aphasia

失語症 　 　

WordNet

1. inability to use or understand language (spoken or written) because of a brain lesion
2. unable to speak because of a brain lesion
3. someone affected by aphasia or inability to use or understand language
4. related to or affected by aphasia; "aphasic speech"
5. an impairment of language (especially speech production) that is usually due to brain damage
6. inability to perceive written words (同)alexia, word_blindness

PrepTutorEJDIC

1. 失語症
2. 失語症患者 / 失語症の,失語症にかかっている

Wikipedia preview

出典(authority):フリー百科事典『ウィキペディア（Wikipedia）』「2015/02/17 00:38:55」(JST)

wiki ja

[Wiki ja表示]

aphasia
基本情報
出身地	日本
ジャンル	J-POP ロック ハードロック
活動期間	1996年 -
レーベル	experience
共同作業者	saki （ベース） maki （キーボード）
公式サイト	aphasia official site
メンバー
流風 （ボーカル） goe （ギター） jun （ドラムス）
旧メンバー
ten （ギター） jun2 （ベース） 実宇 （ベース） saki （ベース） sho （ベース）

aphasia（アフェイジア）は1995年に結成されたハードロックバンドである。バンド名の由来はヨーロッパの2ndアルバム『WINGS OF TOMORROW』に収録されているインストゥルメンタル曲のタイトルからで、意味は「失語症」である。

メンバー

• 流風（luka） - ボーカル
• goe - ギター
• jun - ドラムス

サポートメンバー

• saki - ベース
• maki - キーボード

旧メンバー

• ten - ギター
  • 1996年に加入、同年に脱退。
• jun2 - ベース
  • 1996年に加入、1997年に脱退。
• 実宇 - ベース
  • 1997年に加入、2001年に脱退。
• saki - ベース
  • 2001年に脱退。現在はサポートメンバー。
• sho - ベース
  • 2002年に加入、2005年に脱退。

作品

アルバム

• Mirage on the ice （1999年12月）
• Wings of fire （2001年6月）
• Labyrinth in my heart （2003年3月）
• WILD AND INNOCENT （2004年2月）
• Gambler （2006年8月）

ミニアルバム

• Mirage2005 （2005年10月）
  • 1stアルバム『Mirage on the ice』から5曲を新たに録音し直し、インストゥルメンタル曲を1曲追加した。
• Sweet Illusion （2009年8月）

外部リンク

• aphasia official site （日本語） - 公式サイト

wiki en

[Wiki en表示]

Not to be confused with Aphagia.

For other uses, see Aphasia (disambiguation).

Aphasia
Classification and external resources
ICD-10	F80.0-F80.2, R47.0
ICD-9	315.31, 784.3, 438.11
DiseasesDB	4024
MedlinePlus	003204
eMedicine	neuro/437
MeSH	D001037

Dysphasia
Classification and external resources
ICD-10	F80.1, F80.2, R47.0
ICD-9	438.12, 784.5

Aphasia (/əˈfeɪʒə/, /əˈfeɪziə/ or /eɪˈfeɪziə/; from Greek a- ("without") + phásis (φάσις, "speech")) is the name given to a collection of language disorders which have in common that they are caused by damage to the brain. A requirement for a diagnosis of aphasia is that, prior to the illness or injury, the person's language skills were normal (for developmental language disorders, see specific language impairment). The difficulties of people with aphasia can range from occasional trouble finding words to losing the ability to speak, read, or write, but does not affect intelligence. This also affects visual language such as sign language.

Aphasia is most commonly caused by stroke. Brain damage linked to aphasia can also be caused by other brain diseases, including cancer (brain tumor), epilepsy, and Alzheimer's disease.

