<p><i>Purpose</i>. Sentence production is impaired in many persons with aphasia (PWA). Structural priming, a speaker’s tendency to re-use a previously heard sentence structure, has been shown to facilitate sentence production in PWA. Man et al. (2019), however, found that PWA showed significant priming only in transitive sentences but not in dative sentences when these two different types of sentences were presented in an alternating manner within a session [Man, G., Meehan, S., Martin, N., Branigan, H., Lee, J. (2019). Effects of Verb Overlap on Structural Priming in Dialogue: Implications for Syntactic Learning in Aphasia. <i>Journal of Speech, Language, and Hearing Research, 62</i>, 1933-1950]. This study sought to examine whether presenting transitive vs. dative stimuli in a blocked format would yield more consistent priming effects in PWA.</p><p><i>Methods. </i>Twelve PWA and twelve healthy older adults (HOA) completed a dialogue-like priming task, where participants took turns describing pictures with the experimenter. Importantly, each participant received two blocks of transitive and dative priming. In addition, we repeated verbs between prime and target items for half of each block to test if lexical overlap boosts priming, i.e., lexical boost. We measured how often the participant re-used the same syntactic structure they heard the experimenter produce previously when they described their own picture. </p><p><i>Results. </i>HOA showed significant priming and lexical boost in the transitive block and significant priming in the dative block, replicating Man et al. (2019). PWA, showed near significant priming in the transitive block. Importantly, the priming effect became significant when the verb was repeated between prime and target, indicating lexical boost. However, PWA failed to show priming in the dative block. </p><p><i>Discussion.</i> Using a blocked stimulus design only modulated lexically-mediated priming in transitives for PWA, different from Man et al. (2019). Findings suggest that while it is feasible to use structural priming to ameliorate sentence production deficits in PWA, the presentation of target stimuli would likely not influence outcomes.</p><p></p><p></p>

The diploma thesis focuses on the communication skills development of a girl who underwent cochlear implantation at an early age. This thesis is divided into theoretical and empirical parts. The first chapter defines the hearing impairment in the sense of classification ways, diagnostics methods, and its consequences. The second chapter describes the speech development of intact and hearing-impaired children. The choice of the therapeutic method is described as well. The third chapter is focused on cochlear implantation and explains the functioning mechanism. Also, the thesis mentions the history and current manufacturers of cochlear implants. The following part of this chapter is devoted to the comprehensive care of cochlear implant users, specifically the therapeutic process. The last section contains the list of diagnostic materials used for the communication skills assessment of implanted children. The research part aims to explore the process of communication skills development of a girl implanted due to the bilateral congenital deafness via a longitudinal case study. For data collection, the methods of medical reports analysis, interview with the parents and early care counselor and observation at home were used. The anamnesis in the pre and postoperative phases is compiled based on the...

