| 1. |
|
|
| 2. |
- Socher, Michaela, 1989-
(författare)
-
Reasons for Language : Language and Analogical Reasoning Ability in Children with Cochlear Implants and Children with Typical Hearing
- 2020
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The usage-based model of language acquisition assumes that language is learned by its usage. General cognitive processes, especially analogical reasoning ability, are assumed to lead to the understanding of words and grammatical structures. It has been argued that the time of language or auditory deprivation children with cochlear implants (CIs) often experience early in life, might affect both their language and their cognitive abilities. Children with CIs have disadvantages in terms of language acquisition as they start receiving language input later than peers with typical hearing (TH), and the perceptual quality of the input is reduced. However, they might have additional difficulties in language acquisition if their analogical reasoning ability is negatively influenced by the language or auditory deprivation early in life. The results found in this thesis show that the language delays often seen in children with CIs are not explained by differences in analogical reasoning ability. Results indicate that analogical reasoning ability has a limited influence on language acquisition for the tested age-group. However, language abilities affect the performance on analogical reasoning tasks which are either verbal or can be supported by verbal strategies. This needs to be taken into consideration when comparing analogical reasoning ability of children with CI sand children with TH. In addition, the results from this thesis indicate that the structure of the mental lexicon is associated with the communication skills of children with CIs. The structure of the mental lexicon is most likely influenced by the amount of language input a child receives. The main implication of the results is that emphasis should be put on reducing the duration of language deprivation and to improve the quality of the language input for children with CIs.
|
|
| 3. |
- Taubner, Helena, 1977-, et al.
(författare)
-
Still the same?–Self-identity dilemmas when living with post-stroke aphasia in a digitalised society
- 2020
-
Ingår i: Aphasiology. - Abingdon : Informa UK Limited. - 0268-7038 .- 1464-5041. ; 34:3
-
Tidskriftsartikel (refereegranskat)abstract
- © 2019, © 2019 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. Background: Self-identity construction through “stories of self” is highly relevant for people with aphasia, not only because the onset entails a “biographical disruption” but also since their ability to keep their “stories of self” going is reduced. Three dilemmas (constancy/change, sameness/difference and agency/dependency) are known to be central to identity. In a digitalised society like Sweden, self-identity construction, including the navigation of these dilemmas, takes place both online and offline. Nevertheless, research combining aphasia, identity and online issues is scarce. Aim: This qualitative study aims, in termsidentity dilemmas, to investigate self-identityconstruction in working-agepersons living with post-strokeaphasia in adigitalised society (i.e. Sweden). Are the dilemmas relevant to the participants, and if so, how do they navigate them online and offline? Methods and Procedures: Nine individuals (three men and six women, aged 24–54 at onset) with mild or moderate post-stroke aphasia participated. The data comprises nine individual audio-recorded interviews and 1,581 screenshots from online observations. Qualitative analyses were performed (vertically and horizontally), combining inductive and deductive approaches. Outcomes and Results: All three dilemmas are relevant to the participants. They construct their self-identity as both the same as they were pre-stroke and changed. They are both the same and different in relation to other stroke survivors (with or without aphasia), i.e. both “disabled” and “normal”. They display both dependency and agency. Thus, they navigate the dilemmas by constantly negotiating what to include in their stories of self. In addition, telling one story of self offline does not imply telling the same story online. Conclusion: The dilemmas are intertwined and highly relevant to the participants. Offline and online settings evoke different ways for them to navigate the dilemmas. Increased awareness of the possible struggle with self-identity dilemmas in people with aphasia, and the possible difference between their online and offline self-identities, should be of value to family members, clinicians and researchers. Further research based on a larger sample is suggested.
|
|
| 4. |
- Taubner, Helena, 1977-, et al.
(författare)
-
Stories of self when living with aphasia in a digitalized society
- 2020
-
Ingår i: Identity Construction and Illness Narratives in Persons with Disabilities / edited by Chalotte Glintborg & Manuel L. de la Mata. - Abingdon : Routledge. - 9780367898717 - 9781003021612 ; , s. 20-35
-
Bokkapitel (refereegranskat)abstract
- We are our stories of self. The stories we tell about ourselves is the interface between us and others, as we keep our “narratives going”. What happens, then, if we lose our language due to a brain injury? In this chapter, stories of people with post-stroke aphasia are related and analysed. They have lost their linguistic abilities overnight, entailing a need of identity re-negotiation. However, their key to this re-negotiation, i.e. language, has been reduced “when most needed”. In a highly digitalized society like Sweden, identity is “always online” and online literacy practices are central to everyday communication. Thus, the stories of self told by people living in Sweden – including people with aphasia – include online aspects. The aim of this chapter is, therefore, to explore stories of self of nine Swedish individuals (6 women and 3 men, aged 24–56 at onset) with aphasia, and to analyse the role played by multimodal online literacy practices when telling these stories. The participants were interviewed and observed online. The interviews were based on the PCI methodology which aims to generate storytelling and emphasises the participant’s right to be understood. The online observations were inspired by netnography and included the social media platforms in which the participants were active. Findings show that the participants recurrently negotiated what to include in their stories of self, and that they constantly navigated identity dilemmas. They constructed self-identities as both the same as they were pre-stroke and changed. They were both the same and different in relation to others, i.e. both “disabled” and “normal”. They displayed both dependency and agency. Because of the multimodality, the online literacy practices provided an opportunity for the participants to express their stories of self in a more elaborate way than in offline settings. Thus, online multimodality increased the participants’ control of their identity re-negotiation.
|
|
