Aphasia and Brain Organization by Ivar Reinvang

By Ivar Reinvang

This publication offers the paintings on aphasia popping out of the Institute for Aphasia and Stroke in Norway in the course of its 10 years of life. instead of reviewing formerly provided paintings, it used to be my wish to supply a unified research and dialogue of our collected facts. The empirical foundation for the research is a pretty big workforce (249 sufferers) investigated with a customary, complete set of techniques. assessments of language features has to be constructed anew for every language, yet comparability of my findings with different contemporary compre­ hensive experiences of aphasia is faciliated by way of shut parallels in try meth­ ods (Chapter 2). The category approach used is at present the main accredited neurological process, yet i've got operationalized it for examine reasons (Chapter 3). The analyses provided are according to the view that aphasia is a facet of a multidimensional disturbance of mind functionality. locate­ ings of linked disturbances and diversifications within the aphasic situation over the years were brushed off by way of a few as inappropriate to the research of aphasia as a language deficit. My view is this wealthy and intricate set of findings supplies vital clues to the association of mind capabilities in people. I current analyses of the connection of aphasia to neuropsychological problems in conceptual association, reminiscence, visuospatial talents and apraxia (Chapters four, five, and 6), and that i examine the differences with time of the aphasic situation (Chapter 8).

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3. Test-Retest Correlations Auditory comprehension Repetition Naming Reading comprehension Reading aloud Syntax Writing Aphasia coefficient "Not statistically significant. 4. Test-Retest Correlations Communication Litera! 98 "Not statistically significant. are divided into acute (test and retest within 6 months after onset of aphasia) and chronic (later tests). For the rating scales and quantitative measures of speech, no study of internal consistency could be made. 4, the testretest correlation coefficients have been given.

In addition to good auditory comprehension, there is also often good reading comprehension (Benson, Sheremata, Bouchard, Segarra, Price, & Geschwind, 1973; Green & Howes, 1977; Benson & Geschwind, 1977). Lesions outside the language areas mentioned above may produce aphasia. This means not that the areas injured have language functions, but that the language areas normally interact with surrounding areas when language is integrated in complex behaviors. The essential feature of such lesions producing aphasia is that they disconnect or isolate parts of the entire language areas from the surrounding cortex.

The interview is tape recorded. Three aspects of speech are evaluated: 1. Communicative function (0-4 rating) 2. Qualitative disturbance (0-3 rating) Litera! paraphasia Complex paraphasia Visible effort Hesitations, pauses Stereotypy Dysarthria Self-correction 3. Quantity of speech 32 CHAPTER 2 Words per minute (0-200) Words per utterance (1,0-10,0) Quantity of speech is scored on the basis of a transcript of the interview. 2. Auditory Comprehension. In the NGA, there are three classes of stimuli: objects, body parts, and language material.

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