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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
91

Examining the relationship between oral narrative ability and reading comprehension in children with mixed reading disability : a thesis submitted as fulfilment of the requirements for the degree of Doctor of Philosophy, Department of Communication Disorders, College of Science, University of Canterbury /

Westerveld, Marleen F. January 2007 (has links)
Thesis (Ph. D.)--University of Canterbury, 2007. / Typescript (photocopy). "March 2007." Includes bibliographical references (leaves 216-233). Also available via the World Wide Web.
92

Language, behavior, and neurodevelopmental delay in children of adolescent mothers /

Hill, Sheri L. January 2000 (has links)
Thesis (Ph. D.)--University of Washington, 2000. / Vita. Includes bibliographical references (leaves 90-101).
93

A utilização de inferências visuais na elaboração do discurso oral de indivíduos normais e indivíduos com lesão de hemisfério direito / The utilization of visual inferences in discourse generation in normal individuals and individuals with right hemisphere lesions

Ariella Fornachari Ribeiro 22 September 2011 (has links)
Inferências são representações mentais, formadas mediante a interação entre informações linguísticas explícitas e o conhecimento de mundo que um indivíduo tem. É sabido que indivíduos com lesões cerebrais em hemisfério direito (HD) frequentemente falham nesse tipo de tarefa e que esta falha pode interferir na elaboração do discurso oral destes indivíduos. A literatura sobre esse tema é escassa e não são conhecidos os efeitos do local da lesão cerebral no processamento inferencial desses indivíduos. Esta pesquisa teve como objetivos comparar o desempenho de indivíduos normais e indivíduos com lesão de HD em uma tarefa de realização de inferências a partir de estímulos visuais, comparar a elaboração do discurso oral desses sujeitos neste mesmo teste, e verificar o impacto da escolaridade e do local da lesão cerebral nestas tarefas. Para isso, foram avaliados 75 indivíduos normais, com média de idade de 60,3 anos (± 8,5) e escolaridade média de 9,6 anos (± 4,2) e 50 indivíduos com lesão de HD, com média de idade de 58,1 anos (± 12) e escolaridade média de 8,9 anos (± 3,2). Os sujeitos foram avaliados individualmente, através do instrumento 300 exercices de compréhension dinferences logique et pragmatique et de chaînes causales, que requer a realização de inferências lógicas e pragmáticas. Os indivíduos foram orientados a descrever o que estava acontecendo em uma figura determinada (estímulo-alvo) e, em seguida, escolher uma única alternativa (também em forma de figura) que completava a cena anterior. A análise deste teste foi realizada através de pontuações atribuídas (estipuladas pelas pesquisadoras) de acordo com as respostas dos sujeitos. Para a análise do discurso, foram computados o número total de palavras, a quantidade de componentes principais e de proposições incorretas emitidas pelos sujeitos. O desempenho dos grupos foi comparado de acordo com a escolaridade (de quatro a oito anos e acima de nove anos). O desempenho dos pacientes também foi comparado de acordo com o local da lesão (anterior, posterior e ântero-posterior). Verificou-se que: sujeitos com lesão de HD apresentaram pior desempenho nas tarefas de geração de inferência visual, comparados ao grupo controle; na elaboração do discurso, os sujeitos com lesão de HD obtiveram pior desempenho do que o grupo controle, gerando um número elevado de proposições incorretas e um número rebaixado de componentes principais; a escolaridade afetou a habilidade inferencial de pacientes e controles; pacientes com lesões posteriores apresentaram piores resultados nos testes inferenciais e na elaboração do discurso, comparados aos outros locais de lesão / Inferences are mental representations, formed through the interaction between explicit linguistic information and the subjects world knowledge. It is well known that individuals with brain damage in the right hemisphere (RH) often fail in this task and, that this failure can interfere in the elaboration of discourse in these subjects. The literature on this issue is scarce and the effects of the brain injury site in the inferential processing in these individuals are not fully known. This study aimed to compare the performance of normal individuals and individuals with RH lesion in a task of visual inferences, to compare the discourse elaboration of these subjects in this test and to verify the impact of schooling level and the cerebral injury site in the same tasks. We evaluated 75 normal individuals, with an average age of 60.3 years (± 8.5) and schooling average of 9.6 years (± 4.2) and 50 individuals with RH lesion, with an average age of 58.1 years (± 12) and schooling average of 8.9 years (± 3.2). The subjects were individually assessed through the instrument 300 exercices de compréhension dinferences logique et pragmatique et de chaînes causales, which requires the realization of logical and pragmatic inferences. The individuals have been instructed to describe what was happening in a determined picture (target-stimulus) and, then, to choose only one alternative (also a picture) which completes the previous stage. The analysis of this test was carried out through scores (attributed by the researchers) according to the subjects answers. For the discourse analysis, the total numbers of words, the quantity of principal components and of incorrect assertions emitted by the subjects were computed. The performance of the groups was compared according to the schooling level (four to eight years and above nine years). The performance of patients also was compared according to the lesion site. We concluded that: subjects with RH lesion performed poorer in the tasks of visual inference generation when compared to the control group; in the discourse elaboration, subjects with RH lesion also performance worse than the control group, generating an elevated number of incorrect propositions and a low number of principal components; the level of schooling had influence on the inference skills for both groups; patients with posterior lesions had the worst performance in the inferential tests and discourse elaboration, when compared to other lesion sites
94

Processamento auditivo e SPECT em crianças com dislexia / Auditory processing and SPECT in children with dyslexia

