2005 Fiscal Year Final Research Report Summary
Development of Linguistic/Cognitive Evaluation and Intervention Program for Childhood Aphasia
| Project/Area Number |
14580308
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
教科教育
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| Research Institution | Sophia University |
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Principal Investigator |
SHIDO Mitsuko Sophia U., Faculty of Foreign Letters, Professor, 外国語学部, 教授 (40082177)
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| Co-Investigator(Kenkyū-buntansha) |
OGINO Misako Sophia U., Faculty of Human Science, Professor, 総合人間科学部, 教授 (70185528)
TAMAI Fumi Prefectural U.of Hiroshima, Faculty of Health and Welfare, Professor, 保健福祉学部, 教授 (10280207)
KAGA Makiko National Center of Neurology and Psychiatry, Department of child and Adolescent Mental Health, Director, 武蔵病院心理指導部, 部長 (20142250)
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| Project Period (FY) |
2002 – 2005
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| Keywords | acquired childhood aphasia / syntactic development / reversible sentence / reading Kanji-words / word retrieval processing / the Questionnaire survey / cortical lesions / developing child |
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| Research Abstract |
We develop a plan for new estimation of the syntactic development for children. This plan suggests the retardation of acquisition of the reversible sentence in the children with acquired aphasia.
In reading Kanji-words, we made evaluation materials consisted of 40〜60 two-character kanji words and examined the 4^<th> grade child with acquired aphasia and in comparison, normally developing children from 3rd to 6^<th> grades. The child with acquired aphasia showed lower scores when compared with those by the same graders in the control group. The difference appeared to be not only slow rate but also limited in the word retrieval processing by a child with acquired aphasia.
The Questionnaire survey that was made for us to investigate the troubles about the language and social development and the education in Japanese acquired childhood aphasia was carried out in 2004. The main results are following : These children show difficulties in learning new Kanji letters, vocabulary, and "ku-ku," a Japanese multiplication table. The difficulties in learning these new subjects become more apparent as they advance in grades.
The education and training for the acquired childhood aphasia needs two-fold strategies. The first attempt is to improve disorders of language functions resulting from the cortical lesions. The second is to have a long term view in considering normal pattern of language acquisition, linguistic, cognitive, and social skills in a developing child. Moreover, it is necessary to develop effective assessment batteries for those with acquired aphasia, and to provide supportive training methods in considering psychological aspects as well as academic achievement.
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