Brooke Hallowell

• Ph.D., CCC-SLP FNAP ASHA Fellow ASHA Honors
• Dean at Springfield College

There are a limited number of aphasia language tests in the majority of the world's commonly spoken languages. Furthermore, few aphasia tests in languages other than English have been standardized and normed, and few have supportive psychometric data pertaining to reliability and validity. The lack of standardized assessment tools across many of th...

Covering an array of evidence-based content, including aphasia, traumatic brain injury, dementia, and language in aging, Aphasia and Other Acquired Neurogenic Language Disorders: A Guide for Clinical Excellence is a must-have textbook for clinicians and students studying to be speech-language pathologists. This clinical guide strategically addresse...

Access to quality speech-language pathology and audiology services for people who need them is limited in myriad ways, even though the number of people throughout the age range needing such services is steadily increasing. To best position ourselves to counteract strategically the forces that threaten access to us as professionals, we must have a c...

Hallowell, B., Enderby, P., Mills, J.A., DeGroote, W., Skelton, P., Diaz, J., & Relan, P. (2021). Rehabilitation for patients with communication impairment after COVID-19 illness. OpenWHO. Geneva, Switzerland: World Health Organization. Available at: https://openwho.org/courses/clinical-management-COVID-19-rehabilitation/ http://dx.doi.org/10.13140...

Purpose: The Life Participation Approach to Aphasia (LPAA) supports the notion of personalized intervention for individuals who are affected by aphasia. However, knowledge about LPAA among speech-language therapists (SLTs), professionals who support the communication rehabilitation of people with aphasia, is unknown. SLTs with an established under...

"As we have come to expect from Dr. Hallowell, this is a thoroughly researched book, and an extremely important contribution to the literature on neurogenic communication disorders. Our profession is much the richer for it!" (Audrey Holland) "The best book on aphasia ever." (Darlene Williamson, President, National Aphasia Association) This is a mu...

I could not imagine any academic or professional pursuit more rewarding than diving into the amazing world of adult neurogenic disorders of cognition and language. I took my first dive over as an undergraduate student, having no idea of the fabulous adventures and opportunities to which that would lead. Whether you are a certified speech-language p...

The intent of this book is to be a guide for clinical excellence. In this chapter, we consider introductory notions about what makes clinicians truly excellent, especially those who work in the realm of acquired communication disorders. We do this near the start of the book to encourage you to have a vision for what you want to become as you procee...

The most common etiologies, or causes, of neurogenic communication disorders are stroke, traumatic brain injury (TBI), bacterial and viral infections, neoplasm (or tumors), toxemia, diabetes and other metabolic disorders, and neurodegenerative diseases (including dementia). After reading and reflecting on the content in this chapter, you will ide...

The words we use, especially in describing people, matter tremendously. Our choices of terms and construction of phrases as we label, categorize, characterize, and refer to others have tremendous implications in terms of how the things we say will be perceived. Of course, how our communication is perceived is vastly important in advancing our missi...

A great way to delve into the study of acquired neurogenic language disorders is to first consider aphasia in detail. From there, once you master certain factual knowledge while also considering ways of embracing multiple theoretical perspectives regarding aphasia, you will have a strong foundation on which to base more learning and reflection on o...

In Chapter 4, we considered how the World Health Organization’s (WHO) International Classification of Functioning, Disability, and Health (ICF) represents an important framework for considering the nature of aphasia. Given its relevance to virtually every area of clinical and research work in the realm of acquired neurogenic communication disorders...

The most common etiologies, or causes, of neurogenic communication disorders are stroke, traumatic brain injury (TBI), bacterial and viral infections, neoplasm (or tumors), toxemia, diabetes and other metabolic disorders, and neurodegenerative diseases (including dementia). After reading and reflecting on the content in this chapter, you will ide...

In this chapter, we address basic information about common neurodiagnostic techniques used in work with people who have neurogenic communication disorders. We broadly categorize these as neuroimaging techniques and “other” forms of instrumentation-based methods. Although much of what speech-language pathologists (SLPs) do in everyday practice is no...

This final chapter in our section on Foundations for Considering Acquired Neurogenic Disorders is offered in light of the fact that many people with aphasia and related disorders are “older.” There is a tremendous amount of system ageism in everyday social cultures, health care systems, clinical practices, and even the literature by expert aphasiol...

