LEADER 04521nam 2200577 450 001 9910796624803321 005 20230814221604.0 010 $a3-11-052901-7 024 7 $a10.1515/9783110529494 035 $a(CKB)4100000001965702 035 $a(MiAaPQ)EBC4943675 035 $a(DE-B1597)476897 035 $a(OCoLC)1020686993 035 $a(DE-B1597)9783110529494 035 $a(Au-PeEL)EBL4943675 035 $a(CaPaEBR)ebr11500910 035 $a(EXLCZ)994100000001965702 100 $a20180210h20182018 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $2rdacontent 182 $2rdamedia 183 $2rdacarrier 200 00$aFrom arithmetic to metaphysics $ea path through philosophical logic /$fedited by Ciro de Florio and Alessandro Giordani 210 1$aBerlin, [Germany] ;$aBoston, [Massachusetts] :$cDe Gruyter,$d2018. 210 4$d©2018 215 $a1 online resource (390 pages) 225 1 $aPhilosophische Analyse ;$vBand 73 =$aPhilosophical Analysis ;$vVolume 73 311 $a3-11-052882-7 311 $a3-11-052949-1 320 $aIncludes bibliographical references. 327 $tFrontmatter -- $tContents -- $tPreface / $rDe Florio, Ciro / Giordani, Alessandro -- $tHilbert's ? and ? in Proof Theory: a proof-theoretical representation of universal and existential statements / $rAbrusci, Michele -- $tTruths in Contemporary Set Theory / $rArrigoni, Tatiana -- $tGödel, Searle, and the Computational Theory of the (Other) Mind / $rBuzzoni, Marco -- $tNaïve Proof and Curry's Paradox / $rCarrara, Massimilano -- $tExploring and extending the landscape of conjunctive approaches to verisimilitude / $rFesta, Roberto / Cevolani, Gustavo -- $tMental Causation and Nonreductive Physicalism, an Unhappy Marriage? / $rCorradini, Antonella -- $tOn Grounding Arithmetic / $rDe Florio, Ciro -- $tRisk vs Logic. Karl Barth and Heinrich Scholz on Faith and Reason / $rFossati, Lorenzo -- $tOn the Ontology of Biological Species / $rFrigerio, Aldo -- $tWho is Afraid of Subjective Probability? / $rGalavotti, Maria Carla -- $tAgent-causation and Its Place in Nature / $rGasser, Georg -- $tQuantified Modal Justification Logic with Existence Predicate / $rGiordani, Alessandro -- $tThe Case for Conceptualism / $rKutschera, Franz von -- $tTwo days in the life of a genius / $rLenzen, Wolfgang -- $tMultiple Religious Belonging: A Logico-Philosophical Approach / $rLöffler, Winfried -- $tDefinitions by Abstraction in the Peano School / $rMancosu, Paolo -- $tIntelligible Worlds / $rMeixner, Uwe -- $tNecessary Truths and Supervaluations / $rNicolai, Carlo -- $tThe Wittgensteinian and the ontological (3-dimensional) reaction to the naturalistic challenge / $rRunggaldier, Edmund -- $tMeasure-Entailment and Support in the Logic of Approximate Generalizations / $rSchurz, Gerhard / Adams, Ernest -- $tBibliography 330 $aPublished in honor of Sergio Galvan, this collection concentrates on the application of logical and mathematical methods for the study of central issues in formal philosophy. The volume is subdivided into four sections, dedicated to logic and philosophy of logic, philosophy of mathematics, philosophy of science, metaphysics and philosophy of religion. The contributions adress, from a logical point of view, some of the main topics in these areas. The first two sections include formal treatments of: truth and paradoxes; definitions by abstraction; the status of abstract objects, such as mathematical objects and universal concepts; and the structure of explicit knowledge. The last two sections include papers on classical problems in philosophy of science, such as the status of subjective probability, the notion of verisimilitude, the notion of approximation, and the theory of mind and mental causation, and specific issues in metaphysics and philosophy of religion, such as the ontology of species, actions, and intelligible worlds, and the logic of religious belonging. 410 0$aPhilosophische Analyse ;$vBand 73. 