Factors Predicting Mental Effort Associated With Verbal Fluency: Cue Types, Switching, and Fear of Negative Evaluation.

PURPOSE: Verbal fluency, a task frequently employed in neuropsychological assessment, provides important word productivity data but little information about subjective effort associated with demand monitoring and resource allocation. In two experiments, this study investigated the effects of task variables (semantic vs. phonemic cues; alternating vs. nonalternating conditions) and personal factors (fear of negative evaluation and trait anxiety) on subjective effort for a wide variety of verbal fluency tasks in neurotypical individuals. METHOD: Twenty-one adults completed eight verbal fluency tasks in Experiment 1. The tasks were selected to examine effort reported for verbal fluency that differed in (a) cue types and (b) the disruptions of clustering strategies. In Experiment 2, a separate group of 50 adults completed two verbal fluency tasks twice in separate sessions. Participants also completed social-emotional measures including fear of negative evaluation and trait anxiety. Working memory was assessed as a control variable. RESULTS: Experiment 1 showed greater effort for completing semantic than phonemic cue tasks and greater effort for alternating than nonalternating conditions. Alternating semantic verbal fluency yielded the greatest effort among all tasks. Differences in effort could not be accounted for by performance alone. Experiment 2 showed that greater fear toward negative evaluation was associated with greater effort. The relationship between fear and effort was not related to trait anxiety or moderated by performance levels or repeated testing. CONCLUSIONS: Knowledge about factors that impact subjective effort in neurotypical individuals is fundamental to accurate interpretation of effort reported by clinical populations. This study demonstrated the multifaceted nature of subjective effort that could not be accounted for by performance alone. In addition to task variables, effort assessment needs to consider the impact of social-emotional factors such as fear toward negative evaluation.

Emotional and Non-Emotional Verbal Fluency in Native and Non-Native Speakers.

OBJECTIVE: Native speakers frequently outperform non-native speakers on classic semantic verbal fluency tasks that target concrete non-emotional word retrieval. Much less is known about performance differences in retrieval of emotional words, which are abstract and crucial to social-emotional competence. This study compared native and non-native speakers' verbal productivity on emotional and non-emotional verbal fluency tasks. METHOD: Forty-seven native and 37 non-native speakers of English participated in the study. Participants completed seven semantic verbal fluency tasks in English including classic semantic (e.g., "animals"), action (e.g., "things people do"), and emotional variants (e.g., "things that make people happy"). Subjective and objective measures of English proficiency, information about language usage, and cognitive measures (working memory) were obtained for each participant. RESULTS: Verbal productivity for classic semantic, action, and emotional verbal fluency was lower for non-native speakers. Smaller language-specific vocabulary in non-native speakers did not moderate positivity biases in emotional verbal fluency. Subjective and objective language proficiency measures were less predictive of performance on the emotional than the non-emotional verbal fluency tasks. CONCLUSION: Non-native speakers perform more poorly than native speakers on semantic verbal fluency in English for both emotional and non-emotional variants. Positivity biases are not moderated by language proficiency and are reliable features of emotional verbal fluency. Proficiency measures may be less effective in predicting generation of emotional than neutral words.

Performance Differences Between Native and Non-Native Speakers on a New Happy-Sad Executive Function Measure.

OBJECTIVE: The happy-sad task adapts the classic day-night task by incorporating two early acquired emotional concepts ("happy" and "sad") and demonstrates elevated inhibitory demands for native speakers. The task holds promise as a new executive function measure for assessing inhibitory control across the lifespan, but no studies have examined the influence of language of test administration on performance. METHOD: Seventy adult native English speakers and 50 non-native speakers completed the computerized day-night and the new happy-sad tasks administered in English. In two conditions, participants were categorized pictorial stimuli either in a congruent manner ("happy" for a happy face) or in a more challenging, incongruent manner ("sad" for a happy face). Lexical decision performance was obtained to estimate levels of English language proficiency. RESULTS: Native speakers and non-native speakers performed comparably except for the critical incongruent condition of the happy-sad task, where native speakers responded more slowly. A greater congruency effect for the happy-sad task was found for native than for non-native speakers. Lexical decision performance was associated with performance on the challenging incongruent conditions. CONCLUSION: This study reinforced the usefulness of the happy-sad task as a new measure in evaluating inhibitory control in adult native-speakers. However, the language of test administration needs to be considered in assessment because it may lead to performance differences between native and non-native speakers.