In this chapter, we consider varied means of classifying types or syndromes of aphasia. In doing so, we review many of the symptoms and associated terminology that are important to know about as we study aphasia in general and as we learn about the challenges of particular individuals with aphasia with whom we work. We also consider critically the...

In Chapter 6, we reviewed basic aspects of the nature, types, and causes of traumatic brain injury (TBI). In the present chapter, we follow up with a discussion of the nature of the varied populations of TBI survivors and the many cognitive-communicative challenges that they (and those who care about them) face. We consider special clinical practic...

In this chapter, a strengths-based, empowering, person-centered approach to assessment is advocated. Wisdom gained from leading aphasiologists over the past several decades is shared. The aim is to set the stage for a holistic approach to clinical excellence in assessment. After reading and reflecting on the content in this chapter, you will idea...

In this chapter, we explore communication and life participation challenges of people with neurodegenerative conditions. These are the most prevalent etiologies for neurogenic communication disorders. In Chapter 6, we explored the defining characteristics of neurodegenerative disease, dementia, mild cognitive impairment (MCI), and primary progressi...

In Chapters 1 and 2, we considered the rich career possibilities for speech-language pathologists (SLPs) who specialize in neurogenic communication disorders in clinical and research settings. In this chapter, we delve into the myriad roles that clinical aphasiologists play and consider the varied contexts for clinical practice, telepractice option...

As we note throughout this book, speech-language pathologists (SLPs) play critical roles as advocates in virtually every aspect of clinical and scholarly work in the field. In this chapter, we consider the importance of advocacy related to ethical and legal concerns. We also consider the interplay among morality, ethics, and law and how these const...

Some of the greatest challenges for speech-language pathologists (SLPs) relate to the complexity of problem-solving required to understand any individual’s neurological and psychosocial condition and to draw conclusions about the myriad influences on that person’s ability to communicate, participate maximally in desired daily life activities, and h...

Speech-language pathologists (SLPs) play an important role in assessing and researching the cognitive-communicative challenges in people with right hemisphere syndrome (RHS) and in advocating for provision and reimbursement of related diagnostic and treatment services. In this chapter, we build on related content from the first two sections of this...

In recognition of its absolute importance and relevance to every area of clinical practice in neurogenic disorders of communication and cognition, information relevant to multicultural, multilingual, and international content is infused throughout this book. We considered global trends, transnational opportunities, and varying educational and certi...

As reviewed in Chapter 13, speech-language pathologists (SLPs) play a vital role in assessing and treating people with neurodegenerative conditions, and in counseling, coaching, and training caregivers, while also advocating for the rights of people with primary progressive aphasia (PPA) and dementia. In this chapter, we consider further the multip...

In this chapter, we review psychometric properties of assessment methods and tools. We also summarize the basic elements of diagnostic tests and processes. Practical examples of screening and case history items are provided. After reading and reflecting on the content in this chapter, you will ideally be able to answer, in your own words, the follo...

In this chapter, we review psychometric properties of assessment methods and tools. We also summarize the basic elements of diagnostic tests and processes. Practical examples of screening and case history items are provided. After reading and reflecting on the content in this chapter, you will ideally be able to answer, in your own words, the fol...

In the previous chapters in this section, we emphasized that clinicians, not tests, determine diagnoses and that assessment processes depend on much more than the use of published tests, scales, and screening instruments. Still, it is important for the excellent clinical aphasiologist to be knowledgeable about available assessment tools and how to...

As discussed in Chapter 17, learning about individuals’ abilities in a variety of discourse contexts is essential to dynamic assessment. Challenges in the interactive use of language are the most detrimental impacts of a language disorder in terms of social relationships, quality of life, independence, self-esteem, and professional and educational...

The excellent clinician is a dedicated vehicle for fostering brain changes and helping people compensate for and cope with chronic challenges. As we discussed in the context of best practices in assessment (Chapter 17), homing in on the people with whom we are in an empowering, affirming clinical role is paramount in serving as that vehicle. In thi...

In this chapter, we delve further into important aspects of best practices in intervention, focusing on the purposes of intervention and theories that support the ever-growing gamut of intervention methods. After reading and reflecting on the content in this chapter, you should be able to answer, in your own words, the following queries: 1. What...

In this chapter, we review a rich set of general approaches to treatment in neurogenic language disorders. By general approaches, we mean that they are sets of principles and recommendations for how intervention is to be delivered. They reflect experts’ distillations of best practice in clinical aphasiology. These are loosely differentiated from th...

