Hostname: page-component-586b7cd67f-t7fkt Total loading time: 0 Render date: 2024-11-30T19:13:56.078Z Has data issue: false hasContentIssue false
  • English
  • Français

Effect of side of lesion on neuropsychological performance in childhood stroke

Published online by Cambridge University Press:  01 September 2004

JEFFREY E. MAX
JEFFREY E. MAX
Affiliation:
University of California, San Diego and Children's Hospital and Health Center, San Diego, California
Get access Rights & Permissions [Opens in a new window]

Abstract

The purpose of the current study was to examine the effect of side of lesion on neuropsychological performance in childhood stroke. While laterality effects have been shown fairly consistently in adults who have experienced stroke, results from studies on children who have experienced childhood stroke are not as clear. Numerous methodological differences between previous studies on laterality effects in childhood stroke make it difficult to draw overall conclusions regarding laterality findings. The current study aimed to study a single group of children who experienced stroke in childhood across a number of cognitive domains. The participants were 13 children/adolescents with left hemisphere lesions and 16 children/adolescents with right hemisphere lesions, with a range of onset from prenatal to 13 years. All participants were administered a broad battery of neuropsychological tests including tests of intelligence, achievement, language skills, visuospatial skills, memory, and executive functioning. No significant differences were found between the groups on any of the measures and the calculated effect sizes were small for all but one of the measures examined. These results have implications for a greater understanding of the ability of the young brain to reorganize after childhood stroke. (JINS, 2004, 10, 698–708.)

Keywords

StrokeChildrenLaterality
Type
Research Article
Information
Journal of the International Neuropsychological Society , Volume 10 , Issue 5 , September 2004 , pp. 698 - 708
Copyright
2004 The International Neuropsychological Society

