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The Effects of Increased Cognitive Demands on the Written Discourse Ability of Young Adolescents Ashleigh Elaine Zumwalt Eastern Illinois University
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Page 1: The Effects of Increased Cognitive Demands on the Written Discourse Ability of Young Adolescents Ashleigh Elaine Zumwalt Eastern Illinois University.

The Effects of Increased Cognitive Demands on the Written Discourse

Ability of Young Adolescents

Ashleigh Elaine ZumwaltEastern Illinois University

Page 2: The Effects of Increased Cognitive Demands on the Written Discourse Ability of Young Adolescents Ashleigh Elaine Zumwalt Eastern Illinois University.

Introduction Cognitive skills such as selective attention, verbal

working memory, and executive functions are necessary when planning written discourse (Wilson & Proctor, 2000).

Demands on cognition such as cognitive distance, length

of discourse sample, task elicitation, and the complexity of the discourse task may impact the execution of certain discourse tasks (Wilson & Proctor, 2000).

Individuals with closed head injury (CHI) experienced disorders in cognitive skills such as working memory and executive functioning (Proctor, Wilson, Sanchez, and Wesley, 2000).

Page 3: The Effects of Increased Cognitive Demands on the Written Discourse Ability of Young Adolescents Ashleigh Elaine Zumwalt Eastern Illinois University.

Introduction Moran and Gillon (2004) found that the mean

performance of individuals who experienced a traumatic brain injury (TBI) on language comprehension tests was inferior to the mean performance of age-matched controls. In addition, the overall performance on the tests with higher working memory demands was poorer for individuals with TBI.

Shadden, Burnette, Eikenberry, and DiBrezzo (1991) found that different types of discourse elicitation placed varying demands on the individual performing the task. Therefore, more than one type of discourse should be evaluated when analyzing an individual’s discourse skills.

Page 4: The Effects of Increased Cognitive Demands on the Written Discourse Ability of Young Adolescents Ashleigh Elaine Zumwalt Eastern Illinois University.

Research Questions Does the written discourse performance of normal

adolescents vary according to the complexity of the

picture stimulus?

Does the written discourse performance of normal

adolescents vary according to the length (cognitive

distance) of the sample provided?

Do the scores on cognitive tests influence the written

discourse performance of normal adolescents?

Page 5: The Effects of Increased Cognitive Demands on the Written Discourse Ability of Young Adolescents Ashleigh Elaine Zumwalt Eastern Illinois University.

Subject Selection Eight females and Nine males

Ages 19:2 to 27:1

Normal Hearing Acuity

Normal Visual Acuity

No prior diagnosis of Attention Deficit Hyperactivity Disorder

(ADHD)

No prior head injuries

No prior diagnosis of a neurological disorder or deficit

Scores on the Peabody Picture Vocabulary Test, 4th edition

(PPVT-4) above one standard deviation below the mean

Page 6: The Effects of Increased Cognitive Demands on the Written Discourse Ability of Young Adolescents Ashleigh Elaine Zumwalt Eastern Illinois University.

Methodology Researcher administered three preliminary tests to each

participant: The Peabody Picture Vocabulary Test, 4th edn. (PPVT-4) The Recognition Memory Subtest of the Goldman-

Fristoe-Woodcock Auditory Memory Battery The Behavior Rating Inventory of Executive Function-

Adult Version (BRIEF-A) Each participant was presented with three picture stimuli

of varying levels of complexity. Difficulty ratings of the of the three picture stimuli were based upon the number of activities that occurred in each picture.

Each participant was asked to write a sample describing and explaining what was occurring in each picture stimuli.

Discourse samples obtained were analyzed using procedures developed by Wilson (2000).

Page 7: The Effects of Increased Cognitive Demands on the Written Discourse Ability of Young Adolescents Ashleigh Elaine Zumwalt Eastern Illinois University.

Picture Stimuli 1

Page 8: The Effects of Increased Cognitive Demands on the Written Discourse Ability of Young Adolescents Ashleigh Elaine Zumwalt Eastern Illinois University.

Picture Stimuli 2

Page 9: The Effects of Increased Cognitive Demands on the Written Discourse Ability of Young Adolescents Ashleigh Elaine Zumwalt Eastern Illinois University.

Picture Stimuli 3

Page 10: The Effects of Increased Cognitive Demands on the Written Discourse Ability of Young Adolescents Ashleigh Elaine Zumwalt Eastern Illinois University.

