PSYCHOLINGUISTICS Nita Maya Valiantien - Rini Sutarni - Sri Hartono - Yoga Andrean A.

In

psycholinguistics, language disorder : a divergence from the normal processes of speech and comprehension which is due to cognitive or affective factors. term also covers problems of speech production and reception which are physiological in origin.

The

ACQUIRED VS

DEVELOPMENTAL ORGANIC VS FUNCTIONAL RECEPTION VS PRODUCTION PERFORMANCE VS SYSTEM

ACQUIRED VS

DEVELOPMENTAL

Acquired disorder is an impairment which occurs after a first language has been fully established. It may derive from brain damage (particularly to the left hemisphere) caused by illness, accident or surgery.

Developmental disorder is an impairment which manifests itself during the acquisition of a first language. Examples: - Dyslexia and dysgraphia (problem in processing the language) - Stammering (affective causes) - Autism, Downs Syndrome or Williams Syndrome (learning difficulties) - Specific language impairment (SLI) (Delayed language acquisition).

The

distinction between acquired and developmental disorders: sometimes marked by the use of different terms: the prefix dys- ( impaired) indicates a developmental condition and the prefix a- ( without) an acquired one. Thus, aphasia acquired dysphasia; alexia acquired dyslexia; agraphia acquired dysgraphia.

ORGANIC VS

FUNCTIONAL In Organic Disorder, there is a clear neurological or physiological cause While in Functional Disorder, there are problems of psychological processing.

RECEPTION VS

PRODUCTION Language disorders affect reception, production or both. With aphasia in particular, the condition may be mainly restricted to receptive aphasia or to expressive aphasia.

PERFORMANCE VS

SYSTEM Performance Disorders : affect performance at phonetic and graphetic level System Disorders : affect the underlying system (phonological,graphological, semantic or syntactic).

Problems

of fluency Problems of written language The relationship between language and cognition

Aphasia

is an impairment of language. An acquired communication disorder that impairs a persons ability to process language, but does not affect intelligence. ability to speak and understand others and most people with aphasia experience difficulty reading and writing.

Impairs

Global

Aphasia Most severe form

Produce few recognizable words Understands little or no spoken speech Can neither read or write x Usually seen after patient has suffered a stroke and may rapidly improve if the damage has not been too extensive. Greater brain damage, more severe and lasting disability.

Brocas

Aphasia speech output severely reduced limited mainly to short utterances of less than four words Vocabulary access limited Formation of sounds often laborious/clumsy May understand speech and be able to read but

limited in writing Halting and effortful quality of speech

Mixed

non-fluent aphasia-Sparse and effortful speech resembling Brocas Limited in comprehension of speech Patients do not read or write beyond an

elementary level

Anomic

Aphasia Persons who are left with a persistent inability to supply words for the things that they want to talk about. Significant in nouns and verbs Understand speech well most cases read

adequately Poor writing ability

Most

common cause of aphasia is stroke about 23 40% of stroke survivors acquire aphasia. is estimated that about one million people in the United States have acquired aphasia, or 1 in 250 people.

It

More

common than Parkinsons Disease, cerebral palsy or muscular dystrophy. 1/3rd of severely head-injured persons have aphasia.

About

After

stroke If symptoms last longer than two or three months, complete recovery is unlikely People continue to improve over a period of time Slow process for both patient and FAMILY Need to learn compensatory strategies for

communicating

Talk

to the person as an adult NOT as a child Minimize or eliminate background noise Make sure you have the persons attention before communicating Encourage and use all modes of communication Speech/writing/drawing/yes-no responses

Give

them time to talk and permit a reasonable amount of time to respond Accept all communication attempts Keep your own communication simple but adult Simplify sentence structure and reduce your rate of speech

Keep

your voice at a normal level and emphasize key words Augment speech with gesture and visual aids when possible Repeat statements when necessary Do not attempt to finish the patients statement for them

Dyslexia People

is difficulty with language.

with dyslexia typically have average to above average intelligence.

They may

have difficulty with reading, spelling, understanding language they hear, or expressing themselves clearly in speaking or in writing. An unexpected gap exists between their potential for learning and their school achievement.

Slow Word Recall Average or Above Intelligence Beyond third grade continuing to reverse and invert

letters and transpose words More difficulty decoding nonsense words than content words Difficulty decoding single words in isolation Difficulty with letter/sound relationships Confusing small words such as at for to, said for and, does for goes. Transposes number sequences and arithmetic signs (+, -, x, =) although math skills are typically a strength

May have difficulty learning to tell time Spelling is usually difficult, frequently spells the same word differently in a single piece of writing Frequently able to decode a word they cannot spell Listening comprehension is usually a strength and the student typically can comprehend at grade level what he hears orally Poor grasp of abstract concepts Difficulty in telling or retelling a story Difficulty with rhyming words

AUTISM A condition characterized by a withdrawal from linguistic interaction with others. The sufferer is often mute or uses language in a non communicative way. The symptoms of autism appear between the ages of one and three, and are sometimes misdiagnosed as deafness.

They include delayed cognitive and linguistic development and a reduced ability to react to people, events and objects. Autistic children tend to have exceptionally low IQs but they may excel in one or two isolated skills such as painting or music. The syndrome is much more common in males than in females and appears to be caused by a physical dysfunction of the brain.

DOWN SYNDROME Studies

of Downs Syndrome suggest a connection between cognitive impairment and failure to acquire full linguistic competence. sufferers show limitations of attention, short-term memory and perceptual discrimination; they also have difficulty with symbolic representation of any kind.

Downs

All

of this appears to affect language performance, though there is great variation between individuals. development is slow. Only a limited vocabulary is acquired, and utterances usually remain short and telegraphic (lacking function words and inflections).

Phonological

WILLIAM SYNDROMA

genetic condition in which sufferers show signs of cognitive impairment, yet their language competence appears to be relatively unaffected.

Sign

language : A language employed by those with impaired hearing, whose modality is the use of gesture rather than sound.

Sign

language is based on three components: - the place where the sign is made, - the shape and angle of the hand(s) - the movement of the hand(s)

Historically, many

sign languages evolved naturally within the communities that use them. This has given rise to a distinctive American Sign Language (ASL), British Sign Language (BSL), Australian Sign language and so on. is an independent linguistic system. It is not simply a translation of speech into gesture in the way that writing is a translation of speech into script.

Sign

Psycholinguistics interest in studying sign language because: 1. Sign originally developed naturally and independently 2. Sign uses a different modality from that of conventional languages 3. Sign has a different linguistic structure from English.