Speech as a Graph: Developmental Perspectives on the Organization of Spoken Language

Language has been used as a privileged window to investigate mental processes. More recently, descriptions of psychopathological symptoms have been analyzed with the help of natural language processing tools. An example is the study of speech organization using graph theoretical approaches that bega...

Full description

Saved in:
Bibliographic Details
Published in:Biological psychiatry : cognitive neuroscience and neuroimaging 2023-10, Vol.8 (10), p.985-993
Main Authors: Mota, Natália Bezerra, Weissheimer, Janaina, Finger, Ingrid, Ribeiro, Marina, Malcorra, Bárbara, Hübner, Lilian
Format: Article
Language:English
Subjects:
Clinical high risk
Cognitive development
Computational psychiatry
Dementia
Diagnosis
Psychosis
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Language has been used as a privileged window to investigate mental processes. More recently, descriptions of psychopathological symptoms have been analyzed with the help of natural language processing tools. An example is the study of speech organization using graph theoretical approaches that began approximately 10 years ago. After its application in different areas, there is a need to better characterize what aspects can be associated with typical and atypical behavior throughout the lifespan, given the variables related to aging as well as biological and social contexts. The precise quantification of mental processes assessed through language may allow us to disentangle biological/social markers by looking at naturalistic protocols in different contexts. In this review, we discuss 10 years of studies in which word recurrence graphs were adopted to characterize the chain of thoughts expressed by individuals while producing discourse. Initially developed to understand formal thought disorder in the context of psychotic syndromes, this line of research has been expanded to understand the atypical development in different stages of psychosis and differential diagnosis (such as dementia) as well as the typical development of thought organization in school-age children/teenagers in naturalistic and school-based protocols. We comment on the effects of environmental factors, such as education and reading habits (in monolingual and bilingual contexts), in clinical and nonclinical populations at different developmental stages (from childhood to older adulthood, considering aging effects on cognition). Looking toward the future, there is an opportunity to use word recurrence graphs to address complex questions that consider biological/social factors within a developmental perspective in typical and atypical contexts.
ISSN:2451-9022
2451-9030
DOI:10.1016/j.bpsc.2023.04.004