Acute aphasia disorders usually develop quickly as a result of head injury or stroke, and progressive forms of aphasia develop slowly from a brain tumor, infection, or dementia. The area and extent of brain damage or atrophy will determine the type of aphasia and its symptoms. Aphasia types include expressive aphasia, receptive aphasia, conduction aphasia, anomic aphasia, global aphasia, primary progressive aphasias and many others. Medical evaluations for the disorder range from clinical screenings by a neurologist to extensive tests by a speech-language pathologist or neuropsychologist. Most acute aphasia patients can recover some or most skills by working with a speech-language pathologist. This rehabilitation can take two or more years and is most effective when begun quickly. Improvement varies widely, depending on the aphasia's cause, type, and severity. Recovery also depends on the patient's age, health, motivation, handedness, and educational level. Therapy for aphasia ranges from increasing functional communication to improving speech accuracy, depending on the person's severity, needs and support of family and friends.

Classification

The Third International Webster's Dictionary defines aphasia as: "The loss or impairment of the power to use words as symbols or ideas that results from a brain lesion." The word aphasia comes from the word ἀφασία aphasia, in Ancient Greek, which means "speechlessness", derived from ἄφατος aphatos, "speechless" from ἀ- a-, "not, un" and φημί phemi, "I speak".

Aphasia is best thought of as a collection of different disorders, rather than a single problem. Each individual with aphasia will present with their own particular combination of language strengths and weaknesses. Consequently, it is a major challenge just to document the various difficulties that can occur in different people, let alone decide how they might best be treated. Most classifications of the aphasias tend to divide the various symptoms into broad classes. A common approach is to distinguish between the fluent aphasias (where speech remains fluent, but content may be lacking, and the person may have difficulties understanding others), and the nonfluent aphasias ( where speech is very halting and effortful, and may consist of just one or two words at a time).

However, no such broad-based grouping has proven fully adequate. There is a huge variation among patients within the same broad grouping, and aphasias can be highly selective. For instance, patients with naming deficits (anomic aphasia) might show an inability only for naming buildings, or people, or colors.

Localizationist model

Cortex

The localizationist model attempts to classify the aphasia by major characteristics and then link these to areas of the brain in which the damage has been caused. The initial two categories here were devised by early neurologists working in the field, namely Paul Broca and Carl Wernicke. Other researchers have added to the model, resulting in it often being referred to as the "Boston-Neoclassical Model".

• Individuals with expressive aphasia (also called Broca's aphasia) were once thought to have frontal lobe damage, though more recent work by Nina Dronkers using imaging and 'lesion analysis' has revealed that patients with Expressive aphasia may be affected by having lesions in the medial insular cortex. Broca analysis did not study these lesions because his studies did not dissect the brains of diseased patients, and therefore only the more temporal damage was visible. In a somewhat informative and somewhat anecdotal imaging study, Dronkers and Odile Plaisant scanned the preserved brains of Broca's original patients' non-living brains using a non-invasive MRI scanner to re-examine the precise location of the brain injury being studied. Damage to a region of the motor association cortex in the left frontal lobe (Broca's area) is associated with disruption to the ability to speak. Individuals with Expressive aphasia often have right-sided weakness or paralysis of the arm and leg, because the frontal lobe is also important for body movement.
• In contrast to Expressive aphasia, damage to the temporal lobe may result in a fluent aphasia that is called receptive aphasia (also known as Sensory aphasia and Wernicke's aphasia). Patients suffering from receptive aphasia, unlike Broca's aphasia patients, produce speech without any grammatical problem. However, because the Wernicke's area, which is responsible for language comprehension, is damaged, receptive aphasia patients cannot convey the meaning. These individuals usually have no body weakness, because their brain injury is not near the parts of the brain that control movement. Both expressive aphasia and/or receptive aphasia may be accompanied by alexia (see also dyslexia), which is the acquired inability to produce (expressive aphasia) and/or comprehend (receptive aphasia) spoken language. Alexia can also co-occur with agraphia, the specific loss of the ability to produce written language even when the necessary motor skills seem to be intact.
• Working from Wernicke's model of aphasia, Ludwig Lichtheim proposed five other types of aphasia, but these were not tested against real patients until modern imaging made more in-depth studies available. Five other types of aphasia in the localizationist model can be identified as:

1. Auditory verbal agnosia (also known as Pure Word Deafness)
2. Conduction aphasia
3. Apraxia of speech (now considered a separate disorder in itself)
4. Transcortical motor aphasia (also known as Adynamic aphasia and Extrasylvian motor aphasia)
5. Transcortical sensory aphasia

• Anomic aphasia, also known as anomia or dysnomia, is another type of aphasia proposed under what is commonly known as the Boston-Neoclassical model, which, in essence, is a difficulty with naming. Its important to remember that some level of anomia is seen in all off the aphasias. A person with anomic aphasia knows what they want to communicate but cannot find the appropriate words to do so.

