Skip to main content Accessibility help
×
Home
Hostname: page-component-747cfc64b6-hfbn9 Total loading time: 0.165 Render date: 2021-06-16T13:54:52.027Z Has data issue: true Feature Flags: { "shouldUseShareProductTool": true, "shouldUseHypothesis": true, "isUnsiloEnabled": true, "metricsAbstractViews": false, "figures": true, "newCiteModal": false, "newCitedByModal": true, "newEcommerce": true }

Rapid Naming Tests: Developmental Course and Relations with Neuropsychological Measures

Published online by Cambridge University Press:  10 January 2013

Cristina P. Albuquerque
Affiliation:
Universidade de Coimbra (Portugal)
Mário R. Simões
Affiliation:
Universidade de Coimbra (Portugal)
Corresponding
E-mail address:

Abstract

A Digits Rapid Automatized Naming (RAN) test and a Colors and Shapes Rapid Alternating Stimulus (RAS) test were administered to 904 Portuguese, normally achieving children (ages 7 to 15), in order to examine these tests scores developmental course. The results showed that the two tests have slightly different developmental trajectories. In addition, the two tests associations with a large number of neuropsychological measures were determined in three age groups (7-9 years, n = 301; 10-12 years, n = 299; 13-15 years, n = 304). The neuropsychological measures addressed attention/executive functions, motor behavior, verbal memory, visual memory and language. The results indicated that each one of the rapid naming tests brings into play not entirely coincident processes. Although, they converge in terms of their associations with language and attention measures, Colors and Shapes RAS test is more demanding in cognitive and linguistic terms. In addition, while Digits RAN test has little in common with short-term memory, Colors and Shapes RAS test relates moderately with short-term memory, due to the increased demands in terms of effort, access and retrieval of the phonological labels that correspond to the different stimuli categories. The need to differentiate between the two rapid naming tests is supported.

Se administró una prueba de denominación rápida automatizada de dígitos y una prueba de estímulos rápidos alternantes de color y forma a una muestra normalizada de 904 niños portugueses de entre 7 y 15 años de edad con el objetivo de comparar las puntuaciones de estas pruebas en el curso del desarrollo evolutivo. Los resultados mostraron que las dos pruebas diferían sensiblemente a lo largo del desarrollo. Adicionalmente, se estudió la relación entre estas dos pruebas y un amplio número de medidas neuropsicológicas en tres grupos de edad (7-9 años, n = 301; 10-12 años, n = 299; 13-15 años, n = 304). Estas medidas estaban dirigidas a medir atención/funciones ejecutivas; conducta motora; memoria verbal; memoria visual y lenguaje. Los resultados mostraron que las pruebas de denominación rápida no siempre ponen en marcha los mismos procesos. Aunque coinciden en sus asociaciones con medidas de lenguaje y atención, la prueba de colores y formas (RAS) es más exigente en lo que respecta a aspectos cognitivos y lingüísticos. Además, mientras la prueba de dígitos (RAN) tiene poco en común con la memoria a corto plazo, la prueba de colores y formas (RAS) se relaciona moderadamente con esta media debido a su incremento de exigencias en términos de esfuerzo, acceso y recuperación de etiquetas fonológicas correspondientes a las diferentes categorías del estímulo. Los resultados apoyan la necesidad de diferenciar entre las dos pruebas de denominación rápida.

Type
Research Article
Copyright
Copyright © Cambridge University Press 2010

Access options

Get access to the full version of this content by using one of the access options below.

