盲人寫論文

[心理] Emotion from wiki

Emotion from Wiki

囧 失意體前屈

囧

網路語言

Message from my body recently

Listen to the sound of my body, recently

sounds good , I guess

1.Upper part

Chest Pain From wiki
Chest

胸痛（康健）

Dizzy

頭暈
天旋地轉，頭暈怎麼辦？（天下雜誌）

想吐


2.upper part

Knee
Patella
如何運動不傷膝 天下

髕骨關節疼痛症候群 blog

Paper

髕骨關節疼痛症候群及其股內斜肌之訓練
（學生：高雄長庚實習物理治療師 蘇美宇 ）
毛歆瑜 Mao, Hsin-Yu 詹美華 臺灣大學：物理治療學研究所 髕股關節疼痛症候群患者與健康成人之股內側斜肌形態差異--超音波研究


手腳冰冷

倘若足部的循環變好，心臟就不需要額外一再加壓，輸送血液至足部
末梢，可減少高血壓、心臟病及中風等高危險疾病的發生。

3. Nutrition

營養 from wiki 含醫學 公共衛生概論

安麗 Amway

4. Insurance

衛生福利法規 全民健康保險目

5. 醫病關係

醫病溝通的模式和理論架構
國台語醫病與溝通 成大蔡美慧 社會語言學 PDF

與醫生的醫病溝通blog from Dr

[生物] translation LBT042-045惠珍/ Done

LBT042-046惠珍 Done on Jan 12’09

According to Schultz(1958), the arch circumscribed by the upper teeth, schematically represented in Fig 2.12, does not differ basically in man and the other Hominoidea. Nor is the basic plan of the molars and incisors different in any significant way. One derivation in the shape of man’s denture is the conspicuous absence of the enlarged canines which are so prominent in most males od most other primate forms. Owning to the great evenness in height and width of all teeth in man, the denture forms an unbroken palisade around the oral cavity. This structural peculiarity is the essential prerequisite for the production of spirant sounds such as f, v, s, sh, th, and others.

根據Schultz,是上面的牙齒造籌這樣的拱形, 就像2.12圖示, 人類和人猿並沒有不同. 人類前齒的臼齒,是犬齒很明顯的放大,而這也發生在大部份的靈長類的男性。整個口腔的防衛齒列，是因為有人類高度和寬度平均發展的牙齒。這對發出麼擦因是不可或缺的，例如：f, v, s, sh, th，及其他。


The position of the epiglotiss with respect to the soft palate has been the subject of much discussion in connection with the development of speech. From sagittal sections such as those shown in Fig 2.7-2.11, we see hat in man the epiglottis is located much lower than in lost other primates. One the other hand, the epiglottis seems to be in close contact with the soft palate in the lower species and at least in close proximity in the Pongidae. Negus(1929), Kelemen(1938 and 1948), DuBrul(1958), and many others have concluded from this that only man was capable of conducting the glottis-produced sounds through the oral cavity, whereas other primates had the sounds directed through their nasal cavity. Stack and Schneider (1960) have pointed out that these conclusions may not be warranted, and that the basic anatomical facts have easily disarranged in the process of fixation, and organs often become displaced in the course of anatomical dissections.


喉頭蓋的位置，是因為軟顎是主要和發音有關的。從２．７-２．１１圖示中，　箭狀的部份可看出喉頭蓋世在比較低的位置。　另一個角度來說，喉頭蓋似乎比靠近軟顎的位置，在猩猩科，至少是這樣的。　Negus(1929), Kelemen(1938 and 1948), DuBrul(1958), 還有其他人，認為只有喉頭蓋發音是在口腔發音部位。其他的靈長類則是用鼻子發音。Stack and Schneider (1960)指出：在基本解剖學上，還有很多不足的地方。測量變成了弄亂定影的方式，其他解剖學上也會搞錯。


(3) Intrinsic Anatomy of the Larynx

喉頭的內部解剖學

Each species of the Hominoidea has a differently shaped larynx with a great many variations and specializations in the individual mechanism that are inherent in this intricate apparatus. The most recent survey of all comparative investigations of primate larynges was contributed by Starck and Schneider (1960), who may be consulted for further details. We can only report on a few of the more obviously voice-related differenced.

每種人猿的喉頭都是由很多不同的方式，和獨特的機制構成，　和內部器官相輔相成。　最近有Starck and Schneider (1960)對靈長類的喉頭作對比的研究，有多的細節。我們現在只能指出和聲音相關的不同之處。



The complex construction and the irregular shape of the larynx make it impossible to find comparable anatomic preparations or diagrams in any literature. Therefore, our pictorial material here is confined to reproducing the few schemata shown in Fig . 2013 and 2014, which illustrate some of the variability encountered in comparing the voice box of higher primates.


喉頭的複雜的構造害不規則的形狀，在任何時候，使得解剖都很難。因此，在這邊的２．１３　和２．１４圖示，就顯示出了照片的難能可貴之處，也顯示了靈長類的發音器官的不同之處。

[生物] typing LB042~045 惠珍/ Done

LB042-045惠珍 Done on Jan 12’09

According to Schultz(1958), the arch circumscribed by the upper teeth, schematically represented in Fig 2.12, does not differ basically in man and the other Hominoidea. Nor is the basic plan of the molars and incisors different in any significant way. One derivation in the shape of man’s denture is the conspicuous absence of the enlarged canines which are so prominent in most males od most other primate forms. Owning to the great evenness in height and width of all teeth in man, the denture forms an unbroken palisade around the oral cavity. This structural peculiarity is the essential prerequisite for the production of spirant sounds such as f, v, s, sh, th, and others.

The position of the epiglotiss with respect to the soft palate has been the subject of much discussion in connection with the development of speech. From sagittal sections such as those shown in Fig 2.7-2.11, we see hat in man the epiglottis is located much lower than in lost other primates. One the other hand, the epiglottis seems to be in close contact with the soft palate in the lower species and at least in close proximity in the Pongidae. Negus(1929), Kelemen(1938 and 1948), DuBrul(1958), and many others have concluded from this that only man was capable of conducting the glottis-produced sounds through the oral cavity, whereas other primates had the sounds directed through their nasal cavity. Stack and Schneider (1960) have pointed out that these conclusions may not be warranted, and that the basic anatomical facts have easily disarranged in the process of fixation, and organs odten become displaced in the course of anatomical dissections.

(3) Intrinsic Anatomy of the Larynx

Each species of the Hominoidea has a differently shaped larynx with a great many variations and specializations in the individual mechanism that are inherent in this intricate apparatus. The most recent survey of all comparative investigations of primate larynges was contributed by Starck and Schneider (1960), who may be consulted for further details. We can only report on a few of the more obviously voice-related differenced.

The complex construction and the irregular shape of the larynx make it impossible to find comparable anatomic preparations or diagrams in any literature. Therefore, our pictorial material here is confined to reproducing the few schemata shown in Fig . 2013 and 2014, which illustrate some of the variability encountered in comparing the voice box of higher primates.

Story Grammar for TM speech

[生物] Masaru Emoto: Message from water.

