The Development of Scoring Criteria for a New Picture Naming Task

Auteurs-es

  • Ferzin Mahava University of Ottawa, Ottawa
  • Christine Sheppard Bruyère Research Institute, Ottawa
  • Laura Monetta Département de Réadaptation, Université Laval, Québec Centre de Recherche de l’Institut Universitaire en Santé Mentale de Québec, Québec
  • Vanessa Taler University of Ottawa School of Psychology, Ottawa Bruyère Research Institute, Ottawa

DOI :

https://doi.org/10.18192/riss-ijhs.v6i1.1351

Mots-clés :

Picture naming, bilingualism, aging, naming task

Résumé

Objective: The purpose of the study was to develop a scoring system for a novel naming task suitable for assessing naming performance in younger (18-30 years) and older (65+ years) adults in monolingual English, monolingual French, and English-French bilingual groups. This novel naming task will serve as an important health service to help diagnose and assess cognitively impaired older individuals, while also serving as an educational tool for healthcare providers.

Materials and Methods: The Naming Task consists of 120 images organized in the same randomized order, and are shown on a white background displayed on a computer screen using PowerPoint. Participants are instructed to name the image displayed. Monolinguals completed the test in their native language and bilinguals completed the test in English only, French only, and a bilingual administration. Scoring criteria was established based on the responses from testing.

Results: Strict and lenient scoring criteria developed for the Naming Task are presented. Eight items were removed from the original Naming Task due to quality and/or clarity, inability to name the image, or too many alternate responses. Performance in monolingual English and French was similar in younger and older adults for strict and lenient scoring. Bilinguals performed better with bilingual administration and worse with French administration, where scores were the lowest of all age and language groups.

Conclusion: The Naming Task appears to be suitable for monolingual French and English individuals. Results suggest that a bilingual administration should be used when testing English-French bilinguals.

Biographie de l'auteur-e

Vanessa Taler, University of Ottawa School of Psychology, Ottawa Bruyère Research Institute, Ottawa

Vanessa Taler, School of Psychology, University of Ottawa, 136 Jean Jacques Lussier, Vanier Hall, Ottawa, Ontario, Canada K1N 6N5

Email: vtaler@uottawa.ca, Phone: 613-562-5800 x4812

Références

Adesope, O. O., Lavin, T., Thompson, T., & Ungerleider, C. (2010). A systematic review and meta-analysis of the cognitive correlates of bilingualism. Review of Educational Research, 80(2), 207-245. doi:10.3102/0034654310368803

Benton, A. L., & Hamsher, K. (1976). Multlingual aphasia examination manual. Iowa, IA: University of Iowa. Bialystok, E. (2009). Bilingualism: The good, the bad, and the indifferent. Bilingualism: Language and Cognition, 12(1), 3-11. doi:10.1017/S1366728908003477

Bialystok, E., Craik, F. I., & Freedman, M. (2007). Bilingualism as a protection against the onset of symptoms of dementia. Neuropsychologia, 45(2), 459-464. doi:10.1016/j.neuropsychologia.2006.10.009

Bialystok, E., Craik, F. I., Green, D. W., & Gollan, T. H. (2009). Bilingual minds. Psychological Science in the Public Interest, 10(3), 89-129. doi:10.1177/1529100610387084

Bialystok, E., Craik, F., & Luk, G. (2008). Cognitive control and lexical access in younger and older bilinguals. Journal of Experimental Psychology: Learning, Memory, and Cognition, 34(4), 859-873. doi:10.1037/0278-7393.34.4.859

Brouillette, R. M., Martin, C. K., Correa, J. B., Davis, A. B., Han, H., Johnson, W. D., ... & Keller, J. N. (2011). Memory for names test provides a useful confrontational naming task for aging and continuum of dementia. Journal of Alzheimer's Disease, 23(4), 665-671. doi:10.3233/JAD-2011-101455

Craik, F. I., Bialystok, E., & Freedman, M. (2010). Delaying the onset of Alzheimer disease: Bilingualism as a form of cognitive reserve. Neurology, 75(19), 1726-1729. doi:10.1212/WNL.0b013e3181fc2a1c

Gollan, T. H., & Acenas, L. A. (2004). What is a TOT? Cognate and translation effects on tip-of-the-tongue states in Spanish-English and tagalog-English bilinguals. Journal of Experimental Psychology: Learning, Memory, and Cognition, 30(1), 246-269. doi:10.1037/0278-7393.30.1.246

