Lexical Difficulty Research Articles

Interlanguage Asymmetry as a Kind of Lexical Difficulties in the Tatar-Russian Translation

Throughout the history of human society, different people come and engage in trade, military, economic, political, scientific, cultural and other relations with each other. Since the communication is carried out, and in different languages, the need for translation from one language to another and translators has been and will remain. To transfer was the most appropriate, the translator just needs to have information about what lexical difficulties and where it is waiting for. One of the most traditional forms of lexical difficulty is the problem so-called "false friends". Historically, the "false friends" are the result of linguistic influence, in a limited number of cases it may be the result of random coincidences. Their total number and the role of each of the possible sources of their formation are different for each individual language pairs, identify the genetic and historical ties languages. Passing from one language to another, the words can develop and change their values. They are not only fixed in the new cultural and language environment realities of another culture, but also can "choose" from a semantic system borrowed words such values that are at the periphery; sometimes they get too narrow, or, on the contrary, broad, generalizing value. Therefore, among similar in external form of tokens of two languages, a rather large group are those whose values are not equivalent, ie. E. Completely asymmetrical. This article discusses cross-language inconsistencies resulting from the random phonetic matches and different understanding of loanwords. The paper also carried out a study on the transfer of debt, the problem of penetration of loans in the Tatar and Russian language study "false friends" as one of the main difficulties of lexical translation. DOI: 10.5901/mjss.2015.v6n6s3p205

Lexical Difficulty of Fixed Word Combinations in the Writing of EFL Students

Lexical Difficulty of Fixed Word Combinations in the Writing of EFL Students

Lexically conditioned phonetic variation in motherese: age-of-acquisition and other word-specific factors in infant- and adult-directed speech

AbstractWords produced to infants exhibit phonetic modifications relative to speech to adult interlocutors, such as longer, more canonical segments and prosodic enhancement. Meanwhile, within speech directed towards adults, phonetic variation is conditioned by word properties: lower word frequency and higher phonological neighborhood density (ND) correlate with increased hyperarticulation and degree of coarticulation. Both of these types of findings have interpretations that recruit listener-directed motivations, suggesting that talkers modify their speech in an effort to enhance the perceptibility of the speech signal. In that vein, the present study examines lexically-conditioned variation in infant-directed speech. Specifically, we predict that the adult-reported age at which a word was learned – lexical age-of-acquisition (AoA) – conditions phonetic variation in infant-directed speech. This prediction is indeed borne out in spontaneous infant-directed speech: later-acquired words are produced with more hyperarticulated vowels and a greater degree of nasal coarticulation. Meanwhile, ND predicts phonetic variation in data from spontaneous adult-directed speech, while AoA does not independently influence production. The patterns of findings in the current study support the stance that evaluation of the need for clarity is tuned to the listener. Lexical difficulty is evaluated by AoA in infant-directed speech, while ND is most relevant in adult-directed speech.

Age-related differences in inhibitory control predict audiovisual speech perception.

Audiovisual (AV) speech perception is the process by which auditory and visual sensory signals are integrated and used to understand what a talker is saying during face-to-face communication. This form of communication is markedly superior to speech perception in either sensory modality alone. However, there are additional lexical factors that are affected by age-related cognitive changes that may contribute to differences in AV perception. In the current study, we extended an existing model of spoken word identification to the AV domain, and examined the cognitive factors that contribute to age-related and individual differences in AV perception of words varying in lexical difficulty (i.e., on the basis of competing items). Young (n = 49) and older adults (n = 50) completed a series of cognitive inhibition tasks and a spoken word identification task. The words were presented in auditory-only, visual-only, and AV conditions, and were equally divided into lexically hard (words with many competitors) and lexically easy (words with few competitors). Overall, young adults demonstrated better inhibitory abilities and higher identification performance than older adults. However, whereas no relationship was observed between inhibitory abilities and AV word identification performance in young adults, there was a significant relationship between Stroop interference and AV identification of lexically hard words in older adults. These results are interpreted within the framework of existing models of spoken-word recognition with implications for how cognitive deficits in older adults contribute to speech perception.