[生物] update FJU Linguistics 3. Add輔大語言所線上資源/生物語言學/基本面向 / 語言認知 / 語言治療

3. Add基本面向 / 語言認知 / 語言治療 updated on 2009/01/0 8








1. The life of Helen Keller
2. 語言治療的迷思 blog
3. 台灣聽力語言學會
4. 大象男孩與機器女孩－關於熱愛生命的勇者故事
5. 語言治療是什麼？


1.
The life of Helen Keller
Summary: About the life of Helen Keller, the deafblind woman who became a role model for millions of people
· Helen falls ill
· Anne Sullivan
· Helen meets Anne
· The Frost King
· Helen enters Radcliffe College
· Helen tours the World
· The Miracle Worker
· Helen retires from public life
· Helen’s legacy
· Further reading
· Photos of Helen Keller
· RNIB – helping you live with sight loss
Helen Adams Keller was born on 27 June 1880 in Tuscumbia, a small rural town in Northwest Alabama, USA. The daughter of Captain Arthur Henley Keller and Kate Adams Keller she was born with full sight and hearing.
Kate Keller was a tall, statuesque blond with blue eyes. She was some twenty years younger than her husband Captain Keller, a loyal southerner who had proudly served in the Confederate Army during the American Civil War.
The house they lived in was a simple, white, clapboard house built in 1820 by Helen’s grandparents. At the time of Helen’s birth the family were far from wealthy with Captain Keller earning a living as both a cotton plantation owner and the editor of a weekly local newspaper, the “North Alabamian”. Helen’s mother, as well as working on the plantation, would save money by making her own butter, lard, bacon and ham.
Helen falls ill
But Helen’s life was to change dramatically. In February 1882, when Helen was nineteen months old, she fell ill. To this day the nature of her ailment remains a mystery. The doctors of the time called it “brain fever”, whilst modern day doctors think it may have been scarlet fever or meningitis.
Whatever the illness, Helen was, for many days, expected to die. When, eventually, the fever subsided, Helen’s family rejoiced believing their daughter to be well again.
However, Helen’s mother soon noticed how her daughter was failing to respond when the dinner bell was rang or when she passed her hand in front of her daughter’s eyes.
It thus became apparent that Helen’s illness had left her both blind and deaf.
The following few years proved very hard for Helen and her family. Helen became a very difficult child, smashing dishes and lamps and terrorising the whole household with her screaming and temper tantrums. Relatives regarded her as a monster and thought she should be put into an institution.
By the time Helen was six her family had become desperate. Looking after Helen was proving too much for them. Kate Keller had read in Charles Dickens’ book “American Notes” of the fantastic work that had been done with another deaf and blind child, Laura Bridgman, and travelled to a specialist doctor in Baltimore for advice. They were given confirmation that Helen would never see or hear again but were told not to give up hope, the doctor believed Helen could be taught and he advised them to visit a local expert on the problems of deaf children. This expert was Alexander Graham Bell, the inventor of the telephone, Bell was now concentrating on what he considered his true vocation, the teaching of deaf children.
Alexander Graham Bell suggested that the Kellers write to Michael Anagnos, director of the Perkins Institution and Massachusetts Asylum for the Blind, and request that he try and find a teacher for Helen. Michael Anagnos considered Helen’s case and immediately recommended a former pupil of the institution, that woman was Anne Sullivan.
Anne Sullivan
Anne Sullivan had lost the majority of her sight at the age of five. By the age of ten, her mother had died and her father deserted her. She and her brother Jimmie were sent to the poorhouse in February 1876.
Anne’s brother died in the poorhouse. It was October 1880 before Anne finally left and went to commence her education at the Perkins Institution. One summer during her time at the institute, Anne had two operations on her eyes, which led to her regaining enough sight to be able to read normal print for short periods of time.
Anne graduated from Perkins in 1886 and began to search for work. Finding work was terribly difficult for Anne, due to her poor eyesight, and when she received the offer from Michael Anagnos to work as the teacher of Helen Keller, a deaf-blind mute, although she had no experience in this area, she accepted willingly.
Helen meets Anne
On 3 March 1887 Anne arrived at the house in Tuscumbia and for the first time met Helen Keller. Anne immediately started teaching Helen to finger spell. Spelling out the word “Doll” to signify a present she had brought with her for Helen. The next word she taught Helen was “Cake”. Although Helen could repeat these finger movements she could not quite understand what they meant. And while Anne was struggling trying to help her understand, she was also struggling to try and control Helen’s continuing bad behaviour.
Anne and Helen moved into a small cottage on the land of the main house to try and get Helen to improve her behaviour. Of particular concern were Helen’s table manners. She had taken to eating with her hands and from the plates of everyone at the table.
Anne’s attempts to improve Helen’s table manners and make her brush her own hair and button her shoes led to more and more temper tantrums. Anne punished these tantrums by refusing to “talk” with Helen by spelling words on her hands.
Over the coming weeks, however, Helen’s behaviour did begin to improve as a bond grew between the two. Then, after a month of Anne’s teaching, what the people of the time called a “miracle” occurred.
Helen had until now not yet fully understood the meaning of words. When Anne led her to the water pump on 5 April 1887, all that was about to change.
As Anne pumped the water over Helen’s hand , Anne spelled out the word water in the girl’s free hand. Something about this explained the meaning of words within Helen, and Anne could immediately see in her face that she finally understood.
Helen later recounted the incident:
“We walked down the path to the well-house, attracted by the fragrance of the honey-suckle with which it was covered. Someone was drawing water and my teacher placed my hand under the spout. As the cool stream gushed over one hand she spelled into the other the word water, first slowly, then rapidly. I stood still, my whole attention fixed upon the motions of her fingers. Suddenly I felt a misty consciousness as of something forgotten, a thrill of returning thought, and somehow the mystery of language was revealed to me.”
Helen immediately asked Anne for the name of the pump to be spelt on her hand and then the name of the trellis. All the way back to the house Helen learned the name of everything she touched and also asked for Anne’s name. Anne spelled the name “Teacher” on Helen’s hand. Within the next few hours Helen learnt the spelling of thirty new words.
Helen’s progress from then on was astonishing. Her ability to learn was far in advance of anything that anybody had seen before in someone without sight or hearing. It wasn’t long before Anne was teaching Helen to read, firstly with raised letters and later with braille, and to write with both ordinary and braille typewriters.
Michael Anagnos was keen to promote Helen, one of the numerous articles on her that he wrote said of Helen that “she is a phenomenon”. These articles led to a wave of publicity about Helen with pictures of her reading Shakespeare or stroking her dog appearing in national newspapers.
Helen had become famous, and as well as again visiting Alexander Graham Bell, she visited President Cleveland at the White House. By 1890 she was living at the Perkins Institute and being taught by Anne. In March of that year Helen met Mary Swift Lamson who over the coming year was to try and teach Helen to speak. This was something that Helen desperately wanted and although she learned to understand what somebody else was saying by touching their lips and throat, her efforts to speak herself proved at this stage to be unsuccessful. This was later attributed to the fact that Helen’s vocal chords were not properly trained prior to her being taught to speak.
The Frost King
On 4 November 1891 Helen sent Michael Anagnos a birthday gift of a short story she had written called “The Frost King”. Anagnos was so delighted with the story that he had soon published it in a magazine hailing its importance in literary history.
However, it was soon discovered that Helen’s story was the same as one called “The Frost Fairies” by Margaret Canby. This was ultimately to be the end of Helen and Anne’s friendship with Michael Anagnos. He felt he had been made to appear foolish by what he considered to be Helen’s deception.
There had to be an investigation and it was discovered that Helen had previously been read the story some years before and had obviously remembered it. Helen always claimed not to recall the original story and it should always be remembered that Helen was still only 11 years old, however, this incident created a rift that would never heal between Helen, Anne and Anagnos. It also created great doubt in Helen’s own mind as to whether any of her thoughts were truly her own.
In 1894 Helen and Anne met John D Wright and Dr Thomas Humason who were planning to set up a school to teach speech to the deaf in New York City. Helen and Anne were very excited by this and the assurances of the two men that Helen’s speech could be improved excited them further. Helen thus agreed to attend the Wright-Humason School for the Deaf.
Unfortunately though, Helen’s speech never really improved beyond the sounds that only Anne and others very close to her could understand.
Helen enters Radcliffe College
Helen moved on to the Cambridge School for Young Ladies in 1896 and in the Autumn of 1900 entered Radcliffe College, becoming the first deafblind person to have ever enrolled at an institution of higher learning.
Life at Radcliffe was very difficult for Helen and Anne, and the huge amount of work involved led to deterioration in Anne’s eyesight. During their time at the College Helen began to write about her life. She would write the story both in braille and on a normal typewriter. It was at this time that Helen and Anne met with John Albert Macy who was to help edit Helen’s first book “The Story of My Life” which was published in 1903 and although it sold poorly at first it has since become a classic.
On 28 June 1904 Helen graduated from Radcliffe College, becoming the first deafblind person to earn a Bachelor of Arts degree.
John Macy became good friends with Helen and Anne, and in May 1905 John and Anne were married. Anne’s name now changed to Anne Sullivan Macy. The three lived together in Wrentham, Massachusetts, and during this time Helen wrote “The World I Live In”, revealing for the first time her thoughts on her world. It was also during this time that John Macy introduced her to a new and revolutionary way of viewing the world. And in 1909 Helen became a member of the Socialist Party of Massachusetts.
In 1913 “Out of the Dark” was published. This was a series of essays on socialism and its impact on Helen’s public image was immense. Everyone now knew Helen’s political views.
Helen tours the World
Helen and Anne filled the following years with lecture tours, speaking of her experiences and beliefs to enthralled crowds. Her talks were interpreted sentence by sentence by Anne Sullivan, and were followed by question and answer sessions.
Although Helen and Anne made a good living from their lectures, by 1918 the demand for Helen’s lectures had diminished and they were touring with a more light-hearted vaudeville show, which demonstrated Helen’s first understanding of the word “water”. These shows were hugely successful from the very first performance, a review of which read as follows:
“Helen Keller has conquered again, and the Monday afternoon audience at the Palace, one of the most critical and cynical in the World, was hers.”
At this time they were also offered the chance to make a film in Hollywood and they jumped at the opportunity. “Deliverance”, the story of Helen’s life, was made. Helen was, however, unhappy with the glamorous nature of the film and it unfortunately did not prove to be the financial success that they had hoped for.
The vaudeville appearances continued with Helen answering a wide range of questions on her life and her politics and Anne translating Helen’s answers for the enthralled audience. They were earning up to two thousand dollars a week, which was a considerable sum of money at the time.
In 1918 Helen, Anne and John moved to Forest Hills in New York. Helen used their new home as a base for her extensive fundraising tours for the American Foundation for the Blind. She not only collected money, but also campaigned tirelessly to alleviate the living and working conditions of blind people, who at that time were usually badly educated and living in asylums. Her endeavours were a major factor in changing these conditions.
Helen’s mother Kate died in 1921 from an unknown illness, and this left Anne as the sole constant in Helen’s life. However that same year Anne fell ill again and this was followed in 1922 by a severe bout of bronchitis which left her unable to speak above a whisper and thus unable to work with Helen on stage anymore. At this point Polly Thomson, who had started working for Helen and Anne in 1914 as a secretary, took on the role of explaining Helen to the theatre going public.
They also spent a lot of time touring the world raising money for blind people. In 1931 they met King George and Queen Mary at Buckingham Palace, who were said to be deeply impressed by Helen’s ability to understand what people said through touch.
All the while Anne’s health was getting worse, and with the news of the death of John Macy in 1932, although their marriage had broken up some years before, her spirit was finally broken. She died on 20 October 1936.
When Anne died, Helen and Polly moved to Arcan Ridge, in Westport, Connecticut, which would be Helen’s home for the rest of her life.
After World War II, Helen and Polly spent years travelling the world fundraising for the American Foundation for the Overseas Blind. They visited Japan, Australia, South America, Europe and Africa.
Whilst away during this time Helen and Polly learnt of the fire that destroyed their home at Arcan Ridge. Although the house would be rebuilt, as well as the many mementoes that Helen and Polly lost, also destroyed was the latest book that Helen had been working on about Anne Sullivan, called “Teacher”.
It was also during this time that Polly Thomson’s health began to deteriorate and whilst in Japan she had a mild stroke. Doctors advised Polly to stop the continuous touring she and Helen did, and although initially they slowed down a bit, the touring continued once Polly had recovered.
In 1953 a documentary film “The Unconquered” was made about Helen’s life, this was to win an Academy Award as the best feature length documentary .It was at the same time that Helen began work again on her book “Teacher”, some seven years after the original had been destroyed. The book was finally published in 1955.
Polly Thomson had a stroke in 1957, she was never to fully recover and died on March 21, 1960. Her ashes were deposited at the National Cathedral in Washington DC next to those of Anne Sullivan. It was the nurse who had been brought in to care for Polly in her last years, Winnie Corbally, who was to take care of Helen in her remaining years.
The Miracle Worker
It was in 1957 that “The Miracle Worker” was first performed. A drama portraying Anne Sullivan’s first success in communicating with Helen as a child, it first appeared as a live television play in the United States.
In 1959 it was re-written as a Broadway play and opened to rave reviews. It became a smash hit and ran for almost two years. In 1962 it was made into a film and the actresses playing Anne and Helen both received Oscars for their performances.
Helen retires from public life
In October 1961 Helen suffered the first of a series of strokes, and her public life was to draw to a close. She was to spend her remaining years being cared for at her home in Arcan Ridge.
Her last years were not however without excitement, and in 1964 Helen was awarded the Presidential Medal of Freedom, the nation’s highest civilian award, by President Lyndon Johnson. A year later she was elected to the Women’s Hall of Fame at the New York World’s Fair.
On June 1, 1968, at Arcan Ridge, Helen Keller died peacefully in her sleep. Helen was cremated in Bridgeport, Connecticut and a funeral service was held at the National Cathedral in Washington DC where the urn containing her ashes would later be deposited next to those of Anne Sullivan and Polly Thomson.
Helen’s legacy
Today Helen’s final resting place is a popular tourist attraction and the bronze plaque erected to commemorate her life has the following inscription written in braille:
“Helen Keller and her beloved companion Anne Sullivan Macy are interred in the columbarium behind this chapel.”
So many people have visited the chapel, and touched the braille dots, that the plaque has already had to be replaced twice.
If Helen Keller were born today her life would undoubtedly have been completely different. Her life long dream was to be able to talk, something that she was never really able to master. Today the teaching methods exist that would have helped Helen to realise this dream. What would Helen have made of the technology available today to blind and deafblind individuals? Technology that enables blind and deafblind people, like Helen, to communicate directly, and independently, with anybody in the world.
Helen Keller may not have been directly responsible for the development of these technologies and teaching methods. But with the help of Anne Sullivan, through her writings, lectures and the way she lived her life, she has shown millions of people that disability need not be the end of the world.
In Helen’s own words:
“The public must learn that the blind man is neither genius nor a freak nor an idiot. He has a mind that can be educated, a hand which can be trained, ambitions which it is right for him to strive to realise, and it is the duty of the public to help him make the best of himself so that he can win light through work.”
Further reading
RNIB’s Research Library can provide details of books and articles about Helen Keller and Anne Sullivan.
Photos of Helen Keller
The American Foundation for the Blind has a Helen Keller Archive which contains pictures and images of Helen Keller and Anne Sullivan.
RNIB – helping you live with sight loss
The world has changed a lot since Helen's time. The internet now gives people the freedom to learn and communicate equally. From emailing, browsing, learning online, playing games, downloading music and shopping, it has opened up a new world to blind and partially sighted people. Find out how web designers can make their websites accessible to people who are deaf and blind - Web Access Centre.
We are UK’s leading charity offering information, support and advice to over two million people with sight problems. Find out more about RNIB.
You can donate to RNIB - your support will help blind and partially sighted people lead full and rewarding lives.
Up to three million adults and children in the UK who are blind, partially sighted or have a reading disability such as dyslexia are denied the right to read. Support our Right to Read campaign.
Content author: webeditor@rnib.org.uk
Last updated: 20/11/2008 11:13

