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Adult Tests - Comps* > PALPA > Flashcards

PALPA Flashcards

1
Q

Norms

A

Criterion references batter of tests

Norms on people with aphasia & non-brain damaged subjects

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2
Q

Nonword Minimal Pairs

A

Auditory Processing

Listen to 2 non words, are they the same/different?

e.g. zog/zeg, zog/zog

Tests AAS

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3
Q

Discrimination using Word Minimal Pairs

A

Auditory Processing

Listen to 2 words & say if they are same/different

If they do well on this task, but do NOT do well on nonword minimal pairs, this implies they’re relying on their SS to make judgments, therefore, AIL will be impaired

Helps determine how much semantic/lexical info is contributing to auditory processing abilities

Tests AAS

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4
Q

Minimal Pair Discrimination Requiring Written Word Selection

A

Auditory Processing

Pt shown two words “Pill Bill” and clinian reads a word. Pt has to circle which one clinician says

Tests VAS

Discrimination of words can use lexical processes (and semantic processes)

Compare to non word task to look at the pts reliance on lexical contexts for phonemic perception

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5
Q

Minimal Pair Discrimination Using Picture Selection

A

Auditory Processing

Requires pt to match single heart word with corresponding picture from choice of 3 pictures which are phonologically related

FO3, Say Word, Point to pic that means it (goat, boat, coat)

Tests AAS & SS

If pt has impairment at PIL, the picture distractors will increase likelihood of phoneme errors

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6
Q

Imageability & Frequency Auditory Lexical Decision

A

Auditory Processing

Pt listens to words & non words, judge if word is real or not

Looks at effect of imageability & frequency in deciding whether or not something is a word

Significant effect on imageability in auditory lexical decision, implies that the pt is using SS on which to base a decision

Tests AIL

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7
Q

Auditory Lexical Decision & Morphology

A

Auditory Processing

pt says whether word is real or not (e.g. “Happiness” vs. “Happiment”)

If pt makes false + errors, it suggests they can’t judge whether they are legal pairings or not; if morpho errors are also made in Visual Lexical Decision it suggests semantic locus for difficulty, or even an output locus)

If makes morpho errors when tasks presented auditory by NOT visually, it suggests there is a problem at PIL

Tests AIL & morphology

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8
Q

Syllable Length Repetition

A

Auditory Processing

Looks at effect of syllable length on auditory word repetition (of real words)

Pt who have more difficulty in longer words may have problem at POB or below

If there is trouble at POB, may result in phonol forms that are not real words

Tests AAS–>PL

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9
Q

Non word Repetition

A

Auditory Processing

Tests integrity of sublexical acoustic-phonological conversion

Tests AAS–>PL

if they have difficulty with longer lengths, output locus may be suspected

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10
Q

Imageability & Frequency Repetition

A

Auditory Processing

words and nonwords, looks for imageability and frequency effects in auditory repetition

imageability effect in repetition with semantic errors suggests that repetition is taking place via SS

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11
Q

Grammatical Class Repetition

A

Auditory Processing

Repetition of grammatical word classes N, Adj, V, functors

looks for effect of grammatical word class in repetition

if pt has problem in repeating functors (and perhaps verbs) suggests pt using semantic-syntactic system to repeat

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12
Q

Lexical Morphology & Repetition

A

Auditory Processing

Looks at if repetition is effected by morphological complexity

Includes controls to rule out morphological vs. phonological (e.g. “orchard” vs “tortured”)

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13
Q

Sentence Repetition

A

Auditory Processing

Ability to repeat sentences aloud

Examines to which extent syntactic & semantic variables influence the pts ability to process/produce a meaningful and syntactically coherent string of words

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14
Q

Auditory Digit Span

A

Tests Phonological STM , PL

Selective deficit of repetition span may reflect an impairment of phonol output buffer

YET: auditory repetition may involve input processing deficit; however, deficit may rather reflect impairment of an output buffer

