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PubMed1996

["Linguistitis" of medical terminology (I)].

A 1994/95 survey on language and terminology in emergency wards revealed a number of contradictory tendencies within today's Danish medical terminology. On the one hand, an increasing number of medical terms are nationalized. This tendency is reflected not only in intercollegial language, but also in the Danish version of the ICD-10 where a number of official diagnostic terms are casually translated into Danish or undergo various degrees of nationalization to appear as hybrids. On the other hand, knowledge of English becomes increasingly important: good passive command of the language is a must for medical students, and doctors committed to research need a good active command as well. This situation raises a number of questions: is there a need for setting up criteria for the terminology used in Danish medical literature and encyclopedia in order to avoid confusion, and for defining a language policy for future medical doctors?

Classification↗
PubMed1976

Otitis media and linguistic incompetence.

In the examination of some effects of chronic middle ear disorders on the development of auditory processing skills in socioculturally disadvantaged children, three groups of children received a battery of tests assessing speech hearing in quiet, speech hearing in noise, auditory discrimination, phonemic synthesis, dichotic listening, verbal intelligence, and nonverbal intelligence. The experimental group consisted of 14 Australian aboriginal children with histories of chronic middle disorder, whereas two control groups, one European and the other aboriginal, each contained 18 children with normal middle ear function. The results demonstrated that chronic middle ear impairment not only restricts the development of some auditory processing skills, but distorts their integrational pattern.

Audiometry↗
PubMed1976

Linguistic analysis of speech in affective disorders.

Various aspects of speech and language were compared, using psycholinguistic techniques, in a group of 15 depressed patients and 16 manic patients: lexical diversity, syntactical complexity, syntactical elements, and content analysis. Contrary to anticipation, the manic patients did not show more varied word choice or complexity of sentence structure than the depressives. In particular, they did not differ significantly in type-token ratio. The greatest difference was in syntactical elements, with manics using more action verbs, adjectives, and concrete nouns, while the depressed patients used more state of being verbs, modifying adverbs, first-person pronouns, and personal pronouns. When compared by content analysis, the manics used more words reflecting a concern with power and achievement. These results imply that depressive speech tends to be more vague and qualified and to show considerable self-preoccupation, while manic speech tends to be colorful and concrete and to show more concern with things than with people.

Achievement↗
PubMedDate not supplied

College students with dyslexia: persistent linguistic deficits and foreign language learning.

The first of these two studies compared college students with dyslexia enrolled in modified Latin and Spanish classes and non-dyslexic students enrolled in regular foreign language classes on measures of foreign language aptitude, word decoding, spelling, phonological awareness and word repetition. The groups did not differ on age or grade point average. Analyses indicated that students with dyslexia performed significantly poorer on the foreign language aptitude measures as well as on both phonological tasks, reading and spelling. In the second study, students with learning disabilities who were enrolled in a modified Latin class were not significantly different from their peers in a regular Latin class on grade point average or on performance on a proficiency examination at the end of the second semester. The data suggest that while phonological processing deficits persist into adulthood, students with dyslexia are able to acquire appropriate skills and information to successfully complete the University's foreign language requirement in classes modified to meet their needs.

Adult↗
PubMed1989

Genetic variation within two linguistic Amerindian groups: relationship to geography and population size.

Nine Carib and eight Tupi groups were studied for a minimum of eight common polymorphic systems and compared in terms of genetic distances using the methods of Nei and Edwards. Two levels of genetic information were distinguished, one with a maximum of 20 loci and another with a maximum of 12 loci considered. The dendrograms produced consistent, reproducible results, independent of the method used, when a minimum of ten polymorphic systems were included in the analysis. Irrespective of the number of systems or the method used, the Tupi showed two to three times higher average interpopulation genetic distances than the Carib groups, which may be due to their lower average population sizes, allowing for the action of genetic drift and/or founder effects, as these two sets of populations do not differ significantly in geographic range, years of contact with non-Indians, or degree of acculturation.

Bolivia↗
PubMedDate not supplied

Cross-linguistic transfer of phonological skills: a Malaysian perspective.

This study examined the phonological and reading performance in English of Malaysian children whose home language was Bahasa Malaysia (BM). A sample of 69 Malaysian Standard Two pupils (aged 7-8 years) was selected for the study. Since commencing school at the age of 6 years, the children had been learning to read in BM and had subsequently also been learning to read in English for some 12 months. The study was part of a larger scale research programme that fully recognized the limitations of tests that had not been developed and standardized in Malaysia. Nevertheless, as a first step to developing such tests, a comparison with existing norms for the Phonological Assessment Battery (PhAB) and the Wechsler Objective Reading Dimension (WORD) was undertaken in relation to information about the children's L1 and L2 language competencies. Results showed that the children's performance on PhAB was at least comparable to the UK norms while, not surprisingly, they fared less well on WORD. The results are discussed in terms of L1 and L2 transfer, whereby the transparency of written BM and the structured way in which reading is taught in BM facilitates performance on phonological tasks in English. This has implications for identifying children with phonologically based reading difficulties.

Child↗
PubMed1996

Disconnected phonology: a linguistic analysis of phonemic jargon aphasia.

This paper reports on indications of the nature of the neurolinguistic connection between phonological and lexical components of language, based on a case of phonemic jargon aphasia. Following bihemispheric embolic infarcts, the subject presented with severe fluent aphasia, characterized by fluent strings of phonemes, with virtually no intelligible utterances. Despite nearly total jargonized output, the fundamental phonological processes of speech were largely intact. Specifically she demonstrated: (1) English phonotactics and English stress-timed rhythmic principles, (2) aspirated stops word-initially and glottalized stops word-finally, (3) utterance final declination of pitch, and (4) stressed syllable vowel lengthening. Additionally, regional-specific (Southern American English) phonological processes, including monophthongization, in-gliding, and front vowel backing, were also preserved. Overall, the investigation reveals an example of an intact phonological rule system operating on a grossly disturbed input (lexical representation).

Aphasia, Wernicke↗
PubMed1998

Presupposition and implication of truth: linguistic deficits following early brain lesions.

Twenty-four children (4-17 years) with unilateral left (N = 14) or right (N = 10) hemisphere damage and 24 age-matched controls were tested on their ability to presuppose the truth of factive sentences e.g., "Max knew that he locked the door," and to infer the truth or falsity of implicative sentences "Max remembered to lock the door." Experimental sentence types varied according to the type of inference, the semantic features of the verb (factive vs. implicative), the presence and type of negation (lexical or syntactic), and the syntax of the complement (tensed or infinitive). Relative to age-matched controls, left lesion subjects were deficient in both their presupposition and implication performance, particularly when such inferences required the computation of negation scope. Right lesion subjects exhibited a somewhat more selective deficit; one limited to implication, but not presupposition, and one limited to lexical but not syntactic forms of negation.

Analysis of Variance↗