Cette étude, accompagnée d’un volume d’annexes, est une réflexion sur la manière d’aborder le sujet aphasique, dans les contextes médical et de réadaptation auxquels il est confronté, dès le diagnostic de son atteinte : l’aphasie, ou perte du langage acquis, touche généralement l’adulte. Puisant aux sources de la philosophie, la réflexion initiale évoque la problématique d’une éthique couvrant le parcours médical et paramédical complexe de ce type de patient, pointant aussi certains obstacles spécifiques à l’éthique médicale, psychologique ou de l’éducation. Ensuite, une définition succincte de la neuropsychologie du langage est suivie d’une présentation de l’aphasie, propos adossé à l’étude d’un cas d’aphasie mixte, comportant une anamnèse familiale (médecine narrative) et une anamnèse médicale, puis un bilan neuropsychologique, narratif également, centré sur le langage : il s’agit de montrer que, de façon plus ou moins diffuse, le sujet aphasique, dans un état de maladie chronique (séquelles durables le plus souvent) souffre d’une situation de handicap qui le conduit à un état de grande vulnérabilité. Il est fort difficile de lui proposer un suivi homogène sur l’ensemble de la chaîne du soin, et jusqu’à la fin de cette longue période de réadaptation du langage (au moins trois ans) quand sa langue maternelle est devenue langue étrangère. La didactique des langues, six fois millénaire, dont l’histoire est brièvement exposée, est le matériau pédagogique de la réadaptation proposée : préceptorat conçu et adapté au sujet, montrant l’intérêt du champ des sciences humaines et sociales, dans un parcours de soin. La prise en charge tient compte de l’état psychologique du patient, à l’identité profondément meurtrie, du bilan neuropsychologique et du bilan de langage effectués. Enfin, cette étude tend à montrer la réalité pluridisciplinaire de l’éthique médicale, dans le champ de l’aphasiologie. Elle évoque une synergie où la position du psychologue, du neuropsychologue ou de l’orthophoniste, du linguiste, didacticien des langues peuvent se rejoindre. / This study, with an annexe, is a reflection on the approach of aphasic subject, in his medical and rehabilitation contexts, from the very start of the diagnosis of his language disturb: the aphasia, or the loss of the acquired language, is generally a syndrome of adult subject. Based on the fundamentals of philosophy, the initial reflection evokes the difficulty of a homogeneous and satisfactory ethics, during the complex medical and paramedical course of this kind of patient, pointing some specific obstacles in the medical, psychological ethics or in the ethics of education. Then, a brief definition of the neuropsychology of language is followed by a presentation of the aphasia, a comment leaned on a mixed aphasia case study, containing a familial and a medical anamneses (Narrative medicine) and a neuropsychological balance assessment (narrative also), focused on the language, witch tends to show that, in a more or less diffuse way, the aphasic subject suffers from a lack of homogeneity on the set or part of the care chain, till the end of the long period of his language rehabilitation (at least three years), when his mother tongue became foreign language. The didactics of the languages, six-thousand-years-old, and its short history is briefly explained; it is the teaching aids proposed for the rehabilitation: the tutorage is especially conceived and adapted to the subject, showing the interest of the field of humanities and social sciences, in a course of care. The care takes into account the psychological state of the patient, his profoundly bruised identity, the neuropsychological balance assessment and the balance assessment of language. Finally, this study suggests the reality of the multidisciplinary field of medical ethics in the field of aphasiology. It expresses a synergy where the position of psychologist, neuropsychologist or speech pathologist, linguist, educationalist language can join.

Lingvistika je představena v aplikaci na řešení obtíží u lidí s jazykovým hendikepem, kteří se nacházejí ve speciálně pedagogickém prostředí. Ve výzkumu a rehabilitaci jazykových symptomů se nazývá klinickou lingvistikou. Klinická lingvistika kooperuje v multidisciplinárním kontextu s psycholingvistikou a neurolingvistikou. Práce nastiňuje potřebnost klinické lingvistiky také v českém měřítku. Je analyzována diagnóza vývojová anartrie u celoživotně nemluvících lidí s dětskou mozkovou obrnou. Vývojová anartrie je dosti častou diagnózou ve speciálním školství. Vyjevuje se její nedostatečný popis klinickou logopedií a potřeba její analýzy z klinicko-lingvistického hlediska. U vývojové anartrie je odhaleno druhotné narušení jazykových funkcí, sekundární dysfázie. Sekundární dysfázie u vývojové anartrie se manifestuje na všech jazykových rovinách, práce tuto manifestaci ukazuje. Inteligentní lidé s vývojovou anartrií se ocitají v situaci pozdní akvizice mateřského jazyka, který produkčně uchopují pouze ve formě psané řeči. Mají dílčí percepční obtíže. Fatální nemožnost mluvené produkce jim zapříčiňuje subvokální vnitřně řečový deficit. Je diskutován potenciál těchto lidí osvojovat jazyk v procesu pozdní akvizice, diskuze je uvedena v kontextu světového výzkumu o otázkách maturace a kritických period....