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15
Q

Rhyme Judgment Requiring Picture Judgment

A

Auditory Processing

Assesses whether pt can select pic whose name rhymes with a given stimulus picture

Requires pt to first retrieve pic names for phonol output lexicon

Tests Pic input –> SOL

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16
Q

Word Rhyme Judgment

A

Auditory Processing

Tests integrity of phonol STM storage, attentional abilities, input processing abilities, segmentation skills

Pt hears 2 words and needs to say if they rhyme or not OR they see 2 written words and say whether they rhyme or not

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17
Q

Phonological Segmentation of Initial Sounds

A

Auditory Processing

listen to monosyllabic word, segment initial sound, point to letter that is the initial sound

requires PGC

tests AAS independent of lexical and phonoloigc processes

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18
Q

Phonological Segmentation of Final Sounds

A

Auditory Processing

listen to word, segment final sound, point to letter that is the final sound

need PGC

AAS independent of phonological and lexical processes

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19
Q

Letter Discrimination - Mirror Reversal

A

Reading & Spelling

must distinguish between correct form and mirror-reversed form of individual wrritten letters

they need to cricle the wrong way letters

difficult for those with deficits in written letter identification

Tests VAS

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20
Q

Uppercase/Lowercase Letter Matching

A

Reading & Spelling

find the correct lower case form to match a given upper case form

distractor letters visually similar to target

don’t need to NAME the letter, just have to MARK it

Tests VAS

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21
Q

Lower to Uppercase Letter Matching

A

Reading & Spelling

must find correct upper case form to match a given lower case form

distractor letters visually similar to target

do not have to NAME the letter, just have to MARK it

Tests VAS

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22
Q

Letter Discrimination: Words & Non Words

A

Reading & Spelling

Examines whether pt can match upper and lower case letters in multi-letter strings

has to decide if pairs are same/different

e.g. bribe - BRIBE

Decisions to non words pairs not helped my lexical information

Decisions to word pairs can be based on lexical knowledge (if they do well on real words, they’ve determined its a word, but not meaning yet)

Tests VAS (more complex)

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23
Q

Letter Naming & Sounding

A

Reading & Spelling

Name AND sound the letters of the alphabet

People with dyslexia have difficult time with this task

Test GPC

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24
Q

Spoken Letter Written Letter Matching

A

Reading & Spelling

Match heard letter or letter sound with its appropriate written form

Have to be able to identify written letters and process the heard letter aurally and match it with the written form

Choose from FO4 (w/distractors)

Tests GPC

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25
Q

Visual Lexical Decision Legality

A

Reading & Spelling

Letter combinations with illegal combinations, mark the words that are real words

Can use orthotactic or phonotactic properties to make decisions about words

Tests VIL

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26
Q

Visual Lexical Decision Imageability x Frequency

A

Reading & Spelling

4 word sets:

1) High imageability - High frequency
2) High imageability - Low frequency
3) Low imageability - Low frequency
4) Low imageability - High Frequency

Has real and non words - have to decide which words are real

Tests VIL

27
Q

Visual Lexical Decision: Morphological Endings

A

Reading & Spelling

Mark real words with morphological endings

Real and non words are familiar looking (e.g. “fullen, wises”)

Tests VIL & morphology

28
Q

Visual Lexical Decision: Regularity

A

Reading & Spelling

All words spelled phonetically

Some words are real words and some are not

Pt has to say say which are words they recognize as real

If pt is only using GPC they will mark words that sound like real words (“brite”) that are spelled phonetically instead of their normal irregular spelling (“bright”)

29
Q

Homophone Decision/Pseudohomophone Judgment

A

Reading & Spelling

Assesses ability to judge whether 2 written words have the same sound & whether 2 written non words have the same sound

in the case of non words, pairs of items may need to be held in the phonological output buffer long enough for a comparison to be made

Tests GPC

30
Q

Oral Reading: Letter Length

A

Reading & Spelling

reveals letter length effects in single word reading of real words

“please read each word out loud as clearly as you can”

