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Lifespan CognitionMechanisms of Change$
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Ellen Bialystok and Fergus I. M. Craik

Print publication date: 2006

Print ISBN-13: 9780195169539

Published to Oxford Scholarship Online: March 2012

DOI: 10.1093/acprof:oso/9780195169539.001.0001

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Language Meaning and Form Disorders

Language Meaning and Form Disorders

Chapter:
(p.239) 16 Language Meaning and Form Disorders
Source:
Lifespan Cognition
Author(s):

Maureen Dennis

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780195169539.003.0016

Language can be affected by injury to the immature brain, including congenital malformations originating at various points during prenatal brain development and acquired brain disorders caused by stroke, neoplasm, or trauma. Childhood-acquired language disorder, or childhood-acquired aphasia, refers to language impairment evident after a period of normal language acquisition that is precipitated by, or associated with, an identified form of brain insult. Children with brain injury exhibit a range of language disorders. Studies of language disorders following congenital and acquired brain injury in children have provided not only descriptive information about language but also grist for theoretical discussions about whether meaning and form are separable, the nature of semantic representations, and the place of language in the functional architecture of cognition. This chapter examines the range of meaning and form disorders in children with brain injury, how patterns of meaning and form breakdown bear on some general theoretical questions about the derivation of meaning, and whether similar or different processes are involved in the breakdown of meaning after brain injury in childhood and in normal or aberrant aging.

Keywords:   language, meaning, form, language disorders, children, brain injury, aging, semantic representations, cognition, aphasia

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