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Speak and spell: Dissociations and word-class effects.
Abstract
patient to be described here . . . is a patient whose spelling ability is severly impaired yet sufficient to provoke an inquiry as to how it is accomplished / speech and spelling present entirely different patterns / severely aphasic patient
background tests / oral output / short-term memory / lecical decision / comprehension / word-class effects (PsycINFO Database Record (c) 2012 APA, all rights reserved)
... Two assessments which consider syntax by assessing sentence comprehension and receptive grammar are the Psycholinguistic Assessments of Language Assessments in Aphasia (PALPA; Kay, Lesser and Coltheart, 1992), and Bishop's (1983) Test for the Reception of Grammar (TROG). Anecdotally, both the PALPA and the TROG are less frequently used than the Pyramids and Palm Trees Test (Howard and Patterson, 1992), based on the widely-used Patterson and Shewell's (1987) This model separates the phonological (spoken and heard) and orthographic (seen and written) aspects of single words, with a centrally-placed semantic system containing all the related concepts to word meaning. A notable limitation of this commonly-used model is its focus on single words and the absence of syntax and grammatical structures understood to be a factor in the verbal communicative ability of aphasic patients (Doesborgh, 2004). ...
... A notable limitation of this commonly-used model is its focus on single words and the absence of syntax and grammatical structures understood to be a factor in the verbal communicative ability of aphasic patients (Doesborgh, 2004). (Patterson and Shewell, 1987). ...
... The compensatory strategy of writing and re-reading to stabilise the connections between semantic contents, which luckily resonated with her own experiences of writing poetry, helped her to move towards normal mourning. Patterson and Shewell, 1987). ...
Patients with neurological damage face many personal and social losses, and certain cognitive problems can further complicate the process of emotional adjustment - normal mourning. Freud (1923b) posited that it is the auditory-verbal element of words that is crucial to reliably bringing thoughts into conscious awareness, a key mechanism of change in psychotherapy and emotional adjustment. Solms (2013) also suggested the importance of syntax in language in enabling humans to think about things in time and in space. Building on previous case studies in aphasia by Kaplan-Solms and Solms (2000), this case study explores the impact of syntactic changes in a patient with Luria’s semantic aphasia. The case illustrates the importance of considering the effect of receptive syntactic changes on the patient’s ability to make meaning, with implications for engagement in psychotherapy and normal mourning. Moreover, this case brings into focus the role of receptive language ability in maintaining reflexive consciousness. Also highlighted is the utility of countertransference as a source of data in clinical assessment with neurological patients, some limitations of a cognitive understanding of receptive aphasia, and how incorporating these variables into case formulations can guide simple adjustments to facilitate psychotherapeutic goals.
... Both possibilities can be found in the literature. Some researchers, such as Ellis and Young (1996), Kay, Lesser, and Coltheart (1996), Laiacona et al. (2009), Patterson and Shewell (1987), Shallice and Cooper (2011), and Shallice, Rumiati, and Zadini (2000), assumed that spelling non-words proceeds from the phonological input buffer through the phonological output buffer to the orthographic output buffer 1 (purple Route B in Figure 1). The researchers we cite here do not always call these components 'phonological input buffer' and 'phonological output buffer', but what is clear is that there is a level of phonological input processing, which maps on to a level of phonological output. ...
... The researchers we cite here do not always call these components 'phonological input buffer' and 'phonological output buffer', but what is clear is that there is a level of phonological input processing, which maps on to a level of phonological output. For example, Patterson and Shewell (1987), whose model architecture has been, and continues to be, the basis for many subsequent depictions (Kay et al., 1996), map 'acoustic analysis' on to the 'response buffer'. It is also common to all these models that the mapping from phonological input to phonological output used in non-word writing is the same mapping used for oral non-word repetition. ...
... To the best of our knowledge, these different hypotheses have yet to be tested empirically. While there is literature on the role of phonology in spelling, including Patterson and Shewell (1987) and work using articulatory suppression 2 (Kimura & Bryant, 1983), these focus on word spelling. We have been unable to find literature experimentally investigating the question of whether the phonological output buffer necessarily participates in non-word writing to dictation. ...
What is the route that is used for writing non‐words to dictation? Does it have to pass through phonological output? Two possibilities are found in the literature. In one, writing non‐words requires access from the phonological input buffer to the phonological output buffer and from there, via phoneme‐to‐grapheme conversion, to the orthographic output buffer. The second approach maintains that writing non‐words can proceed directly from the phonological input buffer to the orthographic output buffer. In this study, we discriminate between these two options using a cognitive neuropsychological approach. Specifically, we present a multiple case study of 24 individuals with a developmental impairment to the phonological output buffer, who nevertheless show unimpaired non‐word writing. These data lead to the conclusion that the phonological output buffer is not necessary when writing non‐words and that writing non‐words to dictation can proceed directly from the phonological input buffer to the orthographic output buffer. We suggest that the cognitive assumption that non‐word writing proceeds through the phonological output buffer may have resulted from graphic conventions and the depiction of the lexical processing model: in the common depiction of the model drawing a line through the phonological output buffer is visually simpler than a direct line (which would require lines to cross or long bypass lines).
... According to Baddeley's theoretical model of memory (Baddeley, 2003a(Baddeley, , 2003b, the phonological short-term memory component of the working memory system is responsible for holding phonological information for brief periods, notably through a rehearsal mechanism called the phonological loop, whose function is to revive memory traces. In the cognitive theoretical models of spoken production (Patterson & Shewell, 1987), repetition can be achieved through two distinct processing routes: a lexical-semantic route devoted to the repetition of words and a non-lexical route that allows the repetition of pseudowords. Both routes end in verbal short-term memory whose role is to temporarily retain phonological information until it is ready to be articulated (Patterson & Shewell, 1987). ...
... In the cognitive theoretical models of spoken production (Patterson & Shewell, 1987), repetition can be achieved through two distinct processing routes: a lexical-semantic route devoted to the repetition of words and a non-lexical route that allows the repetition of pseudowords. Both routes end in verbal short-term memory whose role is to temporarily retain phonological information until it is ready to be articulated (Patterson & Shewell, 1987). ...
The logopenic variant of primary progressive aphasia (lvPPA) is characterized mainly by anomia, production of phonological errors, and impairment in repetition of sentences. The functional origin of these language impairments is mainly attributed to the breakdown of phonological short-term memory. The present study examined the effects of phonological short-term memory impairment on language processing in lvPPA. In two studies, 11 participants with lvPPA and 11 healthy control participants were presented with repetition tasks in which the type and length of stimuli and the mode of administration were manipulated. Study 1 aimed to examine the influence of length and lexicality (words vs. pseudowords) on immediate and delayed repetition, whereas Study 2 aimed to examine the influence of length, syntactic complexity (nominalized vs. pronominalized sentences), and serial position on immediate sentence repetition. Study 1 showed that participants' performance with lvPPA was impaired only on immediate repetition of five-syllable pseudowords and on delayed repetition of words and pseudowords. Study 2 showed that participants' performance with lvPPA was impaired in the repetition of nominalized sentences where a recency effect was observed. Repetition of pronominalized sentences was also impaired in the lvPPA group. This study provides additional support for arguments regarding phonological short-term memory as a cause of language impairment in lvPPA. Clinically, the results of the study suggest that instruments for assessing repetition ability in lvPPA should include not only lists of short or long nominalized sentences, but also delayed repetition of words and pseudowords and pronominalized sentences.
... Concernant l'hypothèse de l'autonomie orthographique, si la phonologie ne joue pas obligatoirement un rôle de médiateur, cela ne veut pas dire pour autant qu'elle n'intervient pas. Selon l'origine de son influence, lexicale ou sous-lexicale, l'influence de la phonologie tendrait soit vers une version « faible » (Allport & Funnell, 1981 ;Patterson & Shewell, 1987), soit vers une version « forte » (Ellis, 1982 ;Ellis, Miller & Sin, 1983) de l'hypothèse. La version « faible » de l'hypothèse reposerait sur un 2 Miceli, Benvegnu, Capasso et Caramazza (1997) ont théorisé une version lexicale pour cette hypothèse où le système sémantique activerait les représentations phonologiques du mot qui activeraient à leur tour la représentation orthographique du mot. ...
... Les résultats de l'Expérience 3 indiquent que les codes phonologiques peuvent être activés en production écrite de mots isolés sans pour autant permettre de localiser le niveau de traitement par lequel les codes phonologiques permettent l'activation des codes orthographiques. Dans l'hypothèse de l'autonomie orthographique, deux origines possibles sont proposées : lexicale (Allport & Funnell, 1981 ;Patterson & Shewell, 1987) ou souslexicale (Ellis, 1982 ;Ellis et al., 1983). Bien que les résultats obtenus suggèrent indirectement une origine sous-lexicale, il conviendra de mener de futures études pour déterminer la voie responsable de la facilitation phonologique observée. ...