Tests Reading Route (VAS –> VIL –> (SS) –> SOL –> PL

31
Q

Oral Reading: Syllable Length

A

Reading & Spelling

3-6 letters that vary in length of syllables 1-3 syllables

Tests Phonological Output (if difficulties with increased length)

32
Q

Oral Reading Imageability x Frequency

A

Reading & Spelling

4 sets of real words:

1) High imageability - High frequency
2) High imageability - Low frequency
3) Low imageability - Low frequency
4) Low imageability - High Frequency

**Imageability effects appear to affect the semantic system and frequency effects indicate reliance on lexical, but not necessarily semantic

33
Q

Oral Reading: Grammatical Class

A

Reading & Spelling

Looks at effects of grammatical word class in reading aloud (N, V, Adj, Functors)

grammatical class effects in oral reading has been noted in some acquired dyslexias

due to underlying semantic-sytnactic deficits?

34
Q

Oral Reading: Grammatical Class x Imageability

A

Reading & Spelling

Effects of grammatical class when reading aloud with equal imageability

Looking at how important imageabiltiy is for reading

35
Q

Oral Reading: Morphological Endings

A

Reading & Spelling

looks at if reading is effected by morphological complexity

36
Q

Spelling-Sound Regularity in Reading

A

Reading & Spelling

Looks at if reading is effected by spelling-sound regularity (can they read phonetically)

e.g. “wolf” “yacht”

All real words, should be read by lexical route

37
Q

Oral Reading: Non Words

A

Reading & Spelling

monosyllabic 3-6 letter words

Tests GPC route

38
Q

Oral Reading: Sentences

A

Reading & Spelling

Tests ability to read written sentences aloud & looks at extent to which it is influenced by syntactic & semantic variables

39
Q

Homophone Definition & Regularity

A

Reading & Spelling

Ability to access meaning of word directly form visual/written form rather than its sound

Pt shown written word, asked to define it, then say it aloud

Helpful in testing pts who read phonologically

Surface Dyslexia (rely on sublexical reading) would have trouble with this task***

40
Q

Spelling to Dictation: Letter Length

A

Reading & Spelling

Spelling to dictation, 3-6 letters, monosyllabic words

**If Peripheral Dysgraphia, they will have trouble with grapheme level representations and show length effects in spelling

41
Q

Spelling to Dictation: Imageability x Frequency

A

Reading & Spelling

written spelling to dictation

looks for effect of imageability and on frequency on spelling

Tests output

42
Q

Spelling to Dictation: Grammatical Class

A

Reading & Spelling

Written spelling to dictation

looks at effects of grammatical class (N, V, Adj, Functors) on spelling

Also matched for imageability

43
Q

Spelling to Dictation: Grammatical Class x Imageability

A

Reading & Spelling

Nouns and functors are matched for imageability & frequency

44
Q

Spelling to Dictation: Morphological Endings

A

Reading & Spelling

Is spelling affected by morphological complexity?

45
Q

Spelling to Dictation: Regularity

A

Reading & Spelling

Is spelling affected by sound-spelling regularity

Regular & irregular words given to spell

46
Q

Spelling to Dictation: Non Words

A

Reading & Spelling

3-6 letters

47
Q

Spelling to Dictation: Disambiguated Homophones

A

Reading & Spelling

Ability to spell homophones correctly to dictation

Meaning of word is also given to disambiguate intended spelling

e.g. “bear - large animal with shaggy hair & claws”

Tests SS–>GOL

48
Q

Spoken Word-Picture Matching

A

Picture & Word Semantics

Assess semantic comprehension

“Point to the picture that matches the word I say”

There are 5 pictures, 4 of which are distractors
1) Close Semantic Distractor: from same superordinate category (>errors here indicate high level semantic impairment)

2) More Distant Semantic Distractor: (>errors here indicate more widespread deficit)
3) Visually Similar Distractor:(>errors here indicate perceptual component) if there are > errors then use Pal Trees with written to determine
4) Unrelated Distractor

Tests Semantic through Auditory Modality

49
Q

Written Word Picture Matching

A

Picture & Word Semantics

Similar to Spoken Word-Picture Matching - CANNOT give both at same time because same stimuli!!!