The Emotional Verbal Fluency Task: A Close Examination of Verbal Productivity and Lexical-Semantic Properties.

Purpose Emotional verbal fluency (Emo-VF) has the potential to expand neuropsychological assessment by providing information about affective memory retrieval. The usability of Emo-VF is limited, however, by significant variations in task administration and the lack of information about Emo-VF responses. This study investigated verbal productivity and the lexical-semantic properties of responses on positive and negative Emo-VF tasks. Comparing Emo-VF to non-Emo-VF tasks used regularly in neuropsychological assessment provided additional information about the basic characteristics of Emo-VF tasks. Method Twenty-five adult native speakers provided verbal responses to three Emo-VF ("happy," "sad," "negative emotions") and two non-Emo-VF categories ("animals," "things people do"). Verbal productivity was measured at the word and syllable levels. Multiple large-scale data corpora were used to estimate the lexical-semantic properties of the verbal responses. Results There was a robust positivity bias in verbal productivity within Emo-VF tasks. Emo-VF tasks tended to elicit longer words than "animals" and "things people do," which might impact the results of verbal productivity analyses, especially in comparisons with "things people do." Within Emo-VF tasks, negative Emo-VF elicited words from a wider range of valence than positive Emo-VF tasks. Similarities (e.g., word length and complexity) and differences (e.g., concreteness, age of acquisition) were found between positive and negative Emo-VF tasks. Conclusions The study provided information about the basic characteristics of Emo-VF tasks, which included evidence for a robust positivity bias, suggestions for analyses of verbal productivity (e.g., consideration of word length), and lexical-semantic properties associated with positive and negative Emo-VF tasks using corpora data.

Assessing the life-cycle sustainability of algae and bacteria-based wastewater treatment systems: High-rate algae pond and sequencing batch reactor.

High Rate Algae Ponds (HRAPs) are a promising technology for the treatment of municipal wastewater in locations with sufficient space and solar radiation. Algae-based processes do not require aeration, and thus have the potential to be less energy-intensive than activated sludge processes. We used a combination of LCA and LCCA analysis to evaluate the sustainability of HRAP systems, using data from the construction and operation of two demonstration-scale systems in Almería and Cádiz, Spain. As a reference for comparison, we used data from an activated sludge-based Sequencing Batch Reactor (SBR) treatment system in operation in Leppersdorf, Germany, which has comparable removal rates for a similar inflow. We focused solely on the actual wastewater treatment aspect of these technologies, excluding sludge treatment from this analysis. Based on our analysis, the current HRAP technology is more energy-efficient than activated sludge-based SBRs and requires only 22% of its electricity consumption. In addition, HRAP is more advantageous both economically (0.18 €/m3 versus 0.26 €/m3) and environmentally, with both lower global warming and eutrophication potentials (146.27 vs. 458.27 × 10-3 kg CO2 equiv./m3; 126.14 vs. 158.01 × 10-6 kg PO4 equiv./m3). However, the Net Environmental Benefit of SBR was slightly more favorable than of HRAP because of the higher removal rate for nutrients of SBR.

Disorders of Emotional Communication in Traumatic Brain Injury.

Traumatic brain injury (TBI) leads to a wide array of behavioral and cognitive deficits. Individuals with TBI often demonstrate difficulties with the recognition and expression of emotion communicated through multiple modalities including facial expression, vocal prosody, and linguistic content. Deficits in emotional communication contribute to a pattern of social pragmatic communication problems, leading to decreased psychosocial function. Growing evidence supports intervention targeting affective processing. This article summarizes the current evidence for evaluation and treatment of affective processing disorders in TBI.