L’objectif général de la thèse est de définir les influences réciproques entre le langage oral et le langage écrit. Pour cela, la co-activation des codes orthographiques et phonologiques a été étudiée chez l’adulte et chez l’enfant, à l’oral et à l’écrit. En production écrite chez l’adulte, les codes phonologiques ne sont activés qu’avec des stimuli auditifs (Expériences 1 à 4). De plus, même lorsque leur activation est facilitée, les codes phonologiques ne semblent pas être activés avec des stimuli visuels (Expérience 5 et 6). Chez l’enfant, aucune réponse n’a pu être apportée concernant l’influence de l’oral sur l’écrit (Expérience 7). En production orale chez l’adulte, les codes orthographiques ne sont pas systématiquement activés (Expérience 8). Toutefois, ils peuvent jouer un rôle lorsque leur activation est facilitée (Expérience 9 à 12). Chez l’enfant, aucune réponse n’a pu être apportée concernant l’influence de l’écrit sur l’oral (Expérience 13). La co-activation des codes phonologiques et orthographiques n’est donc pas systématique en production écrite comme en production orale. La production orale semble en revanche davantage influencée par le langage écrit. L’influence entre le langage oral et le langage écrit serait donc dissymétrique.
Disponible ici : https://hal.archives-ouvertes.fr/tel-01996879v1
... El contenido a trabajar se determinará, dependiendo de la habilidad que subyace al déficit. Así, si la dificultad se encuentra en el proceso de conversión grafema-fonema (Patterson & Shewell, 1987), se recomienda el entrenamiento de la conciencia fonológica a nivel de la palabra (Beeson et al., 2010;Brookshire et al., 2014;Friedman & Lott, 2002). Si la dificultad reside en la comprensión lectora, se deberá abordar el nivel textual, considerando las habilidades cognitivas subyacentes de la comprensión lectora (atención, memoria de trabajo, capacidad de abstracción, entre otras). ...
La Clasificación Internacional de Funcionamiento, Discapacidad y Salud (CIF) (OMS, 2001) indica que la intervención en salud debe responder de manera apropiada a las necesidades particulares de cada usuario/a. Actualmente, no se cuenta en Chile con pautas uniformes para el diseño de la planificación terapéutica. Esta ausencia de estructura de la intervención fonoaudiológica dificulta la comunicación entre profesionales y obstaculiza una intervención terapéutica adecuada. El objetivo del presente trabajo es proporcionar un marco teórico-conceptual que facilite la planificación terapéutica estructurada de usuarios/as adultos/as con dificultades comunicativas y/o lingüísticas de origen neurológico, considerando estándares internacionales. Se realiza una revisión crítica con una estructura narrativa-conceptual con un muestreo intencionado de las propuestas teóricas actuales. Se propone un conjunto de herramientas teóricas en el marco del modelo de la CIF con el fin de facilitar el trabajo del/la fonoaudiólogo/a.
... The term dual-route theory refers to a particular class of theories of visual word recognition and reading aloud. The defining feature of such theories is the postulate that there are two different procedures for converting print to speech: a dictionary-lookup, or lexical, procedure and a rule-based, or nonlexical, procedure (expositions of dual-route theories can be found in, e.g., Baron & Strawson, 1976;Coltheart, 1978Coltheart, , 1985Ellis & Young, 1988;Forster & Chambers, 1973;Gough & Cosky, 1977;Morton & Patterson, 1980;Ogden, 1996;Paap & Noel, 1991;Patterson & Morton, 1985;Patterson & Shewell, 1987). Coltheart, Curtis, Atkins, and Haller (1993; see also Coltheart, Langdon, & Haller, 1996;Coltheart & Rastle, 1994;,1999) described a computational realization of dual-route theory: the dual-route cascaded (DRC) model. ...
M. Coltheart and K. Rastle (1994) reported that the size of the regularity effect on word-naming latency decreases across position of irregularity, implicating a serial process in reading aloud. In response to criticism by D. C. Plaut, J. L. McClelland, M. S. Seidenberg, and K. Patterson (1996), these results were replicated with monosyllabic words that had been controlled for consistency. In a second experiment, participants named nonword- or regular-word targets mixed with either first-position irregular fillers or third-position irregular fillers. Target naming was slowed when first-position irregular fillers were present, compared with target naming when third-position irregular fillers were present. These data suggest that participants can slow use of the nonlexical route if faced with very costly exception words. Simulations using the dual-route cascaded model (M. Coltheart, B. Curtis, P. Atkins, & M. Haller, 1993) are presented.
... Different reading models have made different assumptions regarding whether lexical knowledge is shared by listening and reading. In some models, the lexical representation systems of the auditory and visual modalities are independent of each other (Grainger et al., 2003;Ellis & Young, 1988;Grainger & Ferrand, 1994;Harris & Coltheart, 1986;Morton, 1979;Patterson & Shewell, 1987). For example, the last version of the logogen model includes different logogen libraries (also known as lexicons) for visual lexical recognition, spoken lexical recognition, and speech production (Morton, 1979(Morton, , 1982. ...
... In the LDT, participants must quickly decide whether the stimulus presented is a word from their language. To perform the task, participants must consult in the visual lexical module (Patterson and Shewell, 1987) whether the sequence of letters processed corresponds to some lexical representation stored in their mental lexicon. According to Balota and Chumbley (1984), when young adults perform a LDT, they reach RTs between 700 and 1,500 ms, more than double the RT in normal reading (250 ms). ...
The effect of age and cognitive load. During the fourth age, a marked physiological deterioration and critical points of dysfunction are observed, during which cognitive performance exhibits a marked decline in certain skills (fluid intelligence) but good performance of others (crystallized intelligence). Experimental evidence describes important constraints on word production during old age, accompanied by a relative stabilization of speech comprehension. However, cognitive changes associated with advanced aging could also affect comprehension, particularly word recognition. The present study examines how the visual recognition of words is affected during the fourth age when tasks involving different cognitive loads are applied. Through linear regression models, performance was compared between two third-age groups and a fourth-age group on reaction time (RT) and accuracy in naming, priming and lexical decision experiments. The fourth-age group showed a significant RT increase in all experiments. In contrast, accuracy was good when the task involved a low cognitive demand (Experiments 1 and 2); however, when a decisional cognitive factor was included (Experiment 3), the fourth-age group performed significantly worse than the younger third-age group. We argue that the behavior observed among fourth-age individuals is consistent with an unbalanced cognitive configuration, in which the fluid intelligence deficit significantly reduces the speed necessary to recognize words, independent of the cognitive load associated with the test. In contrast, the maintenance in crystallized intelligence improves the accuracy of the process, strengthening linguistic functionality in the advanced stages of old age.
... 12 As illustrated in ►Fig. 1, if the CRS-R and similar scales allow the detection of language-related signs of consciousness, performance on these command-following items is nevertheless codetermined by many other motor and/or cognitive factors such as auditory selective attention or verbal short-term memory. 20 As reported in ►Table 1, other studies developed new behavioral tools to more specifically assess language abilities in post-comatose patients. For example, Yamaki et al 21 included an estimation of residual language based on the patient's bedside observation in their "Chiba score." ...
The assessment of residual language abilities in patients with disorders of consciousness (DoC) after severe brain injury is particularly challenging due to their limited behavioral repertoire. Moreover, associated language impairment such as receptive aphasia may lead to an underestimation of actual consciousness levels. In this review, we examine past research on the assessment of residual language processing in DoC patients, and we discuss currently available tools for identifying language-specific abilities and their prognostic value. We first highlight the need for validated and sensitive bedside behavioral assessment tools for residual language abilities in DoC patients. As regards neuroimaging and electrophysiological methods, the tasks involving higher level linguistic commands appear to be the most informative about level of consciousness and have the best prognostic value. Neuroimaging methods should be combined with the most appropriate behavioral tools in multimodal assessment protocols to assess receptive language abilities in DoC patients in the most complete and sensitive manner.
... Speech production models usually describe several stages in the naming process (e.g., Butterworth, 1979Butterworth, , 1989Caramazza, 1997;Dell, 1986Dell, , 1988Ellis & Young, 1996;Friedmann, Biran, & Dotan, 2013;Garrett, 1992Garrett, , 1976Hillis, 2001;Kempen & Huijbers, 1983;Levelt, 1989Levelt, , 1992Nickels, 1997;Patterson & Shewell, 1987). These researchers generally describe a mechanism in which the conceptual representation of the word first activates its lexical semantic representation. ...
