| Mcdonald, 2000 |
Investigate two alternative explanations for the cognitive bases of linguistic dimensions of RBD. |
Right Hemisphere CVA infarction or hemorrhage |
A pragmatic battery representing a range of tasks assessing both pragmatic production and comprehension. |
Controlled Oral Word Association Test (COWAT); WAIS-R Similarities subtest |
| Zimmermann et al., 2013 |
Verify dissociations in the performance of verbal fluency tasks with different production criteria and duration following vascular right-hemisphere damage |
Vascular right-Hemisphere Damage |
Unconstrained, phonemic, and semantic fluencies from the Montreal Communication Evaluation Battery (1 and 2 minutes fluency tasks) |
| Youse et Coelho, 2005 |
Investigate the relationship between working memory and narrative discourse production in individuals with closed head injury. |
Closed Head Injury |
Story retelling (The bear and the fly) and story generation (Norman Rockwell painting, The Runaway). |
Digit Span, Logical memory and Associative Learning tasks from WSM |
| Sainson, Barat et Aguert, 2014 |
Improve assessment of the non-verbal as well as verbal aspects of the communication disorders observed in TBI subjects. Also, to demonstrate validity of the grid for linguistic analysis (GALI) tool as a means of measuring interactive skills in a given population. |
Severe Traumatic Brain injury |
Grid for linguistic analysis (GALI) of free conversational interchange |
Tower of London; Stroop; Wisconsin Card Sorting Test (in the form modified by Nelson); Trail-Making Test; Cube construction and picture arrangement subtests from WAIS-R battery; Six Elements test |
| LeBlanc et al., 2014 |
Examine the relationship between conversational discourse and performance on other neuropsychological and language tests to explore the validity of this test as compared with other tests measuring cognition (attention, memory, and mental flexibility) and language (naming, fluency, and verbal reasoning). Moreover, analyze the relationship between conversational discourse and outcome at discharge from acute care. |
Traumatic Brain injury |
D-MEC; short-form of the Boston Naming Test; Verbal absurdities sub-test of the Detroit Test of Learning Aptitude; Verbal fluency |
Digit Span subtest from the WMS-III battery; Trail-Making Test; Hopkins Verbal Learning Test; Verbal fluency |
| Coelho et al., 2013 |
Examine discourse performance of a large group of individuals with penetrating head injury. Performance was also compared across 6 subgroups of PHI based on lesion locale. A preliminary model of discourse production following PHI was proposed and tested. |
Penetrating Head Injury |
Sentence production, cohesive adequacy, coherence, story grammar, completeness, and reliability based on the 16-frame picture story ‘Old McDonald Had an Apartment House’ |
Sorting Test composite scaled score from the Delis-Kaplan Executive Function System Test; Letter-number sequencing and Spatial span tasks from the WSM-III |
| Peach, 2013 |
Investigate the cognitive basis for microlinguistic deficits in individuals with TBI. |
Severe Traumatic Brain injury |
WAB ‘‘Picnic Scene’’; Neurosensory Center Comprehensive Examination for Aphasia; Sentence Repetition (simple recall); Boston Naming Test |
Halstead-Reitan; Trail-Making part B; Wechsler Memory Span; WMS Digit Span Backwards; NCCEA Word Fluency; Detroit Tests of Learning Aptitude Likenesses and Differences; Raven’s Coloured Progressive Matrices |
| Douglas, 2010 |
Explore the behavioral nature of pragmatic impairment following severe TBI and to evaluate the contribution of executive skills to the experience of pragmatic difficulties after TBI. |
Severe Traumatic Brain Injury |
La Trobe Communication Questionnaire (LCQ) |
COWAT or FAS Verbal Fluency tasks; RAVLT; Speed of Comprehension - subtest SCOLP |
| Rousseaux, Vérigneaux et Koslowski, 2010 |
Analyze conversation at the rehabilitation and chronic phase post-TBI and to define the main mechanisms of verbal and non-verbal communication disorders and relationship with other cognitive difficulties. |
Severe Traumatic Brain Injury |
Lille communication test; Scene Description and Picture Naming subtests from Montreal-Toulouse protocol of aphasia examination |
Stroop test; Trail-making test (TMT A and B); Verbal fluency categorical recall (animals, 1 min) |
| Thomas-Antérion et al., 2009 |
Investigate semantic memory in brain-injured patients. |
Traumatic Brain injury and Stroke |
New word questionnaire |