Sharing assessment results in writing and through interpersonal interactions is a fundamental component of clinical practice with people who have neurogenic communication disorders. The way we convey assessment findings is important for building rapport with and empowering the people we serve, helping them understand the nature of their challenges,...

As we discussed in Chapter 23, our means of supporting people in coping with the long-lasting effects of language disability are more rooted in counseling, coaching, and education-oriented practices than they are in direct language intervention. Given the life-affecting nature of acquired neurogenic communication disorders, counseling or life coach...

In this chapter, we consider examples of intervention approaches that serve as alternatives or adjuvants to more traditional types of intervention for people with cognitive-communicative disorders. Many of these approaches are applied broadly in the majority of the world even if not promoted through the minority-world, English-language scientific l...

Recall that reading and writing abilities tend to be similar in severity to listening and speaking abilities in people with aphasia. Still, there are some who have disproportionate challenges with reading and/or writing. Functional use of both involves interactive cognitive, linguistic, and perceptual (and in the case of writing, motor) processes (...

As you know, one of the most pervasive and persistent problems of people with neurogenic communication disorders, no matter what the etiology, is difficulty with word finding. This makes it especially important to have a solid repertoire of methods to target word finding in particular. In Chapter 25, we reviewed several approaches that may enhance...

In this chapter, we review three impairment-based approaches focused on reducing syntactic deficits: Treatment of Underlying Forms (TUF), Mapping Therapy, and the Sentence Production Program for Aphasia (SPPA, an updated version of the Language Program for Syntax Stimulation). Recall that two approaches reviewed as lexical approaches in Chapter 31,...

Recall that in Chapter 25 we reviewed many general approaches focused on helping people compensate for their communication challenges through supported conversation, augmentative and alternative communication (AAC), apps, software, and other forms of technology. In this chapter, we review a set of more specific compensatory approaches: Promoting...

In Chapter 25, we reviewed several general approaches that help people with reduced expressive language engage in meaningful social interaction, especially through supported communication. In this chapter, we extend that discussion to specific approaches for improving expressive language abilities: constraint-induced language therapy (CILT), script...

In this chapter, we review three impairment-based approaches focused on reducing syntactic deficits: Treatment of Underlying Forms (TUF), Mapping Therapy, and the Sentence Production Program for Aphasia (SPPA, an updated version of the Language Program for Syntax Stimulation). Recall that two approaches reviewed as lexical approaches in Chapter 31,...

Transnational collaboration in research, clinical service, service-learning, study-abroad programming, educational programs, and consulting among aphasiologists is on the rise worldwide. While it is exciting that global connections abound, it is also critical that we aphasiologists take seriously our roles in promoting human rights, equity, and inc...

This is a multi-author World Health Organization publication, translated into several languages. Coordinators are Jody-Anne Mills and Peter Skelton. Provides basic exercises and advice for adults who have been severely unwell and admitted to the hospital with COVID-19.

This is from a Master Class Invited by ASHA SIG 17: Global Issues in Communication Sciences and Related Disorders for the 2017 Convention of the American Speech-Language-Hearing Association. The class is focused on recommendations to the ASHA Board of Directors by the Ad Hoc Committee to Develop Guidance for Members and Students Engaging Globally i...

This is the report from the committee charged by the ASHA board of directors to provide guidance for ASHA members on the ethics of global engagement in clinical, scholarly, service, and educational activities.

Neuroimaging details Chapman, L.R., & Hallowell, B. (2021). Supplemental material: The unfolding of cognitive effort during sentence processing: Pupillometric evidence from people with and without aphasia. https://doi.org/10.1044/2021_JSLHR-21-00129

Purpose Arousal and cognitive effort are relevant yet often overlooked components of attention during language processing. Pupillometry can be used to provide a psychophysiological index of arousal and cognitive effort. Given that much is unknown regarding the relationship between cognition and language deficits seen in people with aphasia (PWA), p...

Hallowell, B., Enderby, P., Mills, J.A., & De Groote, W. (2021). Rehabilitation for patients with swallowing impairment after COVID-19 illness. OpenWHO. Geneva, Switzerland: World Health Organization. Geneva, Switzerland: World Health Organization. This is a module within The Clinical Management of Patients with COVID-19 course series, developed...

