• Speech Sciences
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• v.12 no.4
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• pp.237-245
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• 2005

The purpose of this study was to investigate the characteristics for cohesion in the narratives of fluent aphasics. Ten fluent aphasics and ten normal adults matched chronological-age and education level with aphasics participated in this study. Story retelling task was given to the participants individually. And all narratives they produced were recorded and transcribed for analysis. The frequency of cohesive markers and the rate of accuracy were analyzed. The result were as follows; (1) The fluent aphasics used cohesive devices significantly less than the normal adult group, and the rate of accuracy of cohesive devices used was lower than the normal adults. (2) Both groups used lexical cohesion more than pro-forms and ellipsis, and the difference of two groups was larger in lexical cohesion than pro-forms and ellipsis. (3) The fluent aphasics used lexical cohesion more accurately than pro-forms and ellipsis but the normal adults used all three cohesive markers accurately. The difference of two groups was large in pro-forms and ellipsis.

• Speech Sciences
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• v.11 no.4
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• pp.151-161
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• 2004

The characteristics of generative naming ability between fluent aphasiacs and non-fluent aphasics were investigated for 10 fluent aphasics (6 Wernicke's and 4 conduction type) and 10 non-fluent aphasics (6 Broca's and 4 transcortical motor type). Subjects were given 2 types of generative naming task and asked to generate lists of words to categorical ('animal', 'things at a supermarket') and phonetic ('ㄱ', 'ㅇ', 'ㅅ') cues. The total numbers of correct and incorrect response and error type ratios were calculated. The results of the present study were as follows: (1) Fluent aphasics had higher generative naming scores than non-fluent aphasics. (2) A remarkable dissociation between performance on categorical and phonetic cue in both aphasic groups was observed. Both aphasic groups produced a large number of responses in the categorical cue. (3) There was no significant group-difference in the error type. (4) Any correlation between generative naming and confrontation naming in K - WAB was not found.

• Speech Sciences
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• v.7 no.1
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• pp.65-75
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• 2000

The present study attempted to determine the effect of olfactory stimulation on word retrieval deficit in Korean aphasics. Eleven nonfluent and 9 fluent aphasic patients served as subjects. The 20 subjects' age ranged from 14 to 65 with the mean of 43.0 (SD: 17.6). A neurologist examined them and diagnosed that they had no visual, auditory, and olfactory impairment. The study consisted of 2 experiments: Experiment I included visual stimulation while experiment II included visual and olfactory stimulation. The subjects were presented with 19 pictures for them to name in the experiment I, whereas they were exposed to the 19 pictures along with the corresponding olfactory stimulus in the experiment II. The 19 items included soy sauce, chilly pepper, Kimchi, chewing gum, cigarette (smoked), soybean paste, lemon, banana, alcohol (wine), apple, fish, vinegar, cuttlefish (dried), milk, rose, sesame oil, melon, coffee, and perfume. The results were as follows: First, olfactory stimulation tended to improve aphasics' word retrieval deficit although the improvement was not statistically significant. Second, the nonfluent aphasics seemed to take more advantage from olfactory stimulation compared to the fluent aphasics. Third, olfactory stimulation (olfactory + visual) did not produce a different naming performance compared to visual stimulation in the pre- and post-test when the pre- and post-test was composed of naming tasks through auditory + visual stimulation. Fourth, the fluent aphasics performed better with unpleasant olfactory stimulus while the nonfluent aphasics performed better with pleasant olfactory stimulus.

• Speech Sciences
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• v.11 no.2
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• pp.27-38
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• 2004

This study attempted to determine the effects of a cooperative and cognitive group therapy compared to individual therapy in 24 aphasic subjects. Two dependent variables were measured overall language performance, functional communication skills. 18 subjects with different types and severity of aphasia participated in the group therapy. 6 aphasic subjects participated in the individual therapy and they functioned as a control group. The subjects were ranged from 27 to 59 years in age. The group therapy using the cooperative learning utilized the following procedures. First, 6 aphasics constituted 1 group where each subject peformed a task and they monitored one another. Second, 2 aphasics consisted 1 group and they cooperated to perform a task. Third, 3 groups with 2 aphasics in a group competed one another in a task where the 2 aphasics had to cooperated. Finally, the investigator gave the feedback to the group and she and the subjects discussed the overall procedures of the therapy. The above mentioned 2 tests were administered pre- and post-treatment. A repeated two-way ANOVA was performed for analysis. The results showed that the group therapy was more effective in improving overall language performance as compared to the individual therapy. And, the group therapy was more effective in increasing functional communication skills as compared to the individual therapy.

• Speech Sciences
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• v.12 no.3
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• pp.7-17
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• 2005

This study aimed at investigating the validity and reliability of the Daegu Diagnostic Aphasia Examination (DDAE). The DDAE has been developed to assess aphasics' receptive and expressive language ability. One hundred and forty eight aphasics (96 males and 52 females) diagnosed as aphasics participated in this study. Reliability coefficients showed that the DDAE was highly consistent and accurate (Cronbach's a = .76$\sim$.82). For its' content-validity, a 5-point scale was administered. Four speech and language pathologists served as evaluator. The receptive language mean score was 4.29, the expressive language mean score was 4.09, and the right-hemisphere function mean score was 4.00. For construct validity, the correlation total scores were calculated. The results showed a significant correlation.