16-item Free and cued selective reminding test; Digit symbol and vocabulary subtests from WAIS-III battery; Trail-making test parts A and B; Stroop test; two-minute verbal fluency (animal category and letter ‘‘p’’); DO80 picture naming task |
| Schmitter-Edgecombe et Bales, 2005 |
Examine the content of information available to working memory during narrative comprehension in a TBI population using a think-aloud method. |
Severe Traumatic Brain Injury |
Participants were presented with two narratives that each contained 18 sentences. Both stories provided ample opportunity for participants to draw inferences while reading. The final sentence of each story was also designed to elicit recall of information presented earlier in the story. Five true/false questions, which inquired about simple factual knowledge that was explicitly stated in the narratives, were also derived for each story. |
Working Memory Span and Letter Number Sequencing subtests from the WAIS-III; Wisconsin Card Sorting Test; Stroop Color and Word test; Verbal fluency from COWAT; Symbol Digit Modalities Test |
| Small, 2000 |
Investigate the role of two additional factors known to contribute to the complexity of sentence processing: canonicity of thematic role assignment and branching direction of relative clauses. In addition, the relationship between sentence-repetition performance and processing resource capacity is examined. |
Mild-to moderate-stage Alzheimer’s Disease |
Phrase repetition variation is measured for six types of sentences varying for three dimensions of syntactic complexity: canonicity of thematic role assignment, branching direction of embedded relative clauses, and number of verbs (or propositions) in the sentence |
Digit span; Days of the week and the months of the year backwards |
| Herbert et al., 2014 |
Investigate the specific pattern of verbal fluency performance in cerebral small vessel disease (SVD), and compare this with Alzheimer’s disease (AD). |
Small vessel disease and Alzheimer’s disease |
Verbal Fluency |
The Brief Memory and Executive Test (BMET); Mini; The National Adult Reading Test-Revised (NART-R) |
| Wardlow, Ivanova et Gollan, 2014 |
Examine how AD changes speakers’ ability to take their listeners’ perspective in a verbal communication task and links this performance to processing models of both perspective taking itself and, more broadly, to cognitive decline in AD. |
Mild-to-Moderate Alzheimer’s disease |
Referential communication task modeled after Wardlow Lane and Ferreira (2008); Verbal fluencies; Boston Naming Test |
Forward and Backward Digit Span; Trail-Making Tests A and B; Flanker Task; Hayling Task |
| Yoon et al., 2011 |
Explore the diverse error patterns manifested in writing single syllables in Korean patients with early onset Alzheimer’s disease |
Early onset Alzheimer’s disease |
Korean version of the Western Aphasia Battery (WAB) - spontaneous speech, auditory comprehension, repetition, naming, reading, and writing subtests |
Seoul Neuropsychological Screening Battery (SNSB); Digit span (forward and backward); Rey-Osterrieth Complex Figure Test; Seoul Verbal Learning Test; Phonemic and semantic from COWAT; Stroop Test. |
| Stoford et al., 2007 |
Examine patterns of memory impairment in a large cohort of AD patients, with particular attention to the relationship between working and long-term declarative memory. |
Mild-to-Moderate Alzheimer’s disease |
Verbal recall; Categorical and Phonemic Verbal fluencies (1 minute) |
Simplified version of the Brown- Peterson paradigm |
| Feyereisen, Berrewarts et Hupet, 2007 |
Study to what extent persons suffering from AD can benefit from shared experience through trial repetition to achieve common reference. |
Mild Alzheimer’s disease |
Picture description task; Referential communication task |
Categorical and Phonemic Verbal Fluency (2 minutes); Hayling Test and Stroop Test |
| Papagano et al., 2003 |
Examine the relation between idiomatic and literal language in Alzheimer’s disease patients and the role of executive functions in idiom comprehension. |
Mild Alzheimer’s disease |
Sentence-to-picture matching task; Literal sentence comprehension |
Pencil-and-paper dual task (digit span and tracking) |
| Waters et Caplan, 2002 |
Examine the relationship between working memory capacity and the ability to structure sentences syntactically online. |
Mild-to-Moderate Alzheimer’s disease |
Online auditory sentence comprehension test |
Alphabet Span task; Backward Digit Span task; Sentence Span |