• Global aphasia, results from damage to extensive portions of the perisylvian region of the brain. An individual with global aphasia will have difficulty understanding both spoken and written language and will also have difficulty speaking. This is a severe type of aphasia that makes it quite difficult when communicating with the individual. More often times than not, the individual who has global aphasia can say only a few words or perseverate one familiar word. This means that the client repeatedly says the same word no matter the question or context. < Manasco, Hunter M. 2014. Introduction to Neurogenic Communication Disorders. Chapter 4 The Aphasias. pg 73.>

• Isolation aphasia, sometimes known as mixed transcortical aphasia or semantic transcortical aphasia, is a type of disturbance in language skill that causes the inability to comprehend what is being said to you or the difficulty in creating speech with meaning without affecting the ability to recite what has been said and to acquire newly presented words. This type of aphasia is caused by brain damage that isolates the parts of the brain from other parts of the brain that are in charge of speech. The brain damages are caused to left temporal/parietal cortex that spares the Wernicke's area. Isolation aphasia patients can repeat what other people say, thus they do recognize words, but they can't comprehend the meaning of what they are hearing and repeating, and cannot produce meaningful speech of their own.

Progressive aphasias

Primary progressive aphasia (PPA) is associated with progressive illnesses or dementia, such as frontotemporal dementia / Pick Complex Motor neuron disease, Progressive supranuclear palsy, and Alzheimer's disease, which is the gradual process of progressively losing the ability to think. It is characterized by the gradual loss of the ability to name objects. People suffering from PPA may have difficulties comprehending what others are saying. They can also have difficulty trying to find the right words to make a sentence. There are three classifications of Primary Progressive Aphasia : Progressive nonfluent aphasia (PNFA), Semantic Dementia (SD), and Logopenic progressive aphasia (LPA)

Progressive Jargon Aphasia is a fluent or receptive aphasia in which the patient's speech is incomprehensible, but appears to make sense to them. Speech is fluent and effortless with intact syntax and grammar, but the patient has problems with the selection of nouns. Either they will replace the desired word with another that sounds or looks like the original one or has some other connection or they will replace it with sounds. As such, patients with jargon aphasia often use neologisms, and may perseverate if they try to replace the words they cannot find with sounds. Substitutions commonly involve picking another (actual) word starting with the same sound (e.g., clocktower - colander), picking another semantically related to the first (e.g., letter - scroll), or picking one phonetically similar to the intended one (e.g., lane - late).

Tripartite classification

The different types of aphasia can be divided into three categories: fluent, non-fluent, and "pure" aphasias.

• Receptive aphasias, also called fluent aphasias, are impairments related mostly to the input or reception of language, with difficulties either in auditory verbal comprehension or in the repetition of words, phrases, or sentences spoken by others. Speech is easy and fluent, but there are difficulties related to the output of language as well, such as paraphasia. Examples of fluent aphasias are: Receptive aphasia, Transcortical sensory aphasia, Conduction aphasia, Anomic aphasia

• Expressive aphasias, also called nonfluent aphasias, are difficulties in articulating, but in most cases there is relatively good auditory verbal comprehension. Examples of nonfluent aphasias are: Expressive aphasia, Transcortical motor aphasia, Global aphasia

• "Pure" aphasias are selective impairments in reading, writing, or the recognition of words. These disorders may be quite selective. For example, a person is able to read but not write, or is able to write but not read. Examples of pure aphasias are: Pure alexia, Agraphia, Auditory verbal agnosia In some occurrences, an individual with receptive aphasia will also have problems with understanding written text.

Primary and secondary cognitive processes

Aphasias can be divided into primary and secondary cognitive processes.