3.
◆　台灣聽力語言學會簡介　◆
學會宗旨　　學會成立於民國75年，其宗旨以團體組織力量連絡會員，提高國內聽力語言障礙診斷及治療的服務素質，及與國外相關專業人員及團體之學術交流與合作◎學會任務1.從事國內聽力、語言病理專業之研究與調查 2.提昇國內聽力、語言病理專業人員之素質與服務品質 3.促進國內外聽力、語言病理專業人員在臨床與 學術研究上之交流 4.介紹及出版國內外聽力、語言病理專業之書籍或期刊 5.研究設計與製作有關聽力、語言病理診斷工具及治療之教材 6.其他有關聽力、語言病理專業之服務與權益事項◎聽力師服務項目聽力師藉助各種儀器評估及診斷聽力系統障礙的類型及程度,並依據檢查結果轉介醫師治療,或進一步凝定聽能創健與復健計畫及訓練。服務的項目包括:一.診斷性聽力檢查二.嬰幼兒聽力檢查三.平衡功能檢查四.助聽器與人工電子耳等聽覺輔助器功能評估與選配五.聽能創建與復健六.噪音環境的評估及噪音傷害的宣導與防治七.提供聽障相關之醫療與社會資源等諮詢◎如何獲得聽力師的服務一.醫院體系:一般醫學中心及區域醫院的耳鼻喉科均有聽力師及聽力檢查設備。若懷疑有 聽力障礙的病患須先經耳鼻喉科門診醫師進行耳科理學檢查,再轉介給聽力師,做進一步的聽力評估二.學校體系:若診斷確定為聽障兒,在裝置適當的聽覺輔助器之後,可至啟聰學校或學校啟 聰班接受聽能復健。有些學校可申請聽力師或語言治療師巡迴到校輔導有關聽力直障礙相關的問題三.機構體系:目前有些機構也設有聽力師,可執行非診斷性聽力評估工作,以及針對聽障兒 進行聽能復健◎語言治療師服務項目一.兒童語言及溝通障礙之評估、診斷與治療二.成人語言及溝通障礙之評估、診斷與治療三.吞嚥障礙之評估、診斷與治療四.溝通輔助器之設計與運用五.提供語言障礙﹑溝通障礙及吞嚥障礙相關之醫療與社會資源諮詢◎如何獲得語言治療師的服務一.醫院體系: 一般醫學中心及區域醫院均設有語言治療師,若懷疑有語言或吞嚥障礙的病患,應先至復健科﹑耳鼻喉科﹑整型外科﹑顱顏中心或心智科門診,由門診醫師轉介給語言治療師評估﹑治療與諮詢二.學校體系:有些學校設有語障資源班﹑啟聰班或啟智班(學校)提供語言治療的服務,有些學校也可申請聽力師或語言治療師巡迴到校輔導有關語言障礙相關的問題,以嘉惠有語言治療的學齡兒童三.機構體系:有些中心也開始提供語言治療的服務,以照顧多重性異常者的溝通問題

