Comparative research on aphasia and aphasia rehabilitation is challenged by the lack of comparable assessment tools across different languages. In English, a large array of tools is available, while in most other languages, the selection is more limited. Importantly, assessment tools are often simple translations and do not take into consideration specific linguistic and psycholinguistic parameters of the target languages. As a first step in meeting the needs for comparable assessment tools, the Comprehensive Aphasia Test is currently being adapted into a number of languages spoken in Europe. In this article, some key challenges encountered in the adaptation process and the solutions to ensure that the resulting assessment tools are linguistically and culturally equivalent, are proposed. Specifically, we focus on challenges and solutions related to the use of imageability, frequency, word length, spelling-to-sound regularity and sentence length and complexity as underlying properties in the selection of the testing material.

Aphasia, the language disorder following brain damage, is frequently accompanied by deficits of working memory (WM) and executive functions (EFs). Recent studies suggest that WM, together with certain EFs, can play a role in sentence comprehension in individuals with aphasia (IWA), and that WM can be enhanced with intensive practice. Our aim was to investigate whether a combined WM and EF training improves the understanding of spoken sentences in IWA. We used a pre-post-test case control design. Three individuals with chronic aphasia practised an adaptive training task (a modified n-back task) three to four times a week for a month. Their performance was assessed before and after the training on outcome measures related to WM and spoken sentence comprehension. One participant showed significant improvement on the training task, another showed a tendency for improvement, and both of them improved significantly in spoken sentence comprehension. The third participant did not improve on the training task, however, she showed improvement on one measure of spoken sentence comprehension. Compared to controls, two individuals improved at least in one condition of the WM outcome measures. Thus, our results suggest that a combined WM and EF training can be beneficial for IWA.

Introduction: Imageability is a psycholinguistic variable that indicates how well a word gives rise to a mental image or sensory experience. Imageability ratings are used extensively in psycholinguistic, neuropsychological and aphasiological studies. However, little formal knowledge exists on whether and how these ratings are associated between and within languages. Methods and results:Fifteen imageability databases were cross-correlated using non-parametric statistics. Some of these corresponded to unpublished data collected within a European research network -the Collaboration of Aphasia Trialists (COST IS1208). All but four correlations were significant. The average strength of the correlations (rho =.68) and the variance explained (R 2 =46%)were moderate. This implies that factors other than imageability may explain 54% of the results. Conclusion: Imageability ratings often correlate across languages. Different possibly interactingfactors may explain the moderate strength and variance in the correlations: (1) linguistic and cultural factors; (2) intrinsic differences between databases; (3) range effects; (4) small numbers of words in each database, equivalent words, and participants; and (5) mean age of participants. The results suggest that imageability ratings may be used cross-linguistically. However, further understanding of the factors explaining the variance in the correlations is needed, before research and practice recommendations can be made.

Language and communication disorders are often associated with deficits in working memory (WM) and interference control. WM studies involving children with specific language impairment (SLI) have traditionally been framed using either resource theories or decay accounts, particularly Baddeley's model. Although significant interference problems in children with SLI are apparent in error analysis data from WM and language tasks, interference theories and paradigms have not been widely used in the SLI literature. A primary goal of the present paper is to provide an overview of interference deficits in children with SLI. Review of the extant literature on interference control shows deficits in this population; however, the source and the nature of the deficit remain unclear. Thus, a second key aim in our review is to demonstrate the need for theoretically driven experimental paradigms in order to better understand individual variations associated with interference weaknesses in children with SLI.