رفیعی, سید مجید
استادیاردانشگاه علوم بهزیستی و توانبخشی
[ 1 ] - بررسی رابطه بین برتری طرفی و عملکرد ارتباطی با سن دانش آموزان مبتلا به اتیسم
Background and aim: There can be relationship between language and communication disorders, sidedness problems and age in autistic individuals. This research was aimed to investigate the possible relationship among sidedness, communicative function and age in autistic students. Methods and Materials: this is a described-analytic research and a kind of cross sectional and comparative one. For ...
[ 2 ] - Development of Responding to Joint Attention in Typically Developing Children Across 9-30 Month
Objectives: Joint attention is one of the most important prerequisite of language and social development. There are two types of joint attention, Initiating joint attention and Responding to joint attention. This study examined the development of responding to joint attention in typically developing children in 8-30 month. Methods: this study was cross-sectional. 61 children (40 female and 2...
[ 3 ] - Comprehension of Passive Structure: Study of Children with and without Specific Language Impairment
Objectives: Specific language impaired children, despite being normal in cognitive and neurological characteristics, and also normal levels of hearing, experience multiple problems in syntax comprehension. This study compared the passive comprehension as one of Syntactic Structures in Persian-speaking typically developing children and Specific language impaired children. Methods: 10 children w...
[ 4 ] - Lexical Access in Persian Normal Speakers: Picture Naming, Verbal Fluency and Spontaneous Speech
Objectives: Lexical access is the process by which the basic conceptual, syntactical and morpho-phonological information of words are activated. Most studies of lexical access have focused on picture naming. There is hardly any previous research on other parameters of lexical access such as verbal fluency and analysis of connected speech in Persian normal participants. This study investigates t...
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