Cross-linguistic study of vocal pathology: perceptual features of spasmodic dysphonia in French-speaking subjects

Clinical characterisation of Spasmodic Dysphonia of the adductor type (SD) in French speakers by Klap and colleagues (1993) appears to differ from that of SD in English. This perceptual analysis aims to describe the phonetic features of French SD. A video of 6 French speakers with SD supplied by Klap and colleagues was analysed for frequency of phonatory breaks, pitch breaks, harshness, creak, breathiness and falsetto voice, rate of production, and quantity of speech output. In contrast to English SD, the French speaking SD patients demonstrated no evidence pitch breaks, but phonatory breaks, harshness and breathiness were prominent features. This verifies the French authors’ (1993) clinical description. These findings suggest that phonetic properties of a specific language may affect the manifestation of pathology in neurogenic voice disorders

The history of written language disorders: reexamining Pitres’ case (1884) of pure agraphia

The first clinical description of pure agraphia was reported by the French neurologist Pitres in 1884. Pitres used the case study evidence to argue for modality-specific memory representations and the localization of writing. This article reviews Pitres’s contribution to the study of acquired writing disorders, the components of writing models and the cerebral localization which subserve writing, in light of the views entertained by his contemporaries and current authors. Although numerous cases have been reported throughout this century, the view that writing can be impaired while other language functions and motor activities remain intact is still challenged

Hyperlexia in a 4-year-old boy with Autistic Spectrum Disorder

This paper presents a case study of a 4-year-old boy with Autistic Spectrum Disorder and a mental age of approximately 1:5 who demonstrates precocious oral-reading behaviour in the absence of spontaneous speech. Tests of reading regular and irregular words, pseudowords, homographic heterophones, single sentences and texts were carried out. Performance on a variety of reading tasks suggests the ability to use grapheme–phoneme correspondences and whole word reading for decoding single words. In addition, successful reading of some homographic heterophones and semantic paraphrasing of texts suggests a level of lexical, syntactic, semantic and pragmatic development far beyond his mental or chronological age. The realisation of highly developed reading ability is paradoxical in the context of profound impairment in cognitive development and an absence of spoken language

An ecological method for the sampling of nonverbal signalling behaviours of young children with profound and multiple learning disabilities (PMLD)

- Background: Profound and multiple learning disabilities (PMLD) are a complex range of disabilities that affect the general health and wellbeing of the individual and their capacity to interact and learn. - Method: We developed a new methodology to capture the nonsymbolic signalling behaviours of children with PMLD within the context of a face-to-face interaction with a caregiver to provide analysis at a micro-level of descriptive detail incorporating the use of the ELAN digital video software. - Conclusion: The signalling behaviours of participants in a natural, everyday interaction can be better understood with the use of this innovation in methodology, which is predicated on the ecology of communication. Recognition of the developmental ability of the participants is an integral factor within that ecology. The method presented establishes an advanced account of the modalities through which a child affected by PMLD is able to communicate

A late 19th-Century British perspective on modern foreign language learning, teaching, and reform: the legacy of Prendergast’s “Mastery System”

The late 19th century saw a great rise in private foreign language learning and increasing provision of Modern foreign language teaching in schools. Evidence is presented to document the uptake of innovations in Thomas Prendergast’s (1807–1886) “Mastery System” by both individual language learners and educationalists. Although it has previously been suggested that Prendergast’s method failed to have much impact, this study clearly demonstrates the major influence he had on approaches to language learning and teaching in Britain and around the world both with his contemporaries and long after his death. This detailed case study illuminates the landscape of modern language pedagogy in Victorian Britain

Some Neurolinguistic Evidence Regarding Variation in Interlanguage Use: the Status of the 'Switch Mechanism'

this paper are only illustrative examples. There are numerous language processing models which include provision for switching in bilingual circumstances (see Green, 1993). 9. The considerations raised here may parallel the debate on variation in interlanguage (See papers by Gregg, 1990; Ellis, 1990 and Tarone, 1990). 1