The Stimulus Type Effect on Phonological and Semantic errors (STEPS) describes the phenomenon in which a person, following brain damage, produces words with phonological errors (fine => fige), but number words with semantic errors (five => eight). To track the origins of this phenomenon and find out whether it is limited to numbers, we assessed the speech production of six individuals with conduction aphasia following a damage in the left hemisphere, who made phonological errors in words. STEPS was found in all six participants, and was not limited to number words – several other word categories were also produced with semantic rather than phonological errors: function words, English letter names, and morphological affixes were substituted with other words within their category. This supports the building blocks hypothesis: when phonological sequences serve as building blocks in a productive process, they end up having pre-assembled phonological representations, ready for articulation. STEPS reflects a deficit that causes substitutions of one phonological unit with another. In the case of plain content words, this causes substitutions of one phoneme with another, but in the case of pre-assembled phonological unit, this causes substitutions of number words with other number words, function words with function words, and morphological affixes with other affixes. An analysis of the participants’ functional locus of deficit revealed that they all had a deficit in the phonological output buffer, and this was their only common deficit. We therefore concluded that the pre-assembled phonological units are stored in dedicated mini-stores in the phonological output buffer, which processes not only phonemes but also whole number words, function words, and morphemes. We also found that STEPS depends on the word's role: number words were produced with semantic errors only when they appeared in numeric context, and function words triggered semantic errors only in grammatical context. This suggests that the phonological representation of a word can be obtained either from the phonological output lexicon or from a store of pre-assembled representations in the phonological output buffer, depending on the word's role.
... Specifically, reading includes word and text reading. For word reading, mental procedures consist of early visual processing, orthographic processing, extracting phonological and semantic information from the mental lexicon, and accessing meaning [1][2][3][4]. Based on word recognition, text reading additionally requires individuals to make metalinguistic decisions about isolated words or characters, which not only necessitates a dynamic integration of vision, visual attention, eye movements, and linguistic processes of the visual stimuli presented but also involves attendant perceptual, memory, and reasoning processes [5][6][7]. ...
Chinese, as a logographic language, fundamentally differs from alphabetic languages like English. Previous neuroimaging studies have mainly focused on alphabetic languages, while the exploration of Chinese reading is still an emerging and fast-growing research field. Recently, a growing number of neuroimaging studies have explored the neural circuit of Chinese reading. Here, we summarize previous research on Chinese reading from a connectomic perspective. Converging evidence indicates that the left middle frontal gyrus is a specialized hub region that connects the ventral with dorsal pathways for Chinese reading. Notably, the orthography-to-phonology and orthography-to-semantics mapping, mainly processed in the ventral pathway, are more specific during Chinese reading. Besides, in addition to the left-lateralized language-related regions, reading pathways in the right hemisphere also play an important role in Chinese reading. Throughout, we comprehensively review prior findings and emphasize several challenging issues to be explored in future work.
... Es gibt vielversprechende Hinweise dafür, dass komplexe elektronische Hilfen einen wertvollen Beitrag für die Kommunikation von Betroffenen liefern können (Jacobs, Drew, Ogletree & Pierce, 2004). Russo et al. (2017) (Patterson & Shewell, 2013). Die Dissoziation der Sprachmodalitäten von B3 spricht dagegen für eine weitgehend intakte semantische Komponente. ...
... Dans cette thèse, nous avons essayé de montrer comment un modèle à voie unique, BRAID- Deuxièmement cette redondance peut paraître excessive lorsque l'on place l'approche doublevoie dans un cadre théorique plus large qui est celui des théories de représentations duales (Dual Theory of representation). Pour rendre compte à la fois de la lecture et de la production écrite de mots (orthographe lexicale ou spelling en anglais), ce cadre théorique postule une distinction entre les connaissances lexicales mises en jeu en lecture des connaissances lexicales mises en jeu en dictée (Baxter & Warrington, 1985 ;Patterson, 1986 ;Patterson & Shewell, 1987 ; voir aussi Figure 5 de l'article de Coltheart et al., 2001 ...
Les modèles computationnels de la lecture adoptent pour la plupart une architecture double-voie qui suppose que les connaissances impliquées dans les traitements sériels diffèrent fondamentalement des connaissances mises en jeu lorsque le traitement est parallèle. Ainsi, la lecture des mots nouveaux ou pseudo-mots implique un système de correspondances graphème-phonème via la voie sous-lexicale qui opère de façon sérielle alors que la lecture des mots connus repose sur l’activation de connaissances lexicales via la voie lexicale qui est parallèle. Ces modèles postulent également que le système de conversion graphème-phonème est explicite, stocké indépendamment et indispensable à la lecture des pseudo-mots. Ils supposent, de plus, que ce système de conversion est précédé d’un système de segmentation du mot en sous-unités à convertir indépendamment.Cependant, d’autres modèles de lecture postulent que les traitements parallèles et sériels font intervenir le même type de connaissances. Ces deux classes de modèles s’accordent pour expliquer les traitements parallèles en lecture mais s’opposent quant à la description des traitements sériels. Ils diffèrent donc sur leur explication des effets de longueur, c’est-à-dire l’observation de durées de traitement plus longs pour les stimuli longs. En effet, les modèles double-voie ne peuvent interpréter ces effets de longueur que par le biais du décodage sériel de la voie sous-lexicale. De plus, même si tous les modèles s’accordent à propos du rôle de l’attention visuelle dans le traitement sériel, les mécanismes correspondants sont assez peu décrits, notamment mathématiquement, dans la littérature.Cette thèse a pour but d’évaluer l'hypothèse selon laquelle un traitement ne mettant en jeu que les connaissances lexicales apprises sur les mots est en mesure de rendre compte des relations sous-lexicales entre unités orthographiques et unités phonologiques, de simuler les effets de longueur dans différents types de tâches et d’opérer une segmentation sous-lexicale des mots nouveaux.Pour cela, nous proposons un nouveau modèle computationnel probabiliste de la lecture nommé « BRAID-Phon ». Ce modèle est une extension du modèle computationnel de reconnaissance de mots du modèle « BRAID » par ajout d’un sous-modèle de connaissances phonologiques. Nous utilisons le modèle BRAID-Phon pour étudier la plausibilité d’un système basé sur une architecture « simple-voie », c'est-à-dire incluant uniquement des connaissances lexicales orthographiques et phonologiques pour effectuer une simulation de la lecture. Nous montrons la capacité de BRAID-Phon à rendre compte des effets de longueur sur les mots dans trois types de tâches (lecture, décision lexicale et démasquage progressif et étudions le rôle des mécanismes implémentés d’attention visuelle sur ces effets. Enfin, nous illustrons la nécessité d’un processus de segmentation, contrôlé par l’attention, pour effectuer la lecture de pseudo-mots.
Lien pour le manuscrit : https://tel.archives-ouvertes.fr/tel-03364950
... The crucial claim of the model that differentiates it from the other dual-route models (e.g. Patterson & Shewell, 1987;Paap & Noel, 1991;Behrmann & Bub, 1992) is that although the bidirectional nature in the activation of nodes at different levels of representation (to provide semantic, phonological or orthographic information) is also applicable in this model, semantic or phonological information does not play a critical role in reaching the threshold level for visual word recognition. In other words, the lack of activation in the nodes for semantic or phonological representation does not block the recognition of a word if there is sufficient activation in the non-lexical grapheme-to-phoneme conversion route. ...
The main goal of this thesis was to investigate the temporal and spatial properties of early morphological processing in a second language (L2). For this purpose, a computer-based masked-priming lexical decision task was implemented, which was followed by a functional magnetic resonance imaging (fMRI) experiment with minimal differences in the data collection procedure. The first experiment was completed by 122 L2 learners of English (L1: Turkish) and the participants of the fMRI study were a subgroup of the former experiment (n. 49). Additionally, in order to test whether L2 early morphological processing was modulated by individual differences, a series of tasks was administered at the end of the first experiment to classify participants according to their level of overall proficiency, spelling accuracy and vocabulary size.
The results exhibited a morpho-orthographic decomposition pattern in L2 similar to the findings of the L1 literature. Overall proficiency was also found to be among the determining factors of visual word recognition in L2. As for the analyses of the fMRI data; unlike the L1 literature, left-frontal areas (BA6) were observed to be activated only in the processing of lexical items with links in the surface form but not in the meaning-based associations between primes and targets. Behavioral results laid emphasis on the significant effect of frequency and proficiency on the early stages of morphological processing. On the other hand, neural findings of this thesis referred to the hemodynamic reflections in L2 on the basis of the distinctive properties of morpheme types.
... Desde un principio, la afasiología ha sido el eje del estudio del deterioro del lenguaje producto de lesión cerebral adquirida y, en este contexto, se han desarrollado test formales que cuentan con estudios psicométricos aprobados, tales como el Test de Boston para el diagnóstico de las afasias (Goodglass & Kaplan, 1976), la Batería de afasias de Western (Kertesz, Pascual-Leone & Pascual-Leone, 1990), la Batería para la evaluación de los trastornos afásicos (BETA) (Cuetos & González-Nosti, 2009) o el Test de Barcelona (Peña-Casanova, 2019). Aunque los últimos se han diseñado de acuerdo con un modelo de procesamiento lingüístico más reciente (Patterson & Shewell, 1987), sus ámbitos de evaluación continúan centrándose en la estructura lingüística. En contraste con esta situación, las primeras descripciones de evaluación pragmática se remontan recién a la década de 1980 con Prutting y Kirchner (1987), cuyo trabajo ha servido de base para los posteriores (Cummings, 2007). ...
