Context and comprehension: a neurolinguistic and interactional approach to the understanding of semantic-pragmatic disorder.
In the present study we provide thorough descriptions of two children with a semantic-pragmatic disorder, a subgroup within the group of specific and severe developmental language disorders, from a neurolinguistic and interactional perspective. We argue that the pragmatic problems, at least in these two girls, are most probably secondary to their semantic/conceptual deficit. If sufficient contextual cues are provided comprehension is improved and, as a consequence, the pragmatic problems are reduced.
Sahlén
B
B
Department of Logopedics and Phoniatrics, University Hospital, Lund, Sweden.
Nettelbladt
U
U
D002648:Child; D003147:Communication Disorders / Q000175:diagnosis; D005260:Female; D006801:Humans; D007398:Interpersonal Relations; D007805:Language Development Disorders / Q000175:diagnosis*; D007807:Language Tests; D008137:Longitudinal Studies; D009483:Neuropsychological Tests; D011578:Psycholinguistics