Tema 1: La logopedia y la lingüÃstica aplicada - OCW de la ...
Tema 1: La logopedia y la lingüÃstica aplicada - OCW de la ...
Tema 1: La logopedia y la lingüÃstica aplicada - OCW de la ...
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Presentación <strong>Tema</strong> IntroductorioLingüística General y AplicadaTroncal <strong>de</strong> primer curso <strong>de</strong> Logopedia1. Nociones lingüísticasLengua/ Hab<strong>la</strong>• especialista en tartamu<strong>de</strong>z Charles Van Riper,Speech correction, edic. <strong>de</strong> 1963• edición <strong>de</strong> 1939: “déficit <strong>de</strong>l hab<strong>la</strong>” (1939: 51): “Speechis <strong>de</strong>fective when it <strong>de</strong>viates so far from the speech ofother people in the group that it calls attention to itself,interferes with communication, or causes its possessorto be ma<strong>la</strong>djusted to his environment.”• mencionaba brevemente <strong>la</strong> afasia (1939: 53) como“disor<strong>de</strong>r of the linguistic aspect of speech”.• 1963 diferencia por primera vez lenguaje y hab<strong>la</strong>,consi<strong>de</strong>rando <strong>la</strong> afasia como un <strong>de</strong>sor<strong>de</strong>n <strong>de</strong>simbolización, (es <strong>de</strong>cir, <strong>de</strong>l sistema, en términos <strong>de</strong>lingüística estructural; <strong>de</strong> <strong>la</strong> gramática en términosgenerativistas clásicos.DUCHAN: A short history of Speech Pathology in AmericaB.Gal<strong>la</strong>rdo Paúls 2008. Universitat <strong>de</strong> València71. Nociones lingüísticasLengua/ Hab<strong>la</strong>• Trastornos <strong>de</strong>l Hab<strong>la</strong> vs. <strong>de</strong>l Lenguaje: terminología especialmenteutilizada en el ámbito <strong>de</strong> trastornos <strong>de</strong>l <strong>de</strong>sarrollo• Por ej., Baker y Cantwell (1992: 8), en su artículo fundamentalsobre lenguaje en TDAH seña<strong>la</strong>n:“’Speech disor<strong>de</strong>r’ was <strong>de</strong>fined as problems with the motorproduction of speech sounds (e.g., articu<strong>la</strong>tion, voice or fluency).‘<strong>La</strong>nguage disor<strong>de</strong>r’ was <strong>de</strong>fined as problems with the use ofarbitrary symbols for communication (i.e., comprehension,expression, pragmatics, and processing). Based on the extent of<strong>de</strong>viation from standardized test norms (or clinical impression inthe case of pragmatics) each area of SL [Speech <strong>La</strong>nguage]functioning was rated on a 5-point scale for severity of disor<strong>de</strong>r.The rating of speech production, <strong>la</strong>nguage expression,comprehension, processing and pragmatics were then summed toprovi<strong>de</strong> overall severity ratings for each child’s SL disor<strong>de</strong>r.”B.Gal<strong>la</strong>rdo Paúls 2008. Universitat <strong>de</strong> València8Beatriz Gal<strong>la</strong>rdo PaúlsCurso 2008-2009