Complete list of linguistic stimuli used in Chapman & Hallowell, 2021. S1: Linguistic stimuli S2: Nouns, verbs, and associated psycholinguistic data

Purpose Pupillary responses captured via pupillometry (measurement of pupillary dilation and constriction during the performance of a cognitive task) are psychophysiological indicators of cognitive effort, attention, arousal, and resource engagement. Pupillometry may be a promising tool for enhancing our understanding of the relationship between co...

Note: Authors are not individually recognized; each is a representative to the Global Rehabilitation Alliance. Brooke Hallowell is one of the authors. This is a joint position statement by the representatives of the member organizations of the Global Rehabilitation Alliance, an affiliate of the World Health Organization. An ageing population, in...

We used eye tracking and behavioral measures to investigate sustained attention control (AC) and its influence on short-term memory (STM) recall in adults with and without aphasia. Results support the notion that sustained AC limitations underlie deficits in STM recall. STM recall challenges in people with aphasia may be associated with diversion o...

Citation Rehabilitation considerations for the COVID-19 outbreak Barrett, H., DeGroute, W., Denehy, L., Etimadi, Y., Gosslink, R., Grey, D., Hallowell, B., Lim, P., Marks, Elanie, Mishra, S., Molt, L., Purves, S., Samuel, R., Bermudez, V.S., Smiht, T., Rauch, A., Xavier, C., & Zamppolini, M. (2020). Rehabilitation considerations for the COVID-19 o...

This is a multi-author World Health Organization publication, translated into several languages. Organizers are Jody-Anne Mills and Peter Skelton. Provides basic exercises and advice for adults who have been severely unwell and admitted to the hospital with COVID-19. https://www.who.int/publications/m/item/support-for-rehabilitation-self-manage...

Language performance remains remarkably stable throughout the aging process. However, most studies have not been designed to capture effort applied to language processing. We utilized pupillometry to study cognitive effort during language processing in 50 individuals ranging from age 18-89. Participants listened to easy and difficult sentences whil...

Cognitive effort is an intensity component of processing that can be indexed using pupillometry, specifically task-evoked responses of the pupil (TERPs). Greater effort results in larger TERPs. There is pupillometric evidence that people with aphasia (PWA) do not allocate greater effort to process difficult linguistic stimuli, but the time-course o...

We used pupillometry to study cognitive effort allocation during short-term memory retention in people with and without aphasia. Using a visual change detection paradigm, we examined group differences in the effort allocated to retain items in memory (indexed via pupillary responses) and in recall (indexed via response accuracy). Pupillometric resu...

Introduction: Semantic priming paradigms are important for understanding lexical–semantic processing and the nature of linguistic deficits accompanying language performance in neurologically impaired individuals such as people with aphasia. Reaction-time-(RT)-based traditional semantic priming tasks entail potential confounds, especially problemati...

Using pupillometry, we investigated the time-course of spoken sentence processing effort associated with memory limitations. Cognitive effort, as indexed via peak pupillary responses, increased until the memory for holding sentential elements was overloaded. Allocation of effort appears to differ during earlier compared to later stages of processin...

Cognitive effort reflects processing intensity, indexed via task-evoked responses of the pupil (TERPs). TERPs provide valuable insight into language processing if tasks are designed to enable clear interpretation of results. An important question about pupillometric sentence-processing research design was addressed: Do secondary tasks (asking compr...

Understanding sentences depends on the accessibility of information as well as steady attentional control (AC) when formulating post-sentential responses. Using pupillometry, we investigated whether (a) cognitive requirements of answering questions influences cognitive effort, (b) this requirement can be modulated by information accessibility, and...

Cognitive effort is a vital aspect of language processing. Evidence on which to base decisions about what timeframe to use when analyzing cognitive effort during sentence processing is lacking. We examined timeframes for analyzing pupillometric data as indices of effort. Task-evoked responses of the pupils were recorded as 40 adults processed sente...

Purpose Language comprehension in people with aphasia (PWA) is frequently evaluated using multiple-choice displays: PWA are asked to choose the image that best corresponds to the verbal stimulus in a display. When a nontarget image is selected, comprehension failure is assumed. However, stimulus-driven factors unrelated to linguistic comprehension...

In this chapter, we consider varied means of classifying subtypes or syndromes of aphasia. In doing so, we review many of the symptoms and associated terminology that are important to know about as we study aphasia in general and as we learn about the challenges of particular individuals with aphasia with whom we work. We also consider critically t...