606 $aMetaphysics 610 $aSergio Galvan. 610 $aTruth. 610 $aabstract objects. 610 $aformal epistemology. 610 $aphilosophy of logic. 615 0$aMetaphysics. 676 $a110 702 $aFlorio$b Ciro de 702 $aGiordani$b Alessandro 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910796624803321 996 $aFrom arithmetic to metaphysics$93807026 997 $aUNINA LEADER 11227nam 22004693 450 001 9910795765803321 005 20230817190324.0 010 $a9781635501629$b(electronic bk.) 010 $z9781635501599 035 $a(MiAaPQ)EBC6949905 035 $a(Au-PeEL)EBL6949905 035 $a(CKB)21479251000041 035 $a(OCoLC)1314626067 035 $a(EXLCZ)9921479251000041 100 $a20220410d2019 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aAphasia and Other Acquired Neurogenic Language Disorders $eA Guide for Clinical Excellence 205 $a2nd ed. 210 1$aSan Diego :$cPlural Publishing, Incorporated,$d2019. 210 4$d©2023. 215 $a1 online resource (649 pages) 311 08$aPrint version: Hallowell, Brooke Aphasia and Other Acquired Neurogenic Language Disorders San Diego : Plural Publishing, Incorporated,c2019 9781635501599 327 $aIntro -- What Is Special About This Book? -- Acknowledgments -- About the Author -- Dedication -- Section I. Welcome and Introduction -- Chapter 1. Welcome to the Fantastic World of Research and Clinical Practice in Acquired Neurogenic Communication Disorders -- What Are Acquired Cognitive-Linguistic Disorders? -- Which Neurogenic Communication Disorders Are Not Acquired Language Disorders? -- What Is Clinical Aphasiology? -- What Is So Fantastic About the World of Neurogenic Communication Disorders? -- We Work With Wonderful People and Become Part of Their Rich Life Stories -- We Are Catalysts for Positive Change -- We Enjoy Empowerment of Others Through Advocacy and Leadership -- We Enjoy a Great Deal of Humor and Fascination -- We Enjoy Fantastic Local and Worldwide Professional Networks -- Our Work Is Multicultural and Multilingual -- We Are Lifelong Learners -- We Tap Into Our Most Scientific and Our Most Creative Selves at the Same Time -- We Have Rich Career Opportunities -- What Disciplines Are Relevant to Aphasia and Related Disorders? -- What Is Known About the Incidence and Prevalence of Acquired Neurogenic Language Disorders? -- Where Do Aphasiologists Work? -- What Is the Career Outlook for Clinical Aphasiologists? -- Learning and Reflection Activities -- Chapter 2. Becoming the Ultimate Excellent Clinician -- What Makes a Clinician Truly Excellent? -- What Can One Do to Become an Excellent Clinical Aphasiologist? -- How Do the People We Serve Characterize What They Most Want? -- What Are Some Traits of People Who Are Perceived as Unhelpful Clinicians? -- What Content Is Important to Master? -- What Credentials Are Required for a Career as an Aphasiologist? -- What Credentials May Aphasiologists Earn Beyond Their Basic Academic and Clinical Credentials? -- Is It Best to Specialize or Generalize?. 327 $aWhat Strategies Help Boost Career Development in Acquired Cognitive-Linguistic Disorders? -- What Organizations Support Professional Information Sharing and Networking Among Clinical Aphasiologists? -- Learning and Reflection Activities -- Chapter 3. Writing and Talking About the People With Whom We Work -- What Is Important to Consider in Writing and Talking About People With Neurogenic Cognitive-Linguistic Disorders? -- Person-First Language -- Alternatives to the Word Patient -- People With Disabilities -- Research Participants -- Older People -- Healthy Adults -- What Are Important Nuances in Terms We Use to Refer to People Who Care for People With Neurogenic Cognitive-Linguistic Disorders? -- What Is the Difference Between the Terms Therapy and Treatment ? -- Neurotypical People -- What Are Pros