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Acquired Disorders of Spelling 1

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... Levelt, 1989Levelt et al., 1999;Aichert & Ziegler, 2004b) und das Logogenmodell (vgl. Patterson, 1988;Lorenz, 2010;Lorenz, 2012;Stadie et al., 2013), mit einem Exkurs zu kaskadierenden Aktivationssystemen (vgl. Morsella & Miozzo, 2002;Goldrick & Blumstein, 2006), erläutert. ...
... Im Verlauf wurde das Modell für die Wortverarbeitung beim Nachsprechen und Schreiben sowie für das Benennen von Bildern erweitert (Stadie et al., 2013: 14). Die Datenbasis für das Modell lieferten Experimente mit sprachgesunden Probanden und neurolinguistischen Patienten (Morton, 1970;Patterson, 1988). ...
... Das hier beschriebene Logogenmodell (siehe Abb. 2) stammt aus Stadie et al. (2013: 19), das sich an das Modell nach Patterson (1988) anlehnt und Erweiterungen enthält. ...
Thesis
Die vorliegende Studie untersucht die zugrunde liegende Frage, ob die Sprechapraxie und die aphasisch-phonologische Störung anhand phonetischer Entstellungen und phonematischer Paraphasien bei Diphthongen und Monophthongen voneinander unterschieden werden können. Ergänzend werden messphonetische Daten wie Vokal- und Wortdauern, der erste und zweite Vokalformant und die Voice Onset Time bei stimmlosen Plosiven im Silbenanlaut vergleichend herangezogen. Dazu werden drei Gruppen à vier Probanden untersucht: Gruppe SAX (mit Sprechapraxie), Gruppe APH (mit aphasisch-phonologischer Störung) und Gruppe NOM (sprachgesunde Kontrollgruppe). Es wird ein Nachsprechtest von 104 deutschen, meist monomorphematischen, einsilbigen Nomina, 52 einfache (CVC) und 52 komplexe (CCVC und CVCC) Silben, durchgeführt. Jeder Vokal wird durch acht meist unterschiedliche Wörter überprüft. Die Reaktionen werden mit dem phonetischen Analyseprogramm „Praat“ (Version 5.2.22, Boersma & Weenink, 1992–2011) segmentiert sowie ohren- und messphonetisch analysiert. Die statistische Auswertung erfolgt mit R (R Foundation) und R Studio (Version 0.98.1103, 2009–2014). Die Ergebnisse liefern Hinweise auf störungsspezifische Fehler bzw. Pathomechanismen der Sprechapraxie. Die Gruppe SAX produziert signifikant mehr phonetische Entstellungen bei Monophthongen und Diphthongen sowie signifikant längere Wortdauern als die Gruppe APH. In der Gruppe SAX sind einige Vokale nur teilweise entstellt, wie z. B. initial atypisch behauchte oder gerundete Vokale. Auch zeigen sich die Formantwerte in der Gruppe SAX variabler als in der Gruppe APH und der Gruppe NOM. Die Ergebnisse verweisen auf ein angenommenes Timing-Defizit bei der Planung und Kontrolle sprechmotorischer Bewegungen der Sprechapraxie.
... Neurolinguistik vollzogenen Paradigmenwechsel von syndromorientierten Gruppenstudien zu modellorientierten Untersuchungen eingegangen. Der kognitive Ansatz sowie psycho-und neurolinguistische Befunde, die zur Entwicklung des Logogenmodells (Patterson, 1988) Im Kapitel IV (Ergebnisse: Auswertung) werden die Kriterien zur Ermittlung von Leistungsniveaus und von signifikanten Unterschieden (Dissoziationen) bei Test-(und Merkmals-)Vergleichen beschrieben, sowie die Vorgehensweise zur Bestimmung qualitativ unterschiedlicher Fehlertypen. ...
... Zu den wichtigsten experimentellen Befunden in der kognitiven Neuropsychologie/Neurolinguistik gehören Leistungsdissoziationen. In der Literatur wird zwischen einfachen und doppelten, sowie zwischen klassischen, starken und Trenddissoziationen unterschieden (Shallice, 1988;Teuber, 1955 (Patterson, 1988) erklärt werden. Die modellorientierte Einzelfalldiagnostik fußt also auf der gezielten Funktionsprüfung der Routen und Komponenten des Modells. ...
... Das Logogenmodell wurde auf der Grundlage von Experimenten mit sprachgesunden und aphasischen Versuchspersonen entwickelt mit dem Ziel, zunächst nur die Verarbeitungsprozesse beim Lesen von Wörtern zu erklären (Morton 1979a;1970). In nachfolgenden Varianten wurden Erweiterungen dieses Modells für die Wortverarbeitung beim Nachsprechen und Schreiben sowie für das Benennen von Bildern entwickelt und ebenfalls experimentell untersucht (Patterson 1988;Morton1980a,b;1979b;Ellis, 1984;Newcombe & Marshall, 1980). In allen aktuell diskutierten Versionen des Logogenmodells wird angenommen, dass die Schriftsprache nicht von der Lautsprache abhängig ist, sondern in einem funktionell eigenständigen System verarbeitet wird. ...