4.
· 商品圖片
大象男孩與機器女孩－關於熱愛生命的勇者故事
內容簡介
top
在幸福與痛苦的選擇中，每個人都會選擇前者，但是能否真正幸福，仍在於自己之手，是不是可以忍受各種的折磨與煎熬。生活的快樂離不開想像，想像我們在黑暗中看到光明，在地獄中想像天堂，在困境中嚮往幸福。的確，生活不是缺少幸福，而是缺少發現。凡事從好處想，就會看到希望，有了希望才能增添我們生活的勇氣和力量。所以，當我們接受現實的不完美時，當我們為生命的繼續心存感激時，才能夠真正成就完美，活出生命的奇蹟。
　　有個嚴重聽力障礙、不能說話的八歲男孩，比手畫腳是他與外界溝通最直接的方式，喜歡與人接觸的他，在人前總會利用肢體努力的想表達出他的想法，其中他最喜歡做出一手捏著鼻子、一手伸長的大象動作。
　　男孩出生後便有嚴重雙側唇顎裂、心臟病及喉頭軟化問題，還患有多重問題及發展嚴重遲緩，五歲多才會走路，一歲前也已做完唇顎、心臟及氣切手術，此後一直仰賴鼻胃管進食及抽痰機輔助，現在最大的問題就在於做過氣切手術，僅能以鼻胃管進食流質食物，在呼吸與吞嚥上有極大的困難。
　　為什麼叫「大象男孩」？因為祥祥是唇顎裂患者，沒有早期療癒，到八歲還必須用鼻胃管進食，這樣子像不像大象。但其實誰也沒有想到，祥祥可以活到現在。
　　另外，一位罹患重度小兒麻痺的小女孩，從小跟八十歲的阿嬤住在海邊，直到六歲被人發現，送到早期治療中心身體僵直，每作一個動作，要忍受極大的痛苦，因此，很多人叫她「機器女孩」。
　　翻身翻了三圈，姍姍今天的表現，比昨天好很多了。機器人女孩珊珊：「我好棒，我可以休息了。」這兩個動作，珊珊花了五分鐘完成，全身又痛又累她忍不住哇哇大哭。
　　姍姍來自東北角的偏遠漁村「馬剛」，一直到六歲才被一位熱心的老師發現，接受教育接受治療，現在姍姍已經八歲了，但是她的智力不到三歲，不過姍姍還在繼續努力。
　　兩個八歲的生命，用無比的勇氣堅持著，展現出對生命的熱愛，這是他們的故事！
　　關於許多熱愛生命的勇者們，他們以一種奇蹟般的勇氣和毅力，讓生命的激流蕩清靈魂的濁物，然後，找到自己本來就有的那顆金子般的心。
　　生命是永遠期待和希望的，它蘊含著太多可能與無限的潛能。有時候，山重水複疑無路之際，需要做的就是向自己突圍。
作者簡介
林慶昭
· 經歷：　　雜誌採訪記者　　尖端出版公司叢書主編　　CALL流行通訊總編輯　　大慶文化總編輯　　《我愛你結婚網》愛情顧問　　TNT電台《文學的天空》節目主持人　　金石堂十大暢銷男作家
· 得獎記錄：　　第十屆全國學生文學獎小說獎　　第十一屆耕莘文學獎小說獎　　第八屆巡迴文藝創作獎散文獎　　台北市立圖書館新詩創作比賽第一名　　第一屆海外文藝旅遊文學甄選獎
· 著作：　　朋友，來自真心、心情豔陽天、別為小事爭執、領悟，從現在開始、把成功裝進口袋、真愛，要用心體會、別為小事氣不完、只想好好愛一個人、快樂的生活自己找、幸福的感覺、脾氣好一點、愈放下，愈自在、吃苦太落伍、其實，沒有那麼糟、心開，路就開、天下沒有白吃的午餐、你的表現會說話等九十多本暢銷好書
詳細資料
top
· 叢書系列：好樣的
· 規格：平裝 / 192頁 / 25K / 普級 / 單色印刷 / 初版
· 出版地：台灣

5.
語言治療是什麼？
耳鼻喉科 余詠禧語 言治療師 李家和 主治醫師(96年3月)
耳鼻喉科的語言治療室位於耳鼻喉科門診的旁邊，在去年的八月開始服務。醫師在檢查後，會轉介可能需要語言治療的病人至語言治療室，作進一步的評估與治療。在溝通的時候，發現很多患者或患者的家屬從來沒有聽過語言治療的服務。
語言「治療」的方法是藉著治療師所設計的活動與練習，來幫助有溝通或吞嚥障礙的患者，改善他們的溝通技巧或吞嚥功能，使他們能更有效地與別人溝通，和安全的吞嚥與進食，生活品質得以提高。
語言治療的服務是由語言治療師提供的，治療項目與對象包括：
1.聲音異常：說話聲音異於常人，包括音調、音質、音量的不正常，最常見的疾病有聲帶結節、聲帶息肉、喉炎等。
2.構音異常：說話的語音不正確或不清楚，如俗語所謂的「大舌頭」、「臭乳呆」等。
3.吞嚥障礙：口腔期的口部和舌頭的動作與協調問題－嘴唇不能緊閉、嬰兒吸吮動作的障礙、不能有效咀嚼(牙齒問題非主要原因)、食物咀嚼後沒有辦法帶到咽喉等；或咽喉期的反射動作遲緩－吃東西時常常噎到、感覺吞不下。
4.失語症：由於腦部受傷害，失去運用語言的技巧，無法理解別人的意思，或是別人無法明白患者所表達的意思，例如中風、老人癡呆症、腦外傷等疾病。
5.語言發展遲緩：整個語言發展過程較一般兒童遲緩，對語言理解和口語表達都有障礙，多半因神經障礙、情緒障礙、環境等因素所造成，如腦性麻痺、自閉症傾向、唐氏症等。
6.口吃：說話節律出現問題，無法達成流暢的言語溝通，因而出現說話結結巴巴的現象。
7.聽力障礙：兒童若無法聽到聲音，或只聽到部分聲音，運用聲音及構音器官來學正確的言語就會有困難，語言理解和口語表達能力都可能受到影響。
8.喉切除者：因為喉癌或意外傷害，經外科手術切除咽喉及聲帶，造成永久性失聲，需要使用助講器或「食道語」來作口語溝通。
9.腦性麻痺：因為腦神經障礙，造成無法正常地控制肌肉活動與協調，尤其是唇、舌等口腔器官，以致有構音異常或吞嚥障礙的現象。有些患者無法用口語表達，治療師會協助發展其他溝通方式。
10.唇顎裂：即口腔唇顎部位呈現有裂縫，以致造成構音困難及鼻音過重。
接受語言治療的患者要體認到治療的效果不是即時的，需要患者有耐心、恆心與治療師配合，也需要家人的協助、諒解與鼓勵。有時候要透過醫師、學校老師、社會工作人員、心理治療師等專業人員的參與，才能達成完整的治療。
【回本期目錄】

參考資料
wikipedia
http://www.rnib.org.uk/xpedio/groups/public/documents/publicwebsite/public_keller.hcsp
http://handicap.pixnet.net/blog/post/21373552
台灣聽力語言學會簡介
http://www.kmuh.org.tw/www/kmcj/data/9603/16.htm 　

[生物] update FJU Linguistics 2. Add輔大語言所線上資源/生物語言學/名人錄 / 國內 / 洪蘭

2. Add名人錄 / 國內 / 洪蘭 updated on2009/01/08

1. 洪蘭
2. 中央認知神經科學研究所
3. 教養孩子的迷思──腦，認知與教育 by 洪蘭
4. 認知語言學 from wiki
5. 思方網 : [H04] 從認知科學看思考方法的教授


1.
　
　
洪蘭 教授 (Daisy, L. Hung)

