Дисертації з теми "Clinical markers of language impairment"
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Nudel, Ron. "Molecular genetics of language impairment." Thesis, University of Oxford, 2015. http://ora.ox.ac.uk/objects/uuid:70249129-ef2e-4508-b8f6-50d6eae8e78b.
Повний текст джерелаTam, Wai-sze. "The development of aspect markers in Cantonese-speaking children with specific language impairment." Click to view the E-thesis via HKUTO, 2002. http://sunzi.lib.hku.hk/hkuto/record/B36208462.
Повний текст джерела"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, May 10, 2002." Also available in print.
Harris, Jennifer. "Language impairment in neurodegenerative disease : a clinical, neuropsychological and neuroimaging study." Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/language-impairment-in-neurodegenerative-disease--a-clinical-neuropsychological-and-neuroimaging-study(ecd9268e-a266-4ac5-bba0-1ad0256758cc).html.
Повний текст джерелаBecker, Sara [Verfasser]. "Clinical and Structural Markers Associated with Cognitive Impairment in Non-Demented Parkinson’s Disease Patients / Sara Becker." Tübingen : Universitätsbibliothek Tübingen, 2020. http://d-nb.info/121464001X/34.
Повний текст джерелаBisi, Elizabeth A. "Impacts of Motor and Sensory Impairment on Language in Young Children with Autism." Thesis, Seattle Pacific University, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=28023622.
Повний текст джерелаKazemi, Najafabadi Yalda. "Clinical assessment of Persian-speaking children with language impairment in Iran : exploring the potential of language sample measures." Thesis, University of Newcastle upon Tyne, 2013. http://hdl.handle.net/10443/3028.
Повний текст джерелаHughes, Andrea Nielson. "Automated Grammatical Tagging of Clinical Language Samples with and Without SALT Coding." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5889.
Повний текст джерелаBraddock, Barbara. "Links between gesture, speech, and motor skill in children with clinical characteristics of specific language impairment /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p1418007.
Повний текст джерелаEdwards, Melissa. "Combining Select Blood-Based Biomarkers with Neuropsychological Assessment to Detect Mild Cognitive Impairment among Mexican Americans: A Molecular Neuropsychology Approach." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1011830/.
Повний текст джерелаKaladytė, Lokominienė Rūta. "Cognitive functions in early-stage Parkinson's disease according to computerised test results, their relationship with biological markers and clinical non-cognitive symptoms." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2014. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2014~D_20140303_135449-49961.
Повний текст джерелаDarbo tikslas: įvertinti ankstyva Parkinsono liga (PL) be demencijos sergančių asmenų pažinimo funkcijas naudojant Kembridžo kompiuterinės neuropsichologinio ištyrimo sistemos testų rinkinį, palyginti rezultatus su kontrolinės grupės asmenų duomenimis bei nustatyti kognityvinių rodiklių ryšius su biologiniais žymenimis ir klinikiniais nekognityviniais PL simptomais. Darbo uždaviniai: ištirti ankstyva PL sergančių asmenų dėmesio, atminties, regos erdvinę ir vykdomąsias funkcijas, naudojant kompiuterizuotų testų rinkinį CANTAB eclipse 3.0.0, ir palyginti juos su kontrolinių asmenų duomenimis; nustatyti pacientų kognityvinių funkcijų ryšį su UPLVS skale įvertintu ligos sunkumu, transkranijinės sonografijos (TKS) metodu nustatytu juodosios medžiagos (JM) echogeniškumu, presinapsinio dopamine transporterio koncentracija dryžuotame kūne, nustatyta radionuklidinės kompiuterinės tomografijos (RKT) su I¹²³-FP-CIT būdu, miego, nuovargio bei demografiniais veiksniais, gyvenimo kokybės rodikliais, PL gydyti skiriamų vaistų vartojimu; išanalizuoti kompiuterizuotais testais įvertintų kognityvinių funkcijų diagnostinę vertę sergant ankstyva PL. Metodai. Tyrimas atliktas Vilniaus universiteto ligoninės Santariškių klinikų Neurologijos centre. Atrinkta 115 pacientų, sergančių ankstyva kliniškai tikėtina PL, kurie atitiko įtraukimo kriterijus bei nebuvo neįtraukimo kriterijų, ir 42 pagal amžių, lytį, mokymosi trukmę atrinkti kontroliniai tiriamieji, kurie nesirgo PL ar kitomis... [toliau žr. visą tekstą]
Wagner, Emily M. "Comparison of In Vivo Simulation Training Compared to Video Simulation Training for Identifying Clinical Markers of Distress When Feeding Preterm Infants." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etd/3032.
Повний текст джерелаNoeder, Maia M. "The Impact of Parent-Child Factors on the Play Abilities of Children Diagnosed with Attention-Deficit/Hyperactivity Disorder, Autism Spectrum Disorder and Speech Language Impairment." Case Western Reserve University School of Graduate Studies / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=case1300842663.
