MARCELA LIMA SILAGI DE SIQUEIRA
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- Healthy Aging and Compensation of Sentence Comprehension Auditory Deficits(2015) SILAGI, Marcela Lima; RABELO, Camila Maia; SCHOCHAT, Eliane; MANSUR, Leticia LessaObjectives. To analyze the effect of aging on sentence auditory comprehension and to study the relationship between this language skill and cognitive functions (attention, working memory, and executive functions). Methods. A total of 90 healthy subjects were divided into three groups: adults (50-59 years), young-old (60-69 years), and old-old (70-80 years). Subjects were assessed using the Revised Token Test. The measures used for performance analysis were number of correct answers (accuracy) and execution time of commands on the different subtests. Results. Regarding accuracy, groups showed similar performance on the first blocks, but the young-old and old-old performed worse than adults on blocks 9 and 10. With respect to execution time, groups differed from block 2 (i.e., the groups differed for all blocks, except for block 1), with the worst performance observed in the old-old group, followed by that of the young-old group. Therefore, the elderly required more time to attain performance similar to that of adults, showing that time measurements are more sensitive for detecting the effects of age. Sentence comprehension ability is correlated with cognitive test performance, especially for global cognition and working memory tests. Conclusions. Healthy aging is characterized by the ability to compensate for difficulties in linguistic processing, which allows the elderly to maintain functional communication.
- Treatment of agrammatism in oral and written production in patients with Broca’s aphasia The use of implicit and explicit learning(2020) SILAGI, Marcela Lima; FERREIRA, Olavo Panseri; ALMEIDA, Isabel Junqueira de; SIMÕES, Janaina de Souza; ZAMPIERI, Sueli Aparecida; SANTANA, Beatriz Raz Franco de; MANSUR, Letícia LessaAbstract. Several approaches to the rehabilitation of agrammatism use implicit and explicit learning methods. Objective: To verify the effect of adapted Mapping Therapy and ORLA methods (explicit versus implicit learning) on the oral and written production in spontaneous language among agrammatic patients with Broca’s aphasia. Methods: Six individuals were submitted to Mapping Therapy and ORLA (Oral Reading for Language in Aphasia) treatments. Samples of oral and written production from a picture description task were compared pre and post-treatment. Results: In Mapping Therapy, the patients presented better performance after the training for the variables related to written production: number of words, nouns, verbs, closed-class words, and number of complete sentences. Regarding oral output, the patients had similar performance before and after the therapeutic process. In ORLA, the patients presented a significant difference before and after the therapeutic process in the variables related to oral production, increasing the number of words, number of verbs, and speech rate. There was no difference in pre and post-treatment performance in written production. Conclusion: Both implicit and explicit learning can be used in the treatment of agrammatism. Mapping Therapy was more effective for the treatment of agrammatism in written production, while ORLA was more effective for the agrammatism in oral production.
- Sentence production in rehabilitation of agrammatism: A case study(2014) SILAGI, Marcela Lima; HIRATA, Fernanda Naito; MENDONÇA, Lúcia Iracema Zanotto deAgrammatism is characterized by morphosyntactic deficits in production of sentences. Studies dealing with the treatment of these deficits are scarce and their results controversial. The present study describes the rehabilitation of a case diagnosed as chronic Broca's aphasia, with agrammatism, using a method directed to sentence structural deficits. The method aims to expand the grammatical repertoire by training production of sentences with support from contexts that stimulate actions and dialogues. The patient showed positive results on all types of sentences trained and generalized the gains to spontaneous speech. However, these benefits were not sustained in the long term.
- Impact of Educational Level on Performance on Auditory Processing Tests(2016) MURPHY, Cristina F. B.; RABELO, CamilaM.; SILAGI, MarcelaL.; MANSURAND, Leticia L.; SCHOCHAT, ElianeResearch has demonstrated that a higher level of education is associated with better performance on cognitive tests among middle-aged and elderly people. However, the effects of education on auditory processing skills have not yet been evaluated. Previous demonstrations of sensory-cognitive interactions in the aging process indicate the potential importance of this topic. Therefore, the primary purpose of this study was to investigate the performance of middle-aged and elderly people with different levels of formal education on auditory processing tests. A total of 177 adults with no evidence of cognitive, psychological or neurological conditions took part in the research. The participants completed a series of auditory assessments, including dichotic digit, frequency pattern and speech-in-noise tests. A working memory test was also performed to investigate the extent to which auditory processing and cognitive performance were associated. The results demonstrated positive but weak correlations between years of schooling and performance on all of the tests applied. The factor ""years of schooling"" was also one of the best predictors of frequency pattern and speech-in-noise test performance. Additionally, performance on the working memory, frequency pattern and dichotic digit tests was also correlated, suggesting that the influence of educational level on auditory processing performance might be associated with the cognitive demand of the auditory processing tests rather than auditory sensory aspects itself. Longitudinal research is required to investigate the causal relationship between educational level and auditory processing skills.