The effect of lexical deficits on narrative disturbances in fluent aphasia

Background: The label “fluent aphasia” applies to different aphasic syndromes characterised by fluent speech with difficulties in lexical retrieval and/or grammatical processing.Aims: This study aims at investigating microlinguistic and macrolinguistic skills in persons with fluent aphasia. We hypothesised that their lexical and syntactic (i.e., microlinguistic) difficulties would affect also their narrative (i.e., macrolinguistic) skills.Methods & Procedures: Growing evidence shows that traditional tests may not be sensitive enough to capture the patterns of the linguistic impairments observed in these persons. Therefore, we used a narrative task to elicit linguistic samples. Spontaneous speech was elicited through a picture description task. The narrative samples were analysed with a multilevel approach that allows clinicians to quantify their productivity levels as well as their lexical, grammatical, and narrative skills. The spontaneous speech produced by a group of 20 persons with fluent aphasia was compared to that of a group of 20 healthy participants. All participants with aphasia were in the phase of neurological stability. The two groups were matched for age and level of formal education.Outcomes & Results: Results showed that the lexical impairment observed in the group of participants with fluent aphasia hampered the ability to produce well-formed sentences that, in turn, lowered the levels of cohesion of their narrative samples. Furthermore, the reduced levels of lexical informativeness were found correlated also to the production of errors of global coherence.Conclusions: These findings support the hypothesis that in these patients, microlinguistic difficulties might affect macrolinguistic processing. Furthermore, these results stress the importance of a multilevel approach to assess linguistic skills in patients with fluent aphasia, as it assesses both microlinguistic and macrolinguistic dimensions in parallel. Therefore, it allows linguists, psychologists, and clinicians to observe how the linguistic levels interact during natural language processing.

Design of short Italian sentences to assess near vision performance

PurposeTo develop and validate 28 short Italian sentences for the construction of the Italian version of the Radner Reading Chart to simultaneously measure near visual acuity and reading speed. Methods41 sentences were constructed in Italian language, following the procedure defined by Radner, to obtain “sentence optotypes” with comparable structure and with the same lexical and grammatical difficulty. Sentences were statistically selected and used in 211 normal, non-presbyopic, native Italian-speaking persons. The most equally matched sentences in terms of reading speed and number of reading errors were selected. To assess the validity of the reading speed results obtained with the 28 selected short sentences, we compared the reading speed and reading errors with the average obtained by reading two long 4th-grade paragraphs (97 and 90 words) under the same conditions. ResultsThe overall mean reading speed of the tested persons was 189±26wpm. The 28 sentences more similar in terms of reading times were selected, achieving a coefficient of variation (the relative SD) of 2.2%. The reliability analyses yielded an overall Cronbach's alpha coefficient of 0.98. The correlation between the short sentences and the long paragraph was high (r=0.85, P<0.0001). ConclusionsThe 28 short single Italian sentences optotypes were highly comparable in syntactical structure, number, position, and length of words, lexical difficulty, and reading length. The resulting Italian Radner Reading Chart is precise (high consistency) and practical (short sentences) and therefore useful for research and clinical practice to simultaneously measure near reading acuity and reading speed.

English sentence optotypes for measuring reading acuity and speed--the English version of the Radner Reading Charts.

