Download A Cognitive Neuropsychological Approach to Assessment and by Anne Whitworth PDF

By Anne Whitworth

This ebook offers either a theoretical and functional connection with cognitive neuropsychological methods to speech and language therapists operating with individuals with aphasia. Having advanced from the job of a gaggle of clinicians operating with individuals with aphasia, it's a hugely functional consultant that goals to interpret the theoretical literature because it pertains to aphasia and hyperlink it on to to be had evaluation instruments and treatment strategies. the hole part of the booklet presents an outline of the idea underpinning the method and the way it may be utilized to the evaluation and interpretation of language-processing impairments. the second one part bargains a operating clarification of other parts of language processing, outlining the deficits which could come up from impairment to every part. additionally, the clinician is guided to on hand exams to check out medical hypotheses and provided interpretations of functionality styles. the ultimate part offers a finished evaluate 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 means of clinicians with hands-on event. it will likely be a useful source for clinicians and scholars of speech and language remedy and similar disciplines.

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

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Similarly, semantic errors will only be made when Principles and evidence 19 semantically related distractors are used. Additionally, the opportunities for these errors relate directly to the number of distractors used in the relevant domain. For example, in word-to-picture matching, the rate of semantic errors will be very different if four semantically related distractors are available than if there is only one semantic distractor present. Semantic error rates may also be different when a more limited range of distractors is used in word–picture verification, where the person being assessed needs to decide whether the presented word is the name of a picture, comparing the presented name with all possible names.

G. g. happiness, idea). Reverse imageability effects with better understanding of abstract, low-imageability words than concrete, highimageability words can occur, though rarely so. Some people with central semantic deficits can show category effects. The most common is more impaired comprehension of words referring to animate categories – animals, plants, fruits and vegetables – than artefacts (objects). The reverse pattern also occurs, although more rarely. In addition, a variety of more selective deficits has been reported, including: selective Auditory comprehension of spoken words 33 impairment for animals with other animate categories together with objects relatively well-preserved; relative preservation of names referring to geographical features; a particular difficulty with body part names, or with proper names.

In production, it is relatively straightforward to classify responses into (i) semantic errors, (ii) phonological errors and (iii) unrelated errors. Within phonological and unrelated errors, one can distinguish between real word and nonword responses. None of these classifications, however, are without their problems. For instance, how closely related does an error need to be to call the result semantically related? As there is no independent metric of semantic relatedness, the borderline is, essentially, a matter of choice.

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