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The language‐cognition‐affect interface in young college student stroke survivors with aphasia
Author(s) -
Mattuzzi Michelle,
Pfenninger Simone E.
Publication year - 2018
Publication title -
international journal of applied linguistics
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.712
H-Index - 39
eISSN - 1473-4192
pISSN - 0802-6106
DOI - 10.1111/ijal.12222
Subject(s) - aphasia , psychology , affect (linguistics) , feeling , memorization , learned helplessness , disadvantage , cognition , developmental psychology , clinical psychology , social psychology , cognitive psychology , psychiatry , communication , political science , law
In this case‐series study, quantitative and qualitative data were collected through an international web survey inviting (former) college aphasic students to describe their feelings of anxiousness, helplessness and self‐efficacy while using language when back at school, their self‐reported use of communication strategies, and the extent to which they view language as a threat to their emotional well‐being. Analysis of responses from 35 participants revealed that the heavy emphasis on language use at school puts young aphasics at a disadvantage. The majority of the respondents reported perceiving any tasks involving oral speech and communication, note‐taking and memorization as extremely difficult and stressful. Examining such struggles helps educators, practitioners, caregivers, friends, family, partners and schools understand the areas in which a survivor's life needs the most support.