• Primary aphasia is due to problems with cognitive language-processing mechanisms, which can include: Transcortical sensory aphasia, Semantic Dementia, Apraxia of speech, Progressive nonfluent aphasia, and Expressive aphasia
• Secondary aphasia is the result of other problems, like memory impairments, attention disorders, or perceptual problems, which can include: Transcortical motor aphasia, Dynamic aphasia, Anomic aphasia, Receptive aphasia, Progressive jargon aphasia, Conduction aphasia, and Dysarthria.

Cognitive neuropsychological model

Several neuropsychological models of aphasia have been introduced since Alexander Luria's seminal book in the 1960s titled Higher Cortical Functions in Man. The cognitive neuropsychological model of Max Coltheart builds on cognitive neuropsychology. It assumes that language processing can be broken down into a number of modules, each of which with a specific function. Hence, there is a module that recognises phonemes as they are spoken and a module that stores formulated phonemes before they are spoken. In the clinical setting, use of this model involves conducting a battery of assessments (usually from the PALPA, the "psycholinguistic assessment of language processing in adult acquired aphasia ... that can be tailored to the investigation of an individual patient's impaired and intact abilities" ), each of which tests one or a number of these modules. Once a diagnosis is reached as to where the impairment lies, therapy can proceed to treat the individual module.

Deaf aphasia

There have been many instances showing that there is a form of aphasia among deaf individuals. Sign language is, after all, a form of communication that has been shown to use the same areas of the brain as verbal forms of communication. Mirror neurons become activated when an animal is acting in a particular way or watching another individual act in the same manner. These mirror neurons are important in giving an individual the ability to mimic movements of hands. Broca's area of speech production has been shown to contain several of these mirror neurons resulting in significant similarities of brain activity between sign language and vocal speech communication. Facial communication is a significant portion of how animals interact with each other. Humans use facial movements to create, what other humans perceive, to be faces of emotions. While combining these facials movements with speech, a more full form of language is created which enables the species to interact with a much more complex and detailed form of communication. Sign language also uses these facial movements and emotions along with the primary hand movement way of communicating. These facial movement forms of communication come from the same areas of the brain. When dealing with damages to certain areas of the brain, vocal forms of communication are in jeopardy of severe forms of aphasia. Since these same areas of the brain are being used for sign language, these same, at least very similar, forms of aphasia can show in the Deaf community. Individuals can show a form of Wernicke's aphasia with sign language and they show deficits in their abilities in being able to produce any form of expressions. Broca's aphasia shows up in some patients, as well. These individuals find tremendous difficulty in being able to actually sign the linguistic concepts they are trying to express.

Signs and symptoms

People with aphasia may experience any of the following behaviors due to an acquired brain injury, although some of these symptoms may be due to related or concomitant problems such as dysarthria or apraxia and not primarily due to aphasia. Aphasia symptoms can vary based on the location of damage in the brain. Signs and symptoms may or may not be present in individuals with aphasia and may vary in severity and level of disruption to communication. Often those with aphasia will try to hide their inability to name objects by using words like thing. So when asked to name a pencil they may say its a thing used to write.

• inability to comprehend language
• inability to pronounce, not due to muscle paralysis or weakness
• inability to speak spontaneously
• inability to form words
• inability to name objects (anomia)
• poor enunciation
• excessive creation and use of personal neologisms
• inability to repeat a phrase
• persistent repetition of one syllable, word, or phrase (stereotypies)
• paraphasia (substituting letters, syllables or words)
• agrammatism (inability to speak in a grammatically correct fashion)
• dysprosody (alterations in inflexion, stress, and rhythm)
• incomplete sentences
• inability to read
• inability to write
• limited verbal output
• difficulty in naming
• speech disorder
• Speaking gibberish
• inability to follow or understand simple requests

Presentation

Acute aphasias

The following table summarizes some major characteristics of different acute aphasias:

