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The purpose of the present study was to examine the divergent semantic behaviors of 30 persons with aphasia in comparison to these same behaviors in a group of 30 normal individuals. Specifically, this study examined fluency or the number of ideas produced, flexibility or the variety of ideas produced, and communality within each subject group and between the two groups. Results support the existence of the divergent mental operation and indicate that persons with aphasia are impaired in their ability to generate semantic responses under this operation. Therefore, speech pathologists may wish to include divergent tasks in their evaluation procedures and plan therapy directed toward the retrieval of divergent responses.

The present paper reinterprets aphasia relative to the divergent and convergent components of Guilford's model of behavior. It suggests that some aphasiologists have defined aphasia as a convergent semantic disorder. They have determined the presence or absence of an aphasic impairment on the basis of each individual's ability to recognize and reproduce previously learned material and to converge upon one correct answer. The present analysis also shows that there are a number of theoretical models of aphasia which indicate that aphasia involves more than a convergent semantic impairment. Aphasia, interpreted according to Guilford's model, appears to have a divergent component. Aphasia involves a decrease in an individual's ablilty to provide ideas in situations where a proliferation of ideas on some topic is required, or to extend the boundaries of what he already knows. The individual who is impaired in his ability to produce a number of relevant ideas and a variety of different kinds or categories of responses has a divergent semantic impairment.

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A survey of community college personnel in Connecticut, New York, and New Jersey was conducted to determine (1) the extent and type of services in speech, hearing, or language screening, remediation, and improvement, (2) the extent and type of instruction in speech and language improvement, and (3) the extent and type of bilingual services in speech, hearing or language presently offered to students and community members within the community college setting. In addition, the existence of plans to offer these services in the future was ascertained. Responses indicated the existence of some services but a general unavailability of comprehensive screening, evaluation, and rehabilitation programs despite the widespread needs of the growing community college constituency.The results of the survey can assist community college personnel in needs assessment and planning within their own institutions by offering a context for consideration of the priority for providing language, speech, and hearing services within the community college setting.

Summary This study investigates the ability of aphasic and nonlanguage impaired adults to form concepts using the reversal‐nonreversal paradigm popularized by Kendler. Results indicate a significant difference between the groups to form and then switch concepts. Aphasic subjects perform similarly to the normal subjects on this task but at a slower rate. Implications for therapy and further research are given.