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Volume 37 (1996)
- Issue 4 Pages 401-
- Issue 3 Pages 275-
- Issue 2 Pages 173-
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Volume 37, Issue 4
Displaying 1-11 of 11 articles from this issue
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—Especially Concerning Language Activities—Etsuko Morioka1996 Volume 37 Issue 4 Pages 401-412
Published: October 20, 1996
Released on J-STAGE: June 22, 2010
JOURNAL FREE ACCESSThe prognosis of practical communication abilities for 72 aphasic patients was investigated, especially concerning language activities. Communication Abilities in Daily Living (CADL) were measured two times : first about one and a half years after onset, second about three years post-onset. The relationship between the“advancement score of practical communication abilities”as an index of change and prognostic factors was analyzed. The prognostic factors in our analysis included sex, age of onset, etiology, lesion, type of aphasia, and estimation of language activities, as well as the Standard Language Test of Aphasia (SLTA), CADL, Raven Coloured Matrices, and Barthel Index, all measured about one and a half years after onset.
Results suggested a significantly remarkable contribution of language activities and mental function to the“advancement score of practical communication abilities”. In addition, there was also a significant interaction between SLTA and CADL scores.
This study suggests that elevating language activitiesas well as offering training in functional and practical language are effective means to improve the“advancement score of practical communication abilities”in chronic aphasic patients.View full abstractDownload PDF (1354K) -
Toshie Kato, Harumi Arao1996 Volume 37 Issue 4 Pages 413-419
Published: October 20, 1996
Released on J-STAGE: June 22, 2010
JOURNAL FREE ACCESSIn this study we discussed how well syntactic ability of hearing-impaired children was established by the age of six.
The subjects consisted of two groups with sensorineural hearing loss, one group of 55 children aged 6 years old and the other group of 6 high school students who attended regular classes. They were examined using the syntax test for aphasia designed by Fujita and the WISC-R or WISC Intelligence Test, at the time they entered school.
The results were as follows. 1) There was seen to be a correlation between the level achieved on the syntax test and the verbal IQ as derived on the WISC or WISC-R Test. 2) There was a strict hierarchy in the acquisition of syntactic rules by hearing-impaired children.
These results suggest that hearing-impaired children need to establish syntactic rules for theta roles associates with postpositional words in agent-subject-verb pattern sentences before they enter elementary school.View full abstractDownload PDF (796K) -
Yoshisato Tanaka, Shigeko Harigai1996 Volume 37 Issue 4 Pages 420-428
Published: October 20, 1996
Released on J-STAGE: June 22, 2010
JOURNAL FREE ACCESSIn previous reports, we concluded that music remains an important communicative means for severely brain-damaged children who are unable to acquire language because of associated severe mental retardation. The present paper reports on the developmental course of musical communication in a blind child with brain damage associated with severe mental retardation who received musical intervention from infancy.
The patient is a boy referred to our clinic at the age of six months. Neurological and ophthalmological examination demonstrated that he had severe mental retardation due to brain damage as well as blindness. He never responded to pure tones of 0.5, 1, land 4 kHz even at the high intensity of 100 dB. Although auditory brain stem responses were detected for 105 dB nHL clicks, it was difficult to estimate the accurate threshold of hearing. We recommended to the mother to stimulate her child auditorily by singing children's songs, and continued to follow his progress until 14 years of age.
At the age of 11 years, CUR audiometry demonstrated that he had normal hearing, while his mental age still remained under one year. He has never acquired language except for utterances of some emotional words. However, he came to be sensitive to music and songs from the age of one year and six months, and by the age of 6 years and 8 months he came to know approximately 40 songs. At the present time, he sings voluntarily or in response to presented songs, or claps hands in rhythm with music.
In conclusion, we emphasize that in order to develop communication by means of music in severely brain-damaged or mentally retarded children early musical intervention is very important.View full abstractDownload PDF (1100K) -
—Comparison of Good and Poor Language Development in Autistic Infants—Manna Iwata, Ichiro Tsukuda1996 Volume 37 Issue 4 Pages 429-434
Published: October 20, 1996
Released on J-STAGE: June 22, 2010
JOURNAL FREE ACCESSThe process of language development in three autistic children who showed poor language acquisition was compared with that of three autistic infants whose language development was good. The results were as follows.
1) The technique proving more effective in making contact with autistic infants was to imitate the child's action or voicing synchronously (mirroring) . However, the poor developmental group was rarely aware of mirroring.
