This study was designed to further elucidate the relationship between cognition and aphasia, with a focus on attention. It was hypothesized that individuals with aphasia would display variable deficit patterns on tests of attention and other cognitive functions and that their attention deficits, particularly those of complex attention functions, would be related to their language and communication status.
A group of individuals with varying types and severity of aphasia and a group of age- and education-matched adults with no brain damage completed tests of attention, short-term and working memory, and executive functioning.
Overall, the group with aphasia performed significantly more poorly than the control group on the cognitive measures but displayed variability in the presence, types, and severity of their attention and other cognitive deficits. Correlational and regression analyses yielded significant relations between participants' attention deficits and their language and communication status.
The findings accorded well with prior research identifying (a) attention and other cognitive deficits in most but not all individuals with aphasia; (b) heterogeneity in the types and severity of attention and other cognitive symptoms among individuals with cognitive impairments; and (c) potent associations among attention, language, and other cognitive domains. Implications for clinical practice and future research are discussed.
"In general, we can observe an individual profile of non-linguistic damage from which it can be deduced that it is not possible to foresee a condition of non-linguistic cognitive abilities on the basis of a condition of language abilities (Helm-Estabrooks, 2002; Seniów et al., 2009; Murray, 2012). Prevalence of non-linguistic cognitive disorders in aphasia after stroke was observed by Hachioui et al. (2014) in their study. "
[Show abstract][Hide abstract] ABSTRACT: Purpose: The aim of the article is to analyse cognitive disorder in persons with aphasia of various aetiology pursuant to brain damage, emphasizing the interdisciplinary cooperation between the professionals of speech therapy and psychology.Methodology: Seven persons with stroke related aphasia of different aetiology participated in the research. For data processing, psychological, neurological and speech therapeutic detailed reports were applied.Results: We observed higher incidence of ischaemic stroke than haemorrhagic stroke. Expressive aphasia occurred in 6 of the 7 clients. Attention disorder and thinking disorder occurred in almost all 6 of the clients. Executive functions were impaired in 5.Conclusion: Given our findings, we tend to aphasia therapy in terms of cognitive rehabilitation. We perceive the interdisciplinary cooperation with specialists from the field of psychology as absolutely necessary. The results of psychological examination of persons with aphasia can significantly influence the effectiveness of speech therapy intervention.
"Murray analizowała szeroki zakres nielingwistycznych funkcji poznawczych, włączając funkcje wykonawcze (Test Płynności Figuralnej Ruffa), u 39 chorych z różnymi typami afazji oraz 39 osób zdrowych z grupy kontrolnej. Autorka sugeruje, że chorzy z afazją wykazują trudności w zakresie planowania oraz osłabienie elastyczności poznawczej . Inni badacze dowodzą, że deficyty w zakresie przechowywania informacji semantycznych w pamięci krótkotrwałej mogą być związane z zaburzeniem funkcji wykonawczych. "
[Show abstract][Hide abstract] ABSTRACT: Objectives
The purpose of this paper is review of research on the co-occurrence of executive dysfunction in patients with aphasia after stroke.
Aphasic speech disorders and cognitive dysfunctions are frequent consequences of the irregularities in the blood flow within the brain. Aphasia, apart from language deficits, may be accompanied by non-linguistic cognitive disorders. More and more often the co-existence of speech disorders of aphasia and the disorders of executive functions are considered. The role of executive functions is connected with the processes of planning, creating strategies, monitoring actions, self-regulation, and integration of various cognitive modalities. These activities are undoubtedly coupled with the process of speech generation. Therefore, the effective communication depends on the integrity of executive functions.
In the present paper the author has presented a survey of researches on the executive functions disorders and aphasia after stroke. In the researches the author has evaluated the level of executive functions with the application of neuropsychological methods as well as compared those results in terms of various aspects of verbal functioning, capability to communicate and conducting conversations among people with aphasia. In addition, as studies argue, the efficiency of executive functions has a significant impact on the effectiveness of aphasia rehabilitation.
Postepy Psychiatrii i Neurologii 03/2014; 23(1):41–46. DOI:10.1016/j.pin.2014.03.004
[Show abstract][Hide abstract] ABSTRACT: Though aphasia is primarily characterized by impairments in the comprehension and/or expression of language, research has shown that patients with aphasia also show deficits in cognitive-linguistic domains such as attention, executive function, concept knowledge and memory (Helm-Estabrooks, 2002 for review). Research in aphasia suggests that cognitive impairments can impact the online construction of language, new verbal learning, and transactional success (Freedman & Martin, 2001; Hula & McNeil, 2008; Ramsberger, 2005). In our research, we extend this hypothesis to suggest that general cognitive deficits influence progress with therapy. The aim of our study is to explore learning, a cognitive process that is integral to relearning language, yet underexplored in the field of aphasia rehabilitation. We examine non-linguistic category learning in patients with aphasia (n=19) and in healthy controls (n=12), comparing feedback and non-feedback based instruction. Participants complete two computer-based learning tasks that require them to categorize novel animals based on the percentage of features shared with one of two prototypes. As hypothesized, healthy controls showed successful category learning following both methods of instruction. In contrast, only 60% of our patient population demonstrated successful non-linguistic category learning. Patient performance was not predictable by standardized measures of cognitive ability. Results suggest that general learning is affected in aphasia and is a unique, important factor to consider in the field of aphasia rehabilitation.
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