{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/85232"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/85232","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Oral and Written Discourse in Adolescents With Closed Head Injury","abstract":"\"Analysis of oral and written discourse suggested differing cognitive demands for the two modes of expression. Speaking and writing samples were provided by 8 adolescents with closed head injury (CHI) and 8 matched controls. A generation task using the \"\"Cookie Theft\"\" picture stimulus provided the basis for discourse analysis. A total of 8 measures [productivity, efficiency, semantic ties (lexical, incomplete, elliptical), maze use, coherence (global, local)] were utilized in this study. Participant performance was viewed according to cognitive-linguistic skills (scores on the Scales of Cognitive Abilities for Traumatic Brain Injury), executive functioning ( Profiles of Executive Functioning), and working memory (Recognition Memory subtest of G-F-W Auditory Memory Tests). Only oral productivity and oral and written local coherence ratings differed significantly from controls. Additionally, the measures of productivity, efficiency and lexical cohesion yielded significant relationships for both groups only in writing to the covariates of executive functioning and/or working memory. A model consisting of group membership (CHI vs. control), executive functioning and working memory helps to explain variance in the discourse skills of adolescents with CHI. Differences in speaking and writing performance after CHI contribute to our understanding of the cognitive-linguistic nature of discourse.\"","abstract_html":""Analysis of oral and written discourse suggested differing cognitive demands for the two modes of expression. Speaking and writing samples were provided by 8 adolescents with closed head injury (CHI) and 8 matched controls. A generation task using the ""Cookie Theft"" picture stimulus provided the basis for discourse analysis. A total of 8 measures [productivity, efficiency, semantic ties (lexical, incomplete, elliptical), maze use, coherence (global, local)] were utilized in this study. Participant performance was viewed according to cognitive-linguistic skills (scores on the Scales of Cognitive Abilities for Traumatic Brain Injury), executive functioning ( Profiles of Executive Functioning), and working memory (Recognition Memory subtest of G-F-W Auditory Memory Tests). Only oral productivity and oral and written local coherence ratings differed significantly from controls. Additionally, the measures of productivity, efficiency and lexical cohesion yielded significant relationships for both groups only in writing to the covariates of executive functioning and/or working memory. A model consisting of group membership (CHI vs. control), executive functioning and working memory helps to explain variance in the discourse skills of adolescents with CHI. Differences in speaking and writing performance after CHI contribute to our understanding of the cognitive-linguistic nature of discourse."","abstract_has_math":false,"creators":["Wilson, Brenda Marie"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Speech and Hearing Science","degree_department":null,"school":null,"contributors":["Proctor, Adele"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-09-25T22:36:15Z","date_published":"2015-09-25T22:36:15Z","updated_at":"2026-07-22T22:26:24Z","subjects":["Psychology, Cognitive"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(MiAaPQ)AAI9912428"],"render_values":[{"text":"(MiAaPQ)AAI9912428","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/85232","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Proctor, Adele"]},{"key":"dc:creator","label":"Author","values":["Wilson, Brenda Marie"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-09-25T22:36:15Z","10000-01-01","1998"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Speech and Hearing Science"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Psychology, Cognitive"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/85232","(MiAaPQ)AAI9912428"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["\"Analysis of oral and written discourse suggested differing cognitive demands for the two modes of expression. Speaking and writing samples were provided by 8 adolescents with closed head injury (CHI) and 8 matched controls. A generation task using the \"\"Cookie Theft\"\" picture stimulus provided the basis for discourse analysis. A total of 8 measures [productivity, efficiency, semantic ties (lexical, incomplete, elliptical), maze use, coherence (global, local)] were utilized in this study. Participant performance was viewed according to cognitive-linguistic skills (scores on the Scales of Cognitive Abilities for Traumatic Brain Injury), executive functioning ( Profiles of Executive Functioning), and working memory (Recognition Memory subtest of G-F-W Auditory Memory Tests). Only oral productivity and oral and written local coherence ratings differed significantly from controls. Additionally, the measures of productivity, efficiency and lexical cohesion yielded significant relationships for both groups only in writing to the covariates of executive functioning and/or working memory. A model consisting of group membership (CHI vs. control), executive functioning and working memory helps to explain variance in the discourse skills of adolescents with CHI. Differences in speaking and writing performance after CHI contribute to our understanding of the cognitive-linguistic nature of discourse.\"","Made available in DSpace on 2015-09-25T22:36:15Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 9912428.pdf: 7012437 bytes, checksum: 5654e7077707f330f622c42fe910d9ce (MD5) Previous issue date: 1998","Embargo set by: Seth Robbins for item 86513 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","U of I Only","183 p.","Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1998."]},{"key":"dc:title","label":"Title","values":["Oral and Written Discourse in Adolescents With Closed Head Injury"]}]}],"canonical_facts":{"dc:contributor":["Proctor, Adele"],"dc:creator":["Wilson, Brenda Marie"],"dc:date":["2015-09-25T22:36:15Z","10000-01-01","1998"],"dc:description":["\"Analysis of oral and written discourse suggested differing cognitive demands for the two modes of expression. Speaking and writing samples were provided by 8 adolescents with closed head injury (CHI) and 8 matched controls. A generation task using the \"\"Cookie Theft\"\" picture stimulus provided the basis for discourse analysis. A total of 8 measures [productivity, efficiency, semantic ties (lexical, incomplete, elliptical), maze use, coherence (global, local)] were utilized in this study. Participant performance was viewed according to cognitive-linguistic skills (scores on the Scales of Cognitive Abilities for Traumatic Brain Injury), executive functioning ( Profiles of Executive Functioning), and working memory (Recognition Memory subtest of G-F-W Auditory Memory Tests). Only oral productivity and oral and written local coherence ratings differed significantly from controls. Additionally, the measures of productivity, efficiency and lexical cohesion yielded significant relationships for both groups only in writing to the covariates of executive functioning and/or working memory. A model consisting of group membership (CHI vs. control), executive functioning and working memory helps to explain variance in the discourse skills of adolescents with CHI. Differences in speaking and writing performance after CHI contribute to our understanding of the cognitive-linguistic nature of discourse.\"","Made available in DSpace on 2015-09-25T22:36:15Z (GMT). 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