Oral and Written Discourse in Adolescents With Closed Head Injury
Wilson, Brenda Marie
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https://hdl.handle.net/2142/85232
Description
Title
Oral and Written Discourse in Adolescents With Closed Head Injury
Author(s)
Wilson, Brenda Marie
Issue Date
1998
Doctoral Committee Chair(s)
Proctor, Adele
Department of Study
Speech and Hearing Science
Discipline
Speech and Hearing Science
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Psychology, Cognitive
Language
eng
Abstract
"Analysis of oral and written discourse suggested differing cognitive demands for the two modes of expression. Speaking and writing samples were provided by 8 adolescents with closed head injury (CHI) and 8 matched controls. A generation task using the ""Cookie Theft"" picture stimulus provided the basis for discourse analysis. A total of 8 measures [productivity, efficiency, semantic ties (lexical, incomplete, elliptical), maze use, coherence (global, local)] were utilized in this study. Participant performance was viewed according to cognitive-linguistic skills (scores on the Scales of Cognitive Abilities for Traumatic Brain Injury), executive functioning ( Profiles of Executive Functioning), and working memory (Recognition Memory subtest of G-F-W Auditory Memory Tests). Only oral productivity and oral and written local coherence ratings differed significantly from controls. Additionally, the measures of productivity, efficiency and lexical cohesion yielded significant relationships for both groups only in writing to the covariates of executive functioning and/or working memory. A model consisting of group membership (CHI vs. control), executive functioning and working memory helps to explain variance in the discourse skills of adolescents with CHI. Differences in speaking and writing performance after CHI contribute to our understanding of the cognitive-linguistic nature of discourse."
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