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Introduction: There are more than 400 million of native Spanish speakers around the world, being the second most spoken language in regard to the number of native speakers. For this reason, a valid questionnaire to access the olfaction of our patients is necessary.
Material And Methods: Validation and cross-cultural adaptation of the svQOD-NS questionnaire to the Spanish language. Internal consistency of svQOD-NS measured with Cronbach α.
Results: 40 patients met the inclusion criteria. 41 ± 153 (range 21-82), and 32 (80%) were female. 20 patients (57,1%) were male and 15 (42,9%) were female. There was a normal distribution among patients included according to the Shapiro-Wilk test (p = 0.175). Internal consistency of svQOD-NS measured with Cronbach α was 0.861. The intraclass correlation coefficient was 0.849 (confidence interval [CI] 95%: 0.766-0.911).
Conclusion: The Spanish Language is the second most spoken language with regard to the number of native speakers and the svQOD-NS translation represents a valid option for the Spanish-speaking medical community, from which a large number of patients can benefit.
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http://dx.doi.org/10.1016/j.amjoto.2020.102775 | DOI Listing |
Front Hum Neurosci
September 2025
Department of Neurology, Johns Hopkins School of Medicine, Baltimore, MD, United States.
Primary progressive aphasia (PPA) is a neurological syndrome characterized by the gradual deterioration of language capabilities. Due to its neurodegenerative nature, PPA is marked by a continuous decline, necessitating ongoing and adaptive therapeutic interventions. Recent studies have demonstrated that behavioral therapies, particularly when combined with neuromodulation techniques such as transcranial direct current stimulation (tDCS), can improve treatment outcomes, including the long-term maintenance and generalization of therapeutic effects.
View Article and Find Full Text PDFHear Res
August 2025
Departments of Human Development & Quantitative Methodology and Hearing & Speech Sciences, University of Maryland, College Park, USA.
In the recent two decades it became possible to compensate severe-to-profound hearing loss using cochlear implants (CIs). The data from implanted children demonstrate that hearing and language acquisition is well-possible within an early critical period of 3 years, however, the earlier the access to sound is provided, the better outcomes can be expected. While the clinical priority is providing deaf and hard of hearing children with access to spoken language through hearing aids and CIs as early as possible, for most deaf children this access is currently in the second or third year of life.
View Article and Find Full Text PDFFront Adolesc Med
May 2025
Center for Health Equity, University of Colorado Anschutz Medical Campus, Aurora, CO, United States.
Background: The Childhood Opportunity Index (COI) is a relatively new measure for assessing opportunity across education, health and environment, and socioeconomic context. Research indicates that higher COI is associated with lower obesity risk; however, existing research offers no evidence for differences, or lack thereof, across racial/ethnic groups. The larger body of research on the relationship between neighborhood environments and obesity risk among Hispanic children with low-income between 5 and 11-year-olds is limited.
View Article and Find Full Text PDFJ Neurosci
August 2025
Max Planck Institute for Psycholinguistics, 6525 XD Nijmegen, The Netherlands.
To produce a word, speakers need to decide which concept to express, select an appropriate item from the mental lexicon and spell out its phonological form. The temporal dynamics of these processes remain a subject of debate. We investigated the time course of lexical access in picture naming with electroencephalography (EEG).
View Article and Find Full Text PDFSemin Speech Lang
August 2025
Florida State University & the Florida Center for Reading Research, Tallahassee, Florida.
This study explores the relation between oral language, spoken dialect variation, and reading achievement among Black children from low-income backgrounds, with an emphasis on identifying within-group variability. Few studies have examined how these variables interact to influence literacy outcomes. Using data from 797 children in Grades 1 to 4 (ages: 6-11 years), we conducted a two-part analysis.
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