Milestones In The History Of Aphasia

This book surveys the history of aphasia from the earliest mentions of speech and language impairments in ancient times, medieval attempts to understand aphasia, through to the development of modern cognitive neuroscience.

Milestones in the History of Aphasia surveys the history of aphasia from its earliest mentions in ancient times, to the turn of the new millennium in 2000. The book takes a predominantly chronological approach starting with an examination of the earliest medical documents and medieval attempts to understand aphasia, to the momentous events of the Nineteenth and Twentieth Centuries, up to the development of modern cognitive neuroscience in recent years. It traces the development of theory about and understanding of aphasia, and the role of significant individuals in this history. The result is a well illustrated introduction to the main events and personalities in the rich history of aphasia. This accessible book provides a unique insight into the fascinating development of research in aphasia. It will be of great interest to undergraduates and postgraduates, researchers, teachers and clinicians in psychology, speech and language pathology and therapy, neurology and linguistics.

The study of language and the brain is heavily dependent on the work of the early aphasiologists, and those wanting to get acquainted with the discipline will come across frequent references to these classic authors. This collection brings together seminal publications by 19th- and 20th-century neurologists concerned with the relationship between language and the brain. In selecting texts the emphasis was on those parts that deal explicitly with the opinion of an author on language processes as revealed by aphasic phenomena. All texts are presented in English (many of them translated for the first time), and preceded by in-depth introductions by present-day specialists in the field. The book includes biographical sketches of the authors discussed, and bibliographies of their relevant publications. This volume is invaluable for professionals and students who prefer to read the originals instead of leaning on textbook summaries. Texts by: Franz Joseph Gall (1758-1828) [Claus Heeschen]; Paul Broca (1824-1880) [Paul Eling]; Carl Wernicke (1848-1905) [Antoine Keyser]; Henry Charlton Bastian (1837-1915) [John C. Marshall]; John Hughlings Jackson (1835-1911) [Bento P.M.Schulte]; Sigmund Freud (1856-1939) [O.R. Hommes]; Jules Dejerine (1849-1917) [W.O.Renier]; Pierre Marie (1853-1940) [Yvan Lebrun]; Arnold Pick (1851-1924) [A.D.Friederici]; Henry Head (1861-1940) [Patrick Hudson]; Kurt Goldstein (1878-1965) [Ria de Bleser]; Norman Geschwind (1926-1984) [Mary-Louise Kean].

Originally published in 1987, Aphasia Therapy surveys the approaches to aphasia treatment from throughout the world that have been taken both in the past and in the present day. The authors critically examine the assumptions underlying different approaches, and show their effects on modern clinical practices. Finally, the book offers new perspectives on some contemporary issues in aphasia therapy, the effectiveness of treatment, and the relationship between an analysis of a patient’s problems and the processes of treatment. Aphasia Therapy is divided into three parts: Part 1 illustrates some approaches to treatment in the period up to World War II – for instance, a didactic approach which emphasised the importance of repetition; the second part considers the different kinds of approaches to therapy that have developed since then – seven "schools" of treatment are identified; Part 3 considers whether there is evidence that treatment of aphasia is effective: the authors argue that in future, aphasia treatment must involve the development and evaluation of specific treatment methods that are theoretically motivated by a coherent analysis of the individual patient’s problems. Students, postgraduates, and practising clinicians in speech therapy will find this volume of great interest, as will neuropsychologists and clinical psychologists.

This handbook is currently in development, with individual articles publishing online in advance of print publication. At this time, we cannot add information about unpublished articles in this handbook, however the table of contents will continue to grow as additional articles pass through the review process and are added to the site. Please note that the online publication date for this handbook is the date that the first article in the title was published online.

This new graduate level textbook, Cognition and Acquired Language Disorders: An Information Processing Approach, addresses the cognitive aspects of language and communication. It assembles the most recent information on this topic, addressing normal cognitive processing for language in adults, the cognitive impairments underlying language disorders arising from a variety of neurologic conditions, and current assessment and treatment strategies for the management of these disorders. The text is organized using an information processing approach to acquired language disorders, and thus can be set apart from texts that rely upon a more traditional, syndrome-based approach (e.g., stroke, dementia, and traumatic brain injury). This approach facilitates the description and treatment of acquired language disorders across many neurologic groups when particular cognitive deficits are identified. Other useful features of the text include assessment and treatment protocols that are based on current evidence. These protocols provide students and clinicians a ready clinical resource for managing language disorders due to deficits in attention, memory, linguistic operations, and executive functions. Unique process-oriented approach organizes content by cognitive processes instead of by syndromes so you can apply the information and treatment approaches to any one of many neurologic groups with the same cognitive deficit. Cognitive domains are described as they relate to communication rather than separated as they are in many other publications where they are treated as independent behaviors. A separate section on normal processing includes five chapters providing a strong foundation for understanding the factors that contribute to disordered communication and its management. The evidence-based approach promotes best practices for the most effective management of patients with cognitive-communication disorders. Coverage of the cognitive aspects of communication helps you meet the standards for certification in speech-language pathology. A strong author team includes two lead authors who are well known and highly respected in the academic community, along with expert contributors, ensuring a comprehensive, advanced clinical text/reference.

This book discusses theories that link functions to specific anatomical brain regions. The best known of these are the Broca and Wernicke regions, and these have become synonyms for the location of productive and receptive language functions respectively. This Broca-Wernicke model has proved to be such a powerful concept that is remains the predominant view in modern clinical practice. What is fascinating, however, is that there is little evidence for this strictly localist view on language functions. Modern neuroscience and numerous clinical observations in individual patients show that language functions are represented in complex and ever-changing neural networks. It is fair to say that the model is wrong, and that Broca’s and Wernicke’s areas in their classic forms do not exist. This is a fascinating paradox: why do neurologists and neurosurgeons continue to use these iconic language models in everyday decision-making? In this book, the author uses his background as a neurosurgeon and a neuroscientist to provide some answers to this question. The book acquaints clinicians and researchers with the many different aspects of language representation in the brain. It provides a historical overview of functional localisation, as well as insights into the misjudgements that have kept the localist doctrine alive. It creates an awareness of the need to integrate clinical observations and neuroscientific theories if we want to progress further in clinical language research and patient care.