures developed for use with culturally Deaf signers shows promise. This is one of the first attempts to create such a measure in the United States and next requires further development and piloting with a sample of cognitively intact older adult Deaf signers.
Journal of Deaf Studies and Deaf Education, May 20, 2022
Since its publication in 2013, the Visual Communication and Sign Language (VCSL) Checklist has be... more Since its publication in 2013, the Visual Communication and Sign Language (VCSL) Checklist has been widely utilized to assess the development of early American Sign Language skills of deaf children from birth to age 5. However, little research has been published using the results of VCSL assessments. Notably, no psychometric analyses have been conducted to verify the validity of the VCSL in a population whose characteristics are different from those of the small sample of native signing children from whom the published norms were created. The current paper, using data from the online version of the VCSL (VCSL:O), addresses this shortcoming. Ratings of the 114 VCSL items from 562 evaluations were analyzed using a partial-credit Rasch model. Results indicate that the underlying skill across the age range comprises an adequate single dimension. Within the items’ age groupings, however, the dimensionality is not so clear. Item ordering, as well as item fit, is explored in detail. In addition, the paper reports the benefits of using the resulting Rasch scale scores, which, unlike the published scoring strategy that focuses on basal and ceiling performance, makes use of the ratings of partial credit, or emerging, skills. Strategies for revising the VCSL are recommended.
This chapter presents additional analyses investigating the underlying factors represented in the... more This chapter presents additional analyses investigating the underlying factors represented in the assessments performed for the VL2 Psychometric Toolkit as well as the relationships between these factors and background characteristics of the sample of deaf college students evaluated for the study. Ten factors were generated using a Principal Components Factor Analysis with Varimax rotation. The factors and the measures which load on them are discussed. Additionally, MANOVAs were performed to investigate relationships between a set of background variables and the first four factors produced in the above analysis. The resulting data are discussed as are the potential translational applications of the data generated by the VL2 Psychometric Toolkit Project.
The use of general descriptive names, registered names, trademarks, service marks, etc. in this p... more The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a speci fi c statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. While the advice and information in this book are believed to be true and accurate at the date of publication, neither the authors nor the editors nor the publisher can accept any legal responsibility for any errors or omissions that may be made. The publisher makes no warranty, express or implied, with respect to the material contained herein.
This chapter presents the data related to expressive language functioning for the VL2 Psychometri... more This chapter presents the data related to expressive language functioning for the VL2 Psychometric Toolkit Project. The data were generated using two measures of phonemic fluency, F–A–S and the sign-based analogue 5–1–U developed for this study, and two semantic category fluency tasks, animal and food naming. The latter tasks were administered following both of the phonemic fluency tasks to investigate the impacts of linguistic priming. The sample was comprised of deaf college students evaluated as part of the VL2 Psychometric Toolkit. In addition to providing descriptive statistics, correlations with a brief measure of nonverbal intelligence and measures of executive, visuospatial, memory, and other aspects of linguistic functioning and academic achievement administered concurrently as part of the VL2 Toolkit are presented. The relationships observed are discussed in the context of both research in the general population and, when available, previous research with deaf individuals.
Journal of the American Geriatrics Society, Feb 1, 1990
To assess the efficacy of oral physostigmine for the treatment of Alzheimer's disease, 20 patient... more To assess the efficacy of oral physostigmine for the treatment of Alzheimer's disease, 20 patients were
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