To develop 28 short sentence optotypes for the English version of the Radner Reading Charts that are as comparable as possible in number and length of words, as well as in difficulty and syntactical construction. Thirty-four English sentences were constructed following the method used for other Radner Reading Charts to obtain "sentence optotypes" with comparable structure and the same lexical and grammatical difficulty. Best comparable sentences were statistically selected and standardized in 50 volunteers. Reading speed and the number of errors were determined. Validity was analyzed with a 124-word long 4th-grade paragraph of the Florida Comprehensive Assessment Test®. Computerized measurements of reading parameters were performed with the RADNER Reading Device (RAD-RD©; in conjunction with a PC and microphone). The mean reading speed obtained with the 28 selected short sentences was 201.53 ± 35.88 words per minute (wpm), as compared to 215.01 ± 30.37 wpm for the long paragraph. The mean reading times were 4.30 ± 0.79s and 35.26 ± 4.85s, respectively. The mean number of reading errors was 0.11 ± 0.34. The correlation between the short sentences and the long paragraph was high (r = 0.76; p < 0.05; n = 50). Reliability analyses yielded an overall Cronbach's alpha coefficient of 0.9743. The present study indicates that the 28 selected English sentence optotypes are comparable in terms of both lexical difficulty as well as in reading length, and it demonstrates the validity and reliability of such sentences as test items for determining reading parameters such as reading acuity and speed.

Lexical difficulty and diversity of American elementary school reading textbooks

Lexical difficulty and diversity of American elementary school reading textbooks

Verb processing in Basque and French agrammatic aphasia: A “post-lexical access” deficit

Background: Verb processing is largely described across languages as being impaired in agrammatic aphasia, i.e., non-fluent aphasia with so-called “telegraphic style”. Although both lexical and morphosyntactic errors have been reported in the literature, this paper questions the claim that impaired access to verbs is a hallmark of this clinical syndrome.Aims: The present study aims to assess how agrammatic verb processing is impaired in two languages with distinct grammatical properties: Basque and French, and to test hypotheses that suggested an access deficit to verbs on this new database. Moreover, the nature of agrammatic verb errors is analysed from an interdisciplinary neuropsycholinguistic perspective according to which aphasic symptoms should be interpretable at different levels of organisation of language processing involving neural, cognitive and linguistic aspects.Methods & Procedures: A protocol built on Basque and French grammatical properties was designed in order to assess whether errors are specific to verbs, whether they are lexical or morphosyntactic and whether the verb argument structure complexity increases lexical and morphosyntactic processing difficulties, in both production and comprehension. One Basque-speaking and one French-speaking patient with agrammatism and matched controls were assessed on various oral tasks (object and action naming; sentence production and comprehension; prepositional phrase production), each of them containing 20 pictures displayed on a computer. Data were collected using a digital recorder.Outcomes & Results: Results show that agrammatic speakers produced many lexical verbs of every argument structure type. Errors were specifically morphosyntactic and increased with the verb argument structure complexity. However, verb errors were different in Basque and French due to their distinct morphosyntactic properties. In addition, whereas errors appeared in French in the use of prepositions, case morphology was well preserved in Basque, raising the issue of considering distinct neurocognitive mechanisms underlying different morphological systems.Conclusions: This paper supports the view that Basque and French agrammatic data collected from this study do not result from a lexical-access deficit. However, this interpretation depends on how one considers inflected verbs to be processed (endolexicon or exolexicon), as addressed in the discussion. In conclusion, a “post-lexical access” deficit is rather suggested, that is prior to morphophonological encoding, and affects abstract morphosyntactic operations required to implement the verb argument structure.

On the effects of second language immersion on first language production

The present study was aimed at investigating how the effects of a second language (L2) immersion on first language (L1) production are modulated by lexical frequency and the cognate status of words. By means of a picture naming and a semantic fluency task, we longitudinally explored the changes in L1 performance of a group of immersed learners. Our results revealed slower naming latencies at the end than at the beginning of the immersion period but only for those pictures whose corresponding names were low frequency and non-cognates. Moreover, the semantic fluency task revealed a decrease in the percentage of non-cognate words produced at the end of the immersion period. The observed decline in the accessibility to L1 words after a short L2 immersion period is explained in terms of the general bilingual lexical access disadvantage and studies of L1 attrition in speech production. Specifically, the present findings are more in line with theoretical accounts that consider lexical difficulties to be the result of changes in the frequency of use of the L1 during a short L2 immersion period.

