FM is a progressive aphasic patient whose language comprehension we studied over a 4-year period. We developed a variety of implicit and explicit tasks to chart progressive changes in the representation of linguistic knowledge (in particular, syntax and semantics) and the automatic and controlled processes which operate on that knowledge. The representation of FM's semantic knowledge remained essentially intact over the years, but she became increasingly impaired at combining the meanings of words. She also showed progressive impairments in the processes of syntactic combination. Thus, FM's disease resulted in a progressive inability to engage in those combinatorial processes necessary for the normal comprehension of a spoken utterance. This is not a selective deficit in the traditional sense of the term, since aspects of both syntax and semantics are implicated; but it is selective in the sense that other aspects of language comprehension remain intact.
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http://dx.doi.org/10.1006/brln.1997.1857 | DOI Listing |
Brain Lang
January 2025
School of Communication Sciences, Beijing Language and Culture University, Beijing 100083, China.
How our brain integrates single words into larger linguistic units is a central focus in neurolinguistic studies. Previous studies mainly explored this topic at the semantic or syntactic level, with few looking at how cortical activities track word sequences with different levels of semantic correlations. In addition, prior research did not tease apart the semantic factors from the syntactic ones in the word sequences.
View Article and Find Full Text PDFJ Patient Rep Outcomes
January 2025
Ruhr-Universität Bochum, Bochum, Germany.
Background: Patients with Rheumatic and Musculoskeletal Diseases, including axial spondyloarthritis (axSpA), may suffer from stressors like pain and functional impairments leading to limitations in their self-perceived health status. The COping with Rheumatic Stressors (CORS) questionnaire was developed to analyze how patients cope with these stressors. The CORS is currently not available in German.
View Article and Find Full Text PDFDev Sci
March 2025
Department of Psychology, University of California San Diego, La Jolla, USA.
Time words like "yesterday" and "tomorrow" are abstract, and are interpreted relative to the context in which they are produced: the word "tomorrow" refers to a different point in time now than in 24 h. We tested 112 three- to five-year-old English- and Hindi-speaking children on their knowledge of "yesterday" and "tomorrow," which are represented by the same word in Hindi-Urdu: "kal." We found that Hindi learners performed better than English learners when tested on actual past and future events, but that performance for hypothetical events was poor for both groups.
View Article and Find Full Text PDFAudiol Res
November 2024
Faculty of Health Sciences, Valencian International University (VIU), 46002 Valencia, Spain.
Hearing loss in childhood is associated with significant challenges in linguistic and cognitive development, particularly affecting language skills such as syntax, semantics, and pragmatics, which are essential for effective communication and social integration. This study aimed to analyze how different types and degrees of hearing loss impact linguistic development in children, and to identify clinical factors-such as age at diagnosis and years of language intervention-that may predict language performance. This study included a sample of 140 children aged 6 to 12, categorized into seven groups based on their hearing condition: unilateral and bilateral conductive, unilateral and bilateral sensorineural, unilateral and bilateral mixed hearing loss, and a control group with no hearing loss.
View Article and Find Full Text PDFJ Speech Lang Hear Res
December 2024
Escuela de Gobierno, Universidad Torcuato Di Tella, Buenos Aires, Argentina.
Purpose: Children with hearing loss (CHL) who use hearing devices (cochlear implants or hearing aids) and communicate orally have trouble comprehending sentences with noncanonical order. This study explores sentence comprehension strategies in Spanish-speaking CHL, focusing on their ability to integrate morphosyntactic cues (word order, morphological case marking) with verbs differing in their syntax-to-semantics configuration.
Method: Fifty-eight Spanish-speaking CHL and 58 children with typical hearing (CTH) with a hearing age of 3;5-7;8 (years;months; i.
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