Effect of test instructions: The example of the pantomime production task
The production of pantomime is a sensible task to detect praxis deficits. It is usually assessed by presenting objects visually or by verbal command. Verbal instructions are given either by providing the name of the object (e.g., “Show me how to use a pen”) or by requiring the object function (e.g.,...
Ausführliche Beschreibung
Autor*in: |
Bartolo, Angela [verfasserIn] Della Sala, Sergio [verfasserIn] Cubelli, Roberto [verfasserIn] |
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Format: |
E-Artikel |
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Sprache: |
Englisch |
Erschienen: |
2020 |
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Schlagwörter: |
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Übergeordnetes Werk: |
Enthalten in: Brain and cognition - Amsterdam [u.a.] : Elsevier, 1982, 139 |
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Übergeordnetes Werk: |
volume:139 |
DOI / URN: |
10.1016/j.bandc.2020.105516 |
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Katalog-ID: |
ELV003581616 |
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520 | |a The production of pantomime is a sensible task to detect praxis deficits. It is usually assessed by presenting objects visually or by verbal command. Verbal instructions are given either by providing the name of the object (e.g., “Show me how to use a pen”) or by requiring the object function (e.g., “Show me how to write”). These modes of testing are used interchangeably. The aim of this study is to investigate whether the different instructions generate different performances. Fifty-one healthy participants (17–89 years old) were assessed on three pantomime production tasks differing for the instruction given: two with verbal instructions (Pantomime by Name and Pantomime by Function) and one with the object visually presented (Pantomime by Object). Results showed that Pantomime by Function produced the poorest performance and the highest frequency of Body Parts as Tool (BPT) errors, suggesting that the way the instructions are given may determine the performance in a task. Nuances in test instructions could result in misleading outcome. | ||
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10.1016/j.bandc.2020.105516 doi (DE-627)ELV003581616 (ELSEVIER)S0278-2626(19)30477-4 DE-627 ger DE-627 rda eng 610 DE-600 LING DE-30 fid 44.90 bkl Bartolo, Angela verfasserin aut Effect of test instructions: The example of the pantomime production task 2020 nicht spezifiziert zzz rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier The production of pantomime is a sensible task to detect praxis deficits. It is usually assessed by presenting objects visually or by verbal command. Verbal instructions are given either by providing the name of the object (e.g., “Show me how to use a pen”) or by requiring the object function (e.g., “Show me how to write”). These modes of testing are used interchangeably. The aim of this study is to investigate whether the different instructions generate different performances. Fifty-one healthy participants (17–89 years old) were assessed on three pantomime production tasks differing for the instruction given: two with verbal instructions (Pantomime by Name and Pantomime by Function) and one with the object visually presented (Pantomime by Object). Results showed that Pantomime by Function produced the poorest performance and the highest frequency of Body Parts as Tool (BPT) errors, suggesting that the way the instructions are given may determine the performance in a task. Nuances in test instructions could result in misleading outcome. Pantomime Apraxia Action semantic Function knowledge Task instruction Della Sala, Sergio verfasserin aut Cubelli, Roberto verfasserin aut Enthalten in Brain and cognition Amsterdam [u.a.] : Elsevier, 1982 139 Online-Ressource (DE-627)254631967 (DE-600)1462261-0 (DE-576)104193611 1090-2147 nnns volume:139 GBV_USEFLAG_U SYSFLAG_U GBV_ELV FID-LING SSG-OLC-PHA GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_224 GBV_ILN_370 GBV_ILN_602 GBV_ILN_702 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2027 GBV_ILN_2034 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2056 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2190 GBV_ILN_2336 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4313 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4393 44.90 Neurologie AR 139 |
spelling |