Type of aphasia	Repetition	Naming	Auditory comprehension	Fluency
Receptive aphasia	mild–mod	mild–severe	defective	fluent paraphasic
Transcortical sensory aphasia	good	mod–severe	poor	fluent
Conduction aphasia	poor	mild	relatively good	fluent
Anomic aphasia	mild	mod–severe	mild	fluent
Expressive aphasia	mod–severe	mod–severe	mild difficulty	non-fluent, effortful, slow
Transcortical motor aphasia	good	mild–severe	relatively good	non-fluent
Global aphasia	poor	poor	poor	non-fluent
Mixed transcortical aphasia	moderate	poor	poor	non-fluent

• Individuals with Receptive aphasia may speak in long sentences that have no meaning, add unnecessary words, and even create new "words" (neologisms). For example, someone with Receptive aphasia may say, "You know that smoodle pinkered and that I want to get him round and take care of him like you want before", meaning "The dog needs to go out so I will take him for a walk". They have poor auditory and reading comprehension, and fluent, but nonsensical, oral and written expression. Individuals with Receptive aphasia usually have great difficulty understanding the speech of both themselves and others and are, therefore, often unaware of their mistakes. Receptive language deficits usually arise form lesions in the posterior portion of the left hemisphere at or near Wernicke's area.

• Individuals with Transcortical sensory aphasia, in principle the most general and potentially among the most complex forms of aphasia, may have similar deficits as in Receptive aphasia, but their repetition ability may remain intact.

• Individuals with Conduction aphasia have deficits in the connections between the speech-comprehension and speech-production areas. This might be caused by damage to the arcuate fasciculus, the structure that transmits information between Wernicke's area and Broca's area. Similar symptoms, however, can be present after damage to the insula or to the auditory cortex. Auditory comprehension is near normal, and oral expression is fluent with occasional paraphasic errors. Repetition ability is poor.

• Individuals with Anomic aphasia have difficulty with naming. The patients may have difficulties naming certain words, linked by their grammatical type (e.g., difficulty naming verbs and not nouns) or by their semantic category (e.g., difficulty naming words relating to photography but nothing else) or a more general naming difficulty. Patients tend to produce grammatic, yet empty, speech. Auditory comprehension tends to be preserved. Anomic aphasia is the aphasia presentation of tumors in the language zone; it is the aphasia presentation of Alzheimer's disease.

• Individuals with Expressive aphasia frequently speak short, meaningful phrases that are produced with great effort. Expressive aphasia is thus characterized as a nonfluent aphasia. Affected people often omit small words such as "is", "and", and "the". For example, a person with Expressive aphasia may say, "Walk dog," which could mean "I will take the dog for a walk", "You take the dog for a walk" or even "The dog walked out of the yard". Individuals with Expressive aphasia are able to understand the speech of others to varying degrees. Because of this, they are often aware of their difficulties and can become easily frustrated by their speaking problems.

• Individuals with Transcortical motor aphasia have similar deficits as Expressive aphasia, except repetition ability remains intact. Auditory comprehension is generally fine for simple conversations, but declines rapidly for more complex conversations. It is associated with right hemiparesis, meaning that there can be paralysis of the patient's right face and arm.

• Individuals with Global aphasia have severe communication difficulties and will be extremely limited in their ability to speak or comprehend language. They may be totally nonverbal, and/or use only facial expressions and gestures to communicate. It is associated with right hemiparesis, meaning that there can be paralysis of the patient's right face and arm.

• Individuals with Mixed transcortical aphasia have similar deficits as in global aphasia, but repetition ability remains intact.

Subcortical aphasias

• Subcortical aphasias Characteristics and symptoms depend upon the site and size of subcortical lesion. Possible sites of lesions include the thalamus, internal capsule, and basal ganglia.

Causes

Aphasia usually results from lesions to the language-relevant areas of the frontal, temporal and parietal lobes of the brain, such as Broca's area, Wernicke's area, and the neural pathways between them. These areas are almost always located in the left hemisphere, and in most people this is where the ability to produce and comprehend language is found. However, in a very small number of people, language ability is found in the right hemisphere. In either case, damage to these language areas can be caused by a stroke, traumatic brain injury, or other brain injury.