In Chapter 6, we reviewed basic aspects of the etiologies of traumatic brain injury (TBI). In the present chapter, we follow up with a brief discussion of the nature of the varied populations of TBI survivors, the many cognitive-communicative challenges that they (and those who care about them) face. We consider special clinical practice challenges...

In Chapters 1 and 2, we considered the rich career possibilities for speech-language pathologists (SLPs) who specialize in neurogenic communication disorders in clinical and research settings. In this chapter, we delve into the myriad roles that clinical aphasiologists play and consider the varied contexts for clinical practice, telepractice option...

In this chapter, we explore the most prevalent etiologies of neurogenic communication disorders, neurodegenerative conditions. Given the vastness of this topic, we focus selectively on categories of conditions for which speech-language pathologists (SLPs) are most often called upon for education, advocacy, counseling, assessment, and treatment. We...

As we note throughout this book, speech-language pathologists (SLPs) play critical roles as advocates in virtually every aspect of clinical and scholarly work in the field. In this chapter, we consider the importance of advocacy related to ethical and legal concerns. We also consider the interplay among morality, ethics, and law and how these const...

In this chapter, a strengths-based, empowering, person-centered approach to assessment is advocated. Wisdom gained from leading aphasiologists over the past several decades is shared. The aim is to set the stage for a holistic approach to clinical excellence in assessment. After reading and reflecting on the content in this chapter, you will ideall...

In this chapter, we review a rich set of general approaches to treatment in neurogenic language disorders. By general approaches, we mean that they are sets of principles and recommendations for how intervention is to be delivered. They reflect experts’ distillations of best practice in clinical aphasiology. These are loosely differentiated from th...

In this chapter, we review psychometric properties of assessment methods and tools. We also summarize the basic elements of diagnostic tests and processes. Practical examples of screening and case history items are provided. After reading and reflecting on the content in this chapter, you will ideally be able to answer, in your own words, the follo...

In the previous chapters in this section, we emphasized that clinicians, not tests, determine diagnoses and that assessment processes depend on much more than the use of published tests, scales, and screening instruments. Still, it is important for the excellent clinical aphasiologist to be knowledgeable about available assessment tools and how to...

In this chapter, we delve further into important aspects of best practices in intervention, focusing on the purposes of intervention and theories that support the ever-growing gamut of intervention methods. After reading and reflecting on the content in this chapter, you should be able to answer, in your own words, the following queries: 1. What ar...

Some of the greatest challenges for speech-language pathologists (SLPs) relate to the complexity of problem solving required to understand any individual’s neurological and psychosocial condition and to draw conclusions about the myriad influences on that person’s ability to communicate, participate maximally in desired daily life activities, and h...

As discussed in the Chapter 17, learning about individuals’ abilities in a variety of discourse contexts is essential to dynamic assessment. Challenges in the interactive use of language are the most detrimental impacts of a language disorder in terms of social relationships, quality of life, independence, self-esteem, and professional and educatio...

Sharing assessment results in writing and through interpersonal interactions is a fundamental component of clinical practice with people who have neurogenic communication disorders. The way we convey assessment findings is important for building rapport with and empowering the people we serve, helping them understand the nature of their challenges,...

The excellent clinician is a dedicated vehicle for fostering brain changes and helping people compensate for and cope with chronic challenges. As we discussed in the context of best practices in assessment (Chapter 17), honing in on the people with whom we are in an empowering, affirming clinical role is paramount in serving as that vehicle. So is...

As we discussed in Chapter 23, our means of supporting people in coping with the long-lasting effects of language disability are more rooted in counseling, coaching, and education-oriented practices than they are in direct language intervention. Given the life-affecting nature of acquired neurogenic communication disorders, counseling or life coach...

Recall that in Chapter 25 we reviewed many general approaches focused on helping people compensate for their language impairments through alternative and augmentative means of communication and supported conversation. In this chapter, we review a set of more specific compensatory approaches: Promoting Aphasics’ Communicative Effectiveness (PACE), C...

As you know, one of the most pervasive and persistent problems of people with neurogenic communication disorders, no matter what the etiology, is difficulty with word finding. This makes it especially important to have a solid repertoire of methods to target word finding in particular. In Chapter 25, we reviewed several approaches that may enhance...

As reviewed in Chapters 11, 12, and 13, many of the greatest challenges reported by formal and informal caregivers of people with dementia entail challenges in communication. Challenges such as repeated questioning, perseverative comments, and mutual expressions of frustration and anger over breakdowns in communication lead to frustration and reduc...

