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R Bastiaanse

Publications and source records attributed to R Bastiaanse.

3 recordsLinked to original sources

Broca's aphasia: a syntactic and/or a morphological disorder? A case study.

The patient described here suffers from Broca's aphasia without a comprehension disorder. She is unique, since she has two speech styles available and she shifts between them spontaneously. One style is characterized by a mild syntactic disorder and the other by a quite severe morphological and syntactic disorder. None of the current theories about the underlying disorder in Broca patients without comprehension deficits can account for the fact that two linguistically different speech styles can occur in one patient, except the adaptation theory. It will be argued that both styles can be explained by the assumption of an impairment to the grammatical encoder (a processor which transforms the preverbal message into a surface structure, Levelt, 1989). This view suggests that the distinction between syntactic and morphological agrammatism could be a matter of strategy, rather than of impairment.

Adult

The Auditory Language Comprehension Programme: a description and case study.

The Auditory Language Comprehension Programme is a Dutch therapy programme at the word level, especially developed for severely aphasic patients. The programme consists of 420 items divided over three parts. Each item consists of a target word and three distractors. One spoken target word at a time is presented to the patient who has to choose one out of four pictures. The number of related distractors is varied: each part starts with items in which the distractors bear no resemblance to the target; later on, one, two and then all three distractors are related to the target. The nature of relatedness is dependent on the different levels in the programme. In part 1, the phonological level, there is a correspondence in sound; in part 2, the semantic level, a correspondence in meaning; in part 3, the complement, there is a phonological correspondence, a combination of phonological and semantic correspondence, or a lexical-morphological correspondence. The levels are hierarchically built, according to the principles of programmed instruction. In order to show how a therapist may apply this programme, a case study is presented. The patient, who developed aphasia after traumatic brain injury, was trained on the semantic level. Both his performance and our therapy methods will be described and evaluated.

Adult

Spontaneous speech in aphasia: a correlational study.

Seventeen spontaneous speech measures and scores on a naming test, employed to characterize the expressive performance of 121 aphasics, were subjected to a factor analysis. Five factors were obtained: (1) Syntactic ability, (2) Phonological paraphasia, (3) Neologistic paraphasia, (4) Articulatory impairment, and (5) Vocabulary. Relationships of the factors to naming error types were examined in order to elucidate the nature of some of the factors. Also, the relationships of the expressive factors to auditory comprehension tests were explored, such an exploration being relevant to the issue of the overlap between expressive and receptive functions.

Anomia