Subject’s Scores on Preliminary TestsSubject Number Sex Age at Testing PPVTa B1 B2 RMTb

1 F 22 123 43 47 109

2 F 21 87 70 64 106

3 F 21 97 63 57 103

4 F 20 104 43 49 110

5 F 21 100 35 61 109

6 M 27 110 41 52 108

7 M 22 120 56 45 109

8 M 21 101 53 46 109

9 M 21 109 59 60 109

10 F 19 114 54 35 108

11 F 20 113 50 57 109

12 F 21 113 53 37 110

13 M 21 111 51 37 107

14 M 21 109 59 38 105

15 M 24 119 67 49 107

16 M 20 114 50 37 109

17 M 19 120 54 44 110

Mean 21 109 53 47 108

Note: F=Female; M=Male; PPVT=Peabody Picture Vocabulary Test 4th Ed.;a) Highest possible score=204;B1=Behavior Rating Inventory of Executive Function-Adult Version: Self Report; B2=Behavior Rating Inventory of Executive Function-Adult Version: Informant Report; RMT=Recognition Memory Testb) Highest possible score=110

Page 11: The Effects of Increased Cognitive Demands on the Written Discourse Ability of Young Adolescents Ashleigh Elaine Zumwalt Eastern Illinois University.

Comparison of Global Coherence Across Pictures 1, 2, and 3

4.5

4.6

4.7

4.8

4.9

5 Picture One 4.82

Picture Two 4.76

Picture Three 4.76

Approached Significancep=.059*

*A significance level of p=<.05 was used.

Three Picture Stimuli

Mea

n G

loba

l Coh

eren

ce

Page 12: The Effects of Increased Cognitive Demands on the Written Discourse Ability of Young Adolescents Ashleigh Elaine Zumwalt Eastern Illinois University.

Comparison of First Half Efficiency Across Pictures 1, 2, and 3

13.4

13.5

13.6

13.7

13.8

13.9

14

14.1Picture One 13.91

Picture Two 13.67

Picture Three 14.09

Significance p=.005*

*A significance level of p=<.05 was used.

Three Picture Stimuli

Mea

n F

irst H

alf E

ffici

ency

Page 13: The Effects of Increased Cognitive Demands on the Written Discourse Ability of Young Adolescents Ashleigh Elaine Zumwalt Eastern Illinois University.

Relationship between discourse measures and Gender and PPVT scores

Gender PPVT

Picture 1

Total Productivity .473 .462Total Efficiency .307 .568

Global Coherence .362 .888Local Coherence .380 .263

First Half Efficiency .023* .574Second Half Efficiency .953 .676

Picture 2

Total Productivity .566 .477Total Efficiency .915 .982

Global Coherence .304 .726Local Coherence .008* .101

First Half Efficiency .563 .524Second Half Efficiency .784 .515

Picture 3

Total Productivity .030* .635Total Efficiency .095 .870

Global Coherence .176 .663Local Coherence .380 .217

First Half Efficiency .043* .578Second Half Efficiency .091 .398

Page 14: The Effects of Increased Cognitive Demands on the Written Discourse Ability of Young Adolescents Ashleigh Elaine Zumwalt Eastern Illinois University.

Relationship between Discourse Measures and Working Memory and Executive Functioning (Self and Informant)

Working Memory Executive Functioning

Picture 1 Self Informant

Total Productivity .940 .158 .398Total Efficiency .338 .899 .676

Global Coherence .586 .637 .366Local Coherence .840 .860 .762

First Half Efficiency .857 .690 .715Second Half Efficiency .360 .569 .625

Picture 2

Total Productivity .073 .808 .351Total Efficiency .271 .845 .365

Global Coherence .312 .871 .366Local Coherence .422 .323 .910

First Half Efficiency .286 .429 .802Second Half Efficiency .724 .747 .965

Picture 3

Total Productivity .656 .977 .584Total Efficiency .704 .204 .358

Global Coherence .965 .419 .179Local Coherence .840 .304 .309

First Half Efficiency .779 .600 .290Second Half Efficiency .475 .168 .303

Page 15: The Effects of Increased Cognitive Demands on the Written Discourse Ability of Young Adolescents Ashleigh Elaine Zumwalt Eastern Illinois University.

Results Results of a one way analysis of variance (ANOVA)

repeated measures for each of the six discourse measures (Total Productivity, Total Efficiency, Global Coherence, Local Coherence, First Half Efficiency, and Second Half Efficiency) revealed statistical significance for the measure of First Half Efficiency p=.005. The first half efficiency for Picture three was less efficient than Pictures one and two.

In addition, statistical significance was approached for

the measure of Global Coherence p=.059. The global coherence of Picture three and Picture two (the more complex pictures) was lower than the global coherence of Picture one (the least complex picture).

Page 16: The Effects of Increased Cognitive Demands on the Written Discourse Ability of Young Adolescents Ashleigh Elaine Zumwalt Eastern Illinois University.

Results Pearson Correlations were used to determine the relationship

between discourse performance and gender, PPVT scores, and cognitive measures (working memory and executive functioning). The correlation between Picture three and gender on the

discourse measure of Total Productivity (p=.030*) was statistically significant.

The correlation between Picture two and gender on the discourse measure of Local Coherence (p=.008*) was statistically significant.

The correlations between Picture one and gender on the discourse measure of first half efficiency (p=.023*), and Picture three and gender on the discourse measure of first half efficiency (p=.043*) were statistically significant.

There were no statistically significant relationships between discourse performance and PPVT scores or cognitive measures (working memory and executive functioning)

Page 17: The Effects of Increased Cognitive Demands on the Written Discourse Ability of Young Adolescents Ashleigh Elaine Zumwalt Eastern Illinois University.