In this chapter, we consider examples of intervention approaches that serve as alternatives or adjuvants to more traditional types of intervention for people with cognitive-communicative disorders. Even if you consider this area of practice to largely reflect pseudoscience, as some certainly do, it is still important for you to know about it. After...

In Chapter 25, we reviewed several general approaches that help people with reduced expressive language engage in meaningful social interaction, especially through supported communication. In this chapter, we extend that discussion to specific approaches for improving expressive language abilities: Constraint Induced Language Therapy (CILT), script...

In this chapter, we review three impairment-based approaches focused on reducing syntactic deficits: Treatment of Underlying Forms (TUF), Mapping Therapy, and the Sentence Production Program for Aphasia (SPPA, an updated version of the Language Program for Syntax Stimulation). Recall that two approaches reviewed as lexical approaches in Chapter 31,...

Recall that reading and writing abilities tend to be similar in severity to listening and speaking abilities in people with aphasia. Still, there are some who have disproportionate challenges with reading and/or writing. Functional use of both involves interactive cognitive, linguistic, and perceptual (and in the case of writing, motor) processes (...

I could not imagine any academic or professional pursuit more rewarding than diving into the amazing world of adult neurogenic disorders of cognition and language. I took my first dive just over 30 years ago as an undergraduate student. Whether you are a certified speech-language pathologist (SLP), a neuroscientist with clinical interests, a studen...

In this chapter, we consider what makes clinicians in general, and those who work in the realm of acquired cognitive-linguistic disorders, in particular, truly excellent. Then we consider what it is that we might do to achieve the aspects of clinical excellence as we might define it ourselves and as seasoned experts, as well as the types of people...

In this chapter, we review aspects of neuroanatomy and neurophysiology and related principles that are vital to clinical practice with people who have acquired neurogenic cognitive-linguistic disorders. At varied points throughout this book, we refer to neuroanatomical components and principles as well as the functions of the nervous system as they...

This is the reference section for: Hallowell, B. (2017). Aphasia and other acquired neurogenic language disorders: A guide for clinical excellence. San Diego, CA: Plural Publishing. ISBN13: 978-1-59756-477-9

Cognitive effort is gaining recognition as a vital aspect of cognitive and linguistic processing. Pupillometry (online measurement of pupil diameter) enables objective indexing of cognitive effort. In this session we offer theoretically grounded and practical guidance on how to define and calculate an array of pupillometric measures of cognitive ef...

Using behavioral and pupillometric measures, we investigated how structuring information affects accuracy, speed, and cognitive effort during post-sentential processing of syntactically-complex sentences. Information structure interacts with syntax during post-processing sentences for an optimally efficient performance (i.e., more accurate, faster,...

Cognitive effort is a vital aspect of processing. Carefully designed pupillometric methods can elucidate cognitive effort exerted during linguistic processing. To further develop/validate a pupillometric method, 40 controls listened to sentences in two conditions: one with an explicit comprehension task, and one without. Results and implications wi...

The eyetracking data of participants with and without aphasia were indexed as they listened to auditory stimuli and viewed multiple-image displays. The mean proportion of fixation duration on the target (PFDT) were compared between the aphasia and control groups across time windows of the visual presentations.

We compared fixation duration (FD), an eyetracking measure, and task-evoked responses of the pupils (TERPs), as indices of cognitive effort during auditory sentence processing and viewing of multiple-image displays. Average FD and mean TERPs were influenced differently by image type (congruent versus incongruent) and sentence type (subject-relative...

The degree of cognitive effort expended during cognitive-linguistic tasks is distinct from timing and accuracy of responses. Syntactic structure is a known influence on sentence processing difficulty; processing complex syntactic structures requires greater cognitive effort. Information structure, the accessibility of discourse referents through se...

Health professionals, researchers, and policy makers often consider the two terms aphasia and dysphasia to be synonymous. The aim of this article is to argue the merits of the exclusive use of the term aphasia and present a strategy for creating change through institutions such as the WHO-ICD. Our contention is that one term avoids confusion, speec...

Measures of performance accuracy and speed, addressed in studies of language performance, do not capture the important construct of cognitive effort involved in language processing and comprehension. The purpose was to investigate how structuring information (given-before-new versus new-before-given) affects three aspects of language performance: a...