Studies about the evidence-based recommendations for the clinical rehabilitation have demonstrated the effectiveness of cognitive-linguistic therapies for the treatment of subjects with acquired language deficits beyond the period of spontaneous recovery. Within the theoretical frame of the cognitive approach, data from people with linguistic disorders can confirm or falsify models of the normal functioning of the language processing system; vice-versa, the normal functioning of the language processing system can be used to make predictions about the locus of a language disorder and to explain various patterns of deficits. The Lexical-semantic system is the model of language processing used as a theoretical background for the cognitive-linguistic approach. The model is organised in a number of components each devoted to the processing of specific information about words and involved in different linguistic tasks. The model provides both theoretically driven interpretations of aphasic disorders and theoretically driven predictions about the outcome of remediation programs. In the cognitive-linguistic approach, the language assessment process aims at exploring different levels of linguistic information: the phonological-orthographic level, the lexical-semantic level, the syntactic and the grammatical level. When cognitive models support remediation programs it is allowed to: 1) correctly identify the damaged component (or components) of the system that is responsible for the deficit exhibited by aphasic subjects; 2) easily discover what kind of linguistic information the aphasic patient is missing; 3) build up remediation programs addressing specifically the various functional disorders; 4) clearly define the tasks and the stimuli to be selected; 4) evaluate the benefits of treatment by means of specific tools; 5) make predictions about the evolution of the aphasic disorder; 6) define clear goals for the remediation program in order to reduce the uncertainty about its quality, duration, and interruption; 7) define clear parameters denoting improvement of the subjects’ performance: significant reduction of the number of errors, variations in the quality of errors, significant improvement for the treated stimuli and the trained component.
Riabilitazione in fase di stabilizzazione: l'approccio cognitivo-linguistico
DE MARTINO, MARIA
Writing – Review & Editing
2010-01-01
Abstract
Studies about the evidence-based recommendations for the clinical rehabilitation have demonstrated the effectiveness of cognitive-linguistic therapies for the treatment of subjects with acquired language deficits beyond the period of spontaneous recovery. Within the theoretical frame of the cognitive approach, data from people with linguistic disorders can confirm or falsify models of the normal functioning of the language processing system; vice-versa, the normal functioning of the language processing system can be used to make predictions about the locus of a language disorder and to explain various patterns of deficits. The Lexical-semantic system is the model of language processing used as a theoretical background for the cognitive-linguistic approach. The model is organised in a number of components each devoted to the processing of specific information about words and involved in different linguistic tasks. The model provides both theoretically driven interpretations of aphasic disorders and theoretically driven predictions about the outcome of remediation programs. In the cognitive-linguistic approach, the language assessment process aims at exploring different levels of linguistic information: the phonological-orthographic level, the lexical-semantic level, the syntactic and the grammatical level. When cognitive models support remediation programs it is allowed to: 1) correctly identify the damaged component (or components) of the system that is responsible for the deficit exhibited by aphasic subjects; 2) easily discover what kind of linguistic information the aphasic patient is missing; 3) build up remediation programs addressing specifically the various functional disorders; 4) clearly define the tasks and the stimuli to be selected; 4) evaluate the benefits of treatment by means of specific tools; 5) make predictions about the evolution of the aphasic disorder; 6) define clear goals for the remediation program in order to reduce the uncertainty about its quality, duration, and interruption; 7) define clear parameters denoting improvement of the subjects’ performance: significant reduction of the number of errors, variations in the quality of errors, significant improvement for the treated stimuli and the trained component.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