10.1016/j.bandc.2020.105516 doi (DE-627)ELV003581616 (ELSEVIER)S0278-2626(19)30477-4 DE-627 ger DE-627 rda eng 610 DE-600 LING DE-30 fid 44.90 bkl Bartolo, Angela verfasserin aut Effect of test instructions: The example of the pantomime production task 2020 nicht spezifiziert zzz rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier The production of pantomime is a sensible task to detect praxis deficits. It is usually assessed by presenting objects visually or by verbal command. Verbal instructions are given either by providing the name of the object (e.g., “Show me how to use a pen”) or by requiring the object function (e.g., “Show me how to write”). These modes of testing are used interchangeably. The aim of this study is to investigate whether the different instructions generate different performances. Fifty-one healthy participants (17–89 years old) were assessed on three pantomime production tasks differing for the instruction given: two with verbal instructions (Pantomime by Name and Pantomime by Function) and one with the object visually presented (Pantomime by Object). Results showed that Pantomime by Function produced the poorest performance and the highest frequency of Body Parts as Tool (BPT) errors, suggesting that the way the instructions are given may determine the performance in a task. Nuances in test instructions could result in misleading outcome. Pantomime Apraxia Action semantic Function knowledge Task instruction Della Sala, Sergio verfasserin aut Cubelli, Roberto verfasserin aut Enthalten in Brain and cognition Amsterdam [u.a.] : Elsevier, 1982 139 Online-Ressource (DE-627)254631967 (DE-600)1462261-0 (DE-576)104193611 1090-2147 nnns volume:139 GBV_USEFLAG_U SYSFLAG_U GBV_ELV FID-LING SSG-OLC-PHA GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_224 GBV_ILN_370 GBV_ILN_602 GBV_ILN_702 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2027 GBV_ILN_2034 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2056 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2190 GBV_ILN_2336 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4313 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4393 44.90 Neurologie AR 139 |
allfields_unstemmed |
10.1016/j.bandc.2020.105516 doi (DE-627)ELV003581616 (ELSEVIER)S0278-2626(19)30477-4 DE-627 ger DE-627 rda eng 610 DE-600 LING DE-30 fid 44.90 bkl Bartolo, Angela verfasserin aut Effect of test instructions: The example of the pantomime production task 2020 nicht spezifiziert zzz rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier The production of pantomime is a sensible task to detect praxis deficits. It is usually assessed by presenting objects visually or by verbal command. Verbal instructions are given either by providing the name of the object (e.g., “Show me how to use a pen”) or by requiring the object function (e.g., “Show me how to write”). These modes of testing are used interchangeably. The aim of this study is to investigate whether the different instructions generate different performances. Fifty-one healthy participants (17–89 years old) were assessed on three pantomime production tasks differing for the instruction given: two with verbal instructions (Pantomime by Name and Pantomime by Function) and one with the object visually presented (Pantomime by Object). Results showed that Pantomime by Function produced the poorest performance and the highest frequency of Body Parts as Tool (BPT) errors, suggesting that the way the instructions are given may determine the performance in a task. Nuances in test instructions could result in misleading outcome. Pantomime Apraxia Action semantic Function knowledge Task instruction Della Sala, Sergio verfasserin aut Cubelli, Roberto verfasserin aut Enthalten in Brain and cognition Amsterdam [u.a.] : Elsevier, 1982 139 Online-Ressource (DE-627)254631967 (DE-600)1462261-0 (DE-576)104193611 1090-2147 nnns volume:139 GBV_USEFLAG_U SYSFLAG_U GBV_ELV FID-LING SSG-OLC-PHA GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_224 GBV_ILN_370 GBV_ILN_602 GBV_ILN_702 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2027 GBV_ILN_2034 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2056 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2190 GBV_ILN_2336 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4313 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4393 44.90 Neurologie AR 139 |
allfieldsGer |
10.1016/j.bandc.2020.105516 doi (DE-627)ELV003581616 (ELSEVIER)S0278-2626(19)30477-4 DE-627 ger DE-627 rda eng 610 DE-600 LING DE-30 fid 44.90 bkl Bartolo, Angela verfasserin aut Effect of test instructions: The example of the pantomime production task 2020 nicht spezifiziert zzz rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier The production of pantomime is a sensible task to detect praxis deficits. It is usually assessed by presenting objects visually or by verbal command. Verbal instructions are given either by providing the name of the object (e.g., “Show me how to use a pen”) or by requiring the object function (e.g., “Show me how to write”). These modes of testing are used interchangeably. The aim of this study is to investigate whether the different instructions generate different performances. Fifty-one healthy participants (17–89 years old) were assessed on three pantomime production tasks differing for the instruction given: two with verbal instructions (Pantomime by Name and Pantomime by Function) and one with the object visually presented (Pantomime by