2) Playing with mirroring, the infants spontaneously imitated the voicing or onomato-poeia of the therapists. However, the poor group mimicked little.
3) The course of development, infants in one phase used delayed imitative speech frequently. The delayed imitation progressed onward to representational speech in the good developmental group, while the poor group stayed at the level of delayed echolalia for a long time.
4) The speech of the poor developmental group showed limited pragmatics.
5) The development of play was seen to be related to the level of language development.View full abstractDownload PDF (688K) -
Mami Mitachi (Hori)1996 Volume 37 Issue 4 Pages 435-442
Published: October 20, 1996
Released on J-STAGE: June 22, 2010
JOURNAL FREE ACCESSThe patient suffered an injury to his high cervical cord and breathes through a respirator, rendering him unable to produce any sounds. In an attempt to communicate with him, the following devices were tested.
(1) Reading of the patient's lip movements
(2) Use of a panel depicting the Japanese syllabary (this device was originally contrived by his family)
(3) Use of an electric throat
(4) Assignment of movements of the patient's lips and tongue to the romanized Japanese syllabary
(5) Use of Kanj i P-Words
(6) Use of Venti Voice
(7) Directing a flow of oxygen to his tracheal cannula
(8) Use of an aspirator instead of oxygen
(9) Use of the patiens's breathing-out with the respirator.
After one year's trial, it was shown that only two of the above were practically effective. The patient alternatively used methods (1) and (8), (1) for simple requests and (8) for more complicated communication. These results were analyzed from various viewpoints.View full abstractDownload PDF (984K) -
Yoko Wakaba1996 Volume 37 Issue 4 Pages 443-454
Published: October 20, 1996
Released on J-STAGE: June 22, 2010
JOURNAL FREE ACCESSSpeech and language developoment and language abilities of three-year-old stuttering children with early onset were examined. Information about language development was gained through a questionnaire and interview with each mother and though administraion of the‘Illinois Test of Psycholinguistic Abilities-Japanese Version’. The subjects were 16 male children who had begun to stutter at the age of 2 but who had no other speech or language disorders. The severity of stuttering of the subjects was rated from 1 to 7 according to‘scale for rating severity of stuttering’, based on a half-hour observation by three speech and language pathologists.
In comparisons against a normal group, the subjects showed normal speech and language development regarding the emergence of first words and two-word sentences. However, the subjects divided into two groups : one with good speech and language development and one with inferior speech and language development. The latter consisted of 7 subjects, which seemed to be a fairly high ratio.
Although raw scores on the 10 subtests of the ITPA showed no significant differences between the subject group and the normal group, lower trends emerged for‘Grammatic Closure’and‘Auditory Sequential Memory’of the‘Automatic Level’, which deal with the auditory vocal channel, and for‘Verbal Expression’of the‘Representational Level’, which also deals with the auditory vocal channel, when the scaled scores of the 10 subtests and intra-individual differences on the ITPA were analyzed.
PLQ and scaled scores for‘Auditory Reception’of the‘Representational Level’showed a significant difference between the good speech and language development group and the inferior group.
More subjects and control groups should be studied to confirm the results of this study.View full abstractDownload PDF (1485K) -
Hiroshi Riquimaroux1996 Volume 37 Issue 4 Pages 455-461
Published: October 20, 1996
Released on J-STAGE: June 22, 2010
JOURNAL FREE ACCESSThe present paper discusses basic evidence indicating that the brain creates sound sensation which is essential for music perception. Since the 19th century, it has been a well-known fact in the auditory psychology that we often perceive sounds which do not correspond to any physical frequency components (spectrum) of objective sounds. This enables us to enjoy music. For example, when we add several successively higher harmonics, we acquire the pitch sensation of a low-frequency fundamental which does not exist in the sound, called the“missing fundamental”. Here, we briefly overview previously found psychological facts in order to understand the phenomenon easily and show some neurophysiological findings related to pitch extraction mechanisms for the missing fundamental in the central auditory system. We also examined whether the temporally created pitch (temporal pitch) known as the missing fundamental is handled by the same neuron in the primary auditory cortex that processes the spectrally created pitch (place pitch) based on frequency components. The findings suggest that temporal pitch appears to be processed together with place pitch by the same neuron in the primary auditory cortex. The data agree well with the various psychological evidence.View full abstractDownload PDF (727K) -
Mitsuko Shindo1996 Volume 37 Issue 4 Pages 462-467
Published: October 20, 1996
Released on J-STAGE: June 22, 2010
JOURNAL FREE ACCESSThe results both of previous studies and of the author's own recent studies about brain and music recognition dysfunction in sensory amusia were reported. 1) In case studies of brain and music recognition dysfunction in patients who are musicians with sensory amusia, the locations of lesions were assumed to be the left temporal lobe. 2) Results suggested that music recognition is not so lateralized as speech recognition and that music recognition involves both hemispheres, based on examinations of musical recognition both in patients with unilateral temporal lobectomy and cerebral vascular disease and in normal students, using the dichotic listening method. 3) It was concluded that patients with auditory agnosia have difficulty in recognizing melodies because of their weak abilities in sound discrimination of loudness, time, pitch and timbre, recording the lowest listening abilities for music in my recent studies. 4) A future topic for consideration is to make useful clinical music tests in order to undestand music dysfunction hierarchically.View full abstractDownload PDF (739K) -
Mitsuru Kawamura1996 Volume 37 Issue 4 Pages 468-473
Published: October 20, 1996
Released on J-STAGE: June 22, 2010
JOURNAL FREE ACCESSAmusiology, though it is as old as aphasiology, has been a problematic field, presumably because of individual variations in musical abilities, yielding different theories as to the neural mechanism underlying music. This article discussed the following four points mainly concerning the expressive aspects of amusia.
