Assessment of Story Comprehension Deficits After Brain Damage

Effects of working memory capacity on inference generation during story comprehension in adults with Parkinson's disease

“…To test this hypothesis, we adopted the Discourse Comprehension Test (DCT; Brookshire & Nicholas, 1993) as a standardized measure of how participants process explicit versus implied information during story comprehension; this task has been used effectively in the past with braindamaged patients with cortical lesions as well as with PD patients (Ferstl, Walther, Guthke, & von Cramon, 2005;Murray & Stout, 1999;Nicholas & Brookshire, 1986. The DCT requires participants to answer a series of questions pertaining to different types of information presented in stories; some of these questions test how well the participant can process explicit main ideas or details mentioned in the stories, whereas other questions require the participant to process implied details (i.e., to generate a predictive inference) about the story which is assumed to be more resource demanding.…”

An Evaluation of Reading Comprehension of Expository Text in Adults With Traumatic Brain Injury

“…Ferstl, Walther, Guthke, and Von Cramon (2005) compared the narrative listening comprehension abilities of four groups: adults with left-hemispheric brain damage (n = 18), adults with right-hemispheric brain damage (n = 12), adults with traumatic brain damage (n = 34), and uninjured controls (n = 49). Across all three groups with brain damage, implicit questions were more difficult to answer than explicit questions.…”

O uso de narrativas como método para a avaliação da compreensão na afasia

“…A compreensão de narrativas demanda muito mais processos do indivíduo (FERSTL et al, 2005). Os processos que envolvem a compreensão de narrativas são mais complexos do que os das palavras e frases, pois o significado de um texto acontece a partir do estabelecimento de relações de coerência implícitas ou explícitas entre as inferências realizadas pelo indivíduo (FARIAS;DIJK, 2000).…”

“…Essa última requer um sistema distribuído que envolve as áreas clássicas perissilvianas entre o giro temporal superior, médio e córtex frontal inferior (MAGUIRE et al, 2000;VON CRAMON, 2001;GUTKHE;VON CRAMON, 2002;FERSTL et al, 2005;XU et al, 2005) ao passo que a compreensão de narrativas engaja mais regiões corticais. Dentre essas regiões, além dos lobos temporais anteriores (FERSTL et al, 2008), está o córtex orbitofrontal (XU et al, 2005).…”

“…O controle desses itens é de grande responsabilidade. É sabido a dificuldade inerente e as frustrações cabíveis aos indivíduos afásicos quando devem compreender textos muito longos (FERSTL et al, 2005). A atividade pode tornar-se cansativa, frustrante e pode ocorrer distração.…”