　
　
洪蘭教授推薦書單
　
洪蘭教授 著作/譯作
演講邀請相關事宜
　
個人簡介
洪蘭，福建省同安縣人，一九六九年台灣大學畢業後，即赴美留學，取得加州大學實驗心理學博士學位。曾在耶魯大學哈斯金實驗室及加州大學爾灣醫學院神經科接受博士後訓練，之後進入聖地牙哥沙克生物研究所任研究員，並於加州大學河濱校區擔任研究教授。一九九二年回台任教於中正大學心理所；曾為國立中央大學認知神經科學研究所創所所長，目前為國立陽明大學神經科學研究所教授暨認知神經心理學實驗室主持人。
洪教授研究、講學之餘，致力科普書籍的譯作，曾翻譯三十三本生物科技及心理學方面的好書。近年來有感於教育是國家的根本，而閱讀是教育的根本，更致力於閱讀習慣的推廣，足跡遍及台灣各縣市城鄉及離島近千所的中小學作推廣閱讀的演講。
著作及譯著
洪蘭教授的著作 <返回>
《講理就好Ⅳ：理應外合》， 遠流出版公司，2005.08
《歡樂學習，理所當然》，天下文化出版公司，2004.07
《讓孩子的大腦動起來──最科學的聰明育兒法》，信誼基金出版社，2004.07
《講理就好Ⅲ：知書達理》，遠流出版公司，2004.01
《講理就好Ⅱ：打開科學書》，遠流出版公司，2004.01
《講理就好》，遠流出版公司，2001.12
洪蘭教授的譯作 <返回>
《創智慧》，遠流出版公司，2006.05
《養男育女調不同》，遠流出版公司，2006.01
《心思大開》，遠流出版公司，2005.08
《恐懼之邦》，遠流出版公司，2005.06
《喚醒冰凍人》，遠流出版公司，2005.01
《天性與教養》，商周出版公司，2004.07
《記憶的祕密》，貓頭鷹出版公司，2004.02
《大腦總指揮》，遠流出版公司，2004.03
《奈米獵殺》，遠流出版公司，2003.08
《真實的快樂》，遠流出版公司，2003.08
《詞的學問》，遠流出版公司，2002.04
《大腦的祕密檔案》，遠流出版公司，2002.02
《透視記憶》，遠流出版公司，2001.09
《發展的認知神經科學》，信誼基金出版社，2001.09
《腦中有情》，遠流出版公司，2001.03
《快樂就健康》，遠流出版公司，2001.02
《教養的迷思》，商周出版公司，2000.10
《腦內乾坤》，遠流出版公司，2000.09
《改變》，遠流出版公司，2000.08
《尋找第一個愛滋病毒》，遠流出版公司，2000.02
《愛與生存》，天下生活，2000.01
《大腦比你先知道》，遠哲基金會，1999.08
《活用智慧》，遠流出版公司，1999.01
《不同凡想》，遠流出版公司，1999.01
《揭開老化之謎》，商周出版公司，1998.06
《語言本能》，商周出版公司，1998.05
《基因複製》，遠流出版公司，1998.01
《記憶vs.創憶》，遠流出版公司，1998.01
《心理學》，遠流出版公司，1995.05
《學習樂觀‧樂觀學習》，遠流出版公司，1997.02
《天生嬰才》，遠流出版公司，1996.04
《心理學實驗研究法》，與曾志朗合譯，遠流出版公司，1989.06
洪蘭教授的專欄及期刊
◆定期專欄：
《天下雜誌》
《聯合報》(蘭心慧語)專欄
《國語日報》
《遠見》 (與心對話)專欄
◆其他期刊：〈科學人〉不定期有老師譯介的科學新知 <返回>
　
推薦書單
洪蘭老師的推薦書單 <返回>
國小學童英文書單 青少年書單 大學生英文書單 大學生中文書單
(一) 國小學童英文書單 Suggested reading list for children
作者 (Author)
書名 (Title)
Alcott, Lousa May
Little Women
Alexander, Lloyd
Chronicles of Prydain series
Atwater, Richard
Mr. Popper's Penguins
Avi
Poppy series (Ereth's Birthday)
Banks, Lynne Reid
Indian in the Cupboard series
Blos, Joan
Gathering of Days
Blume, Judy
Are You There, God? It's Me, Margaret
Blume, Judy
Fudge series
Burnett, Fracis
The Secret Garden
Clements, Andrew
Frindle
Colfer, Eoin
Artemis Fowl series
Cooper, Susan
Dark is Rising series
Coville, Bruce
Aliens Ate My Homework series
Creech, Sharon
Ruby Holler
Curtis, Christopher Paul
Bud, Not Buddy
Cushman, Karen
Midwife's Apprentice
Dahl, Roald
Mathilda
Eager, Edward
Half Magic
Eckert, Allan
Incident at Hawk's Hill
Edwards, Julie Andrews
Last of the Really Great Whangdoodles
Farley, Walter
The Black Stallion series
Fleischman, Sid
Whipping Boy
Gantos, Jack
Joey Pigza series
George, Jean
My Side of the Mountain series
Hahn, Mary Downing
Daphne's Book
Hamilton, Virginia
The House of Dies Drear
Howe, Deborah and James
Bunnicula series
Ibbotson, Eva
Secret of Platform 13
Juster, Noron
The Phantom Tollbooth
Konigsburg, E. L.
From the Mixed-up Files of Mrs. Basil E. Frankweiler
L'Engle, Madeline
A Wrinkle in Time
Levine, Gail Carson
Ella Enchanted
Lowry, Lois
Number the Stars
MacLachlan, Patricia
Sarah, Plain and Tall
Mazer, Anne
Amazing Days of Abby Hayes series
Napoli, Donna Jo
Prince of the Pond
Naylor, Phyllis Reynolds
Shiloh series
O'Brien, Robert
Rats of NIMH
O'Dell, Scott
Island of the Blue Dolphins
Park, Barbara
Skinnybones
Park, Linda
A Single Shard
Paterson, Katherine
Bidge to Terabithia
Paulsen, Gary
Hatchet series
Peck, Richard
A Long Way to Chicago
Pinkwater, Daniel
Fat Men from Space
Pullman, Philip
Golden Compass
Raskin, Ellen
The Westing Game
Rawls, Wilson
Where the Red Rern Grows
Robinson, Barbara
The Best(Worst) School Year Ever
Rowling, J. K.
Harry Potter series
Ruckman, Ivy
Night of the Twisters
Sachar, Louis
Holes
Sachar, Louis
Sideways Stories series
Scieszka, Jon
Time Warp Trio series
Selden, George
Cricket ikn Times Square series
Slote, Al
Finding Buck McHenry
Snicket, Lemony
A Series of Unfortunate Events series
Speare, Elizabeth
Sign of the Beaver
Spinelli, Jerry
Maniac Magee
Taylor, Mildred
Roll of Thunder, Hear My Cry
Taylor, Theodore
The Cay
Winthrop, Elizabeth
Castle in the Attic
Yep, Laurence
Dragon of the Lost Sea
<返回書單>

