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The narrative arc of nation branding: staging Shanghai World Expo 2010 in historical events
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42 |
Constraints of hierarchy on Meso-Actors’ agency: evidence from Vietnam’s Educational Language Policy Reform
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43 |
The power to improve: effects of multilingualism and perceived proficiency on enjoyment and anxiety in foreign language learning
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44 |
The emotional rollercoaster ride of foreign language learners and teachers: sources and interactions of classroom emotions
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45 |
How different are the relations between enjoyment, anxiety, attitudes/motivation and course marks in pupils’ Italian and English as foreign languages?
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46 |
Interactions and mediation between multilingual clients and their psychotherapist
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47 |
Adaptive master's dissertation supervision: a longitudinal case study
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48 |
What psychological, linguistic and sociobiographical variables power EFL/ESL teachers’ motivation?
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49 |
Language ideological debates about linguistic landscapes: the case of Chinese signage in Richmond, Canada
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50 |
Trait emotional intelligence, positive and negative emotions in first and foreign language classes: a mixed-methods approach
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51 |
Victorian medical awareness of childhood language disabilities
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52 |
The effects of socio-biographical background, acculturation, and personality on Persian immigrants' swearing behaviour
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53 |
Phonological acquisition and development in Arabic-English bilingual children
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54 |
Aptitude, experience and second language pronunciation proficiency development in classroom settings: a longitudinal study
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55 |
Lexical aspects of comprehensibility and nativeness from the perspective of native-speaking English raters
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56 |
Exploring the relationship between productive vocabulary knowledge and second language oral ability
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57 |
The long view of language localization
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Abstract:
For British neurologists, one case was considered to represent significant evidence regarding the organization of language in the brain in the second half of the 19th century. The interpretation of its significance was based on repeated standard clinical assessment of behavioral deficits, the use of a psychological model of processing, and lesion localization to inform understanding of clinic-pathological correlation. The aphasic deficits experienced by a single case were observed and recorded by London neurologist Henry Charlton Bastian (1837-1915) over a period of 18 years, and used as a demonstration of clinico-pathological reasoning regarding language function. This case was well documented in many of Bastian’s publications; presented in teaching demonstrations; included in discussions at medical society meetings and public lectures; and reported widely in the medical press. When this patient died, the autopsy findings were added to the extensive record of his language deficits. Some aspects of the size and site of the lesion were consistent with Bastian’s clinical predictions arising from his model of language processing, while others presented more of a paradox. This single case was a significant source of discussion and reflection in the medical community throughout the second half of the 19th century. Examination of various interpretations of this case reveal the assumptions regarding the functional architecture of language processing, and more general theoretical considerations of how evidence from cases of acquired neurogenic aphasia can be employed in developing such models. This long view into a historical case sheds light on the challenges of clinic-pathological correlation methods difficulties in understanding in the understanding of localization of language functions regarding language processing which remain today.
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Keyword:
Applied Linguistics and Communication (to 2020)
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URL: https://eprints.bbk.ac.uk/id/eprint/27468/ https://doi.org/10.3389/fnana.2019.00052 https://eprints.bbk.ac.uk/id/eprint/27468/6/27468a.pdf
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58 |
To what extent does long-term foreign language education help improve spoken second language lexical proficiency?
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59 |
Investigating sound and structure in concert: a pupillometry study of relative clause attachment
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60 |
The relationship between bi/multilingualism, nativeness, proficiency and multimodal emotion recognition ability
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