McDonald S, Pearce S
School of Psychology, University of New South Wales, Australia.
Brain Inj. 1995 Apr;9(3):255-71. doi: 10.3109/02699059509008197.
There are few clinical tools available to assess communication skills following closed-head injury. This paper describes one such task in which the subject is required to explain a board game to a naive listener. The explanation is taped, transcribed and the content is quantified. Reliability studies demonstrated that the test can be consistently scored. A group of 43 normal subjects was investigated, and some variation in performance according to age and educational background was revealed. A group of 20 brain-injured male adults with executive-type deficits were then compared to a matched subgroup of the controls. The clinical group produced less essential information and relatively more unnecessary information than their non-brain-damaged counterparts. Qualitative features of discourse disorganization were also revealed.
目前几乎没有临床工具可用于评估闭合性颅脑损伤后的沟通能力。本文描述了这样一项任务，即要求受试者向一位毫无经验的听众解释一款棋盘游戏。解释过程被录音、转录，并对内容进行量化。可靠性研究表明，该测试能够得到一致的评分。对43名正常受试者进行了调查，结果显示根据年龄和教育背景，表现存在一定差异。然后将一组20名患有执行功能缺陷的成年男性脑损伤患者与对照组中匹配的亚组进行比较。与未脑损伤的对应人群相比，临床组提供的关键信息更少，相对而言不必要的信息更多。还揭示了话语混乱的定性特征。
