Gallardo-Paúls B, Gimeno-Martínez M, Moreno-Campos V
Universitat de València, España.
Rev Neurol. 2010 Mar 3;50 Suppl 3:S113-7.
Clinical linguistics involves a study of linguistic deficits which focuses on a series of aspects that range from strictly formal, grammatical points to the effective and contextualised use of language. Thus, it is also inevitably concerned with the cognitive, i.e. mental, correlate of such language use, whose basic textual dimensions are narration and argument.
To describe the argumentative skills in adolescents with attention deficit hyperactivity disorder (ADHD) and to examine their relationship with academic achievement and sociability.
We analysed 79 argumentative texts written by adolescents with ADHD, using a methodology from cognitive linguistics and from theories of argumentation with a dialogical foundation.
Adolescents with ADHD provided a greater number of arguments than those in the control group, but with a higher predominance of emotional and negative sanction strategies compared with a greater use of fallacious or circular arguments in those in the control group; the difference between the use of rational arguments in the two groups is not significant.
临床语言学涉及对语言缺陷的研究，其重点关注一系列方面，从严格的形式、语法要点到语言的有效及情境化运用。因此，它也不可避免地涉及此类语言运用的认知（即心理）关联，其基本文本维度为叙述和论证。
描述注意力缺陷多动障碍（ADHD）青少年的论证技巧，并考察其与学业成绩和社交能力的关系。
我们运用认知语言学方法和具有对话基础的论证理论，分析了79篇由ADHD青少年撰写的论证文本。
与对照组青少年相比，ADHD青少年提供的论据数量更多，但与对照组相比，他们更多地采用情感和负面制裁策略，而对照组更多地使用谬误或循环论证；两组在合理论证使用上的差异不显著。
