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<title><string language="fre"><![CDATA[Principles of bilingual aphasia assessment and interpretation of findings / Michel Paradis]]></string></title>
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<string language="fre"><![CDATA[Principles of bilingual aphasia assessment and interpretation of findings / Michel Paradis. In "Perspectives neuropsycholinguistiques sur l'aphasie - NeuroPsychoLinguistic Perspectives on Aphasia", colloque international organisé par l'Unité de Recherche Interdisciplinaire Octogone de l'Université Toulouse II-Le Mirail (France). Toulouse, 21-23 juin 2012.
Assessment:
Because patients may recover each of their languages to vastly
different extents (parallel, differential, successive, selective,
blending, (alternating) antagonistic recoveries and selective
aphasia) (Paradis, 2008), all languages previously spoken by the
patient should be assessed. Not testing one of a patient’s
languages may have detrimental social and/or clinical consequences.
It is therefore no longer ethically acceptable to assess aphasic
patients on the basis of the examination of only one of their
languages. However, the evaluation instrument should not be a mere
translation of a battery designed for, and standardized in, another
language, for a number of reasons: For instance, syntactic
constructions, such as the passive in English, are rarely if ever
used, or are much simpler, in some languages. Hence, most
translations will not yield interpretable results. Corresponding
items in another language must be selected so as to tap the same
information as the original, in accordance with the rationale that
motivated the construction of the items in the first place. The tests
must be functionally equivalent and directly comparable, task by
task, with respect to both degree of difficulty and nature of the
material being tested, well beyond its cultural compatibility. This
is why the Bilingual Aphasia Test was designed. Its various versions
are culturally and linguistically equivalent and criteria of
cross-language equivalence vary with each task (Paradis, 2011). 
Interpretation
of test results: It is important to realize that manifestations of
aphasia symptoms differ across various languages in accordance with
their specific structures. The reason why a certain type of error is
more prevalent in one of a patient's languages may be due to one or
more of several factors: The incidence of obligatory contexts, the
frequency of use of a structure in a given language, the structural
complexity of the item; the presence or absence of redundancy;
whether nouns and verbs exist as bare roots or must necessarily be
inflected; whether, when inflections are omitted the remaining form
is pronounceable or not, and whether the form is memorized or
derivable by rule – namely, regular or irregular (Paradis, 2001).
The type of error depends on the type of aphasia, but potential
errors in each case are constrained by the structural characteristics
of each language. 
In
addition, for a meaningful analysis that leads to effective
rehabilitation, the age of appropriation, the degree of practice of
L2, as well as the age at time of assessment in case of a late
learned L2, must be taken into consideration. Depending on the age
and manner of acquisition and the degree of use of a second language,
its cerebral representation will depend on different cerebral
mechanisms. Early acquired languages rely to a great extent on
automatized implicit linguistic competence that is subserved by
procedural memory whereas later learned languages rely to a greater
extent on consciously controlled explicit metalinguistic knowledge
that is subserved by declarative memory (Paradis, 2008). As a result,
double dissociations are observed in the better preservation of the
first language (in amnesia and Alzheimer's disease) or of the second
language (in aphasia, Parkinson's disease, and psychoses) These age
factors may also affect the transfer of therapeutic benefits from a
treated to a non-treated language.]]></string></description>
<keyword><string language="fre"><![CDATA[langage et langues (compréhension)]]></string></keyword><keyword><string language="fre"><![CDATA[tests diagnostiques]]></string></keyword><keyword><string language="fre"><![CDATA[multilinguisme]]></string></keyword><keyword><string language="fre"><![CDATA[déficit cognitif]]></string></keyword><keyword><string language="fre"><![CDATA[troubles du langage]]></string></keyword><keyword><string language="fre"><![CDATA[aphasie]]></string></keyword>
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<date><dateTime>2012-06-22</dateTime></date>
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<entity><![CDATA[BEGIN:VCARD
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NOTE:Michel Paradis est professeur émérite de l'Université&nbsp;McGill,&nbsp;Department of Linguistics, et au Cognitive Neuroscience Centre de l'UQAM à Montréal (Canada).&nbsp;Ses travaux de recherche portent, en neurolinguistique et psycholinguistique, sur&nbsp;le bilinguisme. &gt; Voir sa page personnelle (McGill). 
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