1. Does expressive music have a distinct neural mechanism dissociable from that of expressive speech? Old literature contains some cases of musicians with aphasia in which musical abilities were examined in detail (Souques et al., 1926, etc.) . The literature is consistent in that musical and linguistic disorders do not go in parallel. Yamadori et al. (1977) examined 24 Broca's aphasics and found singing was preserved in many of them. We have as well reported two cases with total aphasia who can sing excellently (Ihashi et al., 1993) . Thus singing and expressive speech are dissociable.
2. Are professional musicians different from lay persons in their neural mechanism for music? This is unknown. While many studies have been done concerning this question addressing receptive aspects using the paradigm of dichotic listening, investigations involving expressivc aspects are scarce.
3. What can be said of lateralization and localization for expressive music? As for lateralization, most reported cases of so-called motor amusia were due to right lesions. The issue of localization remains unsettled as reports are inconsistent in that both frontal and temporal lobe lesions are regarded as responsible.
4. What role does the quality of the disorder play in expressive amusia? In many cases reported as motor amusia, disorders are salient in melody and pitch, while, rhythm is relatively preserved. Our own study of five cases with amusia due to temporo-parietal lesions (2 bilateral, 2 left, and 1 right) revealed a similar pattern.View full abstractDownload PDF (3786K) -
Michiko Nuki1996 Volume 37 Issue 4 Pages 474-479
Published: October 20, 1996
Released on J-STAGE: June 22, 2010
JOURNAL FREE ACCESSThe author has previously published several research reports on music physio-psychology and music therapy. The following three topics are selected from them.
(1) “Sedative”music and“Stimulative”music brought emotional responses which were measured using the indices of the autonomic nervous system. Contrasting responses were indicated with consistency for physiological responses and psychological responses to stimulative music, but occasionally not to sedative music. Also, music major students were affected by sedative music less than non-music majors.
(2) Successive listening of repeated music patterns caused changes in the perceptual system, depending on the length of time (called“saturation dynamics”), and induced a hypnotic state or change of behavior.
(3) Active music therapy was performed on the demented, and their EEG's were measured in session. Tneir slowed wave was activated during music therapy with increased α-wave production. On the other hand, the EEG wave indicated that MT was useful in easing insomnia and high tension. Severely demented patients were found to have lost language ability first followed by loss of melody singing, but maintaind rhythmic function to the last.View full abstractDownload PDF (745K) -
Yukihisa Asano, Goro Kamiyama1996 Volume 37 Issue 4 Pages 480-483
Published: October 20, 1996
Released on J-STAGE: June 22, 2010
JOURNAL FREE ACCESSAn investigation was undertaken to locate stuttering-therapy devices recorded in official gazettes of Japanese patents and utility models filed in the past thirty yeas. As a result, 15 devices (applications) were found.
The devices thus obtained can be classified into the following 4 types : 1) 4 devices for filling the underbelly region of the body : 2) 3 devices for shifting consciousness of stuttering to other matters : 3) 1 device to ensure slower speech : 4) 7 devices used for some purpose other than the adove. All of these devices are thought to be a type of attention-converting method.View full abstractDownload PDF (471K)
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