En esta revisión bibliográfica completa, se analizan instrumentos de evaluación pragmática comunicativa utilizados durante la práctica clínica con población hispanohablante, con el objeto de caracterizarlos, establecer y comparar las conductas comunicativas y lingüísticas evaluadas y discutir su utilidad en la pragmática clínica. Se identifican doce instrumentos. Predomina una concepción amplia de la pragmática que la entiende como perspectiva más que como nivel del lenguaje y que se apoya no solo en estudios pragmáticos en sentido estricto, sino también en el análisis del discurso, el análisis conversacional y los estudios sobre comunicación no verbal. La mayor parte de los instrumentos analizados corresponde a pautas de cotejo centradas en la evaluación de la pragmática interactiva. La información sobre variables psicométricas es escasa. Se concluye que parece necesario desarrollar instrumentos formales con propiedades psicométricas establecidas que permitan determinar con precisión las habilidades pragmáticas alteradas, contribuyendo al diagnóstico y tratamiento de los pacientes.
... The bilingual lexico-semantic system is an analytical cognitive model of L2 speakers' second language acquisition of words themselves and their meanings (Votaw, 1992). The system consists of several distinct elements: how the word looks (orthography), how it sounds (phonology), what it means (semantics), what syntactic properties it has (lemmas), and how it is pronounced (an output system that specifies the pronunciation of word forms) (Patterson et al., 1987;Indefrey and Levelt, 2000;Meyer et al., 2016). The bilingual lexico-semantic system is known to support a variety of linguistic activities such as reading, speaking, and switching between languages in translation in other (second) languages (Votaw, 1992;Price et al., 1999). ...
In the midst of globalization, English is regarded as an international language, or Lingua Franca, but learning it as a second language (L2) remains still difficult to speakers of other languages. This is true especially for the speakers of languages distantly related to English such as Japanese. In this sense, exploring neural basis for translation between the first language (L1) and L2 is of great interest. There have been relatively many previous researches revealing brain activation patterns during translations between L1 and English as L2. These studies, which focused on language translation with close or moderate linguistic distance (LD), have suggested that the Broca area (BA 44/45) and the dorsolateral prefrontal cortex (DLPFC; BA 46) may play an important role on translation. However, the neural mechanism of language translation between Japanese and English, having large LD, has not been clarified. Thus, we used functional near infrared spectroscopy (fNIRS) to investigate the brain activation patterns during word translation between Japanese and English. We also assessed the effects of translation directions and word familiarity. All participants’ first language was Japanese and they were learning English. Their English proficiency was advanced or elementary. We selected English and Japanese words as stimuli based on the familiarity for Japanese people. Our results showed that the brain activation patterns during word translation largely differed depending on their English proficiency. The advanced group elicited greater activation on the left prefrontal cortex around the Broca’s area while translating words with low familiarity, but no activation was observed while translating words with high familiarity. On the other hand, the elementary group evoked greater activation on the left temporal area including the superior temporal gyrus (STG) irrespective of the word familiarity. These results suggested that different cognitive process could be involved in word translation corresponding to English proficiency in Japanese learners of English. These difference on the brain activation patterns between the advanced and elementary group may reflect the difference on the cognitive loads depending on the levels of automatization in one’s language processing.
... Written expression, comprehension of speech and print were slow but largely unimpaired [12]. Patterson et al. described a severely aphasic patient whose spelling ability although impaired was much superior to his speech and presented entirely different patterns [13]. Semenza et al. described a patient who showed several dissociations between oral and written language processing after bilateral retrorolandic vascular lesion. ...
It is usually assumed that written word is dependent upon spoken word and in aphasia and similar disorders, speech and written components are equally affected. But there are many cases where it can be seen that its not always the same and speech and written components are many a times differently affected. Obligatory phonological mediation hypothesis and orthographic autonomy hypothesis represent these conflicting perspectives. According to the obligatory phonological mediation hypothesis, written language necessarily involves phonological mediation and is entirely dependent upon spoken language. The semantic system activates the phonological form of a word, which then activates the corresponding orthographic representation. In contrast, the orthographic autonomy hypothesis posits that the lexical orthographic representations of words can be accessed without any necessary phonological mediation and can be directly activated from the semantic system. The obligatory phonological mediation and orthographic autonomy hypotheses predicts differently the possible effects of brain damage on written naming. On the basis of the phonological mediation hypothesis, an impairment at the level of the phonological lexicon should always affect both spoken and written naming and in double naming tasks, the word selected for a written response should always correspond to the one selected for a spoken output. But on the basis of orthographic autonomy hypothesis, the orthographic lexicon can be accessed directly from semantics therefore it should be possible to observe cases with impaired spoken naming due to damage to the phonological lexicon with no written naming deficit and double naming tasks in spoken and written modalities may give rise to lexically inconsistent responses. In support of this view, a number of cases showing dissociation in phonological lexical forms and orthographic forms including spared knowledge of orthographic forms despite an impairment affecting phonological lexical forms with intact articulatory abilities or lexically inconsistent responses in consecutive double naming tasks in different modalities of writing and speech have been reported across a number of languages. Here, different case studies showing dissociation in phonological lexical forms (spoken speech) and orthographic forms (writing) are reviewed providing evidence that access to the orthographic form of words can occur independently.
... The activation from the phonological output lexicon is transferred to the phonological output buffer, which has two functions: maintaining activation and composition. It is a phonological short-term store, holding the phonological representation arriving from the phonological lexicon until the word is produced (Butterworth, 1989(Butterworth, , 1992Dell, 1988;Garrett, 1976Garrett, , 1992Kempen & Huijbers, 1983;Levelt, 1989Levelt, , 1992Nickels, 1997;Patterson & Shewell, 1987). The phonological output buffer is also involved in repetition and reading aloud of familiar words and nonwords. ...
Background
Lexical retrieval models help to determine the locus of difficulty in individuals with anomia. It is generally assumed that phonological cueing facilitates naming in individuals with phonological output lexicon deficits while semantic cueing facilitates naming in those with semantic lexical deficits. Evidence from treatment studies is not always consistent with this assumption, showing positive effects for both types of cues regardless of the types of deficits in some studies.
Recently, behavioural and electrophysiological markers for patient engagement and effort during motor rehabilitation have been suggested. Thus, we set out to evaluate, in a preliminary manner, whether there is an association between the locus of the naming difficulty, the relevancy of the type of cue to this locus and the degree of patient cognitive engagement and effort, as measured by these markers.
Aims
To evaluate the applicability of a behavioural marker of temporary functional change (TFC) and of a single-channel EEG marker, the Brain Engagement Index (BEI), during naming treatment specifically designed to test the efficacy of semantic and phonological cueing treatment in 23 individuals with phonological output lexicon anomia and in four individuals with lexico-semantic anomia following acquired brain damage.
Methods and Procedures
Two-hundred pictures of nouns were divided into five blocks of 40 pictures each. The blocks were matched in the frequency of use and number of letters. Three of the blocks were non-cued blocks: the pre-treatment block (first block), the 3rd block and the 5th block. The 2nd and the 4th blocks provided either semantic cues or phonological cues simultaneously with the presentation of the picture. The order of the cued sessions varied among the patients. Participants underwent BEI monitoring (EEG) during all sessions.
Outcome and Results
Most of the individuals, whether with predominantly semantic or phonological impairment, profited immediately from both types of cues. In addition, generalization to non-cued pictures was observed for 23 of the 27 individuals following the cueing blocks. Importantly, this generalization was related to the type of impairment for most participants, but this effect was transient. Finally, it was found that the patients’ impairment interactions with the type of cue used were associated with the degree of patient cue type-induced effort, as could be measured by this temporary generalization (or TFC) and by the BEI.
... Learning and human memory are part of a complex processing system (short-term/ working memory -limited storage, long-term memory -unlimited storage, implicit and explicit memory) that is in charge of coding, storing, building, reconstructing and recovering perceptions, knowledge, facts, abilities, emotions, plans, etc. (Atkinson and Shiffrin, 1968;Baddeley, 1992Baddeley, , 2000Tulving and Craik, 2000). • Language forms one of the very complex human capacities that allow us to communicate thoughts, ideas, feelings, doubts, desires and needs (García-Viedma and Fernández-Guinea, 2010;Patterson and Shewell, 2013). • Executive functions are abilities that allow us to transform our thoughts into actions efficiently. ...
It is known that the aging process entails a cognitive decline in certain processes such as attention, episodic memory, working memory, processing speed and executive functions. In recent years, efforts have been made to investigate the potential of Information and Communication Technologies to improve cognitive functioning and quality of life in older adults with and without cognitive impairments. In this paper, we propose the Aging Neuro-Behaviour Ontology (ANBO), a formal model of cognitive processes involved in day-to-day living and whose performance usually decline with age. ANBO has been created with the aim of being an aid in developing tools for cognitive rehabilitation by means of integrating aging-related behaviors with monitoring activities of daily living. As an example of these tools, we introduce an integration of ANBO with the Ontology SmartLab Elderly (OSLE), an ontology related with Telehealth Smart Homes wherein activities of daily living are recorded. This ANBO and OSLE integration enable the interpretation of these activities as the result of cognitive processes of interest in the domain of elderly decline.