and Cons of Terms Used to Refer to SLPs? -- What Are the Preferred Terms When Referring to the Experts Who Work With People Who Have Neurogenic Communication Challenges? -- What Is Important to Keep in Mind Regarding Inclusive and Welcoming Language? -- What Other Terms Might Unintentionally Convey Negative Connotations? -- Why Are There Inconsistencies in the Prefixes Used in Terms for Characterizing Neurogenic Symptoms, and What Is the Rationale for Varied Prefix Choices? -- Learning and Reflection Activities -- Section II. Foundations for Considering Acquired Neurogenic Language Disorders -- Chapter 4. Defining and Conceptualizing Aphasia -- What Is a Good Way to Define Aphasia? -- Aphasia Is Acquired -- Aphasia Has a Neurological Cause -- Aphasia Affects Reception and Production of Language Across Modalities -- Aphasia Is Not a Speech, Intellectual, Sensory, or Psychiatric Disorder -- How Have Established Aphasiologists Defined Aphasia? -- What Are the Primary Frameworks for Conceptualizing Aphasia? -- Unidimensional Frameworks. 327 $aMultidimensional Frameworks -- Medical Frameworks -- Cognitive Neuropsychological, Psycholinguistic, and Neurolinguistic Frameworks -- Biopsychosocial Frameworks -- Social Frameworks -- Social Determinants of Health Frameworks -- Other Historically Relevant Frameworks -- How Does One Choose a Preferred Framework for Conceptualizing Aphasia? -- How Are the Frameworks for Conceptualizing Aphasia Relevant to Other Neurogenic Language Disorders? -- Learning and Reflection Activities -- Chapter 5. The WHO ICF, Human Rights Perspectives, and Life Participation Approaches -- What Is the WHO ICF? -- How Is the WHO ICF Relevant to Ethics and Human Rights? -- How Is the WHO ICF Specifically Relevant to Intervention and Research in Rehabilitation? -- How Is the WHO ICF Specifically Relevant to People With Neurogenic Language Disorders? -- Learning and Reflection Activities -- Chapter 6. Etiologies of Acquired Neurogenic Language Disorders -- What Is a Stroke? -- What Are Stroke Risk Factors, and What Causes Stroke? -- What Are the Physiological Effects of Stroke? -- How Crucial Is Timing for Medical Treatment After a Stroke? -- How Is the Sudden Onset of Stroke Relevant to Supporting Patients and Families? -- What Is a Transient Ischemic Attack? -- What Is Hypoperfusion? -- What Can Be Done to Prevent Stroke? -- Attending to Stroke Triggers -- What Is TBI? -- What Are Blast Injuries? -- What Are Concussion and Mild TBI? -- What Can Be Done to Prevent TBI? -- What Are Bacteria and Viruses? -- What Other Types of Infections Affect Cortical Function? -- What Is Neoplasm? -- What Is Toxemia? -- What Are Diabetes Mellitus and Diabetic Encephalopathy? -- What Is Metabolic Syndrome? -- What Other Metabolic Disorders Cause Encephalopathy? -- What Is Neurodegenerative Disease? -- What Is Dementia? -- What Is Mild Cognitive Impairment?. 327 $aWhat Is Primary Progressive Aphasia? -- What Are Some Special Challenges in Identifying Etiologies of Cognitive-Linguistic Disorders? -- Learning and Reflection Activities -- Chapter 7. Neurophysiology and Neuropathology of Acquired Neurogenic Language Disorders -- What Should SLPs Know About Neuroanatomy and Neurophysiology Associated With Neurogenic Cognitive-Linguistic Disorders? -- What Are Key Neurophysiological Principles Pertinent to Acquired Cognitive-Linguistic Disorders? -- Specialization of Structure and Function -- Interconnectivity Throughout the Brain -- The Brain's Plasticity -- What Is the Most Clinically Pertinent Knowledge an Aphasiologist Should Have About the Blood Supply to the Brain? -- What Factors Affect a Person's Prognosis for Recovery From a Stroke or Brain Injury? -- Why