Verbal fluency in three Spanish-English bilingual speakers with TBI.

This study investigated differences between healthy bilingual participants and bilingual participants with traumatic brain injury (TBI) on verbal fluency tasks. The performance of three Spanish-English bilingual speakers with traumatic brain injury was compared to the performance of 30 neurotypical bilingual speakers on tasks of category and letter verbal fluency in English and Spanish. Responses were analyzed for total number of correct productions, differences in correct productions between languages, average cluster size, total number of switches, and rates of language choice errors. The data were analyzed using predicted scores from regression equations based on neurotypical data and modified t-tests. Analyses revealed significantly lower total output than predicted by the regression equations for both task types and in both languages for one TBI participant. The same participant demonstrated significantly lower total number of switches than the neurotypical group. Two participants demonstrated higher rates of language choice errors than the neurotypical group. There were no significant differences between TBI participants and the neurotypical group for average cluster size. There were no significant differences between predicted and obtained values for differences between English and Spanish total number correct in each task type. Results are discussed in the context of individual cognitive and linguistic profiles of the TBI participants.

Category, Letter, and Emotional Verbal Fluency in Spanish-English Bilingual Speakers: A Preliminary Report.

OBJECTIVE: The purpose of this study was to compare the performance of bilingual speakers on an emotional verbal fluency task to category and letter verbal fluency tasks. A second purpose was to compare performances on these tasks to language proficiency ratings. METHOD: Twelve verbal fluency tasks were administered to 21 Spanish-English bilingual speakers. Results were analyzed for differences between fluency types (category, letter, and emotional) and languages (English and Spanish). RESULTS: Participants generated the most items in category fluency tasks and the least items in emotional fluency tasks. The number of items generated for letter and emotional fluency tasks were not significantly different, but both were significantly lower than the number of items generated in category fluency. More items were generated for positive emotions than for negative emotions. Differences between languages for category and letter fluency tasks were significantly correlated with differences in language proficiency ratings, but this finding was not found for emotional fluency tasks. CONCLUSIONS: Self-ratings of proficiency and language dominance correlated significantly with performance on category and letter fluency tasks and may be useful predictors of differences between languages on these tasks. Emotional fluency was not significantly correlated with language proficiency ratings, suggesting that performance on emotional fluency may be more significantly affected by emotional processing ability. The emotional verbal fluency task has potential as a component of neuropsychological evaluations to screen easily and quickly for emotional processing deficits, including those associated with traumatic brain injury and depression. Additionally, results support a positivity bias in language and cognition processes.

Defining the Phenotype and Assessing Severity in Phosphoglucomutase-1 Deficiency.

OBJECTIVE: To define phenotypic groups and identify predictors of disease severity in patients with phosphoglucomutase-1 deficiency (PGM1-CDG). STUDY DESIGN: We evaluated 27 patients with PGM1-CDG who were divided into 3 phenotypic groups, and group assignment was validated by a scoring system, the Tulane PGM1-CDG Rating Scale (TPCRS). This scale evaluates measurable clinical features of PGM1-CDG. We examined the relationship between genotype, enzyme activity, and TPCRS score by using regression analysis. Associations between the most common clinical features and disease severity were evaluated by principal component analysis. RESULTS: We found a statistically significant stratification of the TPCRS scores among the phenotypic groups (P < .001). Regression analysis showed that there is no significant correlation between genotype, enzyme activity, and TPCRS score. Principal component analysis identified 5 variables that contributed to 54% variance in the cohort and are predictive of disease severity: congenital malformation, cardiac involvement, endocrine deficiency, myopathy, and growth. CONCLUSIONS: We established a scoring algorithm to reliably evaluate disease severity in patients with PGM1-CDG on the basis of their clinical history and presentation. We also identified 5 clinical features that are predictors of disease severity; 2 of these features can be evaluated by physical examination, without the need for specific diagnostic testing and thus allow for rapid assessment and initiation of therapy.

Vowel acoustics in adults with apraxia of speech.