“Point to the picture that matches the written word”

Tests semantic through written modality

50
Q

Difficulty with Spoken AND Written Word Picture Matching??

A

Indicates central semantic problem

51
Q

Auditory Synonym Judgment

A

Picture & Word Semantics

Judge if 2 spoken words are close in meaning

1/2 words are high imageability and the other 1/2 are low imageability stimuli

If >errors with low imageability items, find out if pt makes semantic errors in comprehension

52
Q

Written Synonym Judgment

A

Picture & Word Semantics

Judge if two written words are close in meaning

Same as auditory synonym judgment

53
Q

Comparison of Auditory and Written Synonym Judgment

A

shows central semantic difficulty compared to modality specific processing problem

54
Q

Word Semantic Association

A

Picture & Word Semantics

Select a word that is closely semantically related to another word

All written words

High & low imageability

Fo4

55
Q

Spoken Word-Written Word Matching

A

Picture & Word Semantics

match heard word to corresponding written word

correct answers CAN bypass semantic system and be based on information of PGC

if overlying on semantics, will see semantic errors!

2 versions of this test:

1) Distractor words are near synonyms of the stimulus word
2) Distractor words are structurally but not semantically related (if >errors here, test auditory input & visual processing)

56
Q

Picture Naming x Oral Reading, Repetition & Written Spelling

A

Picture & Word Semantics

Picture naming, byt allows for comparison on a variety of output forms

Can’t use more than 1 modality in a test session because same stimuli, but can compare performance to other tests

Tests semantics via multiple routes

57
Q

Picture Naming x Frequency

A

Picture & Word Semantics

Effect of word frequency on picture naming abilities

58
Q

Sentence Picture Matching - Auditory Version

A

Sentence Comprehension

Use picture to determine comprehension of heard sentences

4 main types of sentence constructions:

1) Reversible
2) Non-reversible
3) Gapped
4) Converse

Performance can also be assessed best on V and Adj

For each heard sentence, pt points to picture that corr. best with picture

Fo3

Pattern of errors determines which sentence construction of comprehension are impaired

Tests semantics & syntax at sentence level

59
Q

Sentence Picture Matching - Written Version

A

Sentence Comprehension

Pt reads the sentence and is shown 3 pictures, pt points to picture that best corr with sentence

Person reads sentence SILENTLY

Pattern of errors provides information about constructions that are difficult

60
Q

Auditory Comprehension of Verbs & Adjectives

A

Sentence Comprehension

Tests the comprehension of verbs & adj from sentence-picture matching task using a simple Q&A format

e.g. “I am going to say a word. Then I am going to say what it means. Sometimes I am right, and sometimes I am wrong. Say yes if you think right, say no if wrong”

**if pt performs poorly on this task, test comprehension of single word/pictures

61
Q

Auditory Comprehension for Locative Relations

A

Sentence Comprehension

Uses pictures to test comprehension of locative prepositions in phrases spoken by examiner

Fo4: there are 3 distractor pictures and 1 target picture

Phrase stimuli consists of 2 referents and the spatial relationship between them

Referents may be inanimate, animate, or abstract

62
Q

Written Comprehension of Locative Relations

A

Sentence Comprehension

Client reads written phrase and points to the picture that best fits

63
Q

Pointing Span for Noun/Verb Sequences

A

Sentence Comprehension

Measures processing abilities in phonological STM

Only requires pointing response, thus relevant for individuals with speech production difficulties

N-V, N-V-NP uses (SV, SVO structures)

Length of sentence increases as task continues

If pt has a span 5-6+ it is unlikely that PSTM is impaired for sentence comprehension

Adult Tests - Comps* (15 decks)

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