References

Baron, I. S. (Ed.) (2004). Neuropsychological evaluation of the child. Oxford: Oxford University Press.Google Scholar
Bowers, P. G., & Ishaik, G. (2003). RAN's contribution to understanding reading disabilities. In Swanson, H., Harris, K. & Graham, S. (Eds.) (2003). Handbook of learning disabilities (pp. 140157). New York: Guilford Press.Google Scholar
Carte, E. T., Nigg, J. T., & Hinshaw, S. P. (1996). Neuropsychological functioning, motor speed, and language processing in boys with and without ADHD. Journal of Abnormal Child Psychology, 24, 481498.CrossRefGoogle ScholarPubMed
Cutting, L. E., & Denckla, M. B. (2001). The relationship of rapid serial naming and word reading in normally developing readers: An exploratory model. Reading and Writing: An Interdisciplinary Journal, 14, 673705.CrossRefGoogle Scholar
de Jong, P. F., & van der Leij, A. (1999). Specific contributions of phonological abilities to early reading acquisition: Results form a Dutch latent variable longitudinal study. Journal of Educational Psychology, 91, 450476.CrossRefGoogle Scholar
de Jong, P. F., & van der Leij, A. (2002). Effects of phonological abilities and linguistic comprehension on the development of reading. Scientific Studies of Reading, 6(1), 5177.CrossRefGoogle Scholar
Denckla, M. B., & Cutting, L. E. (1999). History and significance of rapid automatized naming. Annals of Dyslexia, 49, 2942.CrossRefGoogle Scholar
Denckla, M. B., & Rudel, R. G. (1974). Rapid automatized naming of pictured objects, colors, letters, and numbers by normal children. Cortex, 10, 186202.CrossRefGoogle ScholarPubMed
Denckla, M. B., & Rudel, R. G. (1976a). Naming of objects by dyslexic and other learning-disabled children. Brain and Language, 3, 115.CrossRefGoogle Scholar
Denckla, M. B., & Rudel, R. G. (1976b). Rapid automatized naming (RAN): Dyslexia differentiated from other learning disabilities. Neuropsychologia, 14, 471479.CrossRefGoogle Scholar
Di Filippo, G., Brizzolara, D., Chilosi, A., De Luca, M., Judica, A., Pecina, C., Spinelli, D., & Zoccolotti, P. (2005). Rapid naming, nor cancellation speed or articulation rate, predicts reading in an orthographically regular language (Italian). Child Neuropsychology, 11, 349361.CrossRefGoogle Scholar
Escribano, C. L. (2007). Evaluation of the double-deficit hypothesis subtype classification of readers in Spanish. Journal of Learning Disabilities, 40, 319330.CrossRefGoogle Scholar
Fawcett, A. J., & Nicolson, R. I. (1994). Naming speed in children with dyslexia. Journal of Learning Disabilities, 27, 641646.CrossRefGoogle Scholar
Geschwind, N. (1965). Disconnection syndrome in animals and man (Parts I, II). Brain, 88, 237-294, 585644.CrossRefGoogle Scholar
Goodglass, H., & Kaplan, E. (1972). The assessment of aphasia and related disorders. Philadelphia: Lea & Febiger.Google Scholar
Howell, D. (2002). Statistical methods for Psychology (5th ed.). Duxbury: Pacific Grove.Google Scholar
INE/DGOTDU (1998). Tipologia de áreas urbanas. Lisboa: INE.Google Scholar
Jiménez, J. E., Hernández-Valle, I., Rodríguez, C., Guzmán, R., Díaz, A., & Ortiz, R. (2008). The double-deficit hypothesis in Spanish developmental dyslexia. Topics in Language Disorders, 28, 4660.CrossRefGoogle Scholar
Johnson, C. J., Paivio, A., & Clark, J. M. (1996). Cognitive components of picture naming. Psychological Bulletin, 120, 113139.CrossRefGoogle ScholarPubMed
Kail, R., & Hall, L. K. (1994). Processing speed, naming speed, and reading. Developmental Psychology, 30, 949954.CrossRefGoogle Scholar
Kail, R., Hall, L. K., & Caskey, B. J. (1999). Processing speed, exposure to print, and naming speed. Applied Psycholinguistics, 20, 303314.CrossRefGoogle Scholar
Korhonen, T. T. (1995). The persistence of rapid naming problems in children with reading disabilities. Journal of Learning Disabilities, 28, 232239.CrossRefGoogle ScholarPubMed
Korkman, M., Barron-Linnankoski, S., & Lahti-Nuuttila, P. (1999). Effects of age and duration of reading instruction on the development of phonological awareness, rapid naming, and verbal memory span. Developmental Neuropsychology, 16, 415431.CrossRefGoogle Scholar
Korkman, M., Kirk, U., & Kemp, S. L. (1998). NEPSY. A developmental neuropsychological assessment. San Antonio: Psychological Corporation.Google Scholar
Landerl, K. (2001). Word recognition deficits in German: More evidence from a representative sample. Dyslexia, 7, 183195.CrossRefGoogle Scholar
Lezak, M. D., Howieson, D. B., & Loring, D. W. (2004). Neuropsychological assessment (4th ed.). Oxford: Oxford University Press.Google ScholarPubMed
Manis, F. R., Doi, L. M., & Bhadha, B. (2000). Naming speed, phonological awareness, and ortographic knowledge in second graders. Journal of Learning Disabilities, 33, 325333.CrossRefGoogle Scholar
Meyer, M. S., Wood, F. B., Hart, L. A., & Felton, R. H. (1998a). Longitudinal course of rapid naming in disabled and non disabled readers. Annals of Dyslexia, 48, 91114.CrossRefGoogle Scholar
Meyer, M. S., Wood, F. B., Hart, L. A., & Felton, R. H. (1998b). Selective predictive value of rapid automatized naming in poor readers. Journal of Learning Disabilities, 31, 106117.CrossRefGoogle ScholarPubMed
Meyers, J. E., & Meyers, K. R. (1995). The Meyers Scoring System for the Rey Complex Figure and the Recognition Trial: Professional Manual. Odessa, FL: Psychological Assessment Resources.Google Scholar
Närhi, V., Ahonen, T., Aro, M., Leppäsaari, T., Coronen, T. T., Tolvanen, A. et al. , (2005). Rapid serial naming: Relations between different stimuli and neuropsychological factors. Brain and Language, 92, 4557.CrossRefGoogle ScholarPubMed