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

REFERENCES

Akshoomoff, N., Feroleto, C., Doyle, R., & Stiles, J. (2002). The impact of early unilateral brain injury on perceptual organization and visual memory. Neuropsychologia, 40, 539–561.CrossRefGoogle Scholar
Ballantyne, A., Scarvie, K., & Trauner, D. (1994). Verbal and performance IQ patterns in children after perinatal stroke. Developmental Neuropsychology, 10, 39–50.CrossRefGoogle Scholar
Bates, E. (1999). Plasticity, localization, and language development. In S.H. Broman & J.M. Fletcher (Eds.), The changing nervous system (pp. 214–253). New York: Oxford University Press.
Bates, E., Reilly, J., Wulfeck, B., Dronkers, N., Opie, M., Fenson, J., Kriz, S., Jefferies, R., Miller, L., & Herbst, K. (2001). Differential effects of unilateral lesions on language production in children and adults. Brain and Language, 79, 223–265.CrossRefGoogle Scholar
Bates, E. & Roe, K. (2001). Language development in children with unilateral brain damage. Handbook of developmental cognitive neuroscience (pp. 281–307). Cambridge, MA: MIT Press.
Bates, E., Thal, D., Trauner, D., Fenson, J., Aram, D., Eisele, J., & Nass, R. (1997a). From first words to grammar in children with focal brain injury. Developmental Neuropsychology, 13, 447–476.Google Scholar
Bates, E., Vicari, E., & Trauner, D. (1999a). Neural mediation of language development: Perspectives from lesion studies of infants and newborns. In H. Tager-Flushberg (Ed.), Neurodevelopmental disorders (pp. 533–581). Cambridge, MA: MIT Press.
Bates, E., Vicari, S., & Trauner, D. (1997b). Neural mediation of language development: Perspectives from lesion studies of infants and children. In H. Tager-Flushberg (Ed.), Neurodevelopmental disorders: Contribution to a new framework from the cognitive sciences (pp. 533–581). Cambridge, MA: MIT Press.
Bates, E., Wulfeck, B., Opie, M., Fenson, J., Kriz, S., Reilly, J., Dronkers, N., Miller, L., Jefferies, R., & Herbst, K. (1999b). Comparing free speech in children and adults with left-vs.right-hemisphere injury. Brain and Language, 69, 377–379.Google Scholar
Beery, K.E. (1989). The VMI: Developmental Test of Visual–Motor Integration, 3rd Revision. Cleveland, OH: Modern Curriculum Press.
Begg, C.B. (1994). Publication bias. In H. Cooper & L.V. Hedges (Ed.), Handbook of research synthesis (pp. 399–409). New York: Russell Sage Foundation.
Benton, A.L., Hamsher, K. de S., & Sivan, A.B. (1994). Multilingual Aphasia Examination, Third Edition. Iowa City, IA: AJA Associates.
Bialystok, E. & Hakuta, K. (1994). In other words: The science and psychology of second-language acquisition. New York: Basic Books.
Blank, S.C., Scott, S.K., Murphy, K., Warburton, E., & Wise, R. (2002). Speech production: Wernicke, Broca and beyond. Brain, 125, 1829–1838.CrossRefGoogle Scholar
Block, G.W., Nanson, J.L., & Lowry, N.J. (1999). Attention, memory and language after pediatric ischemic stroke. Child Neuropsychology, 5, 81–91.Google Scholar
Brownell, H., Simpson, T., Bihrle, A., Potter, H., & Gardner, H. (1990). Appreciation of metaphoric alternative work meanings by left and right brain-damaged patients. Neuropsychologia, 28, 375–384.CrossRefGoogle Scholar
Brownell, H., Michel, D., Powelson, J., & Gardner, H. (1983). Surprise but not coherence: Sensitivity to verbal humor in right-hemisphere patients. Brain and Language, 18, 20–27.CrossRefGoogle Scholar
Chilosi, A.M., Cipriani, P., Bertuccelli, B., Pfanner, L., & Cioni, G. (2001). Early cognitive and communication development in children with focal brain lesions. Journal of Child Neurology, 16, 309–316.CrossRefGoogle Scholar
Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Mahwah, NJ: Lawrence Erlbaum Associates.
Damasio, A. & Damasio, H. (2000). Language and the brain. In K. Emmorey & H. Lane (Eds.), The signs of language revisited: An anthology to honor Ursula Bellugi and Edward Klima (pp. 477–491). Mahwah, NJ: Lawrence Erlbaum Associates.
Delis, D., Kaplan, E., & Kramer, J. (2001). The Delis-Kaplan Executive Function System (D-KEFS) Examiner's manual. San Antonio, TX: The Psychological Corporation.
Delis, D., Kiefner, M., & Fridlund, A. (1988). Visuospatial dysfunction following unilateral brain damage: Dissociations in hierarchical and hemispatial analysis. Journal of Clinical and Experimental Neuropsychology, 10, 421–431.CrossRefGoogle Scholar
Delis, D., Kramer, J., Kaplan, E., & Ober, B. (1994). CVLT–C: California Verbal Learning Test–Children's Version. San Antonio, TX: The Psychological Corporation.
Delis, D., Robertson, C., & Efron, R. (1986). Hemispheric specialization of memory for visual hierarchical stimuli. Neuropsychologia, 24, 205–214.CrossRefGoogle Scholar
Dick, F., Wulfeck, B., Bates, E., Saltzman, D., Naucler, N., & Dronkers, N. (1999). Interpretation of complex syntax in aphasic adults and children with focal lesions or specific language impairment [Abstract]. Brain and Language, 69, 335–336.Google Scholar
Goodman, R. & Yude, C. (1996). IQ and its predictors in childhood hemiplegia. Developmental Medicine and Child Neurology, 38, 881–890.CrossRefGoogle Scholar
Goodman, R. & Yude, C. (1997). Do unilateral lesions of the developing brain have side-specific consequences in childhood? Laterality, 2, 103–115.Google Scholar
Hammill, D.D. & Larsen, S.C. (1996). Test of Written Language–Third Edition. Austin, TX: Pro-ed.
Harrington, A. (1995). Unfinished business: Models of laterality in the nineteenth century. In R. Davidson & K. Hugdahl (Eds.), Brain asymmetry (pp. 3–27). London: MIT Press.
Heaton, R.K., Chelune, G.J., Talley, J.L., Kay, G.G., & Curtis, G. (1993). Wisconsin Card Sorting Test manual revised and expanded. Odessa, FL: Psychological Assessment Resources.