Object). Results showed that Pantomime by Function produced the poorest performance and the highest frequency of Body Parts as Tool (BPT) errors, suggesting that the way the instructions are given may determine the performance in a task. Nuances in test instructions could result in misleading outcome. Pantomime Apraxia Action semantic Function knowledge Task instruction Della Sala, Sergio verfasserin aut Cubelli, Roberto verfasserin aut Enthalten in Brain and cognition Amsterdam [u.a.] : Elsevier, 1982 139 Online-Ressource (DE-627)254631967 (DE-600)1462261-0 (DE-576)104193611 1090-2147 nnns volume:139 GBV_USEFLAG_U SYSFLAG_U GBV_ELV FID-LING SSG-OLC-PHA GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_224 GBV_ILN_370 GBV_ILN_602 GBV_ILN_702 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2027 GBV_ILN_2034 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2056 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2190 GBV_ILN_2336 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4313 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4393 44.90 Neurologie AR 139 |
allfieldsSound |
10.1016/j.bandc.2020.105516 doi (DE-627)ELV003581616 (ELSEVIER)S0278-2626(19)30477-4 DE-627 ger DE-627 rda eng 610 DE-600 LING DE-30 fid 44.90 bkl Bartolo, Angela verfasserin aut Effect of test instructions: The example of the pantomime production task 2020 nicht spezifiziert zzz rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier The production of pantomime is a sensible task to detect praxis deficits. It is usually assessed by presenting objects visually or by verbal command. Verbal instructions are given either by providing the name of the object (e.g., “Show me how to use a pen”) or by requiring the object function (e.g., “Show me how to write”). These modes of testing are used interchangeably. The aim of this study is to investigate whether the different instructions generate different performances. Fifty-one healthy participants (17–89 years old) were assessed on three pantomime production tasks differing for the instruction given: two with verbal instructions (Pantomime by Name and Pantomime by Function) and one with the object visually presented (Pantomime by Object). Results showed that Pantomime by Function produced the poorest performance and the highest frequency of Body Parts as Tool (BPT) errors, suggesting that the way the instructions are given may determine the performance in a task. Nuances in test instructions could result in misleading outcome. Pantomime Apraxia Action semantic Function knowledge Task instruction Della Sala, Sergio verfasserin aut Cubelli, Roberto verfasserin aut Enthalten in Brain and cognition Amsterdam [u.a.] : Elsevier, 1982 139 Online-Ressource (DE-627)254631967 (DE-600)1462261-0 (DE-576)104193611 1090-2147 nnns volume:139 GBV_USEFLAG_U SYSFLAG_U GBV_ELV FID-LING SSG-OLC-PHA GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_224 GBV_ILN_370 GBV_ILN_602 GBV_ILN_702 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2027 GBV_ILN_2034 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2056 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2190 GBV_ILN_2336 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4313 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4393 44.90 Neurologie AR 139 |
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Enthalten in Brain and cognition 139 volume:139 |
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Enthalten in Brain and cognition 139 volume:139 |
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Pantomime Apraxia Action semantic Function knowledge Task instruction |
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Brain and cognition |
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Bartolo, Angela @@aut@@ Della Sala, Sergio @@aut@@ Cubelli, Roberto @@aut@@ |
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2020-01-01T00:00:00Z |
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language_de |
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Effect of test instructions: The example of the pantomime production task |
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The production of pantomime is a sensible task to detect praxis deficits. It is usually assessed by presenting objects visually or by verbal command. Verbal instructions are given either by providing the name of the object (e.g., “Show me how to use a pen”) or by requiring the object function (e.g., “Show me how to write”). These modes of testing are used interchangeably. The aim of this study is to investigate whether the different instructions generate different performances. Fifty-one healthy participants (17–89 years old) were assessed on three pantomime production tasks differing for the instruction given: two with verbal instructions (Pantomime by Name and Pantomime by Function) and one with the object visually presented (Pantomime by Object). Results showed that Pantomime by Function produced the poorest performance and the highest frequency of Body Parts as Tool (BPT) errors, suggesting that the way the instructions are given may determine the performance in a task. Nuances in test instructions could result in misleading outcome. |
