A Novel Pupillometric Method for Indexing Word Difficulty in Individuals with and without Aphasia

Autor/inn/en	Chapman, Laura R.; Hallowell, Brooke
Titel	A Novel Pupillometric Method for Indexing Word Difficulty in Individuals with and without Aphasia
Quelle	In: Journal of Speech, Language, and Hearing Research, 58 (2015) 5, S.1508-1520 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
DOI	10.1044/2015_JSLHR-L-14-0287
Schlagwörter	Aphasia; Difficulty Level; Eye Movements; Cognitive Processes; Language Processing; Nouns; Comparative Analysis; Evaluation Methods + Suchen Sie Ihr Suchwort? Expressive Aphasie; Aphasie; Schwierigkeitsgrad; Augenbewegung; Cognitive process; Kognitiver Prozess; Sprachverarbeitung
Abstract	Purpose: Cognitive effort is a clinically important facet of linguistic processing that is often overlooked in the assessment and treatment of people with aphasia (PWA). Furthermore, there is a paucity of valid ways to index cognitive effort in PWA. The construct of cognitive effort has been indexed for decades via pupillometry (measurement of pupil dilation and constriction during a cognitive task), yet pupillometry has not been implemented in studies including PWA. In the present study, we tested a novel method for indexing cognitive effort during linguistic processing in people with and without aphasia. Method: Forty control participants and 39 PWA listened to semantically easy and difficult single nouns and looked at images while their pupillary responses were monitored. Mean pupil dilation in response to easy versus difficult nouns was calculated to index cognitive effort. Results: Larger mean pupil dilation values were obtained for difficult compared with easy nouns for both groups. Conclusion: Results provide preliminary evidence that pupillometry can be used to index cognitive effort during linguistic processing of single nouns in people with and without aphasia. Methods for indexing cognitive effort will be a valuable addition to existing assessment methods. Suggestions for further research are offered. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01