Evaluación de las afasias: consideraciones dialectales y culturales en neurología / Assessment of aphasia: dialectal and cultural considerations in neurology

Introducción: La evaluación del lenguaje en el contexto de las alteraciones neurológicas se fundamenta, tradicionalmente, en el uso de la lengua estándar de la comunidad en la que tiene lugar. Las variables dialectales constituyen un tema «olvidado». El objetivo de esta revisión es aportar recursos y guías de trabajo para superar esta limitación. Desarrollo: (1) Revisión de conceptos propios de la dialectología (lengua, dialecto, líneas isoglosas, idiolecto, registro, «variante estándar», bilingüismo). (2) Caracterización fundamental de las dialectologías española y catalana y búsqueda de recursos online para el desarrollo de instrumentos en neurología. (3) Búsqueda ad hoc en PubMed (palabras clave: dialect, aphasia, multilingual). Conclusiones: (1) Se aportan recursos online para promover un adecuado desarrollo de instrumentos de evaluación en lenguas castellana y catalana, considerando aspectos dialectales. (2) Se aportan unas guías de trabajo orientadas a la introducción de variables dialectales en los test de lenguaje para asegurar su objetivo último: evaluar el uso real de la lengua, y no el conocimiento cultural de la lengua estándar. (AU)

Introduction: In the context of neurological disorders, language assessment is traditionally based on the use of the standard language of the community in which the assessment is performed. Dialectal variables constitute a ‘forgotten’ topic. This review aims to provide resources and working guidelines to overcome this limitation. Development: The study was conducted as follows: 1) review of basic concepts of dialectology (language, dialect, isogloss line, idiolect, register, ‘standard variant’, bilingualism); 2)characterisation of Spanish and Catalan dialectologies and search for online resources for the development of neurological assessment tools; 3) ad hoc search on the PubMed database (keywords ‘dialect’, ‘aphasia’ and ‘multilingual’). Conclusions: We provide online resources to promote adequate development of assessment tools in Spanish and Catalan, accounting for Dialectal considerations. We propose a set of working guidelines for the introduction of Dialectal variables in language tests to ensure their ultimate objective: to evaluate the real use of the language, and not cultural knowledge of the standard language. (AU)

Assessment of aphasia: dialectal and cultural considerations in neurology.

INTRODUCTION: In the context of neurological disorders, language assessment is traditionally based on the use of the standard language of the community in which the assessment is performed. Dialectal variables constitute a "forgotten" topic. This review aims to provide resources and working guidelines to overcome this limitation. DEVELOPMENT: The study was conducted as follows: 1) review of basic concepts of dialectology (language, dialect, isogloss line, idiolect, register, "standard variant," bilingualism); 2) characterisation of Spanish and Catalan dialectologies and search for online resources for the development of neurological assessment tools; 3) ad hoc search on the PubMed database (keywords: "dialect," "aphasia," and "multilingual"). CONCLUSIONS: We provide online resources to promote adequate development of assessment tools in Spanish and Catalan, accounting for dialectal considerations. We propose a set of working guidelines for the introduction of dialectal variables in language tests to ensure their ultimate objective: to evaluate the real use of the language, and not cultural knowledge of the standard language.

Assessment of aphasia: dialectical and cultural considerations in neurology. / Evaluación de las afasias: consideraciones dialectales y culturales en neurología.

INTRODUCTION: In the context of neurological disorders, language assessment is traditionally based on the use of the standard language of the community in which the assessment is performed. Dialectical variables constitute a 'forgotten' topic. This review aims to provide resources and working guidelines to overcome this limitation. DEVELOPMENT: The study was conducted as follows: 1) review of basic concepts of dialectology (language, dialect, isogloss line, idiolect, register, 'standard variant', bilingualism); 2) characterisation of Spanish and Catalan dialectologies and search for online resources for the development of neurological assessment tools; 3) ad hoc search on the PubMed database (keywords 'dialect', 'aphasia' and 'multilingual'). CONCLUSIONS: We provide online resources to promote adequate development of assessment tools in Spanish and Catalan, accounting for dialectical considerations. We propose a set of working guidelines for the introduction of dialectical variables in language tests to ensure their ultimate objective: to evaluate the real use of the language, and not cultural knowledge of the standard language.

[Acquired dyslexias and dysgraphias under the prism of cognitive neuropsychology: a model for the Spanish language]. / Las dislexias y disgrafías adquiridas bajo el prisma de la neuropsicología cognitiva: un modelo para la lengua castellana.

The present paper discusses the different clinical manifestations of acquired disorders of reading and writing from a neurocognitive viewpoint. Based on a specific functional architecture of reading and writing--a cognitive model; presented as well--the different syndromes of acquired dyslexias and dysgraphias, that have been described in the specialized literature during the last 25 years, will be reviewed. The different pathologies are distributed along three different functional axes: a plurimodal component, including the semantic system, for the description of peripheric disorders of reading and writing; a lexical block which is justified by the findings in patients with surface dyslexia/dysgraphia; and a third, sublexical component, in order to illustrate the different functional impairments in phonological dyslexia/dysgraphia. Following the description of syndromes due to selective "functional lesions", we discuss deep dyslexia/dysgraphia, a syndrome due to multiple functional lesions. All of the syndromes will be justified and discussed with respect to the different components of the functional architecture presented and are based on cases of the literature and personal observations. Concluding remarks will evaluate the new insights gained by the presented functional arquitecture in relation to other cognitive models for the analysis of reading aloud and writing to dictation of single words.

Las dislexias y disgrafías adquiridas bajo el prisma de la neuropsicología cognitiva: un modelo para la lengua castellana / Dyslexias and dysgraphies acquired under the prism of cognitive neuropsychology: a model for the Castillian language

En este artículo, siguiendo el enfoque nacido con las ciencias cognitivas, se discuten las distintas patologías dentro del campo de las dislexias y las disgrafías adquiridas. Basado en un modelo cognitivo, una arquitectura funcional -presentada también-, se abarcan los distintos síndromes que se han descrito en la literatura especializada durante los últimos 25 años. Las distintas patologías se presentan en tres bloques cognitivos: un bloque plurimodal para los trastornos periféricos (dentro del cual también se consideran las alteraciones semánticas); un bloque léxico, cuya funcionalidad es evidente a partir de la dislexia/disgrafía de superficie, y un bloque subléxico que sirve para detallar los trastornos subyacentes a la dislexia/disgrafía fonológica. Una vez descritos los problemas concretos, debidos a lesiones funcionales selectivas, se discuten los trastornos múltiples, la dislexia/disgrafía profunda. En todos los casos, se justifican plenamente muchos de los componentes del modelo basándose en casos reales. Finalmente, como conclusiones, se evalúan las aportaciones novedosas de esta arquitectura funcional en relación con otros modelos cognitivos para el análisis de la lectura en voz alta y la escritura al dictado de palabras aisladas. (AU)