abstractGer |
The production of pantomime is a sensible task to detect praxis deficits. It is usually assessed by presenting objects visually or by verbal command. Verbal instructions are given either by providing the name of the object (e.g., “Show me how to use a pen”) or by requiring the object function (e.g., “Show me how to write”). These modes of testing are used interchangeably. The aim of this study is to investigate whether the different instructions generate different performances. Fifty-one healthy participants (17–89 years old) were assessed on three pantomime production tasks differing for the instruction given: two with verbal instructions (Pantomime by Name and Pantomime by Function) and one with the object visually presented (Pantomime by Object). Results showed that Pantomime by Function produced the poorest performance and the highest frequency of Body Parts as Tool (BPT) errors, suggesting that the way the instructions are given may determine the performance in a task. Nuances in test instructions could result in misleading outcome. |
abstract_unstemmed |
The production of pantomime is a sensible task to detect praxis deficits. It is usually assessed by presenting objects visually or by verbal command. Verbal instructions are given either by providing the name of the object (e.g., “Show me how to use a pen”) or by requiring the object function (e.g., “Show me how to write”). These modes of testing are used interchangeably. The aim of this study is to investigate whether the different instructions generate different performances. Fifty-one healthy participants (17–89 years old) were assessed on three pantomime production tasks differing for the instruction given: two with verbal instructions (Pantomime by Name and Pantomime by Function) and one with the object visually presented (Pantomime by Object). Results showed that Pantomime by Function produced the poorest performance and the highest frequency of Body Parts as Tool (BPT) errors, suggesting that the way the instructions are given may determine the performance in a task. Nuances in test instructions could result in misleading outcome. |
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<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000caa a22002652 4500</leader><controlfield tag="001">ELV003581616</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20230524155043.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">230430s2020 xx |||||o 00| ||eng c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.1016/j.bandc.2020.105516</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)ELV003581616</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(ELSEVIER)S0278-2626(19)30477-4</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rda</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="082" ind1="0" ind2="4"><subfield code="a">610</subfield><subfield code="q">DE-600</subfield></datafield><datafield tag="084" ind1=" " ind2=" "><subfield code="a">LING</subfield><subfield code="q">DE-30</subfield><subfield code="2">fid</subfield></datafield><datafield tag="084" ind1=" " ind2=" "><subfield code="a">44.90</subfield><subfield code="2">bkl</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Bartolo, Angela</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Effect of test instructions: The example of the pantomime production task</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2020</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">nicht spezifiziert</subfield><subfield code="b">zzz</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">Computermedien</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Online-Ressource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">The production of pantomime is a sensible task to detect praxis deficits. It is usually assessed by presenting objects visually or by verbal command. Verbal instructions are given either by providing the name of the object (e.g., “Show me how to use a pen”) or by requiring the object function (e.g., “Show me how to write”). These modes of testing are used interchangeably. The aim of this study is to investigate whether the different instructions generate different performances. Fifty-one healthy participants (17–89 years old) were assessed on three pantomime production tasks differing for the instruction given: two with verbal instructions (Pantomime by Name and Pantomime by Function) and one with the object visually presented (Pantomime by Object). Results showed that Pantomime by Function produced the poorest performance and the highest frequency of Body Parts as Tool (BPT) errors, suggesting that the way the instructions are given may determine the performance in a task. 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