Diagnosing language impairment in bilinguals: Professional experience and perception

Diagnosing specific language impairment (SLI) in monolingual children is a complex task, with some controversy regarding criteria. Diagnosis of SLI in bilinguals is made more complex by the lack of standardized assessments and poor understanding of clinical markers in languages other than English. There is an added complexity when one of the languages being acquired is an endangered one, where the domains of use and input are restricted, and where input is affected by convergence with the majority language. This article explores the challenge facing speech and language therapists and psychologists in diagnosing SLI in bilingual children acquiring Irish and English. Six speech and language therapists and four psychologists took part in semi-structured interviews exploring the impact of the bilingual environment, the nature of bilingual language impairment, current practices and the needs of these children. Thematic analysis was carried out and here three of the main themes emerging in the areas of assessment, the bilingual environment and characteristics of language impairment in this population are discussed. For assessment, an overriding theme was the requirement of standardized testing to secure additional educational and therapy resources for these children. However, because there are no standardized tests available in Irish, both professions end up translating existing English-based language and psychological assessments, using the norms provided to achieve standard scores. Both professions expressed strong dissatisfaction with this practice but saw little choice, given the Department of Education’s approach to allocation of supports. Language impairment in Irish was characterized by lexical difficulties, particularly with verbs and prepositions, tense errors, and significant borrowing and code-switching with English. Other themes that emerged were the growing influence of English as the children became older, which affected both attitudes to the minority Irish language as well as the content and structure of the language itself. The implications for service provision for bilingual populations in general are outlined.

Detecting Different Types of Reading Difficulties: A Comparison of Tests

The focus of this paper is on the assessment of the two main processes that children must acquire at the single word reading level: word recognition (lexical) and decoding (nonlexical) skills. Guided by the framework of the dual route model, this study aimed to (1) investigate the impact of item characteristics on test performance, and (2) determine to what extent widely used reading measures vary in their detection of lexical and nonlexical reading difficulties. Thirty children with reading difficulties were administered selected reading subtests from the Woodcock-Johnson III, the Wechsler Individual Achievement Test – Second Edition, the Castles and Coltheart Reading Test 2 (CC2), as well as a measure of nonverbal IQ. Both within-subjects analyses and descriptive data are presented. Results suggest that in comparison to a pure measure of irregular word reading, children with reading difficulties perform better on word identification subtests containing both regular and irregular word items. Furthermore, certain characteristics (e.g., length, similarity to real words) appear to influence the level of difficulty of nonword items and tests. The CC2 subscales identified the largest proportions of children with reading difficulties. Differences between all test scores were of statistical and clinical significance. Clinical and theoretical implications are discussed.

Comparing monitoring and production based approaches to the treatment of phonological assembly difficulties in aphasia

Background: Waldron, Whitworth, and Howard (2011) replicated the auditory and monitoring therapy reported in a single case by Franklin, Buerk, and Howard (2002) with four participants with phonological assembly difficulties. No participant responded in the same way as Franklin et al.’s client MB and, notably, all improvements seen were item-specific, in contrast to MB who had shown generalised improvements in naming, repetition, and reading aloud. Waldron et al. attributed this difference to the combination of underlying impairments in their participants, in particular additional lexical deficits; it remains unknown whether Franklin et al.’s results would be replicated in someone with a more pure phonological assembly difficulty. It is also unknown whether a more direct therapy approach, targeting a reduction in the production of phonological errors, rather than improving monitoring, might also be effective with this client group. Aims: The current study aimed to compare the effectiveness of the auditory and monitoring therapy reported by Franklin et al. (2002) with a production-focused therapy based on the articulatory kinematic treatment of apraxia of speech (AOS), in a single participant with phonological assembly difficulties. Methods & Procedures: Participant RE received three consecutive therapy phases: Franklin et al.’s auditory therapy, followed by a new production therapy involving a hierarchy of articulatory kinematic cues and the production of minimal contrast pairs, and finally Franklin et al.’s monitoring therapy. As RE's linguistic profile was similar to that of Franklin et al.’s client, it was predicted that he would make similar gains, i.e., generalised improvement in the production of treated and untreated words, following all three therapy types. Outcomes & Results: RE's naming of treated items improved significantly after both the production therapy and the monitoring therapy, but naming of untreated items did not improve and there were no naming improvements following the auditory therapy. Conclusions: Two possible reasons why RE did not respond as predicted are discussed. First, that RE may have had additional lexical retrieval difficulties, in which case therapy could have improved the link between semantics and lexical phonology; and second, that RE may have had additional mild AOS, in which case therapy may have resulted in improved motor planning abilities. Neither of these hypotheses could fully account for all of RE's results. Nonetheless, the production therapy was shown to be an effective alternative approach for clients with phonological assembly difficulties, when a direct focus on speech production is needed.

