Search

ABSTRACT. This study “Spatial concepts related to expressive language in preschool children” offers a new perspective of the spatial framework theory in preschool children in Romania. The study investigates the language abilities related to spatial concepts following the three major axes: up-down, in frontbehind, left-right correlated with language production/ expressive language. During this research 143 preschool children were testes with three types of tasks: concrete tasks, symbolic representations tasks (spatial concepts were approached through visual representations) and verbal tasks to evaluate their spatial concepts. The results demonstrate the relation between spatial concepts and language development; the way the language develops from concrete object manipulation to verbal production is intermediated by symbolic representations, this way makes the difference between emergent abilities and mastered abilities using spatial reference. This research also underline the acquired stages within the three different spatial axes: up-down (emergent in the age range of 3-4, mastered in the age range of 4-5), in front-behind (mastered from the age range of 4-5 as similar results are obtained in 5-6) and left-right (emergent in the age range of 5-6).

ABSTRACT. This research presents three different perspectives on morphological processing. The third perspective establishes a relation between the first two, it being the basis of the developed study. Thus, this article tries to establish the relation between morphologic and lexical processing, this relation being emphasized at the level of verbal comprehension (in an expressive task of defining a wordlist and in an receptive task of identifying the suitable picture for a certain sentences where the focus was on derivative morphemes and the comprehension of the derivate resulted word). In this research 204 participants completed the above mentioned tasks, their results being correlated, thus statistically confirming the significant relation between morphological and lexical processing in Romanian language. A case study is also presented with the aim of strengthening the collected data.

ABSTRACT. Full edentation is a serious dental condition, because it perturbs all the functions of the stomatognathic system, having consequences on the entire organism. With the entire therapeutic arsenal dental medicine has at its disposal these days, the number of cases of full edentation remains high. Complex oral rehabilitation through the application of prosthetic pieces means regaining oro-dental health, the positive modification of the self image and self esteem, by means of the reintegration of these patients into social life. The main objective sought through the prosthetic rehabilitation by means of total prosthesis was improving the patients’ quality of life through reestablishing the deteriorated functions of the dento-maxilar apparatus and the restoration of the aesthetic.

ABSTRACT. This paper is focused on assessing phonological abilities through rhyming abilities. These rhyming abilities are addressed by: rhyme exposure, judging upon rhymes, matching the rhyming words, producing rhyming words. Working procedures reveals a psycho-linguist approach for assessing rhyming abilities, this approach being implemented in the situation of a Pierre- Robin case study. The obtained results were analyzed in the context of an extended assessment session, they being able to underline the presence of a phonological processing deficit in this case. These results stress on the fact that rhyming abilities can be considered predictive factors in developing phonological abilities.

ABSTRACT. This paper establishes the relation between two concepts, the concept of psychomotricity and ADHD, relation reflected by a case study. Fallowing this theoretical framework and detailing executive functions, there can be underlined the main aspects, necessary to be assessed in order to relate those two concepts. Thus, the assessment of the case study is focused on visual-graphical-motor areas, the results confirming us the possibility of relating ADHD and psychomotricyty as two connected concepts.