Does the Thematic Hierarchy hold in people with aphasia and across the lifespan? Evidence from the Event Task|Course hero helper

 Option 1:Option 2:You will create a PowerPoint (or equivalent) of your presentation and add a voice-over.

• If you are unable to add voice-over to your PowerPoint,  you will create a PowerPoint (or equivalent) of your presentation.
• Next, you will use Screencast-o-Matic (or a similar program) to create a video recording of your screen and voice as your present the information.
• Third, you will upload the video presentation to YouTube so your professor can view it. If you choose this option, you will submit your articles as well as the PowerPoint (or equivalent) file and the link to the YouTube presentation to complete this assignment.

Guidelines:

1. The presentation must include both audio (your voice explaining the information) and visual (PowerPoint presentation including text and/or images). Videos should not be used within the presentation.
2. The presentation should include the following three aspects:
   1. An overview of your specific topic and its importance and application in current society.
   2. Theory related to your topic (please refer to Chapters 1 and 2 for theories related to Human Development)
   3. Discussion of development in at least three stages (e.g., infancy, early childhood, middle childhood, adolescence, emerging adulthood, young adults, middle age, elderly) unless written permission was given by your instruction to instead do a deeper evaluation of a particular topic during one developmental period.
3. The presentation must be 15 minutes long (no more than 20).
4. The presentation must include information from at least 5 scholarly sources (if used, the course textbook does not count as one of these 5 sources). At least 3 of these should include original research reports typically contain sections with subtitles such as “Abstract”, “Introduction”, “Methods”, “Results”, “Discussion” and “References”.
5. APA style citations should be used within the presentation. A reference section (in APA style) should appear at the end of the presentation.

Resources:

• If you do not have PowerPoint, Google Slides is a free alternative.
• You may need a headset with a microphone to record your presentation if your computer does not have a built-in microphone.
• Click here for a brief introduction to using Screencast-o-Matic. The program will create a video file that can be saved on your computer and shared via YouTube.
• PowerPoint 101: Everything You Need to Make a Basic Presentation
• 10 Tips for More Effective PowerPoint Presentations
• 10 Tips for a Good Presentation
• My topic is Bilingual Aphasia . please add pictures and notes to power point. The first article that was chosen in week one is attached.Title Page

  Does the Thematic Hierarchy hold in people with aphasia and across the lifespan? Evidence from the Event Task.

  by

  Sophia Norvilas

  Submitted to the Graduate Faculty of the

  Dietrich School of Arts and Sciences and

  Fredrick Honors College in partial fulfillment

  of the requirements for the degree of

  Bachelor of Philosophy

  University of Pittsburgh

  2022

  ii

  Commit tee Membership Page

  UNIVERSITY OF PITTSBURGH

  DIETRICH SCHOOL OF ARTS AND SCIENCES

  This thesis was presented

  by

  Sophia Norvilas

  It was defended on

  November 11, 2022

  and approved by

  Dr. Tessa Warren, Professor, Psychology

  Dr. Julie Fiez, Professor, Psychology

  Dr. Jamie Reilly, Professor, Communication Science and Disorders

  Thesis Advisor: Dr. Michael Walsh Dickey, Professor, Communication Science and Disorders

  iii

  Copyright © by Sophia Norvilas

  2022

  iv

  Abstract

  Does the Thematic Hierarchy hold in people with aphasia and across the lifespan? Evidence from the Event Task.

  Sophia Norvilas

  University of Pittsburgh, 2022

  Aphasia is a neurological disorder that can disrupt language production and

  comprehension, impairing both written and spoken language (Dresang et al., 2019). This condition

  is typically brought on by brain damage following a stroke. Research indicates that people with

  aphasia sometimes rely on event knowledge to compensate for their language impairment

  (Caramazza & Zurif, 1976). However, we know little about event processing in people with

  aphasia (PWA), even though event knowledge supports a multitude of crucial cognitive processes,

  including language comprehension, language production, memory, and perception. One type of

  event knowledge that has been studied thoroughly in linguistics is the entities, objects, and

  locations (event roles) that are involved in events. Linguists have developed a hypothesis, known

  as the Thematic Hierarchy, that some of these event roles are more cognitively salient than others.

  The research I present here uses evidence from a new assessment that measures event knowledge

  (the Event Task) to evaluate whether this thematic knowledge is maintained in older adults and

  people with aphasia, while also examining whether the performance of PWA on the Event Task is

  aligned with the Thematic Hierarchy. PWA (N = 26) and neurologically healthy adults (N = 182)

  completed the Event Task, which instructed participants to identify whether a depicted event was

  plausible or implausible. Analyses showed that the Thematic Hierarchy did not appear to guide

  the performance of PWA or neurologically healthy adults across the lifespan. However, PWA and

  neurologically healthy controls alike displayed the same patterns of both accuracy and reaction