Повний текст джерелаWeckerly, Jill. "Morphosyntactic ability and word fluency in atypically developing children : evidence from children with specific language impairment and children with early focal lesions /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2000. http://wwwlib.umi.com/cr/ucsd/fullcit?p9975030.
Повний текст джерелаSmith, Giuditta. "Patterns in clitic pronouns: assessment of clitics in Italian in typical and non-typical populations." Doctoral thesis, Università degli studi di Trento, 2021. http://hdl.handle.net/11572/290788.
Повний текст джерелаDa, Silva Christine. "Étude des processus de rééducation dans le cas des troubles spécifiques du développement du langage." Thesis, Paris 3, 2014. http://www.theses.fr/2014PA030129/document.
Повний текст джерелаThe literature reports relatively few studies that focused on Speech-Language pathologists’ (SLPs) interventions in natural context. Most of the studies explored the clinical effectiveness of intervention strategies with children with Specific Language Impairment (SLI) by assessing language outcomes (e.g. the acquisition of a particular form or structure, improvements on particular language measures) both studying particular features (e.g. recast, imitation, model, etc) or entire clinical methods and programs (e.g. metalinguistic approach, parental guidance, etc.). However, to better understand the processes underlying children’s development, it is necessary to analyse in detail what happens during SLP sessions at an interactional level and focus on the emergence of practices during Speech-language pathologist- child interactions. The aim of the present study was to better understand how clinical interventions support the language development of child with SLI during interactions. In line with Vygotski (1936/1997) or Bruner (1983a), we adopted a socio-interactionist approach/perspective.This study observed four school-aged children with SLI interacting with their SLP during clinical sessions. The dyads were followed-up for seven months. At the beginning and the end of the observation period, children’s linguistic, discursive and interactional abilities were assessed through standardized language tests and through the analysis of mother-child interactions.The results showed that SLPs enrolled the children in activities focusing on various aspects of language. Their practices were part of the dialogical dynamic and were strongly influenced by the accomplishment of the task (by children). In addition, the effectiveness of these practices was proven by the fact that children achieved, supported by the SLP, tasks that they were not able to accomplish by themselves. Our analyses also highlighted common professional gestures, such as discursive strategies, among all the SLP who participated in the study, showing that they belong to a community of practice
Duboisdindien, Guillaume. "Analyse multimodale des marqueurs pragmatiques au sein du vieillissement langagier en situation de Trouble Cognitif Léger." Thesis, Paris 10, 2019. http://www.theses.fr/2019PA100017.
Повний текст джерелаThe present PhD thesis presents the multimodal video corpus VIntAGe (Videos to study Interactions in AGEing) with the principal aim to describe the effects of aging in Mild Cognitive Impairment situation on pragmatic and communicative skills. We take as observable variables the verbal pragmatic markers and non-verbal pragmatic markers. This approach, at the interface of the psycholinguistics, cognitive and the speech and language pathology is part of a longitudinal research process in an ecological situation.The first part of the manuscript details the scientific expertise and knowledge related to the cognitive aging, to the multimodal communication and to the clinical pragmatics (Chap 1 to 3). The second part describes our research questions and our methods step by step: (i) from the selection of the five female participants over 75 years old with initial and longitudinal psychometric tests; (ii) to the collect and the analysis of the multimodal data; (iii) to finish on the multidimensional and statistical data analysis and the interpretation of the results (Chap 4 to 5).Our general findings indicate that with aging, verbal pragmatic markers acquire an interactive function that allows people with Mild Cognitive Impairment to maintain intersubjective relationships with their interlocutor. In addition, at the non-verbal level, gestural manifestations are increasingly mobilized over time with a preference for non-verbal pragmatic markers with a referential function and an adaptative function. The studies focusing on people with Mild Cognitive Impairment require longitudinal corpora i) to understand their evolution, ii) to provide the implication of the cognitive resilience in each individual (i.e. compensation, adaptation and heterogeneity), and iii) to take advantage of these parameters as evidence for research and earlier rehabilitation. We aim to show the benefits of linguistic and interactional scientific investigation methods through cognitive impaired aging, for clinicians and family caregivers
蔡依耘. "THE USE OF ASPECT MARKERS AND NEGATION MARKERS IN TYPICALLY-DEVELOPING AND CHILDREN WITH SPECIFIC LANGUAGE IMPAIRMENT IN MANDARIN CHINESE." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/xvbgar.
Повний текст джерелаSantos, Anabela Cruz dos. "Cognitive-linguistic processing markers for the identification of European Portuguese speaking school-age children with specific language impairment." Doctoral thesis, 2009. http://hdl.handle.net/1822/9219.