- Inference comprehension during reading: influence of age and education in normal adults(2014) SILAGI, Marcela Lima; ROMERO, Vivian Urbanejo; MANSUR, Leticia Lessa; RADANOVIC, MarciaPurpose: To determine the effect of age and education on inferential comprehension from written texts in normal individuals. Methods: A total of 224 normal adults were stratified into nine groups according to age (young: 18–39 years, adults: 40–59 years, and elderly: 60–79 years) and educational level (low ≤4 years, medium: 5–8 years and high >8 years) and were evaluated through the battery La gestion de l'implicite (Implicit Information Management Test) to determine the ability to make inferences through different types of questions: explicit, logical, distractor, pragmatic and others. Results: The elderly showed worse performance for total score and distractor questions. Regarding educational level, all groups differed on explicit, logical, distractor questions, and on total test score. Subjects with high schooling performed better on pragmatic inferences and others. Conclusion: Age influence on the comprehension of inferences may be due to difficulties in attention and executive functions. The strong effect of education can be explained by the interaction of inferential abilities with other cognitive functions such as working memory, vocabulary span, as well as world knowledge.
- The Discourse Profile in Corticobasal Syndrome: A Comprehensive Clinical and Biomarker Approach(2022) ALMEIDA, Isabel Junqueira de; SILAGI, Marcela Lima; CARTHERY-GOULART, Maria Teresa; PARMERA, Jacy Bezerra; CECCHINI, Mario Amore; COUTINHO, Artur Martins; BRUCKI, Sonia Maria Dozzi; NITRINI, Ricardo; SCHOCHAT, ElianeThe aim of this study was to characterize the oral discourse of CBS patients and to verify whether measures obtained during a semi-spontaneous speech production could differentiate CBS patients from controls. A second goal was to compare the performance of patients with CBS probably due to Alzheimer's disease (CBS-AD) pathology and CBS not related to AD (CBS-non-AD) in the same measures, based on the brain metabolic status (FDG-PET) and in the presence of amyloid deposition (amyloid-PET). Results showed that CBS patients were significantly different from controls in speech rate, lexical level, informativeness, and syntactic complexity. Discursive measures did not differentiate CBS-AD from CBS-non-AD. However, CBS-AD displayed more lexical-semantic impairments than controls, a profile that is frequently reported in patients with clinical AD and the logopenic variant of primary progressive aphasia (lvPPA). CBS-non-AD presented mainly with impairments related to motor speech disorders and syntactic complexity, as seen in the non-fluent variant of PPA.
- Diagnóstico da doença de Alzheimer: recomendações do Departamento Científico de Neurologia Cognitiva e do Envelhecimento da Academia Brasileira de Neurologia(2022) SCHILLING, Lucas Porcello; BALTHAZAR, Marcio Luiz Figueredo; RADANOVIC, Márcia; FORLENZA, Orestes Vicente; SILAGI, Marcela Lima; SMID, Jerusa; BARBOSA, Breno José Alencar Pires; FROTA, Norberto Anízio Ferreira; SOUZA, Leonardo Cruz de; VALE, Francisco Assis Carvalho; CARAMELLI, Paulo; BERTOLUCCI, Paulo Henrique Ferreira; CHAVES, Márcia Lorena Fagundes; BRUCKI, Sonia Maria Dozzi; DAMASCENO, Benito Pereira; NITRINI, RicardoABSTRACT This paper presents the consensus of the Scientific Department of Cognitive Neurology and Aging from the Brazilian Academy of Neurology on the diagnostic criteria for Alzheimer’s disease (AD) in Brazil. The authors conducted a literature review regarding clinical and research criteria for AD diagnosis and proposed protocols for use at primary, secondary, and tertiary care levels. Within this clinical scenario, the diagnostic criteria for typical and atypical AD are presented as well as clinical, cognitive, and functional assessment tools and complementary propaedeutics with laboratory and neuroimaging tests. The use of biomarkers is also discussed for both clinical diagnosis (in specific conditions) and research.
