Lună: martie 2024

Tulburarea din spectrul autist. Abordare din perspectivă psiholingvistică

asttlr

Tulburarea din spectrul autist. Abordare din perspectivă psiholingvistică

Autism spectrum disorder. A psycholinguistic approach

Ioana IRIMIA
Abstract

Psycholinguistic is definited as the study of the language of the mind. People with ASD have language disorders. In order to disguise their problems, these people use pre-prepared and learned phrases. Another language-related problem is the presence of echolalia, but the presence of echolalia does not influence the average length the sentence, just as the use of conjunctions or prepositions, or abstract words, does not influence the average length. What does influence the average lenght of the utterance is the number of new words used.

Keywords: psycholinguistics, autism spectrum disorder, language disorders, echolalia, mean legth of utterance
pdf
DOI:10.26744/rrttlc.2024.10.1.11
Published on line: 03/31/2024
References
Aitchison, J. (2007). The articulate mammal: An introduction to psycholinguistics.Routledge.
Alarcón, M., Abrahams, B. S., Stone, J. L., Duvall, J. A., Perederiy, J. V., Bomar, J. M.,… & Geschwind, D. H. (2008). Linkage, association, and gene-expression analyses identify CNTNAP2 as an autism-susceptibility gene. The American Journal of Human Genetics, 82(1), 150-159
Ciesielska, M., Boström, K. W., & Öhlander, M. (2018). Observation methods. Qualitative methodologies in organization studies: Volume II: Methods and possibilities, 33-52.
Lai, M. C., Lombardo, M. V., Ruigrok, A. N., Chakrabarti, B., Auyeung, B., Szatmari, P.,… & MRC AIMS Consortium. (2017). Quantifying and exploring camouflaging in men and women with autism. Autism, 21(6), 690-702.
Ryan, S., Roberts, J., & Beamish, W. (2022). Echolalia in Autism: A Scoping Review. International Journal of Disability, Development and Education, 1-16.
Schaeffer, J., El-Raziq, A., Castroviejo, E., Durrleman, S., Ferré, S., Grama, I.,… & Tuller, L. (2023). Language in autism: domains, profiles and co-occurring conditions. Journal of Neural Transmission, 1-25

Dezvoltarea competenței de comunicare a elevilor de gimnaziu

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Dezvoltarea competenței de comunicare a elevilor de gimnaziu

Developing language competencies in middle school students

Vasile Radu PREDA
Abstract

Developing the communicative competence of secondary school students. The model for the development of communicative competence during the teaching learning process is based on the principles and strategies rooted in cognitive psychology (Lasnier, 2001). In order to develop students’ communicative competence, verbal communication skills and speaking skills, teachers can use a framework to be applied function of the set objectives, starting from an initial evaluation up to the formative assessment. The investigation of the teaching-learning techniques employed so as to increase the students’ communicative competence and speaking skills shows that teachers working in mainstream education, in special education and in inclusive schools rely mainly on scientifically validated psycho-pedagogical theories and formative assessment

Keywords: communicative competence, verbal communication skills, speaking skills, teaching-learning techniques, initial evaluation, formative assessment.
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DOI:10.26744/rrttlc.2024.10.1.12
Published on line: 03/31/2024
References
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Bodea-Haţegan, C. (2015). Tulburările de limbaj şi comunicare. În: A. Roşan (coord.). Psihopedagogie specială. Modele de evaluare şi intervenţie. Iaşi : Polirom : 212—243.
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Afazia Globală. Studiu de caz

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Afazia Globală. Studiu de caz

Global aphasia. A case study report

Carolina BODEA HAȚEGAN,Dorina TALAȘ, Beatrice Gabriela PRISACARIU, Raluca Nicoleta TRIFU
Abstract

This paper presents an overview of a patient with global aphasia, a neurological language disorder resulting from brain injury, encompassing a diverse range of symptoms. Aphasia can be acquired or congenital, depending on the timing of onset. In adults, it typically follows cerebral traumas, such as stroke or accidents, with symptoms categorized by difficulties in oral and written language comprehension and expression, as well as cognitive, motor, and psychological impairments. Various types of aphasia exist, including global aphasia, which severely affects all aspects of language due to extensive left hemisphere damage, commonly associated with stroke. The implications of global aphasia in a 30-year-old patient is presented, highlighting its severe impact on speech and language functions, typically resulting from significant left hemisphere lesions. Patients with global aphasia exhibit profound difficulties in speech production, comprehension, reading, writing, and naming, often accompanied by motor impairments. Prognosis is generally poor, necessitating multidisciplinary intervention and substantial effort for recovery.
Furthermore, the abstract discusses assessment and therapeutic approaches for aphasia, emphasizing comprehensive evaluation underlying linguistic, cognitive, motor, and psychosocial aspects. Therapeutic strategies focus on addressing linguistic deficits, developing communication skills, and utilizing language for cognitive stimulation and social interaction.
A case study is presented to illustrate the logopedic approach to global aphasia, detailing a young adult’s history of traumatic brain injury, subsequent recovery efforts, and neurologic evaluation, emphasizing the importance of integrated therapeutic interventions for improved outcomes.
Keywords: global aphasia, traumatic brain injury, case study, aphasia recovery program
pdf
DOI:10.26744/rrttlc.2024.10.1.13
Published on line: 03/31/2024
References

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Bodea Hațegan, C. (2016). Logopedia. Terapia tulburărilor de limbaj- Structuri deschise, București: Editura Trei.
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Dronkers, N., & Baldo, J. (2010). Language: Aphasia. Encyclopedia of Neuroscience, 343–348. https://doi.org/10.1016/B978-008045046-9.01876-3
Li, H., Liu, J., Tian, S., Fan, S., Wang, T., Qian, H., Liu, G., Zhu, Y., Wu, Y., & Hu, R. (2023). Language reorganization patterns in global aphasia–evidence from fNIRS. Frontiers in Neurology, 13. https://doi.org/10.3389/fneur.2022.1025384
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