Semrud-Clikeman, M., Steingard, R. J., Filipek, P., Biederman, J., Bekken, K., & Renshaw, P. F. (2000). Using MRI to examine brain-behavior relationships in males with attention deficit disorder with hyperactivity. Journal of the American Academy of Child and Adolescent Psychiatry, 39, 477484.CrossRefGoogle Scholar
Simões, M., Albuquerque, C., Pinho, S., Pereira, M., Seabra-Santos, M., Alberto, I., Lopes, A., Vilar, M., & Gaspar, F. (2008). Relatório do Projecto adaptação e aferição de testes neuropsicológicos: Estudos psicométricos (SAPIENS/POCTI/35410/2000; 2000-2007). Coimbra: Faculdade de Psicologia e de Ciências da Educação da Universidade de Coimbra.Google Scholar
Spreen, O., & Strauss, E. (1998). A compendium of neuropsychological tests. Administration, norms and commentary (2nd ed.). New York: Oxford University Press.Google Scholar
Tabachnick, B. G., & Fidell, L. S. (2001). Using multivariate statistics (4th ed.). Needham Heights: Allyn and Bacon.Google Scholar
Tannock, R., Martinussen, R., & Frijters, J. (2000). Naming speed performance and stimulant effects indicate effortful, semantic processing deficits in attention-deficit/hyperactivity disorder. Journal of Abnormal Psychology, 3, 237252.Google Scholar
van den Bos, K. P. (1998). IQ, phonological awareness and continuous-naming speed related to Dutch poor decoding children's performance on two word identification tests. Dyslexia, 4, 7389.3.0.CO;2-#>CrossRefGoogle Scholar
van den Bos, K. P., Zijlstra, J. H., & lutje Spelberg, H. C. (2002). Life-span data on continuous-naming speeds of numbers, letters, colors, and pictured objects, and word-reading speed. Scientific Studies of Reading, 6, 2549.CrossRefGoogle Scholar
Waber, D. P., Wolff, P. H., Forbes, P. H., & Weiler, M. D. (2000). Rapid automatized naming in children referred for evaluation of heterogeneous learning problems: How specific are naming speed deficits to reading disability? Child Neuropsychology, 6, 251261.CrossRefGoogle ScholarPubMed
Wagner, R. K., Torgesen, J. K., Laughton, P., Simmons, K., & Rashotte, C. A. (1993). Development of young readers' phonological processing abilities. Journal of Educational Psychology, 85, 83103.CrossRefGoogle Scholar
Wagner, R. K., Torgesen, J. K., & Rashotte, C. A. (1994). Development of reading-related phonological processing abilities: New evidence of bidirectional causality from a latent variable longitudinal study. Developmental Psychology, 30, 7387.CrossRefGoogle Scholar
Weiler, M. D., Bernstein, J. H., Bellinger, D., & Waber, D. P. (2000). Processing speed in children with attention deficit/hyperactivity disorder, inattentive type. Child Neuropsychology, 6, 218234.CrossRefGoogle ScholarPubMed
Wiig, E. H., Zureich, P., & Chan, N. H. (2000). A clinical rationale for assessing rapid automatized naming in children with language disorders. Journal of Learning Disabilities, 33, 359370.CrossRefGoogle ScholarPubMed
Wilcox, R. R. (2005). Introduction to robust estimation and hypothesis testing (2nd ed.). San Diego: Elsevier Academic Press.Google Scholar
Wolf, M. (1986). Rapid alternating stimulus naming in the developmental dyslexias. Brain and Language, 27, 360379.CrossRefGoogle ScholarPubMed
Wolf, M., Bally, H., & Morris, R. (1986). Automaticity, retrieval processes, and reading: A longitudinal study in average and impaired readers. Child Development, 57, 9881000.CrossRefGoogle ScholarPubMed
Wolf, M., Bowers, P. G., & Biddle, K. (2000). Naming-speed processes, timing and reading: A conceptual review. Journal of Learning Disabilities, 33, 387407.CrossRefGoogle ScholarPubMed
Wolf, M., & Denckla, M. B. (2005). The Rapid Automatized Naming and Rapid Alternating Stimulus Tests. Examiner's Manual. Austin: Pro-Ed.Google Scholar
Wolf, M., O'Rourke, A. G., Gidney, C., Lovett, M., Cirino, P., & Morris, R. (2002). The second deficit: An investigation of the independence of phonological and naming-speed deficits in developmental dyslexia. Reading and Writing: An Interdisciplinary Journal, 15, 4372.CrossRefGoogle Scholar
10
Cited by

Send article to Kindle

To send this article to your Kindle, first ensure no-reply@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about sending to your Kindle. Find out more about sending to your Kindle.

Note you can select to send to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be sent to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Rapid Naming Tests: Developmental Course and Relations with Neuropsychological Measures
Available formats
×

Send article to Dropbox

To send this article to your Dropbox account, please select one or more formats and confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your <service> account. Find out more about sending content to Dropbox.

Rapid Naming Tests: Developmental Course and Relations with Neuropsychological Measures
Available formats
×

Send article to Google Drive

To send this article to your Google Drive account, please select one or more formats and confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your <service> account. Find out more about sending content to Google Drive.

Rapid Naming Tests: Developmental Course and Relations with Neuropsychological Measures
Available formats
×
×

Reply to: Submit a response

Please enter your response.

Your details

Please enter a valid email address.

Conflicting interests

Do you have any conflicting interests? *