- Inference comprehension in text reading: Performance of individuals with right- versus left-hemisphere lesions and the influence of cognitive functions(2018) SILAGI, Marcela Lima; RADANOVIC, Marcia; CONFORTO, Adriana Bastos; MENDONCA, Lucia Iracema Zanotto; MANSUR, Leticia LessaBackground Right-hemisphere lesions (RHL) may impair inference comprehension. However, comparative studies between left-hemisphere lesions (LHL) and RHL are rare, especially regarding reading comprehension. Moreover, further knowledge of the influence of cognition on inferential processing in this task is needed. Objectives To compare the performance of patients with RHL and LHL on an inference reading comprehension task. We also aimed to analyze the effects of lesion site and to verify correlations between cognitive functions and performance on the task. Methods Seventy-five subjects were equally divided into the groups RHL, LHL, and control group (CG). The Implicit Management Test was used to evaluate inference comprehension. In this test, subjects read short written passages and subsequently answer five types of questions (explicit, logical, distractor, pragmatic, and other), which require different types of inferential reasoning. The cognitive functional domains of attention, memory, executive functions, language, and visuospatial abilities were assessed using the Cognitive Linguistic Quick Test (CLQT). Results The LHL and RHL groups presented difficulties in inferential comprehension in comparison with the CG. However, the RHL group presented lower scores than the LHL group on logical, pragmatic and otherquestions. A covariance analysis did not show any effect of lesion site within the hemispheres. Overall, all cognitive domains were correlated with all the types of questions from the inference test (especially logical, pragmatic, and other). Attention and visuospatial abilities affected the scores of both the RHL and LHL groups, and only memory influenced the performance of the RHL group. Conclusions Lesions in either hemisphere may cause difficulties in making inferences during reading. However, processing more complex inferences was more difficult for patients with RHL than for those with LHL, which suggests that the right hemisphere plays an important role in tasks with higher comprehension demands. Cognition influences inferential processing during reading in brain-injured subjects.
- Communication map of elderly people: Sociodemographic and cognitive-linguistic aspects(2013) SILAGI, Marcela Lima; PERES, Aline Rufo; SCHOCHAT, Eliane; MANSUR, Leticia LessaABSTRACT Language and communication difficulties may occur in the elderly population. This is the case of the tip-of-the-tongue phenomenon and receptive and auditory comprehension difficulties. Few studies have focused on examining the effects of social exposure on maintaining communication in the aging process. Objectives: [1] To describe the communication map of healthy elderly subjects; [2] To search for associations between frequency and time dedicated to communication and cognitive and sociodemographic factors. Methods: Healthy elderly subjects were submitted to cognitive screening, the Token Test - Revised, and the Verbal Fluency test, and answered the ASHA-FACS and the Circles of Communication Partners questionnaires. Results: 55 subjects, 67% female, with ages over 60 years and varied schooling were included in the sample. Interlocutors in the circle of close friends and acquaintances predominated in the communication map, although the time devoted to communication with these partners was lower than in other circles. Overall, the elderly reported no deficits in language comprehension, with some reports of the tip-of-the-tongue phenomenon. Poor performances on the Token Test - Revised and in phonemic verbal fluency along with reports of communication functionality indicated that these subjects compensate for their problems. Conclusion: Older subjects with lower schooling tended to predominantly communicate within the family circle. Within other circles, the number of hours devoted to communication and dialogue partners was not associated with age or schooling. The time devoted to the circle of communication with friends may indicate cognitive difficulties.
- Effect of education on listening comprehension of sentences on healthy elderly: analysis of number of correct responses and task execution time(2017) SILAGI, Marcela Lima; RABELO, Camila Maia; SCHOCHAT, Eliane; MANSUR, Letícia LessaABSTRACT Purpose To analyze the effect of education on sentence listening comprehension on cognitively healthy elderly. Methods A total of 111 healthy elderly, aged 60-80 years of both genders were divided into two groups according to educational level: low education (0-8 years of formal education) and high education (≥9 years of formal education). The participants were assessed using the Revised Token Test, an instrument that supports the evaluation of auditory comprehension of orders with different working memory and syntactic complexity demands. The indicators used for performance analysis were the number of correct responses (accuracy analysis) and task execution time (temporal analysis) in the different blocks. Results The low educated group had a lower number of correct responses than the high educated group on all blocks of the test. In the temporal analysis, participants with low education had longer execution time for commands on the first four blocks related to working memory. However, the two groups had similar execution time for blocks more related to syntactic comprehension. Conclusion Education influenced sentence listening comprehension on elderly. Temporal analysis allowed to infer over the relationship between comprehension and other cognitive abilities, and to observe that the low educated elderly did not use effective compensation strategies to improve their performances on the task. Therefore, low educational level, associated with aging, may potentialize the risks for language decline.