Cognition and Acquired Language Disorders: An Information Processing Approach

Cognition and acquired language disorders......Page 2
Copyright......Page 3
Dedication......Page 4
Contributors......Page 6
References......Page 8
Assumptions in the study of cognition......Page 10
Approaches to the study of cognition......Page 12
Attention......Page 13
Long-term memory......Page 14
Information processing in working memory......Page 15
Executive function......Page 16
Language and communication......Page 17
A closing editorial......Page 18
References......Page 20
Concept of working memory......Page 22
Measuring working memory......Page 24
Aging and working memory......Page 25
Aging and the neurological basis of working memory......Page 26
A ceiling on language production......Page 28
Syntactic processing limitations......Page 29
Inhibitory deficits......Page 31
Distractions......Page 32
Hearing loss and effortfulness......Page 33
Dual-tasking and multitasking......Page 34
Conclusions......Page 35
Acknowledgments......Page 36
Visual-spatial span......Page 41
Executive function: updating......Page 42
Executive function: switching......Page 43
Metrics used in language sample analysis......Page 44
References......Page 45
Neuropathologies underlying acquired language disorders......Page 46
Acute ischemic stroke......Page 47
Intracerebral hemorrhage......Page 50
Subarachnoid hemorrhage......Page 53
Subdural hematoma......Page 54
Brain abscesses......Page 55
Acute disseminated encephalomyelitis......Page 57
Human immunodeficiency virus infection......Page 59
Diseases that worsen over time......Page 60
Primary progressive aphasia......Page 61
Creutzfeldt-jakob disease......Page 63
Migraines......Page 64
References......Page 65
Attention: architecture and process......Page 70
Attention is separate......Page 71
The three manipulations......Page 72
Alerting......Page 74
Yerkes-dodson law......Page 75
System 2—selective attention: orienting and selecting information......Page 76
The functional architecture and functional anatomy of selective attention......Page 77
How does selection work? biasing activation among representations......Page 78
The impact of descriptions measured with memory......Page 79
The functional architecture and functional anatomy of working memory......Page 80
Working memory and language......Page 81
Conflict monitoring and inhibitory regulation......Page 82
Goal-directed action versus task-irrelevant thought and mindwandering......Page 83
Training attention......Page 84
Training that affects system 1: arousal, alerting, and vigilance......Page 85
Training that affects system 3: executive and supervisory control......Page 86
Skill acquisition: changes in the need for attention with increases in practice and expertise......Page 87
The basic framework: proceduralization/programming theory......Page 88
What should be attended during learning?......Page 89
Strategy selection theory......Page 90
Instance retrieval theory......Page 91
Expert performance theory......Page 93
Impact of anxiety, threatened self-concept, and pressure to perform......Page 94
When high-powered people fail......Page 95
Epilogue: the office conversation......Page 96
References......Page 98
Types of memory......Page 103
Multiple memory systems......Page 104
Semantic memory......Page 105
Episodic memory......Page 106
Procedural memory......Page 109
Working memory......Page 110
Working memory and language comprehension......Page 113
Problems with the capacity view......Page 114
Implications for language processing......Page 118
Forgetting......Page 119
References......Page 122
Linguistics toolkit......Page 130
Merge and phrase structure......Page 131
Lexical entries......Page 133
Syntactic features of arguments......Page 135
Movement and copy-and-delete......Page 136
Argument structure, copies, and sentence processing......Page 137
Comprehension......Page 138
Word access......Page 139
Processing a simple sentence......Page 140
Resolving syntactic ambiguities......Page 141
Processing a simple sentence......Page 142
Assuming the least costly option: resource-based accounts......Page 143
Syntactically ambiguous sentences......Page 145
Long-distance dependencies......Page 148
Complexity......Page 151
Summary of psycholinguistics of sentence comprehension......Page 152
Conclusions......Page 153
References......Page 154
Defining executive functions......Page 156
Intracortical connections......Page 158
Projections to the claustrum, subthalamic region, and mesencephalon......Page 159
Major dysexecutive syndromes: normal and abnormal conditions......Page 160
Orbitofrontal syndrome......Page 161
Broca’s aphasia......Page 162
Transcortical (extrasylvian) motor aphasia......Page 163
Brodmann’s area 6 (lateral premotor cortex area, including the supplementary motor area)......Page 164
Brodmann’s area 8 (part of prefrontal cortex; lateral and medial supplementary motor area)......Page 165
The role of broca’s area in language and cognition......Page 166
Transcortical (extrasylvian) motor aphasia as a “dysexecutive aphasia”......Page 168
Frontal language abilities and metacognition......Page 169
Acknowledgment......Page 170
References......Page 171
Arousal, vigilance, intention, and attention mechanisms: the basics......Page 176
Neural substrates of arousal, vigilance, intention, and attention......Page 179