Aphasia may also develop slowly, as in the case of a brain tumor or progressive neurological disease, e.g., Alzheimer's or Parkinson's disease. It may also be caused by a sudden hemorrhagic event within the brain. Certain chronic neurological disorders, such as epilepsy or migraine, can also include transient aphasia as a prodromal or episodic symptom.

Aphasia can result from herpesviral encephalitis. The herpes simplex virus affects the frontal and temporal lobes, subcortical structures, and the hippocampal tissue, which can trigger aphasia.

Aphasia is also listed as a rare side-effect of the fentanyl patch, an opioid used to control chronic pain. Adverse side effects including chronic aphasia can be caused by cortico-steroids.

Management

There is no one treatment proven to be effective for all types of aphasias. The reason that there is no universal treatment for aphasia is because of the nature of the disorder and the various ways it is presented, as explained in the above sections. Aphasia is rarely exhibited identically, implying that treatment needs to be catered specifically to the individual. Studies have shown that, although there is no consistency on treatment methodology in literature, there is a strong indication that treatment in general has positive outcomes.

After the onset of Aphasia, there is approximately a six-month period of spontaneous recovery. During this time, the brain is attempting to recover and repair the damaged neurons. Therapy for Aphasia during this time facilitates an even greater level of recovery than if no intervention was given at this time.

A multi-disciplinary team, including doctors (often a physician is involved, but more likely a clinical neuropsychologist will head the treatment team), physiotherapist, occupational therapist, speech-language pathologist, and social worker, works together in treating aphasia. For the most part, treatment relies heavily on repetition and aims to address language performance by working on task-specific skills. The primary goal is to help the individual and those closest to them adjust to changes and limitations in communication.

Treatment techniques mostly fall under two approaches:

1. Substitute Skill Model - an approach that uses an aid to help with spoken language, i.e. a writing board
2. Direct Treatment Model - an approach that targets deficits with specific exercises

Several treatment techniques include the following:

• Visual Communication Therapy (VIC) - the use of index cards with symbols to represent various components of speech
• Visual Action Therapy (VAT) - involves training individuals to assign specific gestures for certain objects
• Functional Communication Treatment (FCT) - focuses on improving activities specific to functional tasks, social interaction, and self-expression
• Promoting Aphasic's Communicative Effectiveness (PACE) - a means of encouraging normal interaction between patients and clinicians. In this kind of therapy the focus is on pragmatic communication rather than treatment itself. Patients are asked to communicate a given message to their therapists by means of drawing, making hand gestures or even pointing to an object.
• Melodic intonation therapy (MIT) - uses the intact melodic/prosodic processing skills of the right hemisphere to help cue retrieval of words and expressive language
• Other - i.e. drawing as a way of communicating, trained conversation partners

More recently, computer technology has been incorporated into treatment options. A key indication for good prognosis is treatment intensity. A minimum of two–three hours per week has been specified to produce positive results. The main advantage of using computers is that it can greatly increase intensity of therapy. These programs consist of a large variety of exercises and can be done at home in addition to face-to-face treatment with a therapist. However, since aphasia presents differently among individuals, these programs must be dynamic and flexible in order to adapt to the variability in impairments. Another barrier is the capability of computer programs to imitate normal speech and keep up with the speed of regular conversation. Therefore, computer technology seems to be limited in a communicative setting, however is effective in producing improvements in communication training.

Several examples of programs used are StepByStep, Lingraphica, Computer-Based Visual Communication (C-VIC), TouchSpeak (TS), and Sentence Shaper.

Melodic intonation therapy is often used to treat non-fluent aphasia and has proved to be very effective in some cases. MIT is used to help people with aphasia vocalize themselves through speech song which is then transferred as a spoken word. Good candidates for this therapy include left hemisphere stroke patients, non-fluent aphasias such as Broca's, good auditory comprehension, poor repetition and articulation, and good emotional stability and memory. It has been hypothesized that MIT is effective because prosody and singing is located within the right hemisphere; it is these right hemisphere language areas that are recruited for normal speech production.