Factors Contributing to Speech Perception Scores in Long-Term Pediatric Cochlear Implant Users

The objectives of this report are to (1) describe the speech perception abilities of long-term pediatric cochlear implant (CI) recipients by comparing scores obtained at elementary school (CI-E, 8 to 9 yrs) with scores obtained at high school (CI-HS, 15 to 18 yrs); (2) evaluate speech perception abilities in demanding listening conditions (i.e., noise and lower intensity levels) at adolescence; and (3) examine the relation of speech perception scores to speech and language development over this longitudinal timeframe. All 112 teenagers were part of a previous nationwide study of 8- and 9-yr-olds (N = 181) who received a CI between 2 and 5 yrs of age. The test battery included (1) the Lexical Neighborhood Test (LNT; hard and easy word lists); (2) the Bamford Kowal Bench sentence test; (3) the Children's Auditory-Visual Enhancement Test; (4) the Test of Auditory Comprehension of Language at CI-E; (5) the Peabody Picture Vocabulary Test at CI-HS; and (6) the McGarr sentences (consonants correct) at CI-E and CI-HS. CI-HS speech perception was measured in both optimal and demanding listening conditions (i.e., background noise and low-intensity level). Speech perception scores were compared based on age at test, lexical difficulty of stimuli, listening environment (optimal and demanding), input mode (visual and auditory-visual), and language age. All group mean scores significantly increased with age across the two test sessions. Scores of adolescents significantly decreased in demanding listening conditions. The effect of lexical difficulty on the LNT scores, as evidenced by the difference in performance between easy versus hard lists, increased with age and decreased for adolescents in challenging listening conditions. Calculated curves for percent correct speech perception scores (LNT and Bamford Kowal Bench) and consonants correct on the McGarr sentences plotted against age-equivalent language scores on the Test of Auditory Comprehension of Language and Peabody Picture Vocabulary Test achieved asymptote at similar ages, around 10 to 11 yrs. On average, children receiving CIs between 2 and 5 yrs of age exhibited significant improvement on tests of speech perception, lipreading, speech production, and language skills measured between primary grades and adolescence. Evidence suggests that improvement in speech perception scores with age reflects increased spoken language level up to a language age of about 10 yrs. Speech perception performance significantly decreased with softer stimulus intensity level and with introduction of background noise. Upgrades to newer speech processing strategies and greater use of frequency-modulated systems may be beneficial for ameliorating performance under these demanding listening conditions.

Perceptual contributions to monosyllabic word intelligibility: Segmental, lexical, and noise replacement factors