Effects of arousal, vigilance, intention, and attention impairments on language and communication......Page 183
Impairments in intention......Page 184
Implications of intention mechanisms for aphasia treatment......Page 186
Impairments in attention......Page 187
References......Page 189
Disorders of short-term memory and working memory......Page 192
Phonological versus semantic short-term memory deficits......Page 193
Effect of short-term memory deficits on learning......Page 195
Interpretive versus postinterpretive aspects of sentence processing......Page 196
Working memory and executive function......Page 197
Selection deficits......Page 198
Semantic dementia......Page 199
Semantic memory and language: conclusion......Page 200
Procedural memory and specific language impairment......Page 201
Acquired deficits in procedural memory and language......Page 203
Long-term episodic memory deficits......Page 204
Conclusions......Page 205
References......Page 206
Introduction......Page 211
A historical perspective......Page 212
Types of aphasia......Page 215
The study of language processing via on-line methodologies......Page 220
Production.......Page 221
Comprehension.......Page 222
Production.......Page 223
On-line evidence for processing-based account in aphasia.......Page 224
Syntax hypothesis.......Page 225
Sentence-level processing in wernicke’s aphasia......Page 226
Overview of the role of the rh in language processing......Page 227
Early reports of language disorders......Page 229
References......Page 234
References and suggested readings......Page 235
Communication following executive dysfunction......Page 236
Degenerative disorders and cognitive-communication impairment......Page 237
Localized brain damage, aphasia, and executive function......Page 238
Knowledge structure, executive function, and discourse......Page 239
Analysis of discourse......Page 241
Coherence......Page 242
Transcript ni 1: non-injured adult male......Page 243
Transcript ni 2: non-injured adult male......Page 244
Summary for transcript bi 2......Page 245
Summary and discussion......Page 246
References......Page 247
Management of acquired language disorders associated with attentional impairment......Page 250
Stroke......Page 251
Aphasia......Page 254
Right-hemisphere brain damage......Page 255
Alzheimer disease......Page 256
Specificity of attention interventions for language disorders......Page 257
Grounding......Page 258
Windowing......Page 259
Word and sentence processing......Page 263
Standardized testing......Page 265
Dual-tasks......Page 267
Restorative approaches......Page 269
Attention process training......Page 271
Direct process training for acquired language disorders......Page 272
Principles of treatment......Page 273
An assessment battery for patients with acquired language disorders due to attentional impairment......Page 280
References......Page 281
Nature of the impact on language and communication......Page 284
Standardized tests of cognitive-based communication disorders......Page 285
Nonstandardized assessment of cognitive-communication impairment......Page 286
Approaches to rehabilitation......Page 287
Nature of the impact on language and communication......Page 289
Approaches to rehabilitation......Page 290
Nature of the impact on language and communication......Page 292
Assessment......Page 293
Approaches to rehabilitation......Page 295
Acknowledgments......Page 297
Input lexical-semantic processing measures......Page 302
Part 2. span measures with language variations......Page 303
References......Page 305
Treating communication problems in individuals with disordered language......Page 307
Comprehension......Page 308
Production......Page 309
Syntactic aspects of language disorders......Page 310
Comprehension......Page 311
General guidelines of testing......Page 312
Production......Page 313
General considerations......Page 314
Treatment research......Page 315
Comprehension......Page 316
Treatment for acquired dyslexias......Page 317
Treatment for acquired dysgraphias......Page 318
Treatment for semantic impairments/lexical retrieval deficits......Page 319
Treatment of discourse impairments......Page 321
Summary of treatment studies......Page 323
Recovery patterns observed with functional imaging techniques......Page 324
Conclusions......Page 325
Orthographic treatments......Page 332
Syntactic treatment......Page 333
References......Page 334
Clinical approaches to communication impairments due to executive dysfunction......Page 335
Assessments of executive functioning......Page 336
Tests of executive functioning and communication in everyday contexts: standardized tests......Page 337
The virtual multiple errands test......Page 338
The awareness of social inference test (tasit)......Page 339
Collaborative contextualized hypothesis testing......Page 340
Treatment of executive functioning to improve communication outcomes......Page 341
Problem solving treatments......Page 342
Goal attainment scaling (gas) (table 15-3)......Page 343
Time pressure management (table 15-4)......Page 344
Pharmacological intervention......Page 346
Conclusions......Page 347
References......Page 352
A......Page 355
C......Page 357
E......Page 358
H......Page 359
L......Page 360
M......Page 361
P......Page 362
S......Page 363
U......Page 365
Y......Page 366