History

The first recorded case of aphasia is from an Egyptian papyrus, the Edwin Smith Papyrus, which details speech problems in a person with a traumatic brain injury to the temporal lobe. During the second half of the 19th century, Aphasia was a major focus for scientists and philosophers who were working in the beginning stages in the field of psychology.

Prevention

Following are some precautions that should be taken to avoid aphasia, by decreasing the risk of stroke, the main cause of aphasia:

• Exercising regularly
• Eating a healthy diet
• Keeping alcohol consumption low and avoiding tobacco use
• Controlling blood pressure

Notable cases

• Ralph Waldo Emerson

See also

• Agnosia
• Aphasiology
• Aprosodia
• Auditory processing disorder
• Lethologica
• Origin of speech

References

Sources

• McGowan, Jennifer (February 2012). "Aphasia". American Journal of Nursing 112: 49. 

External links

• Aphasia at DMOZ
• Luria's Areas of the Human Cortex Involved in Language Illustrated summary of Luria's book Traumatic Aphasia
• Video clips showing patients with Expressive-type aphasia
• A video clip with a patient exhibiting Receptive aphasia

UpToDate Contents

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• 1. 失語症患者へのアプローチ approach to the patient with aphasia
• 2. 失語症：予後および治療 aphasia prognosis and treatment
• 3. 遺伝性痙性対麻痺 hereditary spastic paraplegia
• 4. 前頭側頭型認知症：臨床的特徴および診断 frontotemporal dementia clinical features and diagnosis
• 5. 大脳皮質基底核変性症 corticobasal degeneration

English Journal

• When two and too don't go together: A selective phonological deficit sparing number words.

• Bencini GM, Pozzan L, Bertella L, Mori I, Pignatti R, Ceriani F, Semenza C.SourceHunter College, City University of New York, USA.
• Cortex; a journal devoted to the study of the nervous system and behavior.Cortex.2011 Oct;47(9):1052-62. Epub 2011 Mar 31.
• We report the case of an Italian speaker (GBC) with classical Wernicke's aphasia syndrome following a vascular lesion in the left posterior middle temporal region. GBC exhibited a selective phonological deficit in spoken language production (repetition and reading) which affected all word classes ir
• PMID 21665200

• Social cognition, executive functioning, and neuroimaging correlates of empathic deficits in frontotemporal dementia.

• Eslinger PJ, Moore P, Anderson C, Grossman M.SourceDepartment of Neurology, EC037, PA State Hershey Medical Center, P.O. Box 850, Hershey, PA 17033-0850, USA. peslinger@psu.edu
• The Journal of neuropsychiatry and clinical neurosciences.J Neuropsychiatry Clin Neurosci.2011 Fall;23(1):74-82.
• The authors investigated aspects of interpersonal sensitivity and perspective-taking in relation to empathy, social cognitions, and executive functioning in 26 frontotemporal dementia (FTD) patients. Behavioral-variant FTD (bvFTD) patients were significantly impaired on caregiver assessments of empa
• PMID 21304142

Japanese Journal

• 内科的治療を受ける高齢脳梗塞患者のせん妄状態出現に関連する入院初日の因子と入院3日間のせん妄状態の変化に影響する因子

• 菅原 峰子
• 老年看護学 : 日本老年看護学会誌 17(2), 28-37, 2013-03-20
• 目的:高齢脳梗塞患者におけるせん妄状態出現と入院初日の因子の関連および3日間のせん妄状態の変化への影響を明らかにした.方法:対象者は5医療施設で脳梗塞の内科的治療を受ける65歳以上の患者50人であった.選定条件は,脳梗塞症状出現後1週間以内に入院し,入院時の意識レベルが清明からJapan Coma Scale I-3の範囲で,失語症がなく,情報提供に同意した者である.せん妄の評価には日本語版NEE …
• NAID 110009594835

• 失語症会話パートナーへの会話支援 : 失語症者との会話に対する質的評価の試み : 原著論文

• 鈴木 朋子
• 健康医療科学研究 = Journal of health and medical science : JHMS 3, 9-23, 2013-03-01
• NAID 120005271022