Book
Full-text available
LEMO (Lexikon modellorientiert) ist ein Verfahren zur modellorientierten Untersuchung von Störungen der Wortverarbeitung bei Aphasie, Dyslexie und Dysgraphie. In LEMO können erhaltene und gestörte Leistungen bei verschiedenen sprachlichen Aktivitäten (z.B. Wortverständnis, Benennen, Lesen, Schreiben nach Diktat usw.) differentialdiagnostisch ermittelt werden. Die Testergebnisse eines Patienten werden auf der Grundlage eines Wortverarbeitungsmodells interpretiert, indem Aussagen über den Funktionszustand einzelner kognitiv-sprachlicher Komponenten (z.B. auditive Analyse, phonologisches Input-Lexikon, semantisches System) getroffen werden. Mit LEMO können Annahmen darüber abgeleitet werden, auf welche sprachlichen Leistungen sprachtherapeutische Interventionen sinnvoll ausgerichtet werden können. LEMO 2.0 ist eine neu überarbeitete und wesentlich erweiterte bzw. veränderte Fassung von LEMO. Einige Veränderungen sind: (1) Reduktion der LEMO-TESTS für eine schnelle Diagnosefindung Die LEMO Tests wurden in zentrale und vertiefende Tests unterteilt. Mit lediglich 14 zentralen LEMO 2.0 Tests ist die differentialdiagnostische Identifizierung und Bestimmung des Funktionszustands jeder Komponente bzw. Route im Logogenmodell möglich. Wahlweise können 19 vertiefende LEMO 2.0 Tests verwendet werden, um bestimmte sprachliche Fähigkeiten ausführlicher zu untersuchen oder Befunde zu erhärten. (2) Aktualisierte, benutzerfreundliche Testbögen Die Struktur der Testbögen von LEMO 2.0 bietet die Möglichkeit zur parallelen Dokumentation wiederholter Testungen z.B. um Befunde vor und nach einer Therapie miteinander vergleichen zu können. Die Darstellung testspezifischer Bereiche auf jedem Testbogen erlaubt die zügige Einschätzung des individuellen Leistungsniveaus, womit eine effiziente und hypothesengeleitete Vorgehensweise bei der Diagnosefindung unterstützt wird. (3) Neue und praxistaugliche Ergebnisbögen LEMO 2.0 bietet: - Eine einfache Darstellung und Dokumentation des Verlaufs, z.B. zur Prüfung von Therapieeffekten durch veränderte Einstufung des Leistungsniveaus, getrennt für zentrale und vertiefende LEMO 2.0 Tests. - Eine komprimierte, übersichtliche, zusammenfassende (auch graphische) Darstellung des individuellen Leistungs- und Störungsprofils auf einer Seite. - Eine Anleitung und Darstellung für Test- und Merkmalsvergleiche, die nach sprachlichen Aktivitäten geordnet wurde. (4) Stringentere Ableitung und übersichtlichere Darstellung der modellorientierten Interpretation Die für die modellorientierte Interpretation erforderlichen Schlussfolgerungen wurden reduziert, die Anordnung und Darstellungsweise grundlegend überarbeitet. Der Funktionszustand einzelner kognitiver Komponenten/Routen kann nun einfacher und übersichtlicher als bisher nachvollzogen werden.
... The MCM comprises verbal and written language, gesturing and drawing as functions in a descriptive box-and-arrows model, which constitutes a combination of existing psycholinguistic models but is not confirmed with any self-contained collected data yet. The MCM combines aspects of the Sketch-model for speech and gesture production (DeRuiter, 2000), the Logogen-model for the production of written language (Patterson, 1988) and elements of the model of van Sommers (1989) for the production of drawings. The Levelt-model (Levelt, 1989) for speech production provides the framework for the MCM (for details on the MCM-based construction of Szenario-Kids see the supplementary material (A2)). ...
... The new MCM was derived from already existing models for different communicative modalities (DeRuiter, 2000;Levelt, 1989;Morton, 1969;Patterson, 1988; van Sommers, 1989). Models to describe ontogenetic development in multimodal communication are missing; nevertheless, the used order of communication channels of children and youth without communication deficits was analysed. ...
Article
Background: Creating a holistic picture of children and youth who suffer from acquired aphasia or another (developmental) language disorders is very diffi cult due to missing diagnostic instruments covering participation. Szenario-Kids is a new diagnostic instrument to measure multimodal communication abilities in everyday life situations of children and youth aged 6 to 16 years. Aims: We aimed to examine feasibility and psychometric properties of the model-based Szenario-Kids in the healthy population, to build the basis for later test evaluation in the language-impaired patient group. Method: Szenario-Kids was administered to n = 57 children and youth without communi- cation deficits (mean age 9.16 years; German as native language). The diagnostic instrument was presented twice within two weeks, complemented by standardized diagnostic instruments to cover all communication modalities and enable correlation of performance between tests. Results: Data analysis showed good practicability, satisfying parallelism of test versions A and B (p = .098-.845), acceptable to excellent reliability (Cronbach ’ s α = .781-.920) and high interrater reliability (ICC = .733-.960), very strong test-retest correlation (r = .736-.893) and moderate to strong concurrent validity (r = -.475-.611; p ≤ .01). Conclusions: The analysis of feasibility and psychometric proper- ties revealed promising results for the group without communication deficits. Neurolinguistic underpinnings can be explained within our Multimodal Communication Model (MCM). Thus, the evaluation of Szenario-Kids in language-impaired children and youth is a next step.
