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1

Lexical Skills in Alzheimer's Dementia (Based on the Material of Dialogue Utterances)

100%
Domagała A.
Psychology of Language and Communication
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2008
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vol. 12
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issue 2
89-105
EN
The paper discusses the lexical skills of adults with Alzheimer's dementia, assessed on the material of dialogue utterances. The paper presents a proposal for a way of describing lexical disorders in dementia and illustrates the problems commonly occurring in this group of patients. The linguistic analysis covered 1000 pages of transcripts of conversations with patients with moderate and severe intensity of dementia. In the discussion of the results, the most common symptoms of lexical disorders were presented that characterize functional behaviors in dementia: quasi-nomination with the use of the pronoun, transfer of a name, and delexicalization (dephraseologization). At the same time, the behaviors and reactions of patients were shown that appear in the situation of experiencing communication failures due to a decreased lexical skills.
2
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Обогащение лексикона студентов с использованием новых информационно-коммуникативных технологий (на примере сервисов WorldWall и LearningApps)

88%
Dźwierzyńska E.
Studia Rossica Posnaniensia
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2022
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vol. 47
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issue 2
223-231
EN
The article is the result of a search for effective tools that can support the process of enriching the individual lexicon of students. The possibilities of involving students in this process through the use of selected ICT tools were indicated. It was pointed out that the use of various platforms and mobile applications in the development and control of lexical skills is conducive to individualization of teaching, and its inclusion in the learning process requires an analysis for usefulness in achieving expected learning outcomes. Online learning platforms such as WordWall and LearningApps, that allow for the design of interactive exercises facilitating the learning of foreign languages, and in particular the improving of foreign vocabulary, were analyzed. Their use in the course of independent learning enables the enrichment of vocabulary in accordance with the interests and individual communication needs of students. The inclusion of these tools in the didactic process may positively affect the motivation to learn, and their systematic use, both in the classroom and during individual work, it also allows the acceleration of the memorization of the vocabulary of a foreign language.
3
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Studie verbální produkce předškolních dětí s vývojovou dysfázií:

75%
Větrovská Zemánková A., Seidlová Málková G.
E-psychologie (E-psychology)
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2020
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vol. 14
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issue 3
31-48
EN
This study aims to analyse a range of the productive vocabulary and quality of verbal expression in Czech monolingual specific-language-impaired (SLI) preschool children. SLI children´s production was also compared to a verbal production of typically developing (agematched) peers. An assessment tool was developed to measure the range and the quality of children´s production of nouns, verbs and adjectives. Both aspects of verbal production (the range and the quality) were also proved to be closely correlated. Research results reveal statistically significant differences between the SLI and a comparison group at both range and the quality of verbal expression. A more detailed examination shows that the differences between SLI and typically developing children´s production manifest themselves in the usage of adjectives the most and the least in the usage of nouns.
CS
Tato studie si klade za cíl prozkoumat rozsah produktivní slovní zásoby a kvalitu vyjadřování u českých monolingvních dětí s vývojovou dysfázií ve srovnání s dětmi intaktními v době před nástupem do prvního ročníku základní školy. K výzkumnému šetření byl vytvořen původní test aktivní slovní zásoby zaměřený na substantiva, adjektiva a verba. Výsledná data ukazují, že oba sledované aspekty verbální produkce se mezi výzkumnými skupinami statisticky významně liší a lze mezi nimi vysledovat velmi těsný korelační vztah. Při podrobnějším zkoumání rozsahu slovní zásoby u jednotlivých slovních druhů se ukázalo, že nejvíce se tento rozsah mezi skupinami participantů liší u adjektiv a nejméně u substantiv.
4

LE B-LEARNING COMME UNE MODALITÉ D’APPRENTISSAGE COMPLÉMENTAIRE DANS L’ATELIER DE CRÉATIVITÉ

71%
Blachowska-Szmigiel M., Pacholczyk S.
Neofilolog
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2015
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issue 44/1
39-50
EN
The present paper is based on a research implemented with the second year students of Romance Philology, which took place in winter 2014/2015. Its purpose was to assess efficiency of b-learning used to improve the integration of lexical skills development with divergent thinking during our creative workshops. First of all, we provide the ex-planation of how the work on Moodle was planned. We then propose an analysis of the results of a survey carried out among our students to assess formal and functional level of their work on the platform. Finally, we share our reflections on the benefits, limitations and possible obsta-cles of the implementation of b-learning during a course, as well as some suggestions to optimize the objectives.
FR
The present paper is based on a research implemented with the second year students of Romance Philology, which took place in winter 2014/2015. Its purpose was to assess efficiency of b-learning used to improve the integration of lexical skills development with divergent thinking during our creative workshops. First of all, we provide the explanation of how the work on Moodle was planned. We then propose an analysis of the results of a survey carried out among our students to assess formal and functional level of their work on the platform. Finally, we share our reflections on the benefits, limitations and possible obstacles of the implementation of b-learning during a course, as well as some suggestions to optimize the objectives.
5
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Rejestr trudności leksykalnych u osób w łagodnej oraz umiarkowanej fazie otępienia alzheimerowskiego

63%
Domagała A.
Logopedia
|
2013
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vol. 42
179-191
PL
W artykule przedstawiono rejestr trudności leksykalnych u osób w łagodnej oraz umiarkowanej fazie otępienia alzheimerowskiego, wraz z egzemplifikacją zjawisk oraz ich charakterystyką ilościową. Badania zostały przeprowadzone na materiale językowym pozyskanym w grupie 120 osób z otępieniem alzheimerowskim, w ramach projektu badawczego „Narracja i jej zaburzenia w przebiegu choroby Alzheimera. Skala sprawności narracyjnych jako technika diagnostyczna w otępieniu alzheimerowskim” (kierownik projektu: dr Aneta Domagała; 39. konkurs projektów badawczych Ministerstwa Nauki i Szkolnictwa Wyższego).
EN
The article presents the register of lexical difficulties in patients with mild and moderate stages of Alzheimer’s dementia, examples of the phenomena, and their quantitative characteristics. The studies were carried out using the linguistic material obtained in a group of 120 patients with Alzheimer’s dementia under the research project “Narrative and Its Disorders in Alzheimer’s Dementia. The Scale of Narrative Skills in Alzheimer’s Dementia” (project manager: Dr Aneta Domagała; 39th Ministry of Science and Higher Education competition of research projects).
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