Boletín de AELFA最新文献

The use of cannabis by adolescents and young people produces negatives effects on their biopsychosocial health. This may be temporary, as this substance reduces normal brain function and depresses the central nervous system due to its immediate effects, or permanent, when the drug has caused serious structural changes and damage in the brain tissue.

In this article we show how cannabis consumption affects language and communication on the basis of results obtained by the observation and analysis of cases on treatment due to consuming this substance. The young people observed were between sixteen and twenty two years old.

We will describe some aspects surrounding this situation, including: consumption data, which may let us know the extent to which the population is affected by this problem; the characteristics of the substance and the age of starting as a determining factor of the appearance and severity of the consequences on language and communication, on the development and continuous learning process through social interaction; the easy access of the young population to a illegal drug; some of the consequences and risks of using it as a result of its effect on the central nervous system; the elements required to intervene in the learning process and how they may be directly affected by the cannabis consumption: the influence of cannabis consumption on language and interpersonal communication.

Learning strategies of acquisition and retrieval of communication skills is a poorly understood aspect. Knowing how to establish such strategies and how to incorporate these communication skills in daily use is essential.

The objective of this research was to examine which learning strategies may be put in place when working on the recovery and acquisition of communication skills in people with communication problems.

The research was designed as a comparative prospective study with random allocation of participants into two groups (experimental and control).

As conclusions, the experimental group participants increased the acquisition of learning strategies and their execution. It can be seen that a program in which the person is not only trained in exercises in the form of repetitive questions and answers, but also encourages them to search for their own solutions to everyday problems has great benefi cial effects, particularly in aspects of acquiring learning strategies and new learning processes or remembering previous learning that the subject already possessed but had not demonstrated or practiced.

The present paper shows the process followed in the speech and language therapy with a child using a person-centred therapy and naturalistic approach. For teaching purposes the following materials used in the intervention are described: Initial Report, Designing an individual programme, Designing a family programme and other socio-educational agents, Advantages and disadvantages as regards individual and group therapy, and finally, Designing materials for Speech and Language Intervention.

We are reviewing some aspects of the evolution of knowledge about language pathology, both assessment and intervention, which has been developed in recent decades. This article focuses on the need to further develop the methodological aspects and techniques of language assessment, especially in relation to populations with special educational needs, in order to provide new resources useful in the practice of speech-language pathologists.

El lenguaje mantiene estrechas relaciones con diversos procesos psicológicos, como la atención, la memoria o el razonamiento. En concreto, la relación entre lenguaje y pensamiento plantea cuestiones fundamentales: ¿representan las distintas lenguas la misma realidad social?; ¿hasta qué punto el lenguaje determina el modo en que pensamos? En este artículo, revisamos diversos estudios interculturales que han analizado la interrelación entre lenguaje y pensamiento. Discutimos hallazgos que demuestran que el género gramatical de las palabras afecta a las representaciones semánticas de los objetos que nos rodean. Asimismo, resaltamos cómo la medida en que se da este tipo de influencia está determinada por la complejidad gramatical de cada lengua. Por ejemplo, en lenguas latinas como el español, frecuentemente existe una correspondencia entre el género natural y el gramatical, y, por lo tanto, se establecen asociaciones fuertes entre ambos. En cambio, en lenguas con mayor complejidad gramatical, como el alemán, existen más de dos géneros no sólo para la categorización de objetos, sino también de personas. Por lo tanto, en este tipo de lenguas el género gramatical afectaría a las representaciones semánticas en menor medida. Concluimos que términos con distinto género gramatical conllevan distintas connotaciones sobre el género natural, y resaltamos las implicaciones prácticas que ello conlleva en el uso diario del lenguaje.