This study investigated the relative contributions of consonants and vowels to the perceptual intelligibility of monosyllabic consonant-vowel-consonant (CVC) words. A noise replacement paradigm presented CVCs with only consonants or only vowels preserved. Results demonstrated no difference between overall word accuracy in these conditions; however, different error patterns were observed. A significant effect of lexical difficulty was demonstrated for both types of replacement, whereas the noise level used during replacement did not influence results. The contribution of consonant and vowel transitional information present at the consonant-vowel boundary was also explored. The proportion of speech presented, regardless of the segmental condition, overwhelmingly predicted performance. Comparisons were made with previous segment replacement results using sentences [Fogerty, and Kewley-Port (2009). J. Acoust. Soc. Am. 126, 847-857]. Results demonstrated that consonants contribute to intelligibility equally in both isolated CVC words and sentences. However, vowel contributions were mediated by context, with greater contributions to intelligibility in sentence contexts. Therefore, it appears that vowels in sentences carry unique speech cues that greatly facilitate intelligibility which are not informative and/or present during isolated word contexts. Consonants appear to provide speech cues that are equally available and informative during sentence and isolated word presentations.

Factors influencing recognition of interrupted speech

This study examined the effect of interruption parameters (e.g., interruption rate, on-duration and proportion), linguistic factors, and other general factors, on the recognition of interrupted consonant-vowel-consonant (CVC) words in quiet. Sixty-two young adults with normal-hearing were randomly assigned to one of three test groups, "male65," "female65" and "male85," that differed in talker (male/female) and presentation level (65/85 dB SPL), with about 20 subjects per group. A total of 13 stimulus conditions, representing different interruption patterns within the words (i.e., various combinations of three interruption parameters), in combination with two values (easy and hard) of lexical difficulty were examined (i.e., 13×2=26 test conditions) within each group. Results showed that, overall, the proportion of speech and lexical difficulty had major effects on the integration and recognition of interrupted CVC words, while the other variables had small effects. Interactions between interruption parameters and linguistic factors were observed: to reach the same degree of word-recognition performance, less acoustic information was required for lexically easy words than hard words. Implications of the findings of the current study for models of the temporal integration of speech are discussed.

Treatment of word retrieval impairments in aphasia: Evaluation of a self-administered home programme using personally chosen words

Background: While previous research has shown that a number of tasks can be successful in improving word retrieval following aphasia, the majority of studies result in improvement restricted to treated items. This has two major implications: first it is essential that personally relevant items of communicative value are treated. Second, treatment is likely to be required long term. Therapy provided as a self-administered home programme has the potential to improve the long-term accessibility of therapy and to be more cost effective. This research was part of a larger investigation into treatment for lexical retrieval difficulties in adults with aphasia. Our earlier research found that treatment using repetition in the presence of a picture conducted by a clinician was effective in improving the later retrieval of treated words. In this study we modified the treatment programme such that it could be carried out independently by the participants as a home programme using personally chosen words. Aims: The aims of our study were first, to determine if a home treatment programme for word retrieval with personally chosen words could result in significant improvements in lexical retrieval, and second, to observe if there would be carry over to improved word retrieval in conversation. Methods & Procedures: Three people with aphasia participated, and selected 60 personally relevant words for treatment. These stimuli were treated in two sets, each for eight sessions over 2 weeks. Outcomes of treatment were evaluated by comparing naming of these items on three pre-treatment baselines, with naming following the completion of the programme. Semi-structured conversations based around topics relating to the target words were sampled prior to treatment and following treatment to observe generalisation to conversation. Outcomes & Results: Two participants showed evidence of increased accuracy for naming of treated items following the home programme with no change in naming of unseen controls. The conversation outcomes were less clear, with only one participant showing any evidence of greater production of treated items in conversation. Conclusions: This study found that the home treatment programme using personally chosen words improved word retrieval for some participants. However, the outcomes were less robust than those of a clinician-directed therapy study previously conducted by the researchers. There were limitations in the sensitivity of the measures of transfer to conversation and further investigation is required into the extent to which benefits in single word retrieval carry over into word retrieval in conversation.

