Functional Determination of Written Communication in Patients with Broca’s Aphasia



The research is devoted to the study of the specificity of disorders of written speech in efferent motor agraphia, depending on the functional orientation of writing. The theoretical prerequisite for the work was the functionalist approach developed in the direction of cultural-historical psychology. The goal of the study: to reveal the variability of writing disorders in efferent motor agraphia in the conditions of different types of written speech performance in terms of functional orientation. The study used ecological tasks, which were developed in the culture of everyday writing activities, and traditional diagnostic tasks aimed at assessing separate writing operations. The study involved 22 patients with post-stroke efferent motor agraphia, 13 of them were men, the average age was 55,0±8,0 years. Nineteen patients had higher education, 3 — secondary education. The results of statistical calculations did not reveal significant differences in any of the types of errors at the level of individual words. The analyzed types of written errors were revised in favor of syntactic ones. Intraindividual analysis using nonparametric criteria revealed differences in 5 types of syntax errors. The obtained differences are explained by the choice of certain writing strategies that meet the written task assigned to the patient. The analysis shows the need to take into account not only the various instrumental components of speech and structural units of the language, in particular, syntax, but also functional changes manifested at the level of pragmatics.

General Information

Keywords: agraphia, aphasia, functional communication, syntax errors

Journal rubric: Empirical Research

Article type: scientific article


Funding. The reported study was funded by RFBR according to the research project № 19-013-00841\20.

For citation: Ivanova E.G., Skvortsov A.A., Mikadze Y.V. Functional Determination of Written Communication in Patients with Broca’s Aphasia [Elektronnyi resurs]. Klinicheskaia i spetsial'naia psikhologiia = Clinical Psychology and Special Education, 2021. Vol. 10, no. 3, pp. 84–105. DOI: 10.17759/cpse.2021100306. (In Russ., аbstr. in Engl.)


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Information About the Authors

Elena G. Ivanova, PhD in Psychology, Associate Professor, Chair of Clinical Psychology, Pirogov Russian National Research Medical University, medical psychologist of Center for Speech Pathology and Neurorehabilitation; medical psychologist of Federal Center of Brain and Neurotechnology, Moscow, Russia, ORCID:, e-mail:

Anatoliy A. Skvortsov, PhD in Psychology, Associate Professor, Faculty of Social Sciences, School of Psychology, National Research University Higher School of Economics, Moscow, Russia, ORCID:, e-mail:

Yuri V. Mikadze, Doctor of Psychology, Professor, Chair of Neuro- and Pathopsychology, Lomonosov Moscow State University, Leading Research Associate, Federal State Budgetary Institution «Federal center of brain and neurotechnologies»; Professor, Chair of Clinical Psychology, Pirogov Russian National Research Medical University, Moscow, Russia, ORCID:, e-mail:



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