... Konnektionistische Modelle stellen eine mögliche Alternative zu seriellen Sprachverarbeitungsmodellen dar (vgl. dazu Coltheart et al., 1994;Riddoch & Humphreys, 1994 Kay et al. (1996), Lesser (1989), Kotten (1997), Tesak (1997), Ellis & Young (1991), Kremin & Ohlendorf (1988), Morton (1969;, Patterson (1988) und Morton & Patterson (1980). 27 In dem Modell fehlen Arbeitsspeicher für die rezeptive Seite. ...
... 27 In dem Modell fehlen Arbeitsspeicher für die rezeptive Seite. Patterson (1988) hingegen berücksichtigt einen auditiven und einen visuellen Arbeitsspeicher, die jeweils zwischen modalitätsspezifischem Analysesystem und Lexikon platziert sind. Vgl. ...
Thesis
Full-text available
The thesis presents an aphasiological single case study. The person with aphasia received model-based lexical therapy with increasing cueing hierarchies based on the connectionist model of Gary Dell and colleagues. For the first time, the method of decreasing/vanishing cues - originally established in the learning/memory domain - was introduced to the SLT research area and its significance highlighted (p. 70), and the advantage of the Dell model for therapy planning was empirically examined. The thesis introduces and reviews diagnosis and therapy in cognitive neuropsychology, model-based naming disorders in aphasia, the variety of cueing techniques, the diagnosis in the connectionist Dell model and the analysis of error types. The empirical part of the thesis investigates error types in the course of therapy and the effect of semantic versus phonological cueing-therapy. Due to copyright, figures are not included (they were regularly added as hard-copies those days anyway :-)) and formatting/editing is optimised/adapted.
... In den nächsten Abschnitten werden drei Modelle vorgestellt, die Rückschlüsse auf Verarbeitungsprozesse beim Bildbenennen erlauben, das Logogenmodell (Morton 1979(Morton a, b, 1980Patterson & Shewell 1987;Patterson 1988), das Sprachproduktionsmodell von Levelt et al. (1999;vgl. Levelt 1989vgl. ...
... Das Logogenmodell (Morton 1970(Morton , 1979a(Morton , b, 1980Patterson & Shewell 1987;Patterson 1988; Warrington 1975;Riddoch et al. 1988;Shallice 1987Shallice , 1988aShallice , b, 1993Caramazza et al. 1990;Hillis et al. 1990Rapp et al. 1993). Für das Bildbenennen wurde ein zusätzliches Modul, die Pictogen-Komponente, postuliert (Morton 1985), in der abstrakte Objektrepräsentationen gespeichert sind. ...
... Aachener Aphasie Test, Huber et al., 1983), werden im Rahmen des Einzelfallansatzes die zugrunde liegenden Pathomechanismen aphasischer Störungen analysiert und anhand eines Sprachverarbeitungsmodells interpretiert. Für das Deutsche liegt mit LeMo (Lexikon modellorientiert, De Bleser et al., 2004) ein neues Instrument für die Aphasiediagnostik vor, das auf der Basis des Logogenmodells (Patterson, 1988) Störungen der laut-und schriftsprachlichen Verarbeitung monomorphematischer Wörter und Neologismen differenziert erfasst. Der vorliegende Beitrag gibt eine Einführung in das modellorientierte Vorgehen in der Aphasiediagnostik. ...
... LeMo (Lexikon modellorientiert;De Bleser et al., 2004) is presented as a new tool for the assessment of aphasia in German language. Based on the logogen model (Patterson, 1988), LeMo allows for a differentiated identifi cation of processing impairments for monomorphemic words and non-words in the spoken and written modality. In this article, the model-based procedure of assessing aphasia by LeMo is introduced. ...
... Single word spelling has received much less attention than reading in the literature. Most data come from neuropsychological evidence (reviews in Patterson, 1988;Rapp, 2002) or computational work (Houghton, Glasspool & Shallice, 1994;Houghton & Zorzi, 2003;Shallice, Glasspool & Houghton, 1995), while experimental data from normal adults have been rather neglected (but see Wing & Baddeley, 1980). The present paper aims to fill this gap examining how written spelling in adults is affected by phonological memory mechanisms. ...
... Indeed one of the most influential models of spelling is a dual route type of model (Morton, 1980;Seymour & Porpodas, 1980). In this type of model (see Figure 1) the two routes represent different processes, a lexical process which retrieves the orthographic representation in the orthographic output lexicon, thus providing the spelling of familiar words, and a sublexical process that operates at the level of phoneme-to-grapheme conversion procedure (Ellis, 1982;Goodman & Caramazza, 1986;Miceli & Capasso, 2006;Patterson, 1988). The early accounts posit that the two processes are independent (Beauvois & Dérouesne, 1981;Shallice, 1981) