A Cognitive Neuropsychological Approach to Assessment and by Anne Whitworth

By Anne Whitworth

This publication presents either a theoretical and functional connection with cognitive neuropsychological techniques to speech and language therapists operating with individuals with aphasia. Having developed from the job of a bunch of clinicians operating with individuals with aphasia, it's a hugely functional advisor that goals to interpret the theoretical literature because it pertains to aphasia and hyperlink it on to to be had evaluate instruments and remedy recommendations. the outlet portion of the publication presents an outline of the idea underpinning the procedure and the way it may be utilized to the evaluation and interpretation of language-processing impairments. the second one part bargains a operating rationalization of other parts of language processing, outlining the deficits which can come up from impairment to every part. moreover, the clinician is guided to on hand tests to check out scientific hypotheses and provided interpretations of functionality styles. the ultimate part offers a entire evaluation of the remedy literature with systematic summaries of the cures undertaken and a synthesis of the findings thus far. This e-book has been written by way of clinicians with hands-on event. it will likely be a useful source for clinicians and scholars of speech and language remedy and comparable disciplines.

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Additional resources for A Cognitive Neuropsychological Approach to Assessment and Intervention in Aphasia: A Clinician's Guide

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2 It is also important to realise that, as Cutler (1981) pointed out, errors are multiple determined. In other words, an error can have more than one source. So, for instance, semantic errors in production may occur either when semantics are impaired or when the lexical form of the target word is unavailable (Caramazza & Hillis, 1990). 20 Theory and principles Comparisons across tasks The comparison of performance on different tasks, where these different tasks share information-processing components, is the final critical source of evidence for identifying the locus of impairment.

As access to the lexicon (or auditory word forms) is impaired, a string of phonemes will not be recognised as a real word. Real words will be repeated as if they were nonwords. Words and nonwords can still be repeated via the direct route from phonological analysis to phonological assembly. Frequency effects may be present – that is, high-frequency words are easier to comprehend than low-frequency words. g. Garrard & Hodges, 1999). Semantics may still be accessed via reading. Reading comprehension is not affected by a deficit of the phonological input lexicon.

G. deciding that PHAIP and FAPE are homophones) and for phonological lexical decision (deciding that KRAIT would sound like a real word when pronounced, but BRAIT would not). Similar deficits in all three tasks suggest a deficit in their common process of sub-lexical orthographic-to-phonological conversion. 1, semantic processing is required for a number of processes, including spoken and written word comprehension, and spoken and written picture naming. A common deficit in all of these tasks, with similar characteristics, suggests impairment at a semantic level (Hillis, Rapp, Romani, & Caramazza, 1990; Howard & Orchard-Lisle, 1984).

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