Language and memory profiles of adolescents with traumatic brain injury

References

• NIPPOLD, M. A.: Later Language Development: The School Age and Adolescent Years, 2nd edn (Austin: Pro-Ed), 1998.
   Google Scholar
• DENNIS, M.: Language and the young damaged brain. In: T. Boll and B. K. Bryant (editors) Clinical Neuropsychology and Brain Function: Research, Measurement and Practice (Washington, DC: American Psychological Association), pp. 89–123, 1989.
   Google Scholar
• EWING-COBBS, L., FLETCHER, J. M., LEVIN, H. S. and EISENBERG, H. M.: Language functions following closed head injury in children and adolescents. Journal of Clinical and Experimental Neuropsychology, 9: 575–592, 1987.
   Google Scholar
• HARTLEY, L.: Cognitive—Communicative Abilities Following Brain Injury: A Functional Approach (San Diego: Singular), 1995.
   Google Scholar
• LAZAR, R. T., WARR-LEEPER, G. A., NICHOLSON, C. B. and JOHNSON, S.: Elementary school teachers' use of multiple meaning expressions. Language, Speech, and Hearing Services in Schools, 20: 420–430, 1989.
   Google Scholar
• HOOVER, W. A. and GouGH, P. B.: The simple view of reading. Reading and Writing, 2: 127–160, 1990.
   Web of Science ®Google Scholar
• DOCKING, K., MURDOCH, B. E. and JORDAN, F. M.: Interpretation and comprehension of linguis-tic humour by adolescents with head injury: a case-by-case analysis. Brain Injury, 13: 953–972, 1999.
   PubMed Web of Science ®Google Scholar
• DOCKING, K., MURDOCH, B. E. and JORDAN, F. M.: Interpretation and comprehension of linguis-tic humour by adolescents with head injury: a group analysis. Brain Injury, 14: 89–108, 2000.
   PubMed Web of Science ®Google Scholar
• TURKSTRA, L. S. and HOLLAND, A. L.: Assessment of syntax after adolescent brain injury: effects of memory on test performance. Journal of Speech, Language, and Hearing Research, 41: 137–149, 1998.
   PubMedGoogle Scholar
• JORDAN, F. M., MURDOCH, B. E., BUTTSWORTH, D. L. and HUDSON-TENNENT, L. J.: Speech and language performance of brain-injured children. Aphasiology, 9: 23–32, 1995.
   Google Scholar
• TURKSTRA, L. S., MCDONALD, S., KAUFMANN, P. M.: Assessment of pragmatic communication skills in adolescents after traumatic brain injury. Brain Injury, 5: 329–345, 1995.
   Google Scholar
• HINCHLIFFE, F. J., MURDOCH, B. E. and CHENERY, H. J.: Towards a conceptualization of language and cognitive impairment in closed-head injury: use of clinical measures. Brain Injury, 12: 109–132, 1998.
   PubMed Web of Science ®Google Scholar
• JORDAN, F. M., CREMONA-METEYARD, S. and KING, A.: High-level linguistic disturbances sub-sequent to childhood closed head injury. Brain Injury, 10: 729–738, 1996.
   Google Scholar
• Wiic, E. H. and SECORD, W. A.: Test of Language Competence-Expanded Edition (New York: Psychological Corporation), 1989.
   Google Scholar
• DANEMAN, M. and CARPENTER, P. A.: Individual differences in working memory and reading. Journal of Verbal Learning and Verbal Behaviour, 19: 450–466, 1980.
   Google Scholar
• JUST, M. A. and CARPENTER, P. A.: A capacity theory of comprehension: individual differences in working memory. Psychological Review, 99: 122–149, 1992.
   PubMed Web of Science ®Google Scholar
• KING, J. and JUST, M. A.: Individual differences in syntactic processing: the role of working memory. Journal of Memory and Language, 30: 580–602, 1991.
   Web of Science ®Google Scholar
• MCDONALD, M. C., JUST, M. A. and CARPENTER, P. A.: Working memory constraints on the processing of syntactic ambiguity. Cognitive Psychology, 24: 56–98, 1992.
   PubMedGoogle Scholar
• HAMMILL, D. D., BROWN, V. L., LARSEN, S. C. and WELDERHOLT, J. L.: Test of Adolescent and Adult Language, 3rd edn (Austin: Pro-Ed), 1994.
   Google Scholar
• DUNN, L. M., DUNN, L. M. and WILLIAMS, T. K.: Peabody Picture VocabularyThird Edition(Circle Pines: American Guidance Service), 1997.
   Google Scholar
• FRANK, E. M., WILLIAMS, A. R. and BUTLER, J. G.: Current socio-cognitive communication assessment protocols for children with traumatic brain injury. Journal of Medical Speech-Language Pathology, 5: 97–112, 1997.
   Google Scholar
• SEmEL, W., WHG, E. H. and SECORD, W. A.: Clinical Evaluation of Language Fundamentals, 3rd edn (San Antonio: Psychological Corporation), 1995.
   Google Scholar
• TURKSTRA, L. S.: Language testing in adolescents with brain injury: A consideration of the CELF-3. Language, Speech, and Hearing Services in Schools, 30: 132–140, 1999.
   Google Scholar
• WECHSLER, D.: Wechsler Memory Scale, 3rd edn (San Antonio: Psychological Corporation), 1997.
   Google Scholar
• MORAN, C. A., 2002. Language comprehension and working memory in adolescents with traumatic brain injury. Unpublished doctoral dissertation.
   Google Scholar
• TURNER, M. L. and ENGLE, R. E.: Is working memory capacity task dependent? Journal of Memory and Language, 28: 127–154, 1989.
   Google Scholar
• TEASDALE, G. and JENNETT, B.: Assessment of OD and impaired consciousness: a practical scale. Lancet, ii: 81–84, 1974.
   Google Scholar
• JORDAN, F. M. and MuRnocH, B. E.: Severe closed head injury in childhood: linguistic outcomes into adulthood. Brain Injury, 8: 501–508, 1994.
   PubMed Web of Science ®Google Scholar
• NEW ZEALAND COUNCIL FOR EDUCATIONAL RESEARCH: Progressive Achievement Tests (Wellington: New Zealand Council for Educational Research), 1994.
   Google Scholar
• NIPPOLD, M. A. and RUDZINSKI, M.: Familiarity and transparency in idiom explanation: a developmental study of children and adolescents. Journal of Speech and Hearing Research, 36: 728–737, 1993.
   PubMedGoogle Scholar
• NIPPOLD, M. A. and TAYLOR, C. L.: Idiom understanding in youth: further explanation of familiarity and transparency. Journal of Speech and Hearing Research, 38: 426–433, 1995.
   PubMedGoogle Scholar
• STOLTZFUS, E. R., HASHER, L. and ZACKS, R. T.: Working memory and aging: current status of the inhibitory view. In: J. T. Richardson, R. W. Engle, L. Hasher, R. H. Logie, E. R. Stoltzfus, and R. T. Zacks (editors) Working Memory and Human Cognition (Oxford: Oxford University Press), 1996.
   Google Scholar
• NIPPOLD, M. A., CUYLER, J. S. and BRAUNBECK-PRICE, R.: Explanation of ambiguous advertise-ments: a developmental study with children and adolescents. Journal of Speech and Hearing Research, 31: 466–474, 1988.
   PubMedGoogle Scholar
• MIYAICE, A., CARPENTER, A. P. and JUST, M. A.: Reduced resources and specific impairments in normal and aphasic sentence comprehension. Cognitive Neuropsychology, 12: 651–679, 1995.
   Google Scholar