{"id":{"repo_id":"milano","oai_identifier":"oai:air.unimi.it:2434/1126178"},"canonical_url":"https://search.dev.ndltd.org/etd/milano/oai:air.unimi.it:2434/1126178","repository":{"repo_id":"milano","name":"Università degli Studi di Milano","base_url":"https://air.unimi.it/oai/request"},"display":{"title":"HABILIDAD ARGUMENTATIVA EN HISPANOHABLANTES CON AFASIA PROGRESIVA PRIMARIA: UNA COMPARACIÓN TRANSCULTURAL SEGÚN EL NIVEL DE ESCOLARIZACIÓN Y EL REPERTORIO LINGÜÍSTICO","abstract":"Primary Progressive Aphasia (PPA) is a neurological syndrome related to several neurodegenerative diseases and characterised by a progressive loss of speech. Within the discourse studies on APP, there is a lack of focus on one of the most complex discursive skills, i.e. argumentative skills. For this reason, the aim of of this thesis is to detect and quantitatively analyse the argumentative ability of a group of patients with PPA compared to a control group, according to two parameters of comparison: the level of schooling and their background linguistic knowledge. During a research stay at the San Carlos Clinical Hospital in Madrid, 30 PPA patients and their controls were given an argumentative test, created ad-hoc. The test, which was audio-visually recorded to capture gestures and proxemics, is structured in three parts, each corresponding to a different argumentative stimulus (textual, graphic, conversational). By means of a text, images and a debate, it was possible to collect data from three different perspectives of argumentative production or comprehension. After the test, two questionnaires were administered in order to collect information on levels of schooling (My linguistic biography) and the languages spoken before (Levels of language proficiency). After having transcribed the tests with the audio transcription software WhisperAI and merging the transcripts into a corpus of PPA argumentative discourse, it was possible to insert the answers to the textual analysis questions and the interpretations of the images into a matrix of SPSS programme, in order to make a statistical analysis of the data. At the same time, it was possible to create a PPA argumentative profile model by classifying the arguments used by patients (according to the Wagemans’ classification, 2020) and calculating the frequency of use of the argumentative markers. By means of the Chi-square test in SPSS, it was possible to see the percentage of success of the PPA patients in the textual analysis and in the interpretation of the images, with respect to the controls and, consequently, the survival or not of certain persuasive skills. The influence of schooling level and linguistic background was calculated through a comparison of means and, in the case of schooling, also through Spearman's correlation index. The main finding of the study is that patients with APP show impaired argumentative ability and no significant correlations are observed with school level or linguistic reserve. The finding that a subgroup of APP patients show preserved argumentative ability opens the door for future studies to better understand the reasons underlying such preservation in APP. In addition, there are qualitative differences in argumentative procedures that could be addressed in future research.","abstract_html":"Primary Progressive Aphasia (PPA) is a neurological syndrome related to several neurodegenerative diseases and characterised by a progressive loss of speech. Within the discourse studies on APP, there is a lack of focus on one of the most complex discursive skills, i.e. argumentative skills. For this reason, the aim of of this thesis is to detect and quantitatively analyse the argumentative ability of a group of patients with PPA compared to a control group, according to two parameters of comparison: the level of schooling and their background linguistic knowledge. During a research stay at the San Carlos Clinical Hospital in Madrid, 30 PPA patients and their controls were given an argumentative test, created ad-hoc. The test, which was audio-visually recorded to capture gestures and proxemics, is structured in three parts, each corresponding to a different argumentative stimulus (textual, graphic, conversational). By means of a text, images and a debate, it was possible to collect data from three different perspectives of argumentative production or comprehension. After the test, two questionnaires were administered in order to collect information on levels of schooling (My linguistic biography) and the languages spoken before (Levels of language proficiency). After having transcribed the tests with the audio transcription software WhisperAI and merging the transcripts into a corpus of PPA argumentative discourse, it was possible to insert the answers to the textual analysis questions and the interpretations of the images into a matrix of SPSS programme, in order to make a statistical analysis of the data. At the same time, it was possible to create a PPA argumentative profile model by classifying the