• ジアゼパム就前療法が著効した徐波睡眠時持続性棘徐波(CSWS)を伴うLandau-Kleffner症候群の2例

• 藤井 明子,小国 弘量,吉川 陽子,大澤 眞木子
• 東京女子医科大学雑誌 83(E1), E260-E264, 2013-01-31
• 我々は、ジアゼパム(DZP)就前療法が著効した徐波睡眠時持続性棘徐波(CSWS)を伴うLandau-Kleffner症候群の2例を報告する。2症例とも、焦点性運動発作と、発作間欠期脳波検査で中心・側頭部優位のてんかん性脳波異常を認め、発作に前後して聴覚失認が出現した。様々な抗てんかん薬治療や、ACTH療法で無効ないし一過性効果のみであった。DZP静注負荷にてCSWS脳波の改善を認め、就前一回DZP …
• NAID 110009559416

Related Links

• aphasia official site

○携帯用サイトhttp://www.aphasia.jp/i/ ○メールマガジン「aphasia通信」購読及び 解除手続きはこちらからお願いいたします○ツアーグッズ販売中！ 詳細はこちらをご覧 ください iTunesにより「SWEET ILLUSION」及び前作「Gambler」のダウンロードが出来 ...

• Aphasia - ウィキペディア - Wikipedia

aphasia（アフェイジア）は1995年に結成されたハードロックバンドである。バンド名の 由来はヨーロッパの2ndアルバム『WINGS OF TOMORROW』に収録されているインス トゥルメンタル曲のタイトルからで、意味は「失語症」である。

Related Pictures

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★リンクテーブル★

リンク元	「失語症」「失がつく英単語」「dysphasia」「alogia」「progressive aphasia」
拡張検索	「nonfluent aphasia」「nominal aphasia」「transcortical motor aphasia」

「失語症」

　　[★]

英

aphasia

同

失語

関

感覚性失語症(ウェルニッケ失語症)、運動性失語症(ブローカ失語症)

dysphasia

流暢性と失語 (BET.250)

	非流暢性失語	流暢性失語
発語の量	少ない	正常または多い
発語に対する努力	努力を要する	正常
韻律	傷害されている	正常
句の長さ	短い	長い
統語障害	単語の羅列が多い(失文法)	言葉としてはつながっているがよく分からない(錯文法)
錯語	まれ	多い
言語促迫	減少	増加
障害部位	ブローカ野	ウェルニッケ野

「失がつく英単語」

　　[★]

• 失計算 acalculia
• 失行 apraxia

-praxia 「動作」「行為」の意

• apraxia 失行、dyspraxia 統合運動障害
• 失語 aphasia

-phasia 言語障害

dysphasia 失語症、言語障害

• 失認 agnosia

-gnosia 認識力、認識能力

anosognosia 病態失認、疾病失認 prosopagnosia 顔貌失認、相貌失認

• 失読 alexia

-lexia 「～な読み方」「～な欠陥のある読み方」

dyslexia 失読症、読字障害、失読

• 失書 agraphia

-graphia (1)「(特定の)主題についての記述」「(特定の)ものの描写」、(2)「(特定の)心理異常によって特徴づけられた描写」の意

dysgraphia 書字障害、書字困難 micrographia 小字症、小書症

• 失声 aphonia

「dysphasia」

　　[★]

• n.

• loss of or deficiency in the power to use or understand language as a result of injury to or disease of the brain(⇔dysarthria)

• 失語症、言語障害、不全失語症

同

aphasia

　

「alogia」

　　[★]

アロギー、アロジア

関

acquired aphasia、aphasia、dysphasia、global aphasia、progressive aphasia、semantic aphasia

「progressive aphasia」

　　[★]

進行性失語症、進行性失語

関

acquired aphasia、alogia、aphasia、dysphasia、global aphasia、semantic aphasia

「nonfluent aphasia」

　　[★]

非流暢性失語

関

agrammatism、Broca aphasia、expressive aphasia、motor aphasia

「nominal aphasia」

　　[★] 健忘失語。名辞失語

「transcortical motor aphasia」

　　[★] 超皮質性運動性失語