(二) 推薦青少年看的十大好書
1. 魯賓遜飄流記
2. 金銀島
3. 泰山歷險記
4. 基督山恩仇記
5. 西遊記
6. 七俠五義
7. 福爾摩斯探案全集
8. 十月的天空
9. 別鬧了費曼先生
10. 冰島漁夫
<返回書單>
(三) Outstanding Books for the College Bound
Fiction
Animal Dreams
Kingsolver, Barbara
The Adventures of Huckleberry Finn
Twain, Mark
All Quiet On The Western
Remarque, Erich Maria
Animal Farm
Orwell, George
The Autobiography of Miss Jane Pittman
Gaines, Ernest J.
Beauty
McKinley, Robin
The Bluest Eye
Morrison, Toni
The Catcher In Eye
Salinger, J. D.
China Boy
Lee, Gus
The Chocolate War
Cormier, Robert
The Chosen
Potok, Chaim
The Color Purple
Walker, Alice
Cry, the Beloved Country
Paton, Alan
Fahrenheit
Bradbury, Ray
A Gathering of Old Men
Gaines, Ernest, J.
Great Expectations
Dickens, Charles
The Great Gatsby
Fitzgernald, F. Scott
Jane Erye
Bronte, Charlotte
The Joy Luck Club
Tan, Amy
Like Water for Chocolate
Esquivel, Laura
Lord of the Files
Golding, William
The Lord of the Rings
Tolkien, J. R. R.
The Member of the Wedding
McCullers, Carson
Nothing But the Truth
Avi
Of Mice and Men
Steinbeck, John
The Old Men and the Sea
Hemingway, Ernest
One Day in the Life of Ivan Denosovich
Solzhenitsyn, Aleksandr
The Portable Faulkner
Faulkner, William
Pride and Prejudice
Austen, Jane
Siddhartha
Hesse, Herman
Slaughterhouse-5, or the Children’s Crusade
Vonnegut, Kurt
The Stranger
Camus, Ablert
To Kill a Mockingbird
Lee, Harper
Way Past Cool
Mowry, Jess
A Yellow Raft in Blue Water
Dorris, Michael
Biography
I Know Why the Caged Bird Sings
Angelou, Maya
Louis Armstrong
Armstrong, Louis
Days of Grace
Ashe, Arthur
Growing Up
Baker, Russell
The Road From Coo Rain
Conway, Jillker
Madame Curie
Cruie, Marie
Having Our Say
Delany Sisters
Dance to the Piper
DeMille, Agnes
Lakota Women
Dog, Mary Crow
The Sound of Wings
Earhart, Amelia
Woman in the Mists
Fossey, Dian
Anne Frank Remembered
Gies, Miep
The Autobiography of Malcolm X
Malcolm X
Kaffir Boy
Mathabane, Mark
I, Rigoberta Menchu
Menchu, Rigoberta
Eleanor Roosevelt
Roosevelt, Eleanor
Nicholas and Alexandra
Massie, Robert K.
Honor Bound
Steffan, Joseph
Truman
Truman, Harry S.
E. B. White
White, E. B.
Black Boy
Wright, Richard
This Boy’s Life
Wolff, Tobias
Nonfiction
All the President’s Men
Bernstein, Carl & Woodward, Bob
Always Running
Rodriguez, Luis
Backlash
Faludi, Susan
Battle Cry of Freedom
McPherson, James
The Best and the Brights
Halberstam, David
A Brief History of Time
Hawking, Stephen W.
A Bright Shining Lie
Sheehan, Neil
The Broken Cord
Dorris, Michael
Bury My Heart At Wounded Knee
Brown, Dee
Chaos
Gleick, James
Conduct Unbecoming
Shilts, Randy
A Distant Mirror
Tuchman, Barbara
Domestic Revolutions
Mintz, Steven
Eyes on the Prize
Williams, Juan
Favorite Folktales From Around the World
Yolen, Jane
The Fire Next Time
Baldwin, James
Friendly Shakespeare
Epstein, Norrie
Girl, Interrupted
Kaysen, Susanna
The Guinness Book of Records 1492
………………..
Hiroshima
Hersey, John
How the Word Was One
Clarke, Arthur C.
Invisible Men
Rogosin, Donn
Last Chance to See
Adams, Douglas
Legends, Lies, & Cherished Myth of …..
Shenkman, Richard
Living By the Word
Walker, Alice
The Living Planet
Attenborough, David
The Lonely Days Were Sundays
Evans, Eli
Maus
Spiegelman, Marison Wright
Man and His Symbols
Bell, E. T.
The Measure of Our Success
Edelman, Marion Wright
Men of Mathematics
Bell, E. T.
Millennium
Maybury-Lewis, David
The Miracle of Language
Lederer, Richard
The New Our Bodies, Ourselves
………………….
The Power of Myth
Campbell, Joseph
Rescue
Meltzer, Milton
Savage Ineqalities
Kozol, Jonathan
A Season Ticket
Angell, Roger
Should Drugs Be Legalized
Terkel, Susan
Silent Spring
Carson, Rachel
Small Victories
Freedman, Samuel
Soul On Ice
Cleaver, Eldridge
The Souls of Black Folk
DuBois, W. E. B.
There Are No Children Here
Kotlowitz, Alex
Thinking Out Loud
Quindlen, Anna
Vietnam
Karnow, Stanley
Who’s To Know?
Weiss, Ann
The Youngest Science
Thomas, Lewis
Theatre
The Importance Of Being Earnest
Wilde, Oscar
Lost In Yonkers
Simon, Neil
M. Butterfly
Hwang, David Henry
The Miser
Moliere
Mousetrap
Christie, Agatha
Rhinoceros
Lonesco, Eugene
Rosencrantz and Gukldenstern Are Dead
Stoppard, Tom
Plays Into Musicals
Pygmalion
Shaw, George Bernard
My Fair Lady
Lerner, Alan Jay & Loewe, Frederick
Romeo and Juliet
Shakesphere, William
West Side Story
Berstein, Leonard
Musicals
The Fantasticks
Jones, Tom & Schmidt, Harvey
Les Miserables
Hugo, Victor
Books On Theater
Stage Makeup
Corson, Richard
Theatre Backstage From A to Z
Lounsbury, Warren
Architecture
Castle
Macaulay, David
Art and Sculpture
Art
Hartt, Frederick
History of Art
Janson, H. W.
Dance
Dancing
Jonas, Gerald
People Who Dance
Gruen, John
Push Comes To Shove
Tharp, Twyla
Film
The Hollywood History of the World
Fraser, George
Music
The Joy of Music
Bernstein, Leonard
Nothing But the Best
Kogan, Judith
Photography
The Complete Photography Careers
Gilbert, George
The Photograopher’s Handbook
Hedgecoe, John
Related Arts
The Blackstone Book of Magic and Illusion
Blackstone, Jr. Harry
Completely Mad
Reidelbach, Maria
Television
Winship, Michael
Poetry
A Fire In My Hands
Soto, Gary
Poems for a Small Planet
Pack, Robert & Parini, Jay
Sleeping On the Wing
Koch, Kenneth & Farrell, Kate
The Vintage Book of Contemporary
McClatchy, J. D.
<返回書單>
(四) 給大學生的推薦書單
1. 神經外科的黑色喜劇（天下文化,1999）法蘭克．佛杜錫克著
2. 夢與瘋狂（天下文化,1999）霍布森著
3. 沒有臉孔的人（新新聞,1998）Jonathan Cole著
4. 躁鬱之心（天下文化,1998）凱．傑米森著
5. 基因聖戰（天下文化,1994）Jerry E. Bishop & Michael Walaholz著
6. EQ - Emotional Intelligence（時報出版,1996）丹尼爾．高曼著
7. 驚異的假說（天下文化,1997）克里克著
8. 瘟疫與人（天下文化,1998）麥克尼爾著
9. 玉米田裡的先知（天下文化,1995）凱勒著
10. 錯把太太當帽子的人（天下文化,1996）奧利佛．薩克斯著
11. 火星上的人類學家（天下文化,1996）奧利佛．薩克斯著
12. 達爾文大震撼（天下文化,1995）古爾德著
13. 大自然的獵人（天下文化,1997）威爾森著
14. 蘇菲的世界(上) （智庫文化,1995）喬斯坦．賈德著
15. 蘇菲的世界(下) （智庫文化,1995）喬斯坦．賈德著
16. 西遊記
17. 天才的學徒（天下文化）
18. 伊甸園外的生命長河（天下文化）
19. 攻擊與人性（遠流）
20. 基因叛變記-癌的分子生物學（遠哲基金會, 2000）程樹德譯
21. 宇宙簡史（遠哲基金會, 1999）Joseph Silk原著
22. 深海潛魚4億年（遠流出版,2001）莎曼珊‧韋伯格著
23. 夜，驟然而降：了解自殺（天下文化,2000）凱‧傑米森著
24. 理性之夢（天下文化,1998）斐傑斯著
25. 水中傳奇（遠流,2001）卡爾‧齊默著
26. 福爾摩斯
27. 笛卡兒，拜拜！（天下文化,2000）德福林著
28. 演化之舞（天下文化,1997）馬古利斯著
29. 腦，在演化中（遠流, 2002）John Morgan Allm著
30. 斑馬為什麼不會得胃潰瘍（遠流,2001）
<返回書單>
演講邀請
　


4.
認知語言學
维基百科，自由的百科全书
跳转到: 导航, 搜索
認知語言學是語言學的一門頗新分支，它脫胎自認知心理學或認知科學，大約在1980年代後期至1990年代開始成型。認語言學涉及電腦自然語言理解、人工智慧、語言學、心理學、系統論等多種學科，它針對當時仍很火熱的生成語言學，提出：語言的創建、學習及運用，從基本上都必須能夠透過人類的認知而加以解釋，因為認知能力是人類知識的根本。
認知語言學有以下三大分支：
1. 認知語意學：包括了構詞法及語意分析
2. 認知文法：透過對現存語言的分析及瞭解其背後產生的環境及習慣、隱喻等，歸納出來的文法規則，而不是透過數學的生成方程來產生的文法規則
3. 認知語音學
認知語言學的創立者普遍被認為是喬治·雷可夫(George Lakoff)、馬克·詹森(Mark Johnson)及朗奴·蘭蓋克。當中雷可夫及詹森專門研究語言中的比喻及其與人類認知的關係；而蘭蓋克的專長在於認知文法的生成。
[编辑] 認知語言學的知名人物
喬治·雷可夫 (George P. Lakoff；/ˈleɪˌkɔf/，1941年-)：認知語言學的其中一位創立者，提倡比喻(隱喻)是日常語言活動中的必須認知能力。
馬克·詹森 (Mark Johnson：
朗奴·蘭蓋克 (Ronald Langacker，1942年12月27日-)：認知文法的提倡者
Gilles Fauconnier (1944年8月19日-)
Charles J. Fillmore
William Croft
Michael Tomasello (1950年1月18日-)
戴浩一：台灣國立中正大學語言學研究所教授，是少數的華人專長於認知語言學。
王士元：香港中文大學現代語言學系暨中研院院士，另一少數的華人專長於認知語言學。
[编辑] 外部連結
聯經出版社：《我們賴以生存的譬喻》
中國僑網：認知語言學在中國


參考資料

http://www.ym.edu.tw/cnl/daisy.htm
wikipedia
中央神經科學研究所
思方網

[生物] update FJU Linguistics 1.overwrite 輔大語言所線上資源/生物語言學/ 相關學科 / 心理語言學

1.overwrite 生物語言學/ 相關學科 / 心理語言學 updated on 2009/01/08

心 理 語 言 學

1. What’s psycholinguistics from wiki
2. Psychology from wiki
3. Related issue: (wiki)
a. 表情符號
b. slips of tongue
c. speech production
d. .computational linguistics
e. Project Koko(Conversion with Gorilla)
f. Language Acquisition
1.
心理語言學
維基百科，自由的百科全書
(重定向自語言心理學)
跳轉到: 導航, 搜尋
心理學