arguments used by patients (according to the Wagemans’ classification, 2020) and calculating the frequency of use of the argumentative markers. By means of the Chi-square test in SPSS, it was possible to see the percentage of success of the PPA patients in the textual analysis and in the interpretation of the images, with respect to the controls and, consequently, the survival or not of certain persuasive skills. The influence of schooling level and linguistic background was calculated through a comparison of means and, in the case of schooling, also through Spearman's correlation index. The main finding of the study is that patients with APP show impaired argumentative ability and no significant correlations are observed with school level or linguistic reserve. The finding that a subgroup of APP patients show preserved argumentative ability opens the door for future studies to better understand the reasons underlying such preservation in APP. In addition, there are qualitative differences in argumentative procedures that could be addressed in future research.","abstract_has_math":false,"creators":["DONATI, ALESSANDRA"],"institution":"Università degli Studi di Milano","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["tutor: M. V. Calvi ; co-tutor: O. Ivanova","J. Matías-Guiu","A. Donati","PINNAVAIA, LAURA"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-01-27","date_published":"2025-01-27","updated_at":"2026-07-27T20:18:56Z","subjects":["afasia progresiva primaria","habilidad argumentativa","lingüística clínica","Settore SPAN-01/C - Lingua, traduzione e linguistica spagnola"],"languages":["spa"],"rights":["info:eu-repo/semantics/openAccess"],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["http://dx.doi.org/10.13130/donati-alessandra_phd2025-01-27","10.13130/donati-alessandra_phd2025-01-27"],"render_values":[{"text":"http://dx.doi.org/10.13130/donati-alessandra_phd2025-01-27","href":"http://dx.doi.org/10.13130/donati-alessandra_phd2025-01-27","code":true},{"text":"10.13130/donati-alessandra_phd2025-01-27","href":"https://doi.org/10.13130/donati-alessandra_phd2025-01-27","code":true}]}]},"links":{"outbound_url":"https://hdl.handle.net/2434/1126178","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["tutor: M. 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Within the discourse studies on APP, there is a lack of focus on one of the most complex discursive skills, i.e. argumentative skills. For this reason, the aim of of this thesis is to detect and quantitatively analyse the argumentative ability of a group of patients with PPA compared to a control group, according to two parameters of comparison: the level of schooling and their background linguistic knowledge. During a research stay at the San Carlos Clinical Hospital in Madrid, 30 PPA patients and their controls were given an argumentative test, created ad-hoc. The test, which was audio-visually recorded to capture gestures and proxemics, is structured in three parts, each corresponding to a different argumentative stimulus (textual, graphic, conversational). By means of a text, images and a debate, it was possible to collect data from three different perspectives of argumentative production or comprehension. After the test, two questionnaires were administered in order to collect information on levels of schooling (My linguistic biography) and the languages spoken before (Levels of language proficiency). After having transcribed the tests with the audio transcription software WhisperAI and merging the transcripts into a corpus of PPA argumentative discourse, it was possible to insert the answers to the textual analysis questions and the interpretations of the images into a matrix of SPSS programme, in order to make a statistical analysis of the data. At the same time, it was possible to create a PPA argumentative profile model by classifying the arguments used by patients (according to the Wagemans’ classification, 2020) and calculating the frequency of use of the argumentative markers. By means of the Chi-square test in SPSS, it was possible to see the percentage of success of the PPA patients in the textual analysis and in the interpretation of the images, with respect to the controls and, consequently, the survival or not of certain persuasive skills. The influence of schooling level and linguistic background was calculated through a comparison of means and, in the case of schooling, also through Spearman's correlation index. The main finding of the study is that patients with APP show impaired argumentative ability and no significant correlations are observed with school level or linguistic reserve. The finding that a subgroup of APP patients show preserved argumentative ability opens the door for future studies to better understand the reasons underlying such preservation in APP. In addition, there are qualitative differences in argumentative procedures that could be addressed in future research.","La Afasia progresiva primaria (APP) es un síndrome neurológico relacionado