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Le Bel, Ronald M.; Pineda, Jaime A.; Sharma, Anu – Journal of Communication Disorders, 2009
The mirror neuron system (MNS) is a trimodal system composed of neuronal populations that respond to motor, visual, and auditory stimulation, such as when an action is performed, observed, heard or read about. In humans, the MNS has been identified using neuroimaging techniques (such as fMRI and mu suppression in the EEG). It reflects an…
Descriptors: Sensory Integration, Brain, Role, Communication Disorders

Chapman, Sandra Bond; McKinnon, Lyn – Journal of Communication Disorders, 2000
This article discusses psychobiological factors that affect recovery after traumatic brain injury in children and adolescents, including biological pathophysiology of the injury, the cognitive stage of the child at injury, the amount of time after injury, the challenge level of tasks, and the child's reserve of psychosocial resources. (Contains…
Descriptors: Adolescents, Age Differences, Children, Cognitive Development

Grafman, Jordan – Journal of Communication Disorders, 2000
This article introduces a framework for conceptualizing four forms of cognitive neuroplasticity. The concepts include: (1) homologous area adaptivity; (2) cross-modal reassignment; (3) map expansion; and (4) compensatory masquerade. The limitations of each form of plasticity are presented. (Contains references.) (Author/CR)
Descriptors: Adaptive Behavior (of Disabled), Adults, Brain Hemisphere Functions, Children

Thompson, Cynthia K. – Journal of Communication Disorders, 2000
This article presents data showing that two of the four forms of neuroplasticity, homologous area adaptation and map extension, are relevant to recovery from aphasia. It discusses factors related to neuroplastic activity during language recovery, including neurophysiological, subject, and environmental treatment variables. (Contains references.)…
Descriptors: Adaptive Behavior (of Disabled), Adults, Aphasia, Brain Hemisphere Functions

Miller, Carol A. – Journal of Communication Disorders, 2001
Four conditions of a standard false belief task were administered to 10 children with specific language impairment (SLI), 10 children of the same age, and 9 younger children with comparable language skills. Results found that linguistic competence served as a limiting factor in false belief performance in children with SLI. (Contains references.)…
Descriptors: Children, Cognitive Development, Cognitive Processes, Evaluation Methods