Is It Important for Clinical Aphasiologists to Know About the Visual System? -- What Aspects of the Visual System Are Most Relevant to People With Neurogenic Language Disorders? -- Anatomy and Physiology Associated With Visual Deficits -- How Are Visual Field Deficits Characterized? -- What Are Ocular Motor Deficits? -- What Are Visual Attention Deficits? -- What Are Higher-Level Visual Deficits? -- What Aspects of the Neurophysiology of Hearing Are Most Relevant to People With Neurogenic Language Disorders? -- Learning and Reflection Activities -- Supplemental Review of Neuroanatomy Related to Aphasiology -- Supplemental Review of Blood Supply to the Brain -- Supplemental Review of the Visual System -- Supplemental Review of the Auditory System -- Chapter 8. Neuroimaging and Other Neurodiagnostic Instrumentation -- What Are the Most Relevant Neuroimaging Techniques for Aphasiologists to Know About? -- Computed Axial Tomography (CAT or CT) -- Magnetic Resonance Imaging (MRI) -- Single Photon Emission Computed Tomography (SPECT) -- Cerebral Angiography. 327 $aWhat Other Neurodiagnostic Methods Are Important for Aphasiologists to Know About? -- Electroencephalography (EEG) -- Electrocorticography -- Additional Methods -- Learning and Reflection Activities -- Chapter 9. Aging, Which Is Not a Disorder, and Its Relevance to Aphasiology -- What Is Aging? -- What Are Key Theories About Aging That Are Especially Relevant to Cognition and Communication? -- What Is Aging Well? -- How Are Demographic Shifts in Aging Populations Relevant to Clinical Aphasiologists? -- What Are Normal Changes in the Brain as People Age? -- What Are Positive Aspects of the Aging Brain? -- Memory -- Word Finding -- Syntactic Processing -- Reading and Writing -- Discourse -- Pragmatics -- What Are General Guidelines for Differentiating Normal From Impaired Language in Older Adults? -- What Theories Have Been Proposed to Account for Cognitive-Linguistic Changes With Aging? -- Resource Capacity Theories -- Working Memory Theories -- Context-Processing Deficiency Theories -- Signal Degradation Theories -- Transmission Deficit Theories -- Speed-of-Processing Theories -- Inhibition Theories -- What Can Be Done to Ensure the Best Preservation of Language Abilities as People Age? -- What Is Elderspeak, and How May We Raise Awareness About It? -- What Sensitivities Related to Ageism Are Important for Aphasiologists to Demonstrate? -- Learning and Reflection Activities -- Section III. Features, Symptoms, and Syndromes in the Major Categories of Cognitive-Linguistic Disorders -- Chapter 10. Syndromes and Hallmark Characteristics of Aphasia -- How Are the Types of Aphasia Classified? -- What Are the Classic Syndromes of Aphasia, and What Are the Hallmark Characteristics of Each? -- Expressive/Receptive, Nonfluent/Fluent, and Anterior/Posterior Dichotomies -- Classic Aphasia Classification -- Wernicke's Aphasia -- Broca's Aphasia -- Global Aphasia. 327 $aConduction Aphasia. 330 $aCovering an array of evidence-based content, including aphasia, traumatic brain injury, dementia, and language in aging, Aphasia and Other Acquired Neurogenic Language Disorders: A Guide for Clinical Excellence, Second Edition is a must-have textbook for clinicians and students studying to be speech-language pathologists. This clinical guide strategically addresses scientific foundations, service delivery, international and multicultural perspectives, assessment, and treatment. 606 $aLanguage disorders 615 0$aLanguage disorders. 700 $aHallowell$b Brooke$01512486 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 912 $a9910795765803321 996 $aAphasia and other acquired neurogenic language disorders$93746369 997 $aUNINA