Sauer, Luciane de Oliveira 29 July 2005 (has links)
Orientador: Marilisa Mantovani Guerreiro / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Ciencias Medicas / Made available in DSpace on 2018-08-04T18:43:31Z (GMT). No. of bitstreams: 1 Sauer_LucianedeOliveira_M.pdf: 10101355 bytes, checksum: f0df988ce51d0acaf29f1bfa4e06a438 (MD5) Previous issue date: 2005 / Resumo: Neste trabalho aplicamos em um grupo de 36 crianças os testes dicótico de dígitos, dicótico de dissílabos alternados (SSW) e dicótico não-verbal, os quais fazem parte do conjunto de avaliação do processamento auditivo (PA). As crianças foram divididas em dois grupos que foram correlacionados, sendo o grupo experimental (GE) formado por 18 crianças com diagnóstico de dislexia e 18 crianças normais compondo o grupo comparação (GC), sem queixa de aprendizagem e pareadas em relação a sexo, lateralidade e nível sócio-econômico ao GE. Realizamos o exame de tomografia por emissão de fóton único (single photon emission computed tomography - SPECT) no GE e relacionamos os seus resultados com os testes especiais do PA. Encontramos em nosso estudo diferença estatisticamente significante entre os grupos (GE e GC) na correlação dos testes do PA. Sendo que, na correlação do número de acertos em cada orelha entre os grupos (GC e GE) não foi observada diferença estatisticamente semelhante, apesar do GC apresentar índices de respostas superiores à orelha direita em relação ao GE. No teste dicótico não-verbal, observamos diferenças no padrão de respostas dos dois grupos na etapa de atenção livre. Na etapa de atenção direita observamos que o GE apresentou diferença estatisticamente significante em relação ao GC, sendo que o GE apresentou dificuldade em realizar a assimetria perceptual à orelha direita e na etapa de atenção esquerda não foram observadas diferenças entre os grupos. Em relação ao SPECT e a avaliação do PA, apesar de não encontrarmos diferença estatisticamente significante entre os resultados, pudemos observar que 50% dos sujeitos avaliados apresentaram alteração no exame de neuroimagem, sendo a maior parte em áreas do lobo temporal esquerdo. Concluímos que crianças com dislexia apresentam alterações do processamento neurológico central que podem ser detectadas tanto em testes do processamento auditivo, quanto em exames funcionais de neuroimagem como SPECT / Abstract: Central auditory processing activity (PA) was evaluated in 36 children with: verbal dichotic listening test, alternating dissilable dichotic test (SSW) and non-verbal dichotic listening test. Children were separated into two groups: experimental group (EG) with 18 dyslexic children and control group (CG) with 18 normal children. Both groups were comparable in gender, laterality and social-economic level. All dyslexic children underwent neuroimaging exam (SPECT). Our data showed that there was a statistical difference between both groups in all tests of PA. Non-verbal dichotic listening test showed difference between both groups when free attention was assessed. On right attention, EG had worse performance on right ear than left ear and this was statistically different. The correlation between PA and SPECT showed no statistical difference. Nevertheless, abnormal SPECT findings were seen in 50% of the dyslexic children, hypoperfusion of the left temporal lobe being the most frequent abnormality. We conclude that dyslexic children present an impairment of central neurologic processing that may be detected by tests of PA, and by functional neuroimaging exam, such as SPECT, as well / Mestrado / Ciencias Biomedicas / Mestre em Ciências Médicas
95

Etude des modifications structurales en psychopathologie du langage

Sterck, C. January 1981 (has links)
Doctorat en sciences psychologiques / info:eu-repo/semantics/nonPublished
96

The effect of phonological and semantic cues on word retrieval in adults

Burrill, Katheryn Elizabeth 01 January 2008 (has links)
Word retrieval difficulties can affect individuals who have had strokes or head trauma (Goodglass & Wingfield, 1997) and to a lesser extent, typically aging adults. This can affect an individual's ability to name pictures accurately and quickly. Cues are used to help individuals with word retrieval difficulties in fmding specific words. Two commonly used cues are semantic and phonological cues. Semantic cues can be information about the word the person is trying to retrieve, such as its definition, and/or its functions. Phonological cues are usually the initial sound of a word that a person is attempting to retrieve. Previous research has suggested that both of these cues, in isolation, are effective in stimulating word retrieval during naming tasks (Li & Williams 1989; Stirnley & Noll 1991 ). However, research has not investigated the effects of combining these two cues during picture naming tasks. The current study observed participants under four different cueing conditions during a picture naming task with the Boston Naming Test. The four conditions include a control group (received no cues), a semantically cued group (received a semantic cue before being asked to name a picture), a phonologically cued group (received a phonological cue before being asked to name a picture), and a semanticallyphonologically cued group (received a semantic and phonological cue before being asked to name a picture). Each group was compared on number of items correctly named and response times. The results indicated that there was no statistically significant difference between the groups with regard to number of items named. There was a statistically significant difference found between the groups with regards to response times. These findings are discussed and compared to previous research and current word retrieval theories.
97

The Effects of Event Knowledge and Parent Input on the Language Skills of Children with and without Language Impairment

Culley, Amanda 05 June 2013 (has links)
No description available.
98

Semantic hyperpriming in dementia of the Alzheimer's type : a distributed representation approach

Geva, Anat. January 1996 (has links)
No description available.
99

What's the Story? Micro- and Macro- Analyses of Narratives from Children with ADHD and LI

Hamilton, Alexa Kate 30 April 2015 (has links)
No description available.
100

Competency based teacher education : consensus among special educators of severe language disordered children /

Thompson, Shirley E. January 1984 (has links)
No description available.

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