... La información de tipo verbal se codifica directamente por un subsistema lingüístico que, tras activar el lexicón y como resultado de dicha activación, produce una transformación grafema-fonema que termina con la activación del programa articulatorio para producir la respuesta verbal. En este sentido dicho subsistema no se diferencia demasiado del funcionamiento clásico de los modelos de doble ruta del lenguaje (Coltheart, Curtis, Atkins y Haller, 1993;Patterson y Shewell, 1987). ...
Esta tesis doctoral pretende aportar nuevos datos acerca de algunos aspectos teóricos que siguen siendo fuente de debate en la investigación básica sobre psicología cognitiva de la memoria. En particular, se aborda la influencia de la modali dad de presentación de los estímulos y el tipo de categoría semántica en una tarea de aprendizaje procedimiental.
Por un lado, se estudia la controversia acerca de si existe uno o más sistemas de memoria semántica encargados de procesar independien temente las palabras y los dibujos. Los resultados muestran cómo no existen diferencias en el aprendizaje procedimental de la categorización semántica de palabras y de dibujos aunque las diferencias conocidas en el procesamiento de ambas modalidades estimulares afectan a la adquisición de la destreza. De esta manera, influye decisivamente el haber entrenado con una modalidad en la categorización posterior de esos mismos estímulos en la otra modalidad. Por otro lado, el hecho de categorizar conce ptos diferentes a los entrenados muestra cómo se conserva la destreza adquirida durante la práctica.
Por otro lado, se analiza la influencia del tipo de categoría semántica en una tarea de categorización. Los estímulos pertenecientes a categorías biológicas se categorizan más rápido que los estímulos de categorías no biológicas durante los primeros ensayos de la tarea. No obstante, este efecto desaparece con el entrenamiento incluso en las condiciones experimentales en las que tras la prácti ca se modifica la modalidad de presentación de los estímulos o los conceptos a categorizar.
... In the adult neuropsychological literature, dissociations in orthographic long-term memory between reading and spelling are often described as surface dyslexia without surface dysgraphia, and vice versa (Behrmann & Bub, 1992;Coltheart & Funnell, 1987). To account for these findings, some researchers have posited different orthographic long-term memory stores for reading and spelling (often referred to as the orthographic input and output lexicons, respectively; see, e.g., Allport & Funnell, 1981;Caramazza, Miceli, Villa, & Romani, 1987;Hanley & McDonnell, 1997;Margolin, 1984;Patterson & Shewell, 1987). We refer to this account as the modality-specific orthographic representations hypothesis (here using modality to refer to reading vs. spelling). ...
... Short-term memory and working memory -We examined the two components of verbal-phonological short-term memory: the phonological input buffer, the short-term store that maintains auditory verbal information in memory during comprehension; and the phonological output buffer, the short-term store that maintains phonological elements during speech production (Butterworth, 1989(Butterworth, , 1992Dell, 1986Dell, , 1988Franklin, Buerk, & Howard, 2002;Friedmann, Biran, & Dotan, 2013;Friedmann & Gvion, 2002;Garrett, 1976Garrett, , 1992Gvion & Friedmann, 2012;Kempen & Huijbers, 1983;Levelt, 1989Levelt, , 1992Martin, Shelton, & Yaffee, 1994;Monsell, 1987;Nickels, 1997;Nickels, Howard, & Best, 1997;Patterson & Shewell, 1987;Shallice, Rumiati, & Zadini, 2000;Shallice & Warrington, 1977). We also examined DL's working memory -the mechanisms that maintain mental representations available for use in thought and action -i.e., situations where the information is both maintained and being used actively (Oberauer et al., 2018). ...
Hypersensitivity to interference (HYSTI) is a situation in which a person has a severe difficulty in memorizing verbal items that are similar to each other. This may result in induced dyscalculia: HYSTI was shown to correlate with a difficulty in learning the multiplication table, presumably because the multiplication table, which is memorized verbally, has much similarity between the items ("six times seven equals forty two", "six times eight equals forty eight", etc.). Here, we show causal evidence that HYSTI disrupts the memorization of multiplication facts. We report DL, a woman with HYSTI who had extremely poor knowledge of the multiplication table. To examine whether her multiplication difficulty resulted from HYSTI, we tested whether she could learn multiplication facts when interference was reduced. In a series of merely 12 short sessions over a period of 4 weeks, DL rehearsed 16 multiplication facts – four facts per week. When the 4 facts in a given week were similar to each other, DL’s learning was poor. Conversely, when the 4 facts in a given week were dissimilar from each other, DL learned them quickly and easily. The effect of similarity was observed during the training period and persisted at least two months after the end of training. These results provide the first causal evidence that HYSTI impairs the learning or retrieval of arithmetic facts. From a pedagogical perspective, our findings may call for re-considering how multiplication facts should be taught in elementary school.
... were identical. Given the central nature of the semantic system in language processing (e.g., Coltheart, Rastle, Perry, Langdon, & Ziegler, 2001;Patterson & Shewell, 1987;Whitworth, Webster, & Howard, 2014) we provided identical semantic cues in order to facilitate oral or written responses. These cues are thought to facilitate semantic processing precedes the selection of the oral or written output modality. ...
The current study aims to determine the brain areas critical for response to anodal transcranial direct current stimulation (tDCS) in PPA. Anodal tDCS and sham were administered over the left inferior frontal gyrus (IFG), combined with written naming/spelling therapy. Thirty people with PPA were included in this study, and assessed immediately, 2 weeks, and 2 months post-therapy. We identified anatomical areas whose volumes significantly predicted the additional tDCS effects. For trained words, the volumes of the left Angular Gyrus and left Posterior Cingulate Cortex predicted the additional tDCS gain. For untrained words, the volumes of the left Middle Frontal Gyrus, left Supramarginal Gyrus, and right Posterior Cingulate Cortex predicted the additional tDCS gain. These findings show that areas involved in language, attention and working memory contribute to the maintenance and generalization of stimulation effects. The findings highlight that tDCS possibly affects areas anatomically or functionally connected to stimulation targets.
... A better understanding of reading in adults will also facilitate our understanding of reading disturbances (Bishop & Adams, 1990;Dyer, MacSweeney, Szczerbinski, Green, & Campbell, 2003). In addition, knowledge of the neural basis of reading will allow us to better assess cognitive models of reading (Coltheart, Curtis, Atkins, & Haller, 1993;McClelland & Rumelhart, 1981;Patterson & Shewell, 1987;Plaut, McClelland, Seidenberg, & Patterson, 1996;Seidenberg & McClelland, 1989). ...
One of the regions that have consistently been included in the neurological models of reading is the left inferior parietal lobule (IPL), however, the precise functional and temporal contributions of this region to reading have not yet been fully established. There are three hypotheses concerning IPL contributions to visual word recognition. The first one claims that the IPL is the site of stored visual word forms although it remains unclear whether these are stored in supramarginal (SMG) or angular (ANG) fields of the IPL. The second hypothesis argues that the procedures for converting spelling-to-sound are a function of the IPL, but it is unclear whether these are specifically located in SMG or ANG, or both. Finally, a third hypothesis suggests that SMG and ANG preferentially contribute to phonological and semantic processing of written words, respectively. In this thesis, I empirically evaluated these hypotheses using repetitive transcranial magnetic stimulation (rTMS) to temporarily and selectively disrupt processing in left SMG and ANG during visual word recognition and measure the effect on reading behaviour. I also investigated the time course of SMG and ANG involvement to visual word recognition using double-pulse TMS. My research demonstrates that SMG contributes preferentially to phonological aspects of word processing and the processing begins early and over a sustained period of time (between 80 to 200 msec post-stimulus onset). ANG contributes preferentially to semantic aspects of word processing but the temporal dynamics of this contribution were not successfully revealed in this thesis and require further investigation. In addition, I empirically evaluated the efficiency of using functional magnetic resonance (fMRI) and TMS to functionally localize a target site for TMS experiments. I demonstrated that both methods are similarly accurate in identifying stimulation site but neither of them is 100% accurate.
... Although there is to date no consensus in the literature regarding the existence of a shared or distinct orthographic lexicons, numerous behavioral (Holmes & Babauta, 2005), neuropsychological (Tainturier & Rapp, 2001), functional neuroimaging studies (Rapcsak et al., 2003), and data on developmental dyslexia and dysgraphia (Curtin, Manis, & Seidenberg, 2001) have provided evidence for the existence of a shared orthographic lexicon for reading and spelling (Purcell, Jiang, & Eden, 2017;Rapcsak, Henry, Teague, Carnahan, & Beeson, 2007). However, independent-components dual-route models composed of distinct orthographic input (reading) and output (spelling) lexicons (e.g., Patterson & Shewell, 1987) seem to be more suitable than shared-component models (Caramazza, 1996;Tainturier & Rapp, 2003) to account for the frequent observation that a child that is able to read a given word is not necessarily able to spell it accurately. This is especially the case in writing systems such as French, where sound-to-spelling correspondences are more inconsistent than spelling-to-sound correspondences. ...