Gollan, T. H., Fennema-Notestine, C., Montoya, R. I., & Jernigan, T. L. (2007). The bilingual effect on Boston Naming Test performance. Journal of the International Neuropsychological
Society, 13(2), 197-208. doi:10.1017/S1355617707070038

Gollan, T. H., Montoya, R. I., Fennema-Notestine, C., & Morris, S. K. (2005). Bilingualism affects picture naming but not picture classification. Memory & Cognition, 33(7), 1220-1234. doi:10.3758/BF03193224

Grant, D. A., & Berg, E. A. (1948). A behavioural analysis of degree of reinforcement and ease of shifting to new responses in a Weigl-type card sorting problem. Journal of Experimental Psychology, 38(4), 404-411. doi:10.1037/h0059831

Hawkins, K. A., Sledge, W. H., Orleans, J. F., Quinlan, D. M., Rakfeldt, J., & Huffman, R. E. (1993). Normative implications of the relationship between reading vocabulary and Boston Naming Test performance. Archives of Clinical Neuropsychology, 8(6), 525-537. doi:10.1093/arclin/8.6.525

Ivanova, I., & Costa, A. (2008). Does bilingualism hamper lexical access in speech production? Acta Psychologica,127(2), 277-288. doi:10.1016/j.actpsy.2007.06.003

Kaplan, E., Goodglass, H., & Weintraub, S. (1983). Boston Naming Test . Philadelphia, PA: Lea & Febiger. Kohnert, K. J., Hernandez, A. E., & Bates, E. (1998). Bilingual performance on the Boston Naming Test: Preliminary norms in Spanish and English. Brain and Language, 65(3), 422-440. doi:10.1006/brln.1998.2001

Nasreddine, Z. S., Phillips, N. A., Bédirian, V., Charbonneau, S., Whitehead, V., Collin, I., . . . Chertkow, H. (2005). The Montreal Cognitive Assessment, MoCA: A brief screening tool for mild cognitive impairment. Journal of the American Geriatrics Society, 53(4), 695-699. doi:10.1111/j.1532-5415.2005.53221.x

Roberts, P. M., & Doucet, N. (2011). Performance of French-speaking Quebec adults on the Boston Naming Test. Canadian Journal of Speech-Language Pathology and Audiology, 35(3), 254-267.

Roberts, P. M., Garcia, L. J., Desrochers, A., & Hernandez, D. (2002). English performance of proficient bilingual adults on the Boston Naming Test. Aphasiology, 16(4-6), 635-645. doi:10.1080/02687030244000220

Rossion, B., & Pourtois, G. (2004). Revisiting Snodgrass and Vanderwart's object pictorial set: The role of surface detail in basic-level object recognition. Perception, 33(2), 217-236. doi:10.1068/p5117

Schmitter-Edgecombe, M., Vesneski, M., & Jones, D. W. (2000). Aging and word-finding: A comparison of spontaneous and constrained naming tests. Archives of Clinical Neuropsychology, 15(6), 479-493. doi:10.1016/S0887-6177(99)00039-6

Sheppard, C., Kousaie, S., Monetta, L., & Taler, V. (2016). Performance on the Boston Naming Test in bilinguals. Journal of the International Neuropsychological Society, 22(3), 350-363. doi:10.1017/S135561771500123X

Stroop, J. R. (1935). Studies of interference in serial verbal reactions. Journal of Experimental Psychology, 18(6), 643-662. doi:10.1037/h0054651

Wechsler, D. (1997). Wechsler Adult Intelligence Scale – Third Edition . San Antonio, TX: The Psychological Corporation.

Téléchargements

Publié-e

2016-11-13

Numéro

Vol. 6 No. 1 (2016)

Rubrique

Articles

Licence

  • Tous les auteurs dont l’article est publié dans la RISS en conserveront les droits. 
  • Les auteurs accordent à la RISS le droit d’être la première à publier les articles qui lui sont soumis. 
  • Tous les articles publiés dans la RISS sont autorisés en vertu d’une licence Creative Commons Attribution à être circulé si les auteurs et la revue de la publication originale sont reconnus. 
  • La RISS est publiée en ligne et imprimée. La RISS n’est pas responsable de l’utilisation non autorisée du contenu publié sous forme électronique ou imprimée.
  • La RISS retient les droits de distribution de tout le contenu.
  • Les auteurs, et non la RISS, sont responsables d’avoir obtenu les permissions nécessaires concernant les travaux cités.