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Volume 37 (1996)
- Issue 4 Pages 401-
- Issue 3 Pages 275-
- Issue 2 Pages 173-
- Issue 1 Pages 1-
Volume 37, Issue 1
Displaying 1-5 of 5 articles from this issue
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Noriko Haruhara, Akira Uno1996 Volume 37 Issue 1 Pages 1-7
Published: January 20, 1996
Released on J-STAGE: June 22, 2010
JOURNAL FREE ACCESSThe purpose of this study was to investigate sound error self-correction in the three types of aphasia: apraxia of speech, conduction aphasia and Wernicke's aphasia. The results showed no differences among the three types of aphasia in the quantitative aspects of self-correction. The proportion of self-correction differed according to subject rather than to type of aphasia. The milder the speech disorder, the higher the proportion of success of self-correction. On the other hand, there were differences amomg the three types of aphasia in the qualitative aspects of self-correction. The patients with apraxia of speech tended to stop their speech right after the error and attempted corretiom of the error in isolation. The conduction aphasics likewise tended to halt after an error but attempted to correct starting from two or three sounds before the error sound. The Wernicke's aphasics tended to continue their speech despite errors but also restarted again from two or three sounds before the error. Of the three types of aphasia only Wernicke's aphasics corrected the correct word or words. These differences among types of aphasia seem to reflect the mechanisms of the speech disorders of each type.View full abstractDownload PDF (790K) -
Chikako Maeda, Eiko Hirota, Yoshisato Tanaka1996 Volume 37 Issue 1 Pages 8-13
Published: January 20, 1996
Released on J-STAGE: June 22, 2010
JOURNAL FREE ACCESSAcquisition of verbal vocabulary and verbal expressions (conjugation) in sensorineural hearing-impaired children was evaluated. The 15 subjects (50-120dB), aged from 4 to 6, were trained by auditory oral method at our clinic.
Together with 26 normal hearing children, the subjects were examined using verbal vocabulary and verbal expression (conjugation) tests devised by us.
Results were as follows. 1) On the verbal vocabulary test, among eight types of vocabulary —i. e, concerned with personal relations, movements, social phenomena, actions, cognitions, natural phenomena, feelings and states of things—the subjects had difficulty acquiring vocabulary relating to social phenomena (buying, work, etc.) and actions (hanging, placing, etc.) compared with normal hearing children. 2) On the verbal expression test, among 14 types of expression, it was difficult for the subjects to acquire“have someone do”expressions, causative verbs, passive voice, “let us do”expressions, “keep on doing”expressions and“can do”expressions, compared with normal hearing children. 3) The children with moderate hearing impairment (50-79dB) scored better than the severe hearing-impaired children (80-120 dB) on both tests.
These results suggest that a training program must be organized appropriately and speech therapists must pay attention to the relative order and degree of difficulty of types of verbal vocabulary and verbal expressions (conjugation) in acquisition by hearingimpaired children.View full abstractDownload PDF (749K) -
Shigeko Harigai, Yoshisato Tanaka, Yoshimi Mitani, Yumi Shishido1996 Volume 37 Issue 1 Pages 14-21
Published: January 20, 1996
Released on J-STAGE: June 22, 2010
JOURNAL FREE ACCESSWe report here on a child of very low birth weight (800g) with moderate hearing loss, and severe emotional and communication disorders due to maternal rejection.
After an episode in the perinatal period, the fetus, a female was born by Cesarian section at 25 weeks of gestation. The parents had been informed by the supervising physician that a live birth was uncertain and that brain damage would be unavoidable. Consequently the parents were prejudiced by the words“brain-damaged, ”and interaction between the infant and parents was never established.
As a result, the subject's physical and emotional developments were retarded, because of a moderate hearing loss of about 70 dB, speech development was also retarded.
In order to improve the undesirable relations between the subject and her parents, the child was admitted to a rehabilitation hospital through the Children's Advisory Office at the age of 3 years 4 months. She began speech training using a hearing aid.
At the age of 6 years, she was sent to a boarding school for the deaf. During weekends students were scheduled to return home, but she refused. Finally the mother decided to withdraw the child from the school.
This child did not receive appropriate care from her doctors, clinicians, educators or parents, and serious emotional and communication disorders still remain.
In conclusion, this report suggested the importance of perinatal care, and the need for a support system for the mother of a low-birth-weight child, and the importance of human relations between child and their parents for the physical and emotional developments of child.View full abstractDownload PDF (983K) -
1996 Volume 37 Issue 1 Pages 28-90
Published: January 20, 1996
Released on J-STAGE: June 22, 2010
JOURNAL FREE ACCESSDownload PDF (10620K) -
1996 Volume 37 Issue 1 Pages 91-151
Published: January 20, 1996
Released on J-STAGE: June 22, 2010
JOURNAL FREE ACCESSDownload PDF (10140K)
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