When infants learn their first words, they are required to memorize sequences of sounds (phonemes) that have a particular meaning. Moreover, at the age of six years, children start to learn to decode written words, that is, sequences of letters (graphemes) that are assembled in a specific order, which determines the meaning of the word. In fact, the letter sequence stop does not have the same meaning as the sequence spot. Recently, two lines of research have shown, independently from each other, that learning oral or written words is dependent on serial order short-term memory (STM) ability on one hand, and serial order long-term memory (LTM) ability on the other hand. Nevertheless, we currently do not know when and how both forms of serial order memory are involved in vocabulary and literacy acquisition. The purpose of this thesis is to contrast STM and LTM for serial order in order to obtain a better understanding of the specific contribution of each type of serial order memory to oral and written word form learning. The findings reported here demonstrate that STM for serial order appears to be more strongly involved in the earliest stages of word form learning, while serial order LTM intervenes at a later stage allowing to transform novel linguistic information into proceduralized memory representations.
... Für das Verfahren liegen jedoch keine deutschen Normwerte vor, weshalb die Leistungen eines Patienten nicht ins Verhältnis zu denen einer Kontrollgruppe gesetzt werden können. Da die mündlichen und schriftsprachlichen Leistungen bei aphasischen Patienten mitunter divergieren (Patterson & Shewell, 1987), sind unterschiedliche Ausprägungen von Satzproduktionsstörungen in der gesprochenen und geschriebenen Sprache möglich. Ein Vergleich der Leistungen in beiden Modalitäten, z.B. durch die Gegenüberstellung einer transkribierten münd-lichen und einer schriftlichen Bildbeschreibung, liefert häufig wertvolle Hinweise auf Unterschiede bzw. ...
... Moreover, neuropsychological studies have documented that lexical-semantic and phonological processing abilities can independently be affected by brain damage as indicated by the performance/error patterns seen in patients during speech reproduction (and other language) tasks (Michel and Andreewsky, 1983;Warrington, 1984, 2001;Butterworth and Warrington, 1995;Ingles et al., 1996), which suggests the existence of at least two alternative pathways for repetition (and production more generally). Non-word repetition is usually assumed to take place via a sub-lexical (or non-lexical or phonological) route that deals with processing units smaller than whole words by mapping acoustic input directly onto representations of phonological structure, thereby bypassing the lexical level (because non-words have no associated lexical or semantic entries in long-term memory) (e.g., Patterson and Shewell, 1987;Hillis and Caramazza, 1991;Hanley et al., 1997Hanley et al., , 2002. Word repetition, on the other hand, can be accomplished via either the lexical-semantic or sub-lexical routes depending on individual preferences and/or stimulus characteristics (e.g., imageability, frequency, etc.). ...
Disrupting the neural activity in the left anterior supramarginal gyrus (SMG) or opercular part of the left inferior frontal gyrus (pOp) with repetitive transcranial magnetic stimulation (TMS) has been demonstrated to cause a transient slowing of response times during phonologically more than semantically demanding tasks. Likewise, a wealth of functional magnetic resonance imaging (fMRI) studies have shown increased activation in SMG and/or pOp for phonological relative to semantic processing. Here I set out to investigate whether, and how frequently, stroke damage to SMG and/or pOp results in persistent phonological processing impairments in a large sample of 262 right-handed English-speaking adults, who were tested at least 1 year after a left-hemisphere stroke. In Experiment I, I compared the effect of damage to different parts of SMG and pOp that were defined by regions of interest from either TMS or fMRI studies of phonological processing in neurologically-normal individuals. I found that the incidence of phonological processing impairments was predicted significantly better by the presence or absence of damage to SMG and pOp regions defined by TMS studies than SMG and pOp regions defined by fMRI studies. Moreover, the discriminatory power (for segregating patients with and without phonological abilities) of the TMS sites was not improved further when combined with the fMRI sites. In Experiment II, I adapted the borders of the TMS SMG and pOp regions to include the surrounding grey and white matter where the presence or absence of stroke damage was consistently associated with the presence or absence of phonological processing impairments. The presence or absence of damage to these new TMS-guided regions was able to explain the incidence of phonological impairments better than the original TMS regions, even in a new sample of patients that was entirely independent of the region identification process. In Experiment III, I showed that damage to the TMS-guided regions accounted for the incidence of phonological impairments substantially better than damage to an alternative set of regions derived from voxel-based lesion-deficit mapping techniques that search the whole brain for areas that are most frequently damaged in those with phonological impairments. However, the best classification accuracy was observed when the analysis took into account a combination of regions from TMS-guided and voxel-based lesion-deficit mapping approaches. In Experiment IV, I investigated the nature of the functional impairment caused by SMG or pOp lesions and found that damage to either region impaired covert and overt phonological processing abilities more than semantic processing abilities, as predicted by prior TMS and fMRI studies of neurologically-normal subjects. Finally, the behavioural effects of damage were remarkably similar (i.e. no statistically significant differences) for both TMS-guided sites (i.e. pOp and SMG). In conclusion, the fact that damage to the TMS-guided SMG and pOp regions impaired phonological processing abilities years after stroke onset, suggests that these regions are critical for accurate phonological processing (both overt and covert) and that other brain areas are not typically able to fully compensate for the contribution that these regions make to language processing. More broadly, the results illustrate how non-invasive stimulation of the undamaged brain can be used to guide the identification of regions where brain damage is likely to cause persistent behavioural effects. By combining these regions of interest with those derived from other lesion-deficit mapping approaches, I was not only able to explain the presence, but also the absence, of phonological processing impairments in a large cohort of patients.
... Dual-route cognitive models of oral language processing (e.g., Patterson and Shewell, 1987) envisage processing along two possible routes. After preliminary acoustic analysis, spoken oral input can be processed along either the sublexical (i.e. ...
Reading is both a visual and a linguistic task, and as such it relies on both general-purpose, visual mechanisms and more abstract, meaning-oriented processes. Disentangling the roles of these resources is of paramount importance in reading research. The present study capitalizes on the coupling of Fast Periodic Visual Stimulation (FPVS; Rossion, 2014) and MEG recordings to address this issue and investigate the role of dierent kinds of visual and linguistic units in the visual word identification system. We compared strings of pseudo-characters (BACS; C. Vidal & Chetail, 2017); strings of consonants (e.g,. sfcl); readable, but unattested strings (e.g., amsi); frequent, but non-meaningful chunks (e.g., idge); suffixes (e.g., ment); and words (e.g., vibe); and looked for discrimination responses with a particular focus on the ventral, occipito-temporal regions. The results revealed sensitivity to alphabetic, readable, familiar and lexical stimuli. Interestingly, there was no discrimination between suffixes and equally frequent, but meaningless endings, thus highlighting a lack of sensitivity to semantics. Taken together, the data suggest that the visual word identification system, at least in its early processing stages, is particularly tuned to form-based regularities, most likely reflecting its reliance on general-purpose, statistical learning mechanisms that are a core feature of the visual system as implemented in the ventral stream.
Introduction
LingoTalk is a German speech-language app designed to enhance lexical retrieval in individuals with aphasia. It incorporates automatic speech recognition (ASR) to provide therapist-independent feedback. The execution and effectiveness of a self-administered intervention with LingoTalk was explored in a case series study.
Methods
Three individuals with chronic aphasia participated in a highly individualized, supervised self-administered intervention lasting 3 weeks. The LingoTalk app closely monitored the frequency, intensity and progress of the intervention. Treatment efficacy was assessed using a multiple baseline design, examining both item-specific treatment effects and generalization to untreated items, an untreated task, and spontaneous speech.
Results
All participants successfully completed the intervention with LingoTalk, although one participant was not able to use the ASR feature. None of the participants fully adhered to the treatment protocol. All participants demonstrated significant and sustained improvement in the naming of practiced items, although there was limited evidence of generalization. Additionally, there was a slight reduction in word-finding difficulties during spontaneous speech.
Discussion
This small-scale study indicates that self-administered intervention with LingoTalk can improve oral naming of treated items. Thus, it has the potential to complement face-to-face speech-language therapy, such as within in a “flipped speech room” approach. The choice of feedback mode is discussed. Transparent progress monitoring of the intervention appears to positively influence patients' motivation.