Повний текст джерелаThe purpose of this dissertation was to extend to European Portuguese three processing-dependent measures identified as being effective in differentiating children with Specific Language Impairment (SLI) from typically developing peers: (1) Children’s Non-word Repetition Test (CNRep; Gathercole & Baddeley, 1996), (2) Competing Language Processing Task (CLPT; Gaulin & Campbell, 1994), and (3) Recalling Sentences- subtest from the Clinical Evaluation of Language Fundamentals (CELF-3; Semel, Wiig, & Secord, 1995). Given that processing-dependent measures have shown promise as nonculturally biased tasks that could be used in the identification of children with SLI, it was hypothesized that these European Portuguese versions would prove valuable in the identification of school-age children with SLI in Portugal. Three measures were developed: (1) European Portuguese Children’s Non-word Repetition Test (EP-CNRep), (2) European Portuguese Competing Language Processing Task (EPCLPT), and (3) European Portuguese Recalling Sentences Task (EP- RecSent). Participants in this research study were 150 children (75 children with SLI; 75 typically developing age-gender-matched peers), aged 7 to 11 years, from 2nd to 5th grades, in 17 state-funded schools (rural, suburban and urban contexts) in the North of Portugal (i.e., Districts of Braga and Viana do Castelo). Group differences indicated that performance on EP-CNRep, EP-CLPT, and EP-RecSent tasks was significantly lower for children with SLI when compared with their typically developing peers. In this study, analysis was performed through a strong graphic method, which studies the variation of sensitivity, specificity and likelihood ratios to different cut points. The analysis for each of the measures is described, as well as the relationship with the index area under the ROC (Receiver Operating Characteristic) curve. Findings demonstrate that all measures differentiated children with SLI from their typically developing peers with accuracy: EP-CNRep (.971), EP-CLPT-T/F (.703), EP-CLPT-Words Recalled (.826), and EP-CLPT-Span level (.726), and EP-RecSent (.855). ROC curve analysis revealed an excellent value for the European Portuguese Children’s Nonword Repetition Test (.971) and was therefore considered the most accurate marker to differentiate European Portuguese-speaking school-age children with SLI, followed by EP-RecSent (.855), and EP-CLPT-Words Recalled (.826). Results from this study show these processing-dependent measures (EPCNRep, EP-CLPT, EP-RecSent) to be appropriate to distinguish European Portuguese school-age children with SLI and their typically developing peers. Since all three measures had good sensitivity/specificity values at different cut points, further clinical and educational feasibility can be determined by combining results from these measures in identifying children with SLI in Portugal.
O objectivo desta dissertação consistiu em desenvolver quatro provas no âmbito do processamento cognitivo-linguístico, previamente identificadas como sendo eficazes na diferenciação entre crianças com e sem Perturbações da Linguagem (PL) em Idade Escolar. O Teste de Não-palavras, uma versão adaptada do Children´s Non-word Repetition Test (CNRep; Gathercole & Baddeley, 1996), a Tarefa de Processamento da Linguagem, uma versão adaptada de Competing Language Processing Task (CLPT; Gaulin & Campbell, 1994) e a Tarefa de Rechamada Frásica adaptada do Teste Clinical Evaluation of Language Fundamentals-3 (CELF-3; Semel, Wiig, & Secord, 1995). As provas foram adaptadas à realidade portuguesa e analisadas em termos psicométricos. A sua aplicação decorreu em 17 escolas da rede pública em contextos urbanos, suburbanos e rurais nos Distritos de Braga e Viana do Castelo. A amostra consistiu em 150 crianças, dos 7 aos 11 anos de idade: 75 crianças identificadas com PL e 75 pares aleatórios da mesma idade cronológica e género. Os resultados do estudo comparativo indicam que existem diferenças significativas entre os grupos para as quatro provas, havendo também evidência de que o factor idade apresenta uma correlação positiva e forte no desempenho dos grupos. O desempenho das crianças com e sem PL nas quatro provas aumenta à medida que a idade cronológica também aumenta. Para todas as provas estudadas, foi realizada uma análise criteriosa de sensibilidade, especificidade, ratio de máxima verossimilhança (Likelihood Ratio) e curva ROC (Receiver Operating Characteristic) de modo a conseguir investigar o poder discriminante para diferentes valores de corte relativamente aos dois grupos de crianças. Os resultados indicaram que as provas mostram valores considerados bastante razoáveis para os parâmetros de análise ao teste e com valores preditivos elevados na discriminação das crianças com e sem Perturbações da Linguagem. O Teste de Não-palavras apresenta a curva ROC com o valor mais elevado (.971) sendo considerada a prova com maior poder discriminativo e, consequentemente com maior potencial de identificação de crianças com Perturbações da Linguagem em Idade Escolar.
Fundação para a Ciência e a Tecnologia (FCT) - SFRH/BD/19604/2004
Joosub, Noorjehaan. "Neuropsychological outcomes, clinical characteristics and depression in a group with traumatic brain injury : a retrospective review." Diss., 2010. http://hdl.handle.net/2263/27796.
Повний текст джерелаDissertation (MA)--University of Pretoria, 2010.
Psychology
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Podpěrová, Helena. "Diagnostika jazykových schopností u dětí s vývojovou dysfázií." Master's thesis, 2016. http://www.nusl.cz/ntk/nusl-343254.
Повний текст джерелаVávrová, Miriam. "Speciálně pedagogická intervence u dětí s vývojovou dysfázií v mateřské škole." Master's thesis, 2015. http://www.nusl.cz/ntk/nusl-341015.
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