PURPOSE: To investigate the hypothesis that vowel production is more variable in adults with acquired apraxia of speech (AOS) relative to healthy individuals with unimpaired speech. Vowel formant frequency measures were selected as the specific target of focus. METHOD: Seven adults with AOS and aphasia produced 15 repetitions of 6 American English vowels in /hVC/ context (hid, head, hat, hot, hub, hoot). Vowel formant frequency measures (F1, F2) were Bark transformed and compared with data from archival sources. RESULTS: Measures of vowel acoustics in speakers with AOS did not differ from those of unimpaired speakers, including absolute Bark formant values, vowel space area, intervowel distance, and individual trial-to-trial formant variability. CONCLUSION: Comparison with normative acoustic measures suggested that vowel production at the word level is unimpaired in the current speakers with AOS, supporting previous studies that have shown vowel production is relatively intact in AOS.

Consonant and syllable structure patterns in childhood apraxia of speech: developmental change in three children.

UNLABELLED: Changes in consonant and syllable-level error patterns of three children diagnosed with childhood apraxia of speech (CAS) were investigated in a 3-year longitudinal study. Spontaneous speech samples were analyzed to assess the accuracy of consonants and syllables. Consonant accuracy was low overall, with most frequent errors on middle- and late-developing sounds. Omissions and substitutions were the dominant error types. Analysis of syllables revealed higher frequencies of error on complex mono- and polysyllables. Multiple regression analyses revealed that consonant accuracy is predicted by syllable shape accuracy and polysyllable frequency. Improvement was noted over time, although irregular patterns of consonant and syllable-level errors persisted across the period studied. Findings suggest that consonant errors in CAS are related to syllable-level deficits, namely difficulty constructing syllabic frames for speech production targets. LEARNING OUTCOMES: On the basis of this article, the reader will be able to (1) describe the deficits in consonant production demonstrated by the participants, (2) analyze the relationship between consonant production and syllable-level patterns of error and (3) consider the value of addressing syllable construction as a therapeutic goal.

Vowel patterns in developmental apraxia of speech: three longitudinal case studies.

Vowel inventories and error patterns for three children with suspected developmental apraxia of speech (DAS) were analysed over a 3-year period using phonetic transcriptions of connected speech samples. The children demonstrated complete English vowel inventories except for rhotics. However, accuracy of vowel targets in connected speech did not normalize during this period. No consistent patterns of vowel errors were found. There was no decrease in vowel accuracy with increased utterance length or syllable complexity. Findings indicate persistence of vowel inaccuracy in the presence of a relatively complete vowel inventory. This longitudinal data can help to build consensus on use of vowels as a potential clinical marker for differential diagnosis of DAS.

Token-to-token variability in developmental apraxia of speech: three longitudinal case studies.

Variability in the speech production patterns of children with developmental apraxia of speech (DAS) was investigated in a three-year longitudinal study of three children with DAS. A metric was developed to measure token-to-token variability in repeated word productions from connected speech samples. Results suggest that high levels of total token and error token variability and low levels of word target stability and token accuracy characterize the disorder. Overall levels of variability and patterns of change over time differed between participants. Longitudinal patterns were indicative of decreasing total token variability and increasing token accuracy. However, change was not consistently unidirectional for two of the three children in the study, suggesting day-to-day performance differences in addition to within-session variability.

The integrity of the syllable in developmental apraxia of speech.

UNLABELLED: Three children with developmental apraxia of speech (DAS) identified the number of syllables in words, judged intrasyllabic sound positions, and constructed syllable shapes within monosyllabic frames. Results suggest that DAS children demonstrate an apparent breakdown in the ability to perceive "syllableness" and to access and compare syllable representations with regard to position and structure. Based on these findings, DAS is viewed as a disorder characterized by an impoverished phonological representation system. LEARNING OUTCOMES: On the basis of this article, the reader will be able to (1) describe the deficits in syllabic perception demonstrated by some participants with DAS; (2) examine the utility of metalinguistic tasks in the differential diagnosis of DAS; and (3) evaluate the findings with respect to competing theoretical perspectives on DAS.