Computerized assessment of syntactic complexity in Alzheimer's disease: a case study of Iris Murdoch's writing.

نویسندگان

  • Serguei Pakhomov
  • Dustin Chacon
  • Mark Wicklund
  • Jeanette Gundel
چکیده

Currently, the majority of investigations of linguistic manifestations of neurodegenerative disorders such as Alzheimer's disease are conducted based on manual linguistic analysis. Grammatical complexity is one of the language use characteristics sensitive to the effects of Alzheimer's disease and is difficult to operationalize and measure using manual approaches. In the current study, we demonstrate the application of computational linguistic methods to automate the analysis of grammatical complexity. We implemented the Computerized Linguistic Analysis System (CLAS) based on the Stanford syntactic parser (Klein and Manning, Pattern Recognition, 38(9), 1407-1419, 2005) for longitudinal analysis of changes in syntactic complexity in language affected by neurodegenerative disorders. We manually validated CLAS scoring and used it to analyze writings of Iris Murdoch, a renowned Irish author diagnosed with Alzheimer's disease. We found clear patterns of decline in grammatical complexity consistent with previous analyses of Murdoch's writing conducted by Garrard, Maloney, Hodges, and Patterson (Brain, 128(250-260, 2005). CLAS is a fully automated system that may be used to derive objective and reproducible measures of syntactic complexity in language production and can be particularly useful in longitudinal studies with large volumes of language samples.

برای دانلود متن کامل این مقاله و بیش از 32 میلیون مقاله دیگر ابتدا ثبت نام کنید

ثبت نام

اگر عضو سایت هستید لطفا وارد حساب کاربری خود شوید

منابع مشابه

Impact of Dynamic Assessment on the Writing Performance of English as Foreign Language Learners in Asynchronous Web 2.0 and Face-to-face Environments

This study sought to investigate dynamic assessment (DA) - an assessment approach that embeds inter- vention within the assessment process and that yields information about the learner’s responsiveness to this intervention - and the writing performance of the second language (L2) learners in Web 2.0 contexts. To this end, pre and post-treatment writings of 45 par...

متن کامل

Orchestrating Task Planning in Writing: The Impact of Pre-Task Planning and Within-Task Planning on Fluency, Accuracy, and Complexity of Iranian EFL Learners’ Writing

Building on Robinson’s (2001, 2003) Cognition Hypothesis, Skehan’s (1998) Limited Attentional Capacity Model, and Kellog’s (1986) model of writing, this study examined the effect of task planning on the fluency, accuracy, and complexity of 60 Iranian EFL learners’ argumentative and narrative writings under different planning conditions. A quasi-experimental design with three levels of planning ...

متن کامل

Investigating Dynamic Writing Assessment in a Web 2.0 Asynchronous Collaborative Computer-Mediated Context

This study aims at investigating the effect of dynamic assessment (DA) on L2 writing achievement if applied via blogging as a Web 2.0 tool, as well as examining which pattern of interaction is more conducive to learning in such an environment. The results of the study indicate that using weblogs to provide mediation contributes to the enhancement of the overall writing performance, vocabulary a...

متن کامل

The Differing Role of L2 WTC on Iranian EFL Learners’ Performance on a Computerized Dynamic Test of Writing

Computerized dynamic assessment has been proposed as a solution to the practicality issues involved in ordinary dynamic assessment procedures. However, most of computerized dynamic assessment studies have addressed receptive skills (i.e., reading and listening). Responding to the scarcity of CDA studies of productive skills, the present study was an attempt to design and implement a computerize...

متن کامل

Self-, Peer-, and Teacher-Assessments in Writing Improvement: A Study of Complexity, Accuracy, and Fluency

Alternative assessment approaches and, among them, self-assessment and peer-assessment are becoming increasingly important in educational contexts. Designed to compare self-assessment, peer-assessment, and teacher-assessment, this study included 90 EFL students from 3 intact classes divided into 3 groups: self-assessment, peer-assessment, and teacher-assessment. After taking the TOEFL Proficien...

متن کامل

ذخیره در منابع من


  با ذخیره ی این منبع در منابع من، دسترسی به آن را برای استفاده های بعدی آسان تر کنید

برای دانلود متن کامل این مقاله و بیش از 32 میلیون مقاله دیگر ابتدا ثبت نام کنید

ثبت نام

اگر عضو سایت هستید لطفا وارد حساب کاربری خود شوید

عنوان ژورنال:
  • Behavior research methods

دوره 43 1  شماره 

صفحات  -

تاریخ انتشار 2011