Naming of grammatical classes in frontotemporal dementias: linguistic and non linguistic factors contribute to noun-verb dissociation

from Behavioural Neurology

We studied noun and verb naming in three main variants of frontotemporal dementia: the frontal variant(Fv-FTD), primary progressive aphasia (PPA) and semantic dementia (SD). We further distinguished PPA in nonfluent and fluent forms and restricted diagnosis of SD to subjects with progressive semantic breakdown leading to agnosia for words and objects. Fv-FTD and nonfluent-PPA named objects better than actions, SD showed an inverse dissociation and no specific pattern emerged in fluent-PPA. In this last group, in spite of the broad definition of fluent aphasia, quite heterogeneous patterns of language disorders and word class dissociation emerged when single-subject analyses were performed. In fv-FTD correlations between executive tasks and action naming were stronger than between executive tasks and object naming. We conclude that both linguistic and non linguistic factors, in particular an executive deficit, contribute to grammatical class dissociation. We also suggest that the fluent vs. nonfluent distinction does not reflect the complexity of primary aphasia.

Changes in frame of reference use across the preschool years: A longitudinal study of the gestures and speech produced during route descriptions

from Language and Cognitive Processes

This study longitudinally investigated developmental changes in the frame of reference used by children in their gestures and speech. Fifteen children, between 4 and 6 years of age, were asked once a year to describe their route home from their nursery school. When the children were 4 years old, they tended to produce gestures that directly and continuously indicated their actual route in a large gesture space. In contrast, as 6-year-olds, their gestures were segmented and did not match the actual route. Instead, at age 6, the children seemed to create a virtual space in front of themselves to symbolically describe their route. These results indicate that the use of frames of reference develops across the preschool years, shifting from an actual environmental to an abstract environmental frame of reference. Factors underlying the development of frame of reference, including verbal encoding skills and experience, are discussed.

The effect of summer vacation on bilingual preschoolers’ language development

from Clinical Linguistics and Phonetics

The purpose of the investigation was to examine the developmental trajectories of bilingual preschoolers’ comprehension of Spanish and English and to determine whether a lengthy summer vacation impacted children’s development during the preschool years. Participants included 83 bilingual children who were followed over a 2-year period during which time children attended a federally funded preschool programme for children from low-income homes living in the US. Children were divided into two groups based on whether their scores on receptive language measures increased or decreased during their first year of Head Start. Results revealed that children whose scores increased experienced positive growth in their language comprehension in Spanish and English over the 2-year period, whereas children whose scores decreased during the first year continued to experience a negative developmental trajectory in their second year. Additionally, it was found that a lengthy summer vacation had a differential effect on children’s development. Summer vacation had a negative effect on the developmental trajectories of children who experienced gains in their comprehension of English and Spanish and a positive impact on children whose scores declined during the school year. Clinical implications suggest that children may require differential support during the school year and summer vacation depending upon their developmental trajectories during the first year in preschool.
Keywords: Bilingual; language development; preschoolers; Latino; Hispanic; summer; Head Start; school calendar

Right hemisphere involvement in non-fluent primary progressive aphasia

from Behavioural Neurology

We described a 56-years-old man with a diagnosis of “non-fluent primary progressive aphasia” (NfPPA). An accurate neuropsychological, neurological and neuroimaging evaluation was performed in order to assess clinical and behavioural features of the patient. From a neuropsychological point of view, the patient showed a typical cognitive profile of subjects affected by NfPPA: a prominent language deficit, associated with impairments in several cognitive domains after three years from the onset of the symptomatology. The most intriguing feature is that SPECT revealed hypoperfusion in the right frontal cortex, albeit the patient is right-handed. This unexpected finding shows that NfPPA may arise not only from cortical abnormalities in the language-dominant left hemisphere, but also from right hemisphere involvement in a right hander (crossed aphasia).

Exposed and embedded corrections in aphasia therapy: issues of voice and identity

from the International Journal of Language and Communication Disorders

Background: Because communication after the onset of aphasia can be fraught with errors, therapist corrections are pervasive in therapy for aphasia. Although corrections are designed to improve the accuracy of communication, some corrections can have social and emotional consequences during interactions. That is, exposure of errors can potentially silence the ‘voice’ of a speaker by orienting to an utterance as unacceptable. Although corrections can marginalize speakers with aphasia, the practice has not been widely investigated.

Aims: A qualitative study of corrections during aphasia therapy was undertaken to describe corrections in therapy, identify patterns of occurrence, and develop hypotheses regarding the potential effects of corrections.

Methods & Procedures: Videotapes of six individual and five group aphasia therapy sessions were analysed. Sequences consistent with a definition of a therapist ‘correction’ were identified. Corrections were defined as instances when the therapist offered a ‘fix’ for a perceived error in the client’s talk even though the intent was apparent.

Outcomes & Results: Two categories of correction were identified and were consistent with Jefferson’s (1987) descriptions of exposed and embedded corrections. Exposed corrections involved explicit correcting by the therapist, while embedded corrections occurred implicitly within the ongoing talk. Patterns of occurrence appeared consistent with philosophical orientations of therapy sessions. Exposed corrections were more prevalent in sessions focusing on repairing deficits, while embedded corrections were prevalent in sessions focusing on natural communication events (e.g. conversation). In addition, exposed corrections were sometimes used when client offerings were plausible or appropriate, but were inconsistent with therapist expectations.

Conclusions: The observation that some instances of exposed corrections effectively silenced the voice or self-expression of the person with aphasia has significant implications for outcomes from aphasia therapy. By focusing on accurate productions versus communicative intents, therapy runs the risk of reducing self-esteem and communicative confidence, as well as reinforcing a sense of ‘helplessness’ and disempowerment among people with aphasia. The results suggest that clinicians should carefully calibrate the use of exposed and embedded corrections to balance linguistic and psychosocial goals.

Hearing the voices of people with communication disabilities

from the International Journal of Language and Communication Disorders

No abstract available.