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Encyclopedia of Cognitive Science
Abstract
Conversations emerge as people use dialogue to coordinate on joint activities they engage in. People proceed turn by turn as they reach local agreements on the course of each section and subsection, including the opening and closing of the conversation itself.
... 46e48 Current theories capture the idea that cognition and language have complex similarities and differences, and both develop over the human life span from genetic factors constrained by environmental input and cultural factors. 49,50 A populationbased study (including all GMFCS levels) indicated that children with intellectual impairment (IQ < 70) are at higher risk of communication impairment than those without. 51 If communication problems in children with severe CP are specific to language or can be explained with reference to other more general aspects of cognition needs further investigation. ...
To identify relations between brain abnormalities and spoken language comprehension, MRI characteristics of 80 nonspeaking children with severe CP were examined.
MRI scans were analysed for patterns of brain abnormalities and scored for specific MRI measures: white matter (WM) areas; size of lateral ventricles, WM abnormality/reduction, cysts, subarachnoid space, corpus callosum thinning and grey matter (GM) areas; cortical GM abnormalities, thalamus, putamen, globus pallidus and nucleus caudatus and cerebellar abnormalities. Language comprehension was assessed with a new validated instrument (C-BiLLT).
MRI scans of 35 children were classified as a basal ganglia necrosis (BGN) pattern, with damage to central GM areas; in 60% of these children damage to WM areas was also found. MRI scans of 13 children were classified as periventricular leukomalacia (PVL) with little concomitant damage to central GM areas, 13 as malformations and 19 as miscellaneous. Language comprehension was best in children with BGN, followed by malformations and miscellaneous, and was poorest in PVL. Linear regression modelling per pattern group (malformations excluded), with MRI measures as independent variables, revealed that corpus callosum thinning in BGN and parieto-occipital WM reduction in PVL were the most important explanatory factors for poor language comprehension. No MRI measures explained outcomes in language comprehension in the miscellaneous group.
Comprehension of spoken language differs between MRI patterns of severe CP. In children with BGN and PVL differences in language comprehension performance is attributed to damage in the WM areas. Language comprehension was most affected in children with WM lesions in the subcortical and then periventricular areas, most characteristic for children with PVL.
Copyright © 2015 European Paediatric Neurology Society. Published by Elsevier Ltd. All rights reserved.
Psyko- og neurolingvistiske undersøgelser er i opblomstring blandt danskesprogforskere. Denne artikel giver en grundlæggende indføring i hvad neurolingvistikog psykolingvistik er, og hvordan disse tilgange adskiller sig fra andresprogvidenskabelige discipliner. Gennem eksempler fra samtidig dansk forskningargumenteres der for neuro- og psykolingvistikkens potentiale i en dansksammenhæng: De kan bidrage til udforskningen af det danske sprog, ligesomforskning i dansk sprog kan bidrage til besvarelsen af neuro- og psykolingvistiskekernespørgsmål. Psykolingvistikkens metoder er ikke oprindeligt udvikletmed sprogvidenskabelige spørgsmål for øje, men giver nye muligheder forindsigt i hjernens arbejde med sprog og i sammenhænge mellem sprog ogkognition. Metoderne er dog også underlagt en række praktiske begrænsningerder gør det svært at undersøge sprog og kognition som situationelt og interaktioneltforankret.
Even though we know that external memory aids support communication in Alzheimer's disease, the components of the communication aids for individuals with Alzheimer's disease have not been studied systematically. The goal of these two pilot experiments was to examine differences in conversational performance of adults with Alzheimer's disease related to the presence and absence of an aid, the type of symbol embedded in the aid, and the presence or absence of voice output. In Experiment 1, 30 adults with moderate-to-severe Alzheimer's disease participated in 10-min conversations with and without personalized AAC boards. There was no effect of AAC, regardless of symbol type, and a deleterious effect of voice output. In Experiment 2, modified spaced-retrieval training preceded conversations, standardized prompts were presented, and semantically-based dependent variables were examined. For the 11 participants in the second experiment, there was a significant effect of AAC, showing that the presence of AAC was associated with greater use of targeted words during personal conversations. We discuss new information about the contribution of AAC for persons with Alzheimer's disease, and demonstrate how the applied research process evolves over the course of a long-term commitment to a scientific investigation.
A problem is a state of difficulty that needs to be resolved. For example, if you accidentally lock your car keys inside the car, the problem is how to get home or wherever you need to go without access to the car. Problem solving is the goal-driven process of changing one state of difficulty into a state that does not include the source of difficulty (Simon, 1999). The state without the source of difficulty is the desirable state. According to Sternberg and colleagues (e.g., Pretz, Naples, & Sternberg, 2003, pp. 4–5) and others (Bransford & Stein, 1993; Hayes, 1989), the problem-solving process can be described as a cycle of seven steps or events: (1) a problem is recognized or identified in the environment; (2) the problem is defined and represented mentally; (3) within the mental representation generated, a solution strategy is developed to solve the problem; (4) relevant knowledge about the problem is organized; (5) the physical and mental resources needed to solve the problem are distributed; (6) progress toward the goal of solving the problem is monitored; and (7) the solution is evaluated for meeting the goal of solving the problem.
* We wish to acknowledge the help, through discussion and/or through bringing relevant data to our attention, of Jo Ann Goldberg, Anita Pomerantz, and Alene Terasaki at the University of California, Irvine, and of Françoise Brun-Cottan, Irene Daden, and Louise Kerr at the University of California, Los Angeles. Harvey Sacks was killed in an automobile accident while this paper was undergoing final revision.
1. Bolinger ([1953] 1965:248) writes:
'What speakers avoid doing is as important as what they do. Self-correction of speech and writing, and the correction of others in conversation ("I can't understand what you say"), in classrooms, and over editorial desks is an unending business, one that determines the outlines of our speech just as acceptances determine its mass. Correction, the border beyond which we say "no" to an expression, is to language what a seacoast is to a map. Up to now, linguistic scientists have ignored it because they could see in it nothing more than the hankerings of pedants after a standard that is arbitrary, prejudiced and personal. But it goes deeper. Its motive is intelligibility, and in spite of the occasional aberrations that have distracted investigators from the central facts, it is systematic enough to be scientifically described.'
Not much has been made of the distinction—in part, perhaps, because the disciplines have used it to divide up their work, self-correction being occasionally discussed by linguists (since it regularly occurs within the sentence?), e.g. Hockett...
The organization of taking turns to talk is fundamental to conversation, as well as to other speech-exchange systems. A model for the turn-taking organization for conversation is proposed, and is examined for its compatibility with a list of grossly observable facts about conversation. The results of the examination suggest that, at least, a model for turn-taking in conversation will be characterized as locally managed, party-administered, interactionally controlled, and sensitive to recipient design. Several general consequences of the model are explicated, and contrasts are sketched with turn-taking organizations for other speech-exchange systems.
Cambridge Core - Semantics and Pragmatics - Pragmatics - by Stephen C. Levinson
This book, first published in 1996, argues that language use is more than the sum of a speaker speaking and a listener listening. It is the joint action that emerges when speakers and listeners - writers and readers - perform their individual actions in coordination, as ensembles. The author argues strongly that language use embodies both individual and social processes.