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Disconnection anomia or modality-specific anomia: this subset of anomia affects patients' ability to name or distinguish objects if they are presented through a certain sensory modality, and is caused by a disconnect between the given sensory cortex and the language centers of the brain. For example, a patient may be able to distinguish an ...
Mixed receptive-expressive language disorder (DSM-IV 315.32) [1] is a communication disorder in which both the receptive and expressive areas of communication may be affected in any degree, from mild to severe. [2] Children with this disorder have difficulty understanding words and sentences.
In particular, new code emphasizes individual calibration and sensory acuity, precluding such a rigidly specified model as the one described above. [23] Responding directly to sensory experience requires an immediacy which respects the importance of context. John Grinder has stated that a representational system diagnosis lasts about 30 seconds ...
Transcortical sensory aphasia is characterized as a fluent aphasia. Fluency is determined by direct qualitative observation of the patient’s speech to determine the length of spoken phrases, and is usually characterized by a normal or rapid rate; normal phrase length, rhythm, melody, and articulatory agility; and normal or paragrammatic speech. [5]
Paraphasia is associated with fluent aphasias, characterized by "fluent spontaneous speech, long grammatically shaped sentences and preserved prosody abilities." [4] Examples of these fluent aphasias include receptive or Wernicke's aphasia, anomic aphasia, conduction aphasia, and transcortical sensory aphasia, among others.
Aphasia, also known as dysphasia, [a] is an impairment in a person’s ability to comprehend or formulate language because of damage to specific brain regions. [2] The major causes are stroke and head trauma; prevalence is hard to determine, but aphasia due to stroke is estimated to be 0.1–0.4% in developed countries. [3]
For example, many individuals who have expressive aphasia struggle with Wh- sentences. "What" and "who" questions are problematic sentences that this treatment method attempts to improve, and they are also two interrogative particles that are strongly related to each other because they reorder arguments from the declarative counterparts. [58]
Example: leg sentences showed premotor activity dorsal to hand sentences dorsal to mouth sentences. Aziz-Zadeh and colleagues localized foot, hand, and mouth premotor regions of interest in each subject by having subjects watch actions associated with each effector and read phrases associated with the foot, hand, and mouth.