We reported a case of transition from deep dysphasia to phonological dysphasia. A woman in her early 70s suffered cerebral infarction after a craniotomy for left trigeminal schwannoma and presented with characteristic problems of verbal repetition. That is, shortly after onset, semantic paraphasia was exhibited at repetition, but at 20 months after onset, a semantic paraphasia had disappeared and the patient showed formal paraphasia and phonological errors when repeating low-image words. At both time points, lexicality effect and imageability effect in the repetition were recognized in common, so this case was considered to present with transition from deep dysphasia to phonological dysphasia. Her symptoms also suggested that the transition from deep dysphasia to phonological dysphasia was due to the degree of impairment in both phonological input/output (acoustic to phonological conversion, auditory input lexicon, phonological assembly) and word meaning comprehension.
El artículo tiene como objetivo general comparar el desempeño de las tareas del test de Boston y de la Prueba para la evaluación del procesamiento del lenguaje en el adulto (PEPLA) en adultos mayores de 60 años en Bogotá, Colombia. Para ello se evalúa con la Prueba para la Evaluación del Procesamiento del Lenguaje en el Adulto (PEPLA) y el test de Boston, a 11 adultos mayores de 60 años, pertenecientes a la ciudad de Bogotá, la aplicación de las pruebas se llevó a cabo mediante el ejercicio de telepráctica, con la aplicación Google Meet. Se presenta el análisis e interpretación de los resultados estadísticos obtenidos en el software R que mediante la opción prueba t, se compararon las variables A y B. La variable A representa las tareas del test de Boston, la variable B representa las tareas de la prueba PEPLA. Allí se evidenciaron valores que representa si las variables son estadísticamente significativas o no. Se concluyó que las tareas del test de Boston y PEPLA guardan niveles de desempeño similares, es por esta razón que PEPLA ofrece un avance para la población colombiana y es pertinente que se realicen las modificaciones para su validación.
The present paper reports a case with word-meaning deafness who made use of dictation in kana as an alternative means of auditory comprehension. The case was in her fifties, right-handed, and diagnosed with Wernickeʼs aphasia due to stroke in the posterior region of the left superior and middle temporal gyri. Although her language impairment was quite improved after three months from the onset, auditory comprehension remained difficult. We examined her process of auditory comprehension in detail and confirmed that she presented typical word-meaning deafness, since her primary difficulty was comprehension of meanings of spoken words ; her capacities of phonological discrimination and auditory lexical decision were almost preserved. In addition, repetition of words and visual comprehension were intact. With respect to processing written words, she presented pure agraphia of kanji but was able to write and comprehended kana words without any problem. This enabled her to make strategic use of kana dictation for comprehending spoken words. The unique point about this caseʼs kana writing is that she was able to write nonwords correctly, unlike other cases of word-meaning deafness. However, on the basis of qualitative analysis, we concluded that she relied on the non-semantic lexical route for kana dictation just as other patients did.
The comparison between nouns and verbs has been a topic of interest for many researchers over the last 50 years. This comparison, and subsequent behavioral and (partly) anatomic dissociation, has allowed researchers to delve into many topics including the behavioral architecture of the language system and its neural correlates, the underlying nature of the linguistic impairment in individuals with different neurologic disorders, the assessment of language treatment protocols, and the proposal of new protocols aimed to protect the language system of individuals undergoing surgery for brain tumors and epilepsy. Specific to the left temporal lobe, classic accounts have shown its relevance for the processing of nouns and less for the processing of verbs. Nonetheless, more recent accounts indicate that different areas in the left temporal lobe can subserve different functions for the processing of both nouns and verbs. In this chapter, we outlined an overview of key findings of the study of nouns and verbs, with a particular focus on the left temporal lobe. This chapter contextualizes the literature on category-specific impairments and neural correlates of nouns and verbs with linguistic and psycholinguistic theories, and provides new ways to investigate and understand the intricacies of this comparison.
Our case presented with cerebral infarction with global aphasia. At the beginning of the onset, the patient was mute, but a few days later showed real word recurrent utterance (RWRU) of the word “mild”. About 10 days after onset, her RU changed to RWRU with function words. About 8 months after onset, significant improvements were detected in the comprehension, repetition, reading aloud, and reading compre-hension subtests of the Standard Language Test of Aphasia. However, at the same time, a new RWRU called “Yakult” (name of a beverage product) was also mixed in her speech, and the appearances of RWRUs were limited to the content word parts. Based on “good maintenance of comprehension and repetition” and “the fact that her RUs were RWRUs”, we considered that the failure of the word-finding process in the phono-logical output lexicon could have caused the output of her RUs. In addition, the strong stereotypy of RU indicated that the promotion or suppression of the intended / un-intended vocabulary was difficult to control. We considered the possibility that damage to the basal ganglia, common in RU cases, had an effect on the imbalance of neural circuit activity (hyperdirect pathway, direct pathway, an indirect pathway) of the basal ganglia.
This study investigates the qualitative characteristics of naming deficit in two chronic cases of amnestic anomia caused by lesion in the left temporal lobe. One case involved a 53-year-old right-handed woman who had been diagnosed with glioma of the left temporal lobe and had the anterior left temporal lobe excised. The second case was a 70-year-old right-handed woman who had suffered a cerebral hemorrhage in the left temporal-parietal lobe. Both patients exhibited positive auditory perception. Although speech was fluent, difficulty in recalling words (anomic aphasia) was observed. The following characteristic symptoms of naming deficit common to both cases were observed: (1) lack of familiarity with words affected by naming deficit (recognition disorder), (2) induction of another word with an identical initial sound due to phonemic cuing, and (3) poor phonemic cuing effect. In terms of lexical comprehension, both patients exhibited decreased abilities in language and language-related tasks such as audible word comprehension or similarity judgment of nouns. These findings suggest the possibility that a deficit in lexical comprehension may cause anomia.
Our previous work defended that the motor theory is modulated by task load, claiming that motoric participation in phonological processing plays a changing and complementary role with the “auditory part” of the phonological processing system from perception to production: the LIFG being increasingly relevant and the LSTG, decreasingly relevant. We previously targeted the LIFG with tDCS and observed behavioural and functional connectivity patterns which were consistent with our model. Here we investigated whether neurostimulation of the LSTG with the same tasks would reverse the profile of functional connectivity responses previously obtained for the LIFG. With a within-subject design, we administered categorical perception, lexical decision and word naming tasks in three sessions (under cathodal, anodal and sham). This range of tasks was considered to be decreasingly relevant for the LSTG. The network we focused on consisted of the dorsal stream (LIFG and LSTG) and its right homologues (right inferior frontal gyrus and right superior temporal gyrus). Functional connectivity was analysed with partial correlations. C-tDCS LSTG inhibition and A-tDCS LSTG excitation should have a positive relationship with the relevance of the task to the target (task load). C-tDCS was expected to trigger compensation by other nodes in conditions of low task load, evidenced by a higher count of significant connections than in higher task load conditions or under A-tDCS. Overall, results met predictions. For example, C-tDCS in conditions of lower task load, such as with the word naming task, triggered the highest count of significant connections, suggesting compensation by other nodes.
Previously we claimed that motoric participation in phonological processing is modulated by task nature, with tDCS responses showing the LIFG increasingly relevant from perception to production. Here we investigated if the claim for a changing and complementary interplay between the LIFG and the LSTG across the speech perception to speech production range holds. We sought the reversed pattern of behavioural responses while targeting the LSTG, considered decreasingly relevant across the range. The same speech perception and production tasks from our previous studies were administered during either anodal, cathodal or sham stimulation. A-tDCS facilitation and C-tDCS inhibition should decrease from perception to production, while facilitatory compensation of C-tDCS downregulation should increase. Overall, the expected reversed pattern was observed with the LSTG as target. For example, downregulation of the LSTG during word naming, considered of low relevance for the LSTG and of higher relevance for the LIFG, caused facilitation, suggesting compensation.
The production of written language is a complex function. Various linguistic, cognitive and motor processes are involved. Acquired disorders of writing have received relatively little attention from researchers and clinicians. The purpose of this thesis to study the rehabilitation of writing and use the techniques of modern neurosciences to investigate the underlying mechanisms of recovery. The first aim is to study the phenomenon of hemiplegic writing, a treatment approach, which involves using a prosthesis to promote recovery of writing with the hemiplegic right arm. This rehabilitation strategy is derived from information about models of written language and knowledge of writing impairment. It is based on the premise that since writing is a complex and multi-component task, enhancing interaction between the different linguistic and motor systems involved can enhance recovery of writing. To date, no information is available about the interactions between the different components of writing such as the visual perceptual aspects of symbolic representation and the motor planning of writing movements and their neuronal organization in neurologically intact subjects. Therefore, the second aim of this thesis is to examine these interactions between the linguistic and motor aspects of writing in normal neurologically intact adults using transcranial magnetic stimulation. The first study examined the behavioural features of writing in patients (n=10) and how they are altered following rehabilitation therapy using a writing aid to overcome the motor impairment of the dominant hand to enable patients to write. The results from an outcome study in these patients highlighted the nature of the behavioral changes that occurred following therapy and examined their relationship to changes observed in the aphasia profile and linguistic type errors. The second study used transcranial magnetic stimulation to examine the mechanisms of recovery associated with the motor changes observed in the paretic arm following the use of the writing aid. The results from seven patients indicated that the recruitment of ipsilateral pathways from the non-dominant right hemisphere is an important feature of the recovery. This was evident only during the task of writing. The third study employed transcranial magnetic stimulation and investigated the changes produced by performance of visual matching and imaginal writing tasks on corticospinal excitability of human hand muscles in normal subjects. The results from eight subjects showed lateralised effects during visual matching but not during imaginal writing. The fourth study compared the effects of actual writing versus drawing on motor cortex excitability using transcranial magnetic stimulation. The results from eight normal subjects revealed differences between writing and drawing in terms of their influence on motor excitability as indicated by changes in the size of motor evoked potentials and the duration of the silent period. Writing is a complex and mutli-component task, which involves the activation of diverse neuronal pathways as is evident from study 3 and 4. Recruitment of alternative motor pathways for writing following rehabilitation therapy may be responsible for the effects observed in the patients as reported in study 1 and 2. It is suggested that to facilitate recovery as part of rehabilitation therapy, understanding of the contributions of these diverse neuronal pathways is crucial.
