Chapter

Language Meaning and Form Disorders

Maureen Dennis

in Lifespan Cognition

Published in print April 2006 | ISBN: 9780195169539
Published online March 2012 | e-ISBN: 9780199847204 | DOI: http://dx.doi.org/10.1093/acprof:oso/9780195169539.003.0016
Language Meaning and Form Disorders

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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

Chapter.  8748 words. 

Subjects: Cognitive Psychology

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