• Speech Sciences
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• v.9 no.3
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• pp.87-97
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• 2002

The purpose of this study is to analyze the speech duration in Korean-speaking aphasics. Five patients with nonfluent aphasia (2 with traumatic brain injury and 3 with strokes) and five normal adults participated in this experiment. The mean age in patients with nonfluent aphasia was $45.8\pm2.3$ years and $47.4\pm2.3$ years for the normal adults. The Computerized Speech Lab was used to evaluate the acoustic characteristics of the subjects. Voice onset time, vowel duration, total duration, hold and consonant duration were evaluated for the monosyllabic and the polysyllabic words. The patients with nonfluent aphasia did not show the voicing bar on hold area, however, it was seen in the normal persons in the intervocalic position. Explosion duration of glottalized stops in the intervocalic position was significantly prolonged in nonfluent aphasics in comparison with the normal persons. This suggestes that the laryngeal adjustment is disturbed in these patients. Consonant duration, vowel duration, and total duration of the polysyllabic words were significantly longer in the patients with nonfluent aphasia than those of the normal persons. These results demonstrate the disturbances in controlling articulatory muscles during sound production in patients with nonfluent aphasia. The objective and quantitative analysis based on the acoustic characteristics of nonfluent aphasics, will be very useful in therapeutic planning and on the the effects of speech therapy.

• Proceedings of the KSPS conference
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• 1996.10a
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• pp.289-293
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• 1996

In Korean, as with Kana and Kanji in Japanese, two kinds of word-writing systems--Hangul (the Korean alphabet) and Hanja (the Chinese character; Kanji in Japanese)--have been and still are being used. Hangul is phonetic while Hanja is ideographic. A phonetic alphabet represents the pronunciation of words, wheras ideographs are where a character of a writing system represents a concept. Aphasics suffer from language disorders following brain damage. The reading and writing of Hangul and Hanja by two Korean Broca's aphasics were analyzed with two goals. The first goal was to confirm the functional autonomy of reading and writing systems in the brain that has been argued by other researchers. The second goal was to reveal what difference the subjects show in reading and writing Hangul and Hanja. As experimental materials, 50 monosyllabic words were chosen in Hangul and Hanja respectively. The 50 word pairs of Hangul and Hanja have the same meaning and are also the most familiar monosyllabic words for a group of normal adults in their fifties and sixties. The errors that the aphasic subjects made in performing the experimental materials are analyzed and discussed here. This analysis has confirmed that reading and writing systems are located in different parts in the brain. Furthemore, it seems clear that the two writing systems of Hangul and Hanja have their own respective processes.

• Speech Sciences
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• v.7 no.3
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• pp.263-272
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• 2000

The purpose of this study was to compare receptive language performance and expressive language performance in 13 patients with aphasia by using three stimulus presentation modes: Stimulus mode I (picture), Stimulus mode II (written word), Stimulus m (question using verbal explanation). The stimulus consisted of 10 words. They included 5 functional words and 5 non-functional words. The 13 subjects with aphasia were divided into 2 aphasic types: 5 Broca's aphasics and 8 anomie aphasics. The results were as follows: Firstly, the three stimulus modes didn't affect receptive language performance of aphasia subjects. Secondly; the three stimulus modes were effective on expressive language performance of aphasia subjects. Particularly, stimulus mode II (written words) was effective in naming the aphasia subjects. Thirdly, the functional words with high frequency were better than non-functional words with low frequency on expressive language performance, but not on receptive language performance of aphasia subjects. Finally, the interaction between three stimulus modes and the functional (nonfunctional) words affected expressive language performance only, but not receptive language performance. Particularly, presenting stimulus in written words which are functional words produced the best expressive language performance.

• Speech Sciences
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• v.4 no.2
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• pp.91-102
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• 1998

The present study attempted to modify the conventional Melodic Intonation Therapy (MIT) in three aspects: number of syllables of adjacent target utterances (ATU), melody patterns of ATU, and initial listening of melody and intoned speech with the eyes closed. The modified Melodic Intonation Therapy (MMIT) was applied to two severe Korean aphasics. The patients exhibited a severely nonfluent aphasia resulting from a left CVA(Cerebrovascular Accident). The purpose of the modification was to avoid perseveration and improve reflective listening skills. First, the treatment program avoided ATU with the same number of syllables. Second, four different patterns of melody were developed: rising type, falling type, V-type, and inverted V-type. One type of prosodic pattern was preceded and followed by another type of melody. These two variations were to decrease perseverative behaviors. Finally, the patients kept their eyes closed when the clinician played and hummed a target melody at the initial stage of the program in order to improve reflective listening skills. A single-subject alternating treatment design was used. The effects of MMIT were compared to the conventional MIT. Differing the number of syllables and the type of melodic patterns decreased perseverative behaviors and produced more correct names. The initial listening of the target melody with the patients' eyes closed seemed to increase their attentiveness and result in a more fluent production of target utterances. Probable reasons for the effectiveness of MMIT were discussed.

• Speech Sciences
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• v.1
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• pp.227-236
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• 1997

How do aphasics deal with the inflectional marking occurring in agglutinative languages like Korean? Korean speech repetition, comprehension and production were studied in 3 Broca's aphasic speakers of Korean. As experimental materials, 100 easy sentences were chosen in 1st grade Korean elementary school textbooks about reading writing and listening, and two pictures were made from each sentence. This study examines the use of three kinds of inflectional markings--past tense, nominative case, and accusative case. The analysis focuses on whether each inflectional marking was performed well or not in tasks such as repetition, comprehension and production. In addition, morphological errors concerned with each inflectional marking were analyzed in view of markedness. In general, the aphasic subjects showed a clear preservation of the morphological aspects of their native language. So the view of Broca's aphasics as agrammatical could not be strongly supported. It can be suggested that nominative case and accusative case are marked elements in Korean.