主題 - 歷史
研究範圍
變態心理學生物心理學認知心理學發展心理學實驗心理學演化心理學數學心理學神經心理學人格心理學正向心理學精神物理學社會心理學理論心理學超個人心理學
應用範圍
臨床心理學輔導心理學教育心理學法醫心理學健康心理學工業及組織心理學學校心理學運動心理學
心理學列表
出版物相關條目療法
檢視 • 討論
心理語言學是通過心理學來研究語言學的學科。他從心理過程和語言結構的對應關係來研究人類語言機制的構造和功能。從心理學的角度，它屬於認知心理學；從語言學的角度，它屬於實驗語言學。
[編輯] 歷史
心理語言學（Psycholinguistics）一詞是1936年美國心理學家坎特在其著作《語法的客觀心理學》中開始使用的。但是作為心理語言學成為一個學科的標誌則是1953年在美國印第安納大學舉辦的「心理語言學」討論會，以及1954年奧斯古德和西比奧克在此基礎上合編的《心理語言學——理論和研究問題概述》。
心理語言學在1950年代時，其理論基礎主要是行為主義心理學。此時認為語言的學習就是不斷的刺激、強化，兒童對語言的學習就是不斷地對環境刺激做出反應，反覆強化，形成語言習慣，從而形成語言行為。在語言教學中，注重於強調語法結構，忽視語義變化；強調句型練習。此時的心理語言學對語言行為進行了狹義的編碼和解碼研究，並且對語言與意義、人格、文化等問題進行了研究，並且對失語症和精神分裂症的語言病理進行了臨床研究。
1957年，喬姆斯基發表了《句法結構》一書，提出生成語法理論，從而引起了心理語言學對人類利用語言時的心理過程的激烈討論，研究的問題主要是：
語言運用的模式
語言結構和語義的儲存與記憶
人腦對各種句子的處理
1959年，美國語言學家喬姆斯基撰文指出，雖然通過實驗能夠有效地證明對動物的行為進行刺激、反應和強化的解釋，但是人類語言本身非常複雜，很難確定應該刺激什麼和使什麼發生反應，因此行為主義心理學關於語言的解釋含糊不清，無法說明問題。此後心理語言學開始檢驗喬姆斯基的理論是否適用於心理學和實證語言學中心理世紀的研究和試驗。多數心理語言學家的結論是，語言結構和使用它的人的心理實際結構之間存在著某種對應關係，但不見得是一一對應的。
[編輯] 研究範圍
心理語言學研究人類如何使用和學習語言，並且如何通過語言來表達思想，進行思維。它的研究基礎主要是來自心理學、認知科學、語言學的理論和研究方法。
語言學方面:
語音學及音韻學關注語言發音的問題. 在心理語言學的範疇裏，則研究腦部如何理解及處理語言的聲音。
構詞學是研究字的結構，特別是有相同字根的字 (例如：dog和dogs)，以及產生這些字的規則。
語法學是研究語言的規則，以及文法。喬姆斯基提出轉換-生成語法的理論，令心理語言學的研究視語法學為語言中非常重要的研究對象。
語義學則處理字詞和句子的含意。
語用學就關注語言環境對語意理解的影響。
心理學方面：
心理語言學主要集中研究認字和閱讀的過程，去了解人類思維的運作。而認知心理學中運作記憶 (Working Memory) 模型則成為心理語言學研究人類在處理語言 (聽、講、讀、寫四方面) 的研究基礎方向。
而發展心理語言學則集中研究幼兒及小童如何學習語言，通常使用實驗方法或量性研究去進行研究。（相對於讓·皮亞傑以自然觀察的方法去研究兒童認知發展）
[編輯] 參見
語言學
認知心理學
轉換-生成語法
語言習得
關鍵時期假說 （en:critical period hypothesis）
取自"http://zh.wikipedia.org/w/index.php?title=%E5%BF%83%E7%90%86%E8%AF%AD%E8%A8%80%E5%AD%A6&variant=zh-tw"
2個分類: 語言學 心理學分支

3.
表情符号
维基百科，自由的百科全书
跳转到: 导航, 搜索

本文讲述的是ASCII式的表情符号。关于因特网上图片式的表情符号，详见“表情符号 (图片)”。
表情符号，原本只是一种网上次文化，但随着因特网和移动电话短信的普及，已经为社会广泛接受。
后来许多通讯程式（特别是即时通讯程式）及论坛开始应用更生动的小图案（icon）来表示心情，因此20世纪末在英文中有新的词汇来说明这些表情符号，即将情绪（Emotion）与小图案（icon）两个字巧妙地合并，成为新词“Emoticon”。
日语则称之为“颜文字”，“颜”字意为脸庞，“颜文字”这个词的意思就是指用文字和符号组成表情或图案来表达撰写者的心情，此词也逐渐为台湾和香港的年轻人所采用。
目录
[隐藏]
1 历史
2 传统风格
2.1 九十度偏转类
3 动漫风格
3.1 基本形式
3.2 复杂形式
3.3 身体姿态
3.4 其他图示
4 东亚风格
4.1 伤心
4.2 生气
4.3 道歉
4.4 无奈、尴尬
4.5 其他
4.6 大型图示
5 参考资料
6 外部链接
//
[编辑] 历史
1982年匹兹堡计算机科学教授法尔曼（Scott Fahlman）率先于大学电子报告版上使用表情符号。致使表情符号出现于网络世界。[1][2]。
[编辑] 传统风格
传统的最初原型只有一个“:)”，后来使用者不断增加，创造出各种不同形式的表情符号。
[编辑] 九十度偏转类
:-)　微笑
:-(　不悦
;-)　使眼色
:-D　开心
:-P　吐舌头
:-C　很悲伤
:-O　惊讶、张大口
:-/　怀疑
8-)　戴眼镜者的微笑
xc==　呕
--<- br=""><*)>>>=<　鱼骨头
<□：≡　乌贼
(：≡　水母
<※　花束
[编辑] 动漫风格
西方式的传统表情符号要将头逆时钟转九十度才看得明白，所以当表情符号传开后，发明了另外一种横式的表情符号(最初在日本出现)：用“*”、“^”、“-”等符号作眼睛，“_”、“.”、“o”等符号放在中间成为口部，做出“^_^”、“*_*”、“^o^”、“^_~”之类的笑脸，也有在笑脸旁边加上别的符号作为修饰物，表现更为丰富的表情，如“-_-”表示类似日本漫画中尴尬的面部，“-_-b”表示人物脸上滴下汗水等等。
[编辑] 基本形式
o_O　讶异
◎−◎？　疑问
^_^　高兴
T_T　哭得很伤心
=_="　无奈
=3=　扭计、嘟嘴
$_$　见钱眼开
(^_-)db(-_^)　手指打勾勾、约定
= =b　冒冷汗
╮(－_－)╭　两手一摊
＝　＝＃　生气（青筋暴露）
(-_-)　没听到（耳朵遮住了）
/.\　无奈
[编辑] 复杂形式
(=^_^=)　喵喵
((。(^_^)。))　期待、期待
*\(^_^)/*　拿彩球、为你加油
≧◇≦　感动
(^o^)哈~~(^0^)哈~~(^○^)哈~~　大笑3声
(￣﹁￣)　流口水
( h_n )　大眼睛和小眼睛
‧★,:*:‧\(￣▽￣)/‧:*‧°★*　用力洒花恭喜
v(￣︶￣)y　得意
ㄟ(￣▽￣ㄟ)　偷偷逃跑
[编辑] 身体姿态
Orz、Ｏ￣＿　败给你了（一个人五体投地的象形符号，有许多衍生变化，例：Orz Or2 srO OTZ）
[编辑] 其他图示
泰国式颜文字：(-ิ_-ิ;)、(-ิo-ิ)
^(00)^　小猪
= =+
(˙_˙)/
>//////<
!_!
@_@
*_*
+_+
@[]@
WoW
vov
^Q^
~.~
>3<　kiss
XD、XP、x)
[编辑] 东亚风格
东亚许多地区在电脑上书写文字常用全角字，利用全角字也能够创作出许多不同类型的表情符号。
＜（－︿－）＞　我很生气喔！！别吵我，知道吗
>-<　好
＜（￣︶￣）＞　满足且得意，得意快乐
＜（￣︶￣）／　满足并且伸出手，表示赞同、赞成
＜（＠￣︶￣＠）＞　满足地脸红
（＃￣▽￣＃）　害羞
＼（￣︶￣）／　抱抱、开心
ｂ（￣▽￣）ｄ　竖起双手拇指说好
╰（￣▽￣）╭　眉飞色舞
（￣︶￣）↗　出发吧
○（＊￣︶￣＊）○　吃饱睡好
♀（￣▽￣）／　优质女孩
♂（￣▽￣）／　优质男孩
╮（╯◇╰）╭　啾～啾～亲一个爱你
╭（′▽‵）╭（′▽‵）╭（′▽‵）╯　GO!
（￣▽￣）～■□～（￣▽￣）　干杯
＜（￣︶￣）＞＜（￣︶￣）＞＜（￣︶￣）＞　当我们同在一起
(*￣▽￣)/‧★*"`'*-.,_,.-*'`"*-.,_☆,.-*`'`*-　流星拳
[编辑] 伤心
（┬＿┬）　流泪
（＞﹏＜）　痛苦
（┬＿┬）↘　跌倒
〒▽〒　真命苦
～＞＿＜～　哭泣中
T^T"///　飙泪
>3<　亲一个
(T_T)　伤心、我哭了
[编辑] 生气
（︶︿︶）　不满
╰（‵□′）╯　暴怒
（︶︿︶）＝凸　比中指
（╯－＿－）╯╧╧　翻桌
（╯‵□′）╯︵┴─┴　翻桌
╭∩╮（￣▽￣）╭∩╮　哼，去你的（鄙视你）
（╬￣皿￣）＝○＃（￣＃）３￣）　看拳
＜（‵□′）＞───Ｃε（┬＿┬）３　生气扭耳朵
＜( ￣︿￣)︵θ︵θ︵θ︵θ︵☆（＞口＜－）　无影脚攻击
＝　＝＃　生气（青筋暴露）
(#‵′)　哼！
\(@^０^@)/★　晚安
(^o^哇)~~(^0^)哈~~(^○^)哈~~　大笑三声
0(^o^)~~YA(^0^)~~SU(^○^)~~MI(^_^) 好好休息（用于睡前、日文）
<*^.^*>
<*^.^*>　大笑
[编辑] 道歉
〈（＿　＿）〉　道歉、鞠躬
ｍ（＿　＿）ｍ　叩拜
(^〈^)　对不起啦
[编辑] 无奈、尴尬
╮（￣▽￣）╭
－ －
┐（─__─）┌
[编辑] 其他
(￣(工)￣)　大狗熊
( ▔___▔)y-～　抽烟
( ￣ c￣)y▂ξ　抽烟
（～￣▽￣～）　装傻
╭(─╴╴─)╮ ▃▇　嗯嗯中，别打扰
<(￣3￣)>
－(>口＜-)
<(‵▽′)>　哈哈哈！我是坏人
o(〒﹏〒)o　泪
O-(///￣皿￣)☞ ─═≡☆゜★█▇▆▅▄▃▂＿　佛地魔版之去去武器走
( ☉_☉)≡☞o────★°　哈利波特版之去去武器走
○(￣︿￣) ○─═★°　荣恩版之去去武器走
╮(￣▽￣")╭　无奈
ψ(._. )>　笔记
≧ω≦　可爱、可爱
O口O!　超惊讶!
(*^．^*)　亲一个
(^_-)db(-_^)　手指打勾勾、约定
[编辑] 大型图示┌──┐│ ├╮│██├╯ ╰──╯
请你喝咖啡 ○ ∣＼)﹡﹡﹡◎¯≧¯◎
骑机车 ／＼／＼ ＼　　／ ＼／
爱心　　／＼／＼／＼＜－＼－　／　／－＜＜　　　＼／＼／
一串心　　
[编辑] 参考资料
《E族秘语录》万里编辑部 著，香港万里机构2000年4月1日初版，ISBN 9621417813
AA(Japanese ASCII art) underground thread @ hiding place(English version)
Emoticons
^ 《(-: Just Between You and Me ;-)》，THE NEW YORK TIMES．
^ 《表情符号世界通行》，苹果日报，2007年7月30日，A26版．
[编辑] 外部链接
（繁体中文）香港网络大典：表情符号
取自"http://zh.wikipedia.org/w/index.php?title=%E8%A1%A8%E6%83%85%E7%AC%A6%E5%8F%B7&variant=zh-cn"