con varias enfermedades neurodegenerativas y caracterizado por la pérdida progresiva del habla. Dentro de los estudios sobre el discurso de APP, parecen no existir enfoques en una de las habilidades discursivas más complejas, o sea la habilidad argumentativa. Por esta razón, el objetivo de la tesis es el de detectar y analizar cuantitativamente la capacidad argumentativa de un grupo de pacientes con APP con respecto a la de un grupo control, según dos parámetros de comparación: el nivel de escolarización de los sujetos y su reserva lingüística, o sea el conocimiento, antes del síndrome, de lenguas extranjeras. Durante una estancia de investigación en el Hospital Clínico San Carlos de Madrid, se administró a 30 pacientes APP y a sus controles una prueba argumentativa, creada ad-hoc. La prueba, grabada audiovisualmente para captar gestos y proxémica, está estructurada en tres partes, cada una correspondiente a un estímulo argumentativo distinto (textual, gráfico, conversacional). A través de un texto, de unas imágenes y de un debate se pudo recoger datos desde tres perspectivas de producción o de comprensión argumentativa distintas. Después de la prueba, se administraron dos cuestionarios para recoger informaciones sobre los niveles de escolarización (Mi biografía lingüística) y las lenguas habladas antes de la enfermedad (Niveles lingüísticos). Después de haber transcrito las pruebas con el programa de transcripción audio WhisperAI y haber unido las transcripciones en un corpus de discurso argumentativo APP, fue posible insertar las respuestas a las preguntas de análisis textual y las interpretaciones de las imágenes en un matriz del programa SPSS, con el propósito de plantear un análisis estadístico de los datos. Al mismo tiempo, fue posible crear un modelo de perfil argumentativo APP, clasificando los argumentos empleados por los pacientes (según la clasificación de Wagemans, 2020) y calculando la frecuencia de uso de los marcadores argumentativos. A través de la prueba de Chi-cuadrado en SPSS, se pudo ver el porcentaje de aciertos de los APP en el análisis textual y en la interpretación de las imágenes, con respecto a los controles y, en consecuencia, la sobrevivencia o menos de ciertas habilidades persuasivas. Las influencias del nivel de escolarización y de las reservas lingüísticas fueron calculadas a través de unas comparaciones de medias y, en el caso de la escolarización, también a través del índice de correlación de Spearman. El principal hallazgo del estudio es que los pacientes con APP muestran una afectación de la capacidad argumentativa y no se observan correlaciones significativas con el nivel escolar o la reserva lingüística. El hallazgo de que un subgrupo de pacientes con APP muestra preservada la habilidad argumentativa abre la puerta a futuros estudios para entender mejor los motivos que subyacen a dicha preservación en la APP. Además, existen diferencias cualitativas en los procedimientos argumentativos que, en futuras investigaciones, se podrían tratar."]},{"key":"dc:title","label":"Title","values":["HABILIDAD ARGUMENTATIVA EN HISPANOHABLANTES CON AFASIA PROGRESIVA PRIMARIA: UNA COMPARACIÓN TRANSCULTURAL SEGÚN EL NIVEL DE ESCOLARIZACIÓN Y EL REPERTORIO LINGÜÍSTICO"]}]}],"canonical_facts":{"dc:contributor":["tutor: M. V. Calvi ; co-tutor: O. Ivanova","J. Matías-Guiu","A. Donati","PINNAVAIA, LAURA"],"dc:creator":["DONATI, ALESSANDRA"],"dc:date":["2025-01-27"],"dc:description":["Primary Progressive Aphasia (PPA) is a neurological syndrome related to several neurodegenerative diseases and characterised by a progressive loss of speech. Within the discourse studies on APP, there is a lack of focus on one of the most complex discursive skills, i.e. argumentative skills. For this reason, the aim of of this thesis is to detect and quantitatively analyse the argumentative ability of a group of patients with PPA compared to a control group, according to two parameters of comparison: the level of schooling and their background linguistic knowledge. During a research stay at the San Carlos Clinical Hospital in Madrid, 30 PPA patients and their controls were given an argumentative test, created ad-hoc. The test, which was audio-visually recorded to capture gestures and proxemics, is structured in three parts, each corresponding to a different argumentative stimulus (textual, graphic, conversational). By means of a text, images and a debate, it was possible to collect data from three different perspectives of argumentative production or comprehension. After the test, two questionnaires were administered in order to collect information on levels of schooling (My linguistic biography) and the languages spoken before (Levels of language proficiency). After having transcribed the tests with the audio transcription software WhisperAI and merging the transcripts into a corpus of PPA argumentative discourse, it was possible to insert the answers to the textual analysis questions and the interpretations of the images into a matrix of SPSS programme, in