© 1990 – CRC Press
The long-held belief that acquired aphasia in children is primarily of the non-fluent type has been challenged in recent years. This book discusses language problems arising from cerebro-vascular accidents occurring in childhood, and from other
Acquired childhood aphasia - neuro-pathology, linguistic characteristics and diagnosis; assessment and treatment of acquired childhood aphasia; speech and language disorders following childhood closed head injury; communicative disorders in childhood infectious diseases; linguistic status following acute cerebral anoxia in children; linguistic problems associated with childhood metabolic disorders; communicative impairments in neural tube disorders; speech and language disorders in childhood brain tumours; effect of CNS prophylaxis on speech and language function in children; acquired childhood speech disorders dysarthria and dyspraxia.
From being an area primarily on the periphery of mainstream behavioural and cognitive science, neuropsychology has developed in recent years into an area of central concern for a range of disciplines.
We are witnessing not only a revolution in the way in which brain-behaviour-cognition relationships are viewed, but also a widening of interest concerning developments in neuropsychology on the part of a range of workers in a variety of fields.
Major advances in brain-imaging techniques and the cognitive modelling of the impairments following brain injury promise a wider understanding of the nature of the representation of cognition and behaviour in the damaged and undamaged brain.
Neuropsychology is now centrally important for those working with brain-damaged people, but the very rate of expansion in the area makes it difficult to keep with findings from the current research.
The aim of the Brain, Behaviour and Cognition series is to publish a wide range of books that present comprehensive and up-to-date overviews of current developments in specific areas of interest.
These books will be of particular interest to those working with the brain-damaged. It is the editors' intention that undergraduates, postgraduates, clinicians and researchers in psychology, speech pathology, and medicine will find this series a useful source of information on important current developments.
The authors and editors of the books in the series are experts in their respective fields, working at the forefront of contemporary research. They have produced texts that are accessible and scholarly. We thank them for their contribution and their hard work in fulfilling the aims of the series.