Computational linguistics
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This article is about the scientific field. For the journal, see Computational Linguistics (journal).
Linguistics
Theoretical linguistics
Phonetics
Phonology
Morphology
Syntax
Lexis
Semantics
Lexical semantics
Statistical semantics
Structural semantics
Prototype semantics
Pragmatics
Systemic functional linguistics

Applied linguistics
Language acquisition
Psycholinguistics
Neurolinguistics
Sociolinguistics
Linguistic anthropology
Generative linguistics
Cognitive linguistics
Computational linguistics
Descriptive linguistics
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Comparative linguistics
Etymology
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History of linguistics
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Unsolved problems


It has been suggested that this article or section be merged with Natural language processing. (Discuss)
Computational linguistics is an interdisciplinary field dealing with the statistical and/or rule-based modeling of natural language from a computational perspective. This modeling is not limited to any particular field of linguistics. Traditionally, computational linguistics was usually performed by computer scientists who had specialized in the application of computers to the processing of a natural language. Computational linguists often work as members of interdisciplinary teams, including linguists (specifically trained in linguistics), language experts (persons with some level of ability in the languages relevant to a given project), and computer scientists. In general, computational linguistics draws upon the involvement of linguists, computer scientists, experts in artificial intelligence, mathematicians, logicians, cognitive scientists, cognitive psychologists, psycholinguists, anthropologists, neuroscientists, amongst others.
Contents
[hide]
1 Origins
2 Subfields
3 See also
4 References
5 External links
//
[edit] Origins
Computational linguistics as a field predates artificial intelligence, a field under which it is often grouped. Computational linguistics originated with efforts in the United States in the 1950s to use computers to automatically translate texts from foreign languages, particularly Russian scientific journals, into English. [1] Since computers had proven their ability to do arithmetic much faster and more accurately than humans, it was thought to be only a short matter of time before the technical details could be taken care of that would allow them the same remarkable capacity to process language.[citation needed]
When machine translation (also known as mechanical translation) failed to yield accurate translations right away, automated processing of human languages was recognized as far more complex than had originally been assumed. Computational linguistics was born as the name of the new field of study devoted to developing algorithms and software for intelligently processing language data. When artificial intelligence came into existence in the 1960s, the field of computational linguistics became that sub-division of artificial intelligence dealing with human-level comprehension and production of natural languages.[citation needed]
In order to translate one language into another, it was observed that one had to understand the grammar of both languages, including both morphology (the grammar of word forms) and syntax (the grammar of sentence structure). In order to understand syntax, one had to also understand the semantics and the lexicon (or 'vocabulary'), and even to understand something of the pragmatics of language use. Thus, what started as an effort to translate between languages evolved into an entire discipline devoted to understanding how to represent and process natural languages using computers.[citation needed]
[edit] Subfields
Computational linguistics can be divided into major areas depending upon the medium of the language being processed, whether spoken or textual; and upon the task being performed, whether analyzing language (recognition) or synthesizing language (generation).
Speech recognition and speech synthesis deal with how spoken language can be understood or created using computers. Parsing and generation are sub-divisions of computational linguistics dealing respectively with taking language apart and putting it together. Machine translation remains the sub-division of computational linguistics dealing with having computers translate between languages.
Some of the areas of research that are studied by computational linguistics include:
Computational complexity of natural language, largely modeled on automata theory, with the application of context-sensitive grammar and linearly-bounded Turing machines.
Computational semantics comprises defining suitable logics for linguistic meaning representation, automatically constructing them and reasoning with them
Computer aided corpus linguistics
Design of parsers or chunkers for natural languages
Design of taggers like POS-taggers (part-of-speech taggers)
Machine translation as one of the earliest and least successful applications of computational linguistics draws on many subfields.
The Association for Computational Linguistics defines computational linguistics as:
...the scientific study of language from a computational perspective. Computational linguists are interested in providing computational models of various kinds of linguistic phenomena.
[edit] See also
Artificial intelligence
Association for Computational Linguistics
Collostructional analysis
Computational lexicology
Computational Linguistics (journal)
Computational science
Computational semiotics
Computer-assisted reviewing
Dialog systems
Human speechome project
Machine translation
National Centre for Text Mining
Natural language processing
North American Computational Linguistics Olympiad
Semantic relatedness
Translation memory
Universal Networking Language
[edit] References
^ John Hutchins: Retrospect and prospect in computer-based translation. Proceedings of MT Summit VII, 1999, pp. 30–44.
[edit] External links

At Wikiversity you can learn more and teach others about Computational linguistics at:
The Department of Computational linguistics
Association for Computational Linguistics (ACL)
ACL Anthology of research papers
ACL Wiki for Computational Linguistics
CICLing annual conferences on Computational Linguistics
Free online introductory book on Computational Linguistics (Internet Archive copy)
Language Technology World
Resources for Text, Speech and Language Processing
Retrieved from "http://en.wikipedia.org/wiki/Computational_linguistics"
Categories: Computational linguistics Linguistics Formal sciences
Hidden categories: All articles to be merged Articles to be merged since March 2008 All articles with unsourced statements Articles with unsourced statements since July 2008


參考資源
　wikipedia
http://zh.wikipedia.org/wiki/%E8%A1%A8%E6%83%85%E7%AC%A6%E5%8F%B7
http://en.wikipedia.org/wiki/Slips_of_the_tongue
http://en.wikipedia.org/wiki/Speech_production
http://en.wikipedia.org/wiki/Koko_(gorilla)
http://en.wikipedia.org/wiki/Language_Acquisition
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