order to make a statistical analysis of the data. At the same time, it was possible to create a PPA argumentative profile model by classifying the arguments used by patients (according to the Wagemans’ classification, 2020) and calculating the frequency of use of the argumentative markers. By means of the Chi-square test in SPSS, it was possible to see the percentage of success of the PPA patients in the textual analysis and in the interpretation of the images, with respect to the controls and, consequently, the survival or not of certain persuasive skills. The influence of schooling level and linguistic background was calculated through a comparison of means and, in the case of schooling, also through Spearman's correlation index. The main finding of the study is that patients with APP show impaired argumentative ability and no significant correlations are observed with school level or linguistic reserve. The finding that a subgroup of APP patients show preserved argumentative ability opens the door for future studies to better understand the reasons underlying such preservation in APP. In addition, there are qualitative differences in argumentative procedures that could be addressed in future research.","La Afasia progresiva primaria (APP) es un síndrome neurológico relacionado con varias enfermedades neurodegenerativas y caracterizado por la pérdida progresiva del habla. Dentro de los estudios sobre el discurso de APP, parecen no existir enfoques en una de las habilidades discursivas más complejas, o sea la habilidad argumentativa. Por esta razón, el objetivo de la tesis es el de detectar y analizar cuantitativamente la capacidad argumentativa de un grupo de pacientes con APP con respecto a la de un grupo control, según dos parámetros de comparación: el nivel de escolarización de los sujetos y su reserva lingüística, o sea el conocimiento, antes del síndrome, de lenguas extranjeras. Durante una estancia de investigación en el Hospital Clínico San Carlos de Madrid, se administró a 30 pacientes APP y a sus controles una prueba argumentativa, creada ad-hoc. La prueba, grabada audiovisualmente para captar gestos y proxémica, está estructurada en tres partes, cada una correspondiente a un estímulo argumentativo distinto (textual, gráfico, conversacional). A través de un texto, de unas imágenes y de un debate se pudo recoger datos desde tres perspectivas de producción o de comprensión argumentativa distintas. Después de la prueba, se administraron dos cuestionarios para recoger informaciones sobre los niveles de escolarización (Mi biografía lingüística) y las lenguas habladas antes de la enfermedad (Niveles lingüísticos). Después de haber transcrito las pruebas con el programa de transcripción audio WhisperAI y haber unido las transcripciones en un corpus de discurso argumentativo APP, fue posible insertar las respuestas a las preguntas de análisis textual y las interpretaciones de las imágenes en un matriz del programa SPSS, con el propósito de plantear un análisis estadístico de los datos. Al mismo tiempo, fue posible crear un modelo de perfil argumentativo APP, clasificando los argumentos empleados por los pacientes (según la clasificación de Wagemans, 2020) y calculando la frecuencia de uso de los marcadores argumentativos. A través de la prueba de Chi-cuadrado en SPSS, se pudo ver el porcentaje de aciertos de los APP en el análisis textual y en la interpretación de las imágenes, con respecto a los controles y, en consecuencia, la sobrevivencia o menos de ciertas habilidades persuasivas. Las influencias del nivel de escolarización y de las reservas lingüísticas fueron calculadas a través de unas comparaciones de medias y, en el caso de la escolarización, también a través del índice de correlación de Spearman. El principal hallazgo del estudio es que los pacientes con APP muestran una afectación de la capacidad argumentativa y no se observan correlaciones significativas con el nivel escolar o la reserva lingüística. El hallazgo de que un subgrupo de pacientes con APP muestra preservada la habilidad argumentativa abre la puerta a futuros estudios para entender mejor los motivos que subyacen a dicha preservación en la APP. Además, existen diferencias cualitativas en los procedimientos argumentativos que, en futuras investigaciones, se podrían tratar."],"dc:identifier":["https://hdl.handle.net/2434/1126178","http://dx.doi.org/10.13130/donati-alessandra_phd2025-01-27","10.13130/donati-alessandra_phd2025-01-27"],"dc:language":["spa"],"dc:publisher":["Università degli Studi di Milano"],"dc:rights":["info:eu-repo/semantics/openAccess"],"dc:subject":["afasia progresiva primaria","habilidad argumentativa","lingüística clínica","Settore SPAN-01/C - Lingua, traduzione e linguistica spagnola"],"dc:title":["HABILIDAD ARGUMENTATIVA EN HISPANOHABLANTES CON AFASIA PROGRESIVA PRIMARIA: UNA COMPARACIÓN TRANSCULTURAL SEGÚN EL NIVEL DE ESCOLARIZACIÓN Y EL REPERTORIO LINGÜÍSTICO"],"dc:type":["info:eu-repo/semantics/doctoralThesis"]},"updated_at":"2026-07-27T20:18:56Z"}