Assessing Multimodal Spoken Word-in-Sentence Recognition in Children With Normal Hearing and Children With Cochlear Implants

To examine multimodal spoken word-in-sentence recognition in children. Two experiments were undertaken. In Experiment 1, the youngest age with which the multimodal sentence recognition materials could be used was evaluated. In Experiment 2, lexical difficulty and presentation modality effects were examined, along with test-retest reliability and validity in normal-hearing children and those with cochlear implants. Normal-hearing children as young as 3.25 years and those with cochlear implants just under 4 years who have used their device for at least 1 year were able to complete the multimodal sentence testing. Both groups identified lexically easy words in sentences more accurately than lexically hard words across modalities, although the largest effects occurred in the auditory-only modality. Both groups displayed audiovisual integration with the highest scores achieved in the audiovisual modality, followed sequentially by auditory-only and visual-only modalities. Recognition of words in sentences was correlated with recognition of words in isolation. Preliminary results suggest fair-to-good test-retest reliability. The results suggest that children's audiovisual word-in-sentence recognition can be assessed using the materials developed for this investigation. With further development, the materials hold promise for becoming a test of multimodal sentence recognition for children with hearing loss.

Communication in conversation in stroke patients

In stroke patients, it has been suggested that communication disorders could result from lexical and syntactic disorders in left hemisphere lesions and from pragmatics problems in right lesions. However, we have little information on patient behaviour in dyadic communication, especially in conversation. Here, we analyzed the various processes participating in communication difficulties at the rehabilitation phase (1-6 months) post-stroke, in order to define the main mechanisms of verbal and non-verbal communication (VC, NVC) disorders and their relationship with aphasic disorders. Sixty-three patients were recruited, who belonged to six groups, with left or right cortico-sub-cortical (L-CSC, R-CSC) or sub-cortical (L-SC, R-SC), frontal (Fro) or posterior fossa (PF) lesions. They were compared with an equivalent control group (gender, age, education level). We used the Lille Communication Test, which comprises three parts: participation to communication (greeting, attention, engagement), verbal communication (verbal comprehension, speech outflow, intelligibility, word production, syntax, verbal pragmatics and verbal feedback) and non-verbal communication (understanding gestures, affective expressivity, producing gestures, pragmatics and feedback). We also used the Functional Communication Profile and the Boston Diagnostic Aphasia Examination (BDAE). Decrease in participation was found in L-CSC, R-CSC and Fro patients. Verbal communication was essentially disrupted in L-SCS and L-SC groups, including by verbal pragmatic disorders, and to a lesser degree in frontal patients. Nonverbal communication was mainly affected in R-CSC patients, especially by pragmatic difficulties. L-CSC patients showed an increase in gesture production, compensating for aphasia. In conclusion, communication disorders were relatively complex and could not be summarised by syntactical and lexical difficulties in left stroke and pragmatic problems in right stroke. The former also showed severe verbal pragmatic difficulties. Frontal stroke also resulted in evident verbal and non-verbal disorders.

Tendências da aquisição lexical em crianças em desenvolvimento normal e crianças com Alterações Específicas no Desenvolvimento da Linguagem

O objetivo do presente estudo foi descrever as semelhanças e diferenças encontradas ao longo da aquisição lexical por crianças em desenvolvimento normal e crianças com Alterações Específicas no Desenvolvimento da Linguagem (AEDL), por meio de um amplo levantamento bibliográfico em bases de dados (SciELO, Lilacs, PubMed, Web of Science, Dedalus), que abrangeu as últimas décadas de estudos na área. Os estudos selecionados, de natureza observacional ou experimental, mostraram grande variedade de achados relacionados ao desenvolvimento do vocabulário, abrangendo as tendências e variações e também outras habilidades envolvidas no processo de aquisição lexical. De maneira geral, os resultados sugerem que as alterações lexicais que constituem um dos marcos inicialmente observados em crianças com AEDL são justificadas por dificuldades observadas em habilidades e/ou características influenciadas ou diretamente relacionadas aos mecanismos envolvidos no processamento da informação, que comprometem a qualidade e a recuperação das representações fonológicas e semânticas correspondentes a um novo item lexical. Entretanto, vários estudos sugerem que situações ostensivas e de grande suporte contextual que enfoquem poucas novas palavras favorecem a aquisição lexical de crianças com AEDL.