Difference between revisions of "Lesser1999"
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|BibType=BOOK | |BibType=BOOK | ||
|Author(s)=Ruth Lesser; Lisa Perkins | |Author(s)=Ruth Lesser; Lisa Perkins | ||
− | |Title=Cognitive | + | |Title=Cognitive Neuropsychology and Conversation Analysis in Aphasia: An Introductory Coursebook |
− | |Tag(s)=EMCA; Medical EMCA; Conversation Analysis; Aphasia; Basic Resources; | + | |Tag(s)=EMCA; Medical EMCA; Conversation Analysis; Aphasia; Basic Resources; |
|Key=Lesser1999 | |Key=Lesser1999 | ||
|Publisher=Whurr | |Publisher=Whurr | ||
|Year=1999 | |Year=1999 | ||
|Address=London | |Address=London | ||
+ | |ISBN=978-1-861-56068-1 | ||
+ | |Abstract=Cognitive neuropsychology is already radically influencing the clinical practice of aphasia assessment and therapy. It has made it possible to analyse individuals' language disorders through a psycholinguistic model and to quantify and evaluate the effects of intervention. The complementary methods of conversation analysis are also being introduced into assessment, with the potential for bringing a further structured approach to intervention. | ||
}} | }} |
Latest revision as of 06:07, 19 October 2019
Lesser1999 | |
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BibType | BOOK |
Key | Lesser1999 |
Author(s) | Ruth Lesser, Lisa Perkins |
Title | Cognitive Neuropsychology and Conversation Analysis in Aphasia: An Introductory Coursebook |
Editor(s) | |
Tag(s) | EMCA, Medical EMCA, Conversation Analysis, Aphasia, Basic Resources |
Publisher | Whurr |
Year | 1999 |
Language | |
City | London |
Month | |
Journal | |
Volume | |
Number | |
Pages | |
URL | |
DOI | |
ISBN | 978-1-861-56068-1 |
Organization | |
Institution | |
School | |
Type | |
Edition | |
Series | |
Howpublished | |
Book title | |
Chapter |
Abstract
Cognitive neuropsychology is already radically influencing the clinical practice of aphasia assessment and therapy. It has made it possible to analyse individuals' language disorders through a psycholinguistic model and to quantify and evaluate the effects of intervention. The complementary methods of conversation analysis are also being introduced into assessment, with the potential for bringing a further structured approach to intervention.
Notes