| Small, Kemper et Lyons, 2000 |
Examine the effects of grammatical and extragrammatical variables on sentence production in AD. |
Mild-to-moderate Alzheimer’s disease |
Six sentence types (Active, Passive, Object-Subject, Object-Object, Subject-Subject, and Subject-Object) |
Forward and Backward Digit Span; Days of week/months of year backwards |
| Caplan, Michaud et Hufford, 2013 |
Examine the relation between mechanisms that support short-term memory performance and syntactic comprehension in patients with aphasia. |
Post-stroke aphasia |
Object manipulation task; Sentence–picture matching with uninterrupted auditory presentation; Sentence–picture matching with auditory self-paced (auditory moving window) presentation |
Alphabet Span; Backwards Digit Span; Subtract-2 Span; Sentence Span. |
| Ivanova et Hallowell, 2014 |
Develop and test the concurrent validity of a WM complex span task suited for individuals with aphasia and establish the psychometric properties of associated performance measures. |
Post-stroke aphasia |
Aphasia Quotient components of the Western Aphasia Battery-Revised |
Traditional listening span; Modified listening span task - Length and complexity of sentences were manipulated separately, creating conditions with: (a) short and simple; (b) short and complex; (c) long and simple; and (d) long and complex sentences |
| Mayer et Murray, 2012 |
Examine the feasibility, reliability, and internal consistency of an n-back task for evaluating WM in aphasia, then explore the influence of domain-general (WM load, reaction time, age) and domain-specific (language) factors. |
Aphasia after a left hemisphere lesion |
Western Aphasia Battery; Confrontation-naming task for the linguistic stimuli |
3 N-back test |
| Murray, 2012 |
Further elucidate the relationship between cognition and aphasia, with a focus on attention. |
Post-stroke aphasia |
Aphasia Diagnostic Profile; American Speech-Language Hearing Association Function Assessment of Communication Skills for Adults |
Test of everyday attention; backward memory span; Tompkins et al. working memory protocol; Ruff Figural Fluency Test |
| Potagas, Kassemilis et Evdokimidis, 2011 |
Investigate short-term memory and working memory deficits in aphasics in relation to the severity of their language impairment |
Post-stroke aphasia |
Auditory sentence comprehension, and oral expression subtests from the Boston Diagnostic Aphasia Examination–Short Form (BDAE-SF) adapted in Greek |
Digits backward subtest from WAIS-III battery |
| Knibb et al., 2009 |
Provide a detailed quantitative description of conversational speech, along with cognitive testing and visual rating of structural brain imaging. Additionally, to examine which, if any, features were consistently present throughout the group. As well as looking for sub-syndromic associations between these features. |
Progressive non-fluent aphasia |
Semi-structured conversation of 15–20 minutes. The following quantitative measures were calculated: speech rate, phrase length, and syntactic complexity. |
Graded Naming test; Test for Reception of Grammar (TROG); the 64-item Camel and Cactus Test of non-verbal semantic ability; the 64-item Cambridge spoken word-picture matching test; the Wisconsin Card Sorting test |
| Seniów, Litwin, Lesniak, 2009 |
Determine whether post-stroke aphasia is associated with impairments of visuo-spatial working memory and abstract thinking and whether these deficits adversely affected language recovery. |
Post-stroke aphasia |
Visual Confrontation Naming, Body-part Naming, Repetition of Words, Repetition of Phrases and Sentences, Word Discrimination, Body part Identification, Commands, and Complex Ideational Material subtest from the Boston Diagnostic Aphasia Examination |
Standard Progressive Matrices; Benton Visual Retention Test |
| Fridkisson et al., 2006 |
Investigate the relationship between functional communication and executive function ability in aphasia. |
Post-stroke aphasia |
Speech-Language Hearing Association Functional Assessment of Communication Skills for Adults; Bedside Evaluation Screening Test (2nd ed.) |
Color Trails Test; Wisconsin Card Sorting Test-64 Card Version |
| Grossman et Moore, 2005 |
Determine how grammatical, single word meaning, and working memory factors contribute to longitudinal decline of sentence comprehension in primary progressive aphasia. |
Primary progressive non-fluent aphasia |
Sentence Comprehension Task with different complexity loads |
Digit Span |