Hogan, A.M., Kirkham, F.J., & Isaacs, E.B. (2000). Intelligence after stroke in childhood: Review of the literature and suggestions for future research. Journal of Child Neurology, 15, 325–332.CrossRefGoogle Scholar
Jastak, S. & Wilkinson, G.S. (1984). The Wide Range Achievement Test–Revised. Wilmington, DE: Jastak Associates, Inc.
Johnson, J. & Newport, E. (1989). Critical period effects in second language learning: The influence of maturational state on the acquisition of English as a second language. Cognitive Psychology, 21, 60–99.CrossRefGoogle Scholar
Jones-Gotman, M. & Milner, B. (1977). Design fluency: The invention of nonsense drawings after focal cortical lesions. Neuropsychologia, 15, 653–674.CrossRefGoogle Scholar
Kempler, D., van Lancker, D., Marchman, V., & Bates, E. (1999). Idiom comprehension in children and adults with unilateral brain damage. Developmental Neuropsychology, 15, 327–349.CrossRefGoogle Scholar
Kinsbourne, M. (1975). The ontogeny of cerebral dominance. Annals of the New York Academy of Sciences, 263, 244–250.CrossRefGoogle Scholar
Kolk, A. & Talvik, T. (2000). Cognitive outcome of children with early-onset hemiparesis. Journal of Child Neurology, 15, 581–587.CrossRefGoogle Scholar
Kolb, B. & Whishaw, I. (1996). Fundamentals of human neuropsychology (4th ed.), New York: W.H. Freeman and Company.
Korkman, M., Kirk, U., & Kemp, S. (1998). NEPSY: A developmental neuropsychological assessment. San Antonio, TX: The Psychological Corporation.
Laeng, B. (1994). Lateralization of categorical and coordinate spatial functions: A study of unilateral stroke patients. Journal of Cognitive Neuroscience, 6, 189–203.CrossRefGoogle Scholar
Lancaster, J., Glass, T., Lankipalli, B., Downs, H., Mayberg, H., & Fox, P. (1995). A modality-independent approach to spatial normalization of tomographic images of the human brain. Human Brain Mapping, 3, 209–223.CrossRefGoogle Scholar
Lenneberg, E.H. (1967). Biological Foundations of Language. New York: Wiley.
Max, J., Fox, P., Lancaster, J., Kochunov, P., Mathews, K., Manes, F., Robertson, B., Arndt, S., Robin, D., & Lansing, A. (2002a). Putamen lesions and the development of attention-deficit/hyperactivity disorder. Journal of the American Academy of Child and Adolescent Psychiatry, 41, 563–571.Google Scholar
Max, J., Mathews, K., Lansing, A., Robertson, B., Fox, P., Lancaster, J., Manes, F., & Smith, J. (2002b). Psychiatric disorders after childhood stroke. Journal of the American Academy of Child and Adolescent Psychiatry, 41, 555–562.Google Scholar
Meyers, J. & Meyers, K. (1995). The Meyers Scoring System for the Rey Complex Figure and the Recognition Trial: Professional manual. Odessa, FL: Psychological Assessment Resources.
Raz, S., Foster, M.S., Briggs, S.D., & Shah, F. (1994). Lateralization of perinatal cerebral insult and cognitive asymmetry: Evidence from neuroimaging. Neuropsychology, 8, 160–170.CrossRefGoogle Scholar
Reilly, J.S., Bates, E.A., & Marchman, V.A. (1998). Narrative discourse in children with early focal brain injury. Brain and Language, 61, 335–375.CrossRefGoogle Scholar
Ross, E. (1985). Modulation of affect and non-verbal communication by the right hemisphere. In M. Mesulam (Ed.), Principles of Behavioral Neurology (pp. 239–258). Philadelphia: Davis.
Ross, E. (2000). Affective prosody and the aprosodias. In M. Mesulam (Ed.), Principles of behavioral and cognitive neurology (pp. 316–331). New York: Oxford University Press.
Schatz, A., Ballantyne, A., & Trauner, D. (2000). A hierarchical analysis of block design errors in children with early focal brain damage. Developmental Neuropsychology, 17, 75–83.CrossRefGoogle Scholar
Spreen, O. & Strauss, E. (1998). A compendium of neuropsychological tests (2nd ed.). New York: Oxford University Press.
Stiles, J. (1995). Plasticity and development: Evidence from children with early focal brain injury. In B. Julesz & I. Kovacs (Eds.), Maturational windows and adult cortical plasticity (pp. 217–237). Reading, MA: Addison-Wesley.
Stiles, J. (2000a). Neural plasticity and cognitive development. Developmental Neuropsychology, 18, 237–272.Google Scholar
Stiles, J. (2000b). Spatial cognitive development following prenatal or perinatal focal brain injury. In H.S. Levin & J. Grafman (Eds.), Cerebral reorganization of function after brain damage (pp. 201–217). New York: Oxford University Press.
Teuber, H.L. (1974). Why two brains? In F.O. Schmidt & F.G. Worden (Eds.), The neurosciences, third study program (pp. 71–74). Cambridge, MA: MIT Press.
Trauner, D., Chase, C., Walker, P., & Wulfeck, B. (1993). Neurologic profiles of infants and children after perinatal stroke. Pediatric Neurology, 9, 383–386.CrossRefGoogle Scholar
Trauner, D. & Mannino, F. (1986). Neurodevelopmental outcome after neonatal cerebrovascular accident. Journal of Pediatrics, 108, 459–461.CrossRefGoogle Scholar
Trauner, D., Nass, R., & Ballantyne, A. (2001). Behavioural profiles of children and adolescents after pre- or perinatal unilateral brain damage. Brain, 124, 995–1002.CrossRefGoogle Scholar
Trauner, D.A., Panyard-Davis, J.L., & Ballantyne, A.O. (1996). Behavioral differences in school age children after perinatal stroke. Assessment, 3, 265–276.CrossRefGoogle Scholar
Vargha-Khadem, F., Isaacs, E., & Van Der Werf, S. (1992). Development of intelligence and memory in children with hemiplegic cerebral palsy. The deleterious consequences of early seizures. Brain, 115, 315–329.Google Scholar
Wechsler, D. (1991). Wechsler Intelligence Scale for Children–Third Edition. San Antonio, TX: The Psychological Corporation.
Wulfeck, B., Trauner, D., & Tallal, P. (1991). Neurologic, cognitive, and linguistic features of infants after early stroke. Pediatric Neurology, 7, 266–269.CrossRefGoogle Scholar