Language Tasks include modules which use the QUEST (Question and Answer), TQUEST (Text Quest), FLUENCY, and FASTREAD (Tachistoscopic Reading). They are designed for independent or supervised use by persons with language or information problems (e.g. aphasia) caused by a brain injury, stroke, infections or dementia (e.g., Alzheimer's).
RESPONSES: keyboard, mouse, external switch
INFO/RECORD KEEPING: The programs score and store responses for later
viewing.
EQUIPMENT: IBM/PC or true compatible, VGA, 1 meg Ram, 1 MEG H.D. space
OPTIONAL EQUIPMENT: Printer highly recommended.
Tasks in the word finding module include typing in the name of an object, given its
definition. Exercises for the rehabilitation of word finding disorders consist
of stimuli designed to elicit a target verbal response entered on a keyboard. Each class
of exercises is organized into subtasks arranged by level of difficulty.
Given a definition, and the number of letters, produce the target word. There are 20 task files each containing 20 target words, organized by their Standard Frequency index (SF), a measure which reflects their frequency of use in written English.
Example:
THE JOINT BETWEEN THE SHOULDER AND THE WRIST _____ "ELBOW"
Given a category clue and the letters, produce the target word.
Example:
BOY'S NAME: VADE "DAVE"
Overall, there are 19 files each containing 20 target words for word lengths of 3-7 letters. Files are organized by three subjective levels of difficulty.
Given a word, produce its opposite. Files are arranged by three subjective levels of difficulty.
Example:
OPPOSITE: ALLOW "FORBID"
This module addresses the retrieval of information about well-known people and events.
It is a kind of trivia game exercise. This task is designed for persons having difficulty
accessing remote memory. Questions calling for a unique one-word answer are organized into
the following subject categories:
The areas are selected 1) to reflect generally shared knowledge 2) to engage interest both specific (composers, for someone interested in music) and general, e.g. quotes such as:
'THERE ARE THREE KINDS OF LIES:
LIES, DAMNED LIES AND _ _ _ _ _ _ _ _ _ _'
"S T A T I S T I C S"
Different topics were included to sample a range of interests and users are encouraged to create their own files to capture particular knowledge, as well as personal information, e.g. family information.
This module addresses verbal comprehension. In the simplest task one must match lower and upper case letters. Lexical decision (is it a word?) is more complex; while verification of phrases (e.g., 'furniture walks') is most advanced When language is impaired, comprehension abilities may be uncertain. These tasks,therefore, entail verification and allow for switch use. Sometimes it is verification of whether a string of letters is a word or not ("lexical decision"):
BREAK --> "Y" DREAK --> "N"
and other times whether a phrase is possible or impossible:
GARAGE'S SNEEZE --> "F" UNCLES WALK --> "T"
Phrase verification items are organized into 13 files of 20 items which represent one of four levels of difficulty based on the familiarity of the words. A heterogeneous assessment file is also included.
Under this heading you will find questions and tasks requiring abstract thinking, including concept naming, reasoning and oddity. This series of task files addresses the ability to pick a common aspect from a group.
CONCEPT NAMING. The computer displays several words associated with a particular category. The individual is to enter the name of the category, given the number of letters as a clue. Example:
BUILDING BOOKS BORROW RESEARCH --> "LIBRARY"
ODDITY PROBLEMS. Each set consists of problems that contain four words, three of which share some attribute which is not shared by the fourth ("odd") item. Example:
RUBY SAPPHIRE NECKLACE DIAMOND --> "NECKLACE"
Task files are organized around themes, e.g., "occupations," which can be used as a further clue. The levels of difficulty are accomplished by the amount of clues the individual is given.
This QUEST module address logic and reasoning. Problems also involve sequencing. Logic and reasoning are addressed through such tasks as:
1) ANALOGIES. These problem sets are two sub-types: completion and verification. In completion problems, the individual types in the missing element in the analogy. Example:
Cow/Bull // _ _ _ _ _ /Stallion --> ("Mare")
In the verification mode, the individual indicates the truth or falsity of the analogy. Example:
Programmer/Computer // Pilot/Airplane --> "T" Programmer/Computer // Airplane/Pilot --> "F"
This type of problem is well adapted for switch use.
2) SERIES COMPLETION PROBLEMS. These task files consist of series which must be completed. They range in difficulty from over learned series, such as the alphabet, digits in ascending or descending order, days of the week, or months, to complex number series.
Quantification exercises include practical knowledge of about how much common items cost, as well as the meaning of numbers.
ARITHMETIC. Basic computations in both numeric and verbal formats:
1+2+? -->"3" and ONE+TWO+? -->"3"
NUMBER CONCEPTS. Tasks range from the very simple:
How many noses on your face? -->"1"
To more complex
How many in a baker's dozen? -->"13"
WORD PROBLEMS. These problems represent functional situations, e.g.,
YOUR CHANGE FROM A TWENTY DOLLAR BILL FOR A $17.26 GROCERY PURCHASE IS $ _ . _ _ --> "2.74"
The ability to understand and work with quantities is the focus of this "Quantification" module. Deficits in this area are sometimes subsumed under the diagnostic label "dyscalculia" or "acalculia" and may be also associated with aphasia, visual perceptual problems or inadequate educational/learning experiences.
TQUEST is for reading: comprehending and remembering textual materials. Texts are presented followed by comprehension questions. The texts can be nearly a full screen and the questions must have a unique answer. A variety of topics is included; you may also create your own material using a text editor or LSA's TEXTBLDR program. Paragraphs are presented single-spaced on a single screen. The patient studies the text and presses a key when ready for questions. In 'Memory' mode the text is removed and in 'Comprehension' mode the text remains on while questions are presented. Comprehension results (immediate feedback is optional) and reading/study rates (in words per minute) are reported and saved in a disk file accessible for spreadsheet analysis.
This utility facilitates authoring customized stimulus materials for the QUEST series. You can create new materials or edit existing ones. Users can create customized tasks and problem sets. Examples from the existing QUEST problem sets are offered as models. Orientation information and personal knowledge modules can easily be prepared to meet specific individual needs.
Error Detection in Texts is a paper-and-pencil proofreading exercise designed to assess attention and, especially, central hemi-field impairment, which is otherwise difficult to diagnose and can interfere with near point activities. . This task has proven to be very sensitive to lateralized impairments of the central visual hemi-field. Part of the sensitivity derives from the fact that the individual is NOT required to read out loud, and, therefore, is induced to read quickly. This task is also useful to assess the ability to sustain an independent work effort, as well as to evaluate the ability to detect errors.
Verbal fluency is used for persons with word finding capability to determine if verbal retrieval can be sustained on a repetitive basis. Letter and category based retrieval are possible, including the classic FAS / Controlled Word Association.
Verbal fluency is used mostly for assessment purposes where verbal capability (word finding) is present, but there is a question as to whether it can be sustained on a repetitive basis. The fluidity of mental processing and the ability to produce different responses is required by this task. Many neuropsychologists use this as an index of frontal lobe functioning.
FLUENCY calls for retrieval of information stored in semantic memory. Some sets (States
in the US) are delimited, while others are virtually limitless (Boy's names). Through
examination of the sequence of retrieval, one can address the individual's retrieval
strategies.
The computer flashes a word and asks that it be typed in. The task speeds up as long as one can keep up, and slows down after errors. Word lists come with the program; custom word lists can be created with a text editor. The program is included as a brief visual memory exercise, but it also is useful for persons with deficits in attention, foveal perception, and verbal apraxia (difficulty planning and articulating words). The task offers feedback for visual imperception, reinforces attention and alertness, and exercises the typing and production of words. A "copy" mode is also an option.