This thesis uses PET to investigate the neural systems mediating praxis and language. These are cognitive functions that can be dissociated in brain damaged patients, but more commonly they are both compromised in the same patient - suggesting that either their neural correlates are anatomically contiguous, or that they share cognitive and neural sub-processes. The five experiments comprising this thesis, attempt to characterise the neural correlates of the ideational component of praxis and how it is related to language, in particular, semantic memory. Experiments 1-3 attempted to distil the cognitive sub-components of praxis by segregating the neural systems mediating semantic and visuo-spatial strategies for action. Subjects were asked to retrieve actions cued by either words (object names) or pictures of objects. This involved deciding whether the stimulus should be 'twisted' (e.g. a cork-screw) or 'poured' (e.g. a jug). Activation was revealed in left anterior temporal cortex (BA 38 and 20) for semantically driven action, and left middle occipital cortex (BA 19) for actions cued by visual structure. The left inferior frontal (BA 45/44) and posterior middle temporal (BA 21/37) cortices were activated for retrieving actions regardless of stimulus type. Experiment 4 examined the relationship between praxis and semantic memory by comparing the neural regions involved in processing tool and fruit stimuli, and in retrieving action and object size. A region of activation common to action retrieval and tool processing was revealed in the left posterior middle temporal gyrus (BA 21/37), supporting the theory that tool-like objects are semantically categorised on the basis of their propensity for action. Experiment 5 compared the neural activation for retrieving vocal and manual learned actions. It was hypothesised that the inferior frontal gyrus (BA 44 and 45) would be involved in retrieving both newly-learned and well-learned, vocal and manual actions. The results suggested that only newly-learned action retrieval involves amodal neural regions, with activation in the inferior frontal sulcus and left anterior insula. In contrast, well-learned actions activated regions that were specific to either the vocal (inferior frontal gyrus, BA 44) or manual (inferior parietal sulcus) modalities. Thus Experiments 1-4 suggested neural correlates for semantic and visual routes to action, and revealed the left posterior middle temporal gyrus as the focus of the collaboration between the semantic system and the action system. Experiment 5 suggested that the intraparietal sulcus, revealed for manual well-learned actions, is involved when action retrieval is not verbally mediated. This thesis uses these results to frame the cognitive models of praxis in anatomical terms.
Motor participation in phonological processing can be modulated by task nature across the speech perception to speech production range. The pars opercularis of the left inferior frontal gyrus (LIFG) would be increasingly active across this range, because of changing motor demands. Here, we investigated with simultaneous tDCS and fMRI whether the task load modulation of tDCS effects translates into predictable patterns of functional connectivity. Findings were analysed under the “multi-node framework”, according to which task load and the network structure underlying cognitive functions are modulators of tDCS effects. In a within-subject study, participants (N = 20) performed categorical perception, lexical decision and word naming tasks [which differentially recruit the target of stimulation (LIFG)], which were repeatedly administered in three tDCS sessions (anodal, cathodal and sham). The LIFG, left superior temporal gyrus and their right homologues formed the target network subserving phonological processing. C-tDCS inhibition and A-tDCS excitation should increase with task load. Correspondingly, the larger the task load, the larger the relevance of the target for the task and smaller the room for compensation of C-tDCS inhibition by less relevant nodes. Functional connectivity analyses were performed with partial correlations, and network compensation globally inferred by comparing the relative number of significant connections each condition induced relative to sham. Overall, simultaneous tDCS and fMRI was adequate to show that motor participation in phonological processing is modulated by task nature. Network responses induced by C-tDCS across phonological processing tasks matched predictions. A-tDCS effects were attributed to optimisation of network efficiency.
Predictors of treatment effects allow individual tailoring of treatment characteristics, thereby saving resources and optimizing outcomes. Electrical stimulation coupled with language intervention has shown promising results in improving language performance in individuals with Primary Progressive Aphasia (PPA). The current study aimed to identify language and cognitive variables associated with response to therapy consisting of language intervention combined with transcranial direct current stimulation (tDCS). Forty individuals with PPA received written naming/spelling intervention combined with anodal tDCS or Sham, using a between-subjects, randomized design, with intervention delivered over a period of 3 weeks. Participants were assessed using a battery of neuropsychological tests before and after each phase. We measured letter accuracy during spelling of trained and untrained words, before, immediately after, 2 weeks, and 2 months after therapy. We used step-wise regression methods to identify variables amongst the neuropsychological measures and experimental factors that were significantly associated with therapy outcomes at each time-point. For trained words, improvement was related to pre-therapy scores, in RAVLT (5 trials sum), pseudoword spelling, object naming, digit span backward, spatial span backward and years post symptom onset. Regarding generalization to untrained words, improvement in spelling was associated with pseudoword spelling, RAVLT proactive interference, RAVLT immediate recall. Generalization effects were larger under tDCS compared to Sham at the 2-month post training measurement. We conclude that, for trained words, patients who improve the most are those who retain for longer language skills such as sublexical spelling processes (phoneme-to-grapheme correspondences) and word retrieval, and other cognitive functions such as executive functions and working memory, and those who have a better learning capacity. Generalization to untrained words occurs through improvement in knowledge of phoneme-to-grapheme correspondences. Furthermore, tDCS enhances the generalizability and duration of therapy effects.
Del grupo de los sistemas perceptuales del cuerpo humano uno de los que cumplen una función muy importante es el sistema auditivo, el cual provee de notable información para el reconocimiento y orientación en el entorno inmediato al individuo. El escuchar permite revelar este entorno próximo a partir de señales reconocibles y hacer consciencia de los sucesos medioambientales con la posibilidad de poder actuar, sobre todo para las personas con discapacidad visual, por ejemplo.
El arte, como una manifestación del ser humano de todo aquello que siente y piensa a partir de lo que le rodea, forma parte del desarrollo de las personas; el arte, al igual que el deporte, el estudio, el trabajo, etc., son parte integral de las personas, a través de éste, se da paso al proceso creativo de las personas y a su interacción con sus semejantes integrándose al contexto. El arte, es parte de la cultura de las personas y se relaciona con el diseño dado que es una disciplina que se genera desde las necesidades del ser humano; en ambas, se hacen patentes las habilidades con las cuales se desarrollan propuestas que se incorporan al entorno social. Por ejemplo, los materiales hápticos para la discapacidad visual.
Estudio referente a las personas con discapacidad visual como de suma importancia, ya que son estas quienes presentan –al igual que todos-, necesidades generales y específicas en cualquiera de los sectores de la sociedad. Este grupo, forma parte de los usuarios que demandan la práctica y uso de los diferentes objetos de diseño que se originan ante las necesidades que la sociedad genera en su dinámica diaria.
Desde hace mucho tiempo, se ha observado que las personas con discapacidad visual han sido individuos relegados de la sociedad por su misma condición, viéndose por ello limitados en su desarrollo como el de cualquier otra persona en diversos aspectos de la vida. Una de estas facetas es la del Arte. Conocer y practicar alguna o varias de las Bellas Artes debe ser un común denominador para toda persona. Actualmente podemos ver a muchas personas con discapacidad visual inmersas en la práctica de actividades culturales y sobre todo relacionadas con las Bellas Artes. Son patrones que estas personas debieran seguir y en los que se incluya también el aprendizaje en escuelas, talleres, academias o institutos de arte para lograr perfeccionar sus habilidades individuales hacia este tipo de labores. A través de las sensaciones y percepciones como proceso de recepción de información, es que ésta es codificada y valorada por ellos. Las personas con discapacidad visual tienen pocas opciones de acceso al conocimiento de las obras pictóricas, situación que no ocurre con muchos trabajos de escultura, los que les son permitidos tocar en diferentes exposiciones. El proceso de percepción háptica de una pintura, se da a partir de propuestas de diseño que posibilitan el acercamiento de las personas con discapacidad visual al arte bidimensional traducido a la tercera dimensión, junto con audio descripciones.
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