Conclusions from Research Conclusions from Research Question One:Question One:Does the written discourse performance of normal adolescents vary according to the complexity of the picture stimulus?

Analysis of the results for research question one revealed that the discourse measure of global coherence approached significance (p=.059*) when compared for the three picture stimuli. Smith, et al. (2003) investigated global coherence ratings

of discourse samples provided by normal young adults. They similarly found no statistically significant differences between global coherence for different types of task elicitation (picture description or personal narrative).

In this study, global coherence of discourse samples did not vary significantly according to picture complexity for normal adolescents. Previous researchers, Hay and Moran (2005), Shadden, et al.

(1991), and Smith et al. (2003) found that discourse performance varied when the cognitive demands of a task increased. For the discourse measures used in this study, no significant differences were found according to the varying complexity of the picture stimuli.

Page 18: The Effects of Increased Cognitive Demands on the Written Discourse Ability of Young Adolescents Ashleigh Elaine Zumwalt Eastern Illinois University.

Conclusions from Research Conclusions from Research Question Two:Question Two:Does the written discourse performance of normal adolescents vary according to the length (cognitive distance) of the sample provided?

Analysis of the results for research question two revealed that the discourse measure of first half efficiency was significant (p=.005*) when compared for the three picture stimuli. The first half efficiency for Picture three was less

efficient than Pictures one and two. Since Picture three was more cognitively complex than Pictures one and two, it was hypothesized that ideas were more difficult to develop for the more complex pictured stimulus.

Pictures one and two were the least complex pictures of the three stimuli, and yielded discourse samples with increased efficiency on the first halves of the samples.

Previous research studies did not compare the first half efficiency across different picture stimuli.

Page 19: The Effects of Increased Cognitive Demands on the Written Discourse Ability of Young Adolescents Ashleigh Elaine Zumwalt Eastern Illinois University.

Conclusions from Research Conclusions from Research Question Three:Question Three: Do the scores on cognitive tests influence the written discourse performance of normal adolescents?

Analysis of the results for research question three revealed that the correlations between Gender and Total Productivity (Picture three p=.030*), and Local Coherence (Picture two p=.008*), and First Half Efficiency (Picture one p=.023*, and Picture three p=.043*) were statistically significant. The male participants achieved higher local coherence

ratings on Picture two than the female participants, but were less productive on Picture three, and less efficient on Pictures one and three than the females.

Previous findings from researchers such as Mackenzie, et al. (2007), and Smith, et al. (2003) did not find a significant relationship between Gender and various measures of discourse performance.

Page 20: The Effects of Increased Cognitive Demands on the Written Discourse Ability of Young Adolescents Ashleigh Elaine Zumwalt Eastern Illinois University.

Limitations and Strengths of the Research Limitations

The range of cognitive scores was narrow because all participants were college students

Researcher was test administrator introducing possibility of researcher bias

Testing sessions were not videotaped or recorded to ensure measurement accuracy

Strengths Inferential statistics used to assess data Standardized test procedures utilized for preliminary

tests

Page 21: The Effects of Increased Cognitive Demands on the Written Discourse Ability of Young Adolescents Ashleigh Elaine Zumwalt Eastern Illinois University.

Future Research Needs To further investigate the impact of cognitive demands on the

discourse performance of normals, a larger group of participants should be sampled.

To further investigate if a broader range of educational backgrounds should be included to increase the range of cognitive skill scores.

To further investigate the influence of gender on written discourse performance.

To further investigate the discourse measure of first half efficiency and second half efficiency across three picture stimuli.

Page 22: The Effects of Increased Cognitive Demands on the Written Discourse Ability of Young Adolescents Ashleigh Elaine Zumwalt Eastern Illinois University.

References Hay, E., & Moran, C. (2005). Discourse formulation in children with

closed head injury. American Journal of Speech-Language Pathology, 14, 324-336.

Mackenzie, C., Brady, M., Norrie, J., & Poedjianto, N. (2007). Picture description in neurologically normal adults: Concepts and topic coherence. Aphasiology, 21(3/4), 340-354.

Moran, C. & Gillon, G. (2004). Language and memory profiles of adolescents with traumatic brain injury. Brain Injury, 18, 273-288.

Proctor, A., Wilson, B., Sanchez, C., & Wesley, E. (2000). Executive function and verbal working memory in adolescents with closed head injury (CHI). Brain Injury, 14, 633-647.

Shadden, B. B., Burnette, R. B., Eikenberry, B. R., & DiBrezzo, R. (1991). All discourse tasks are not created equal. Clinical Aphasiology, 20, 327-341.

Smith, R., Heuerman, M., Wilson, B. M., & Proctor, A. (2003). Analysis of normal discourse patterns. Brain and Cognition, 53, 368-371.

Wilson, B. M., & Proctor, A. (2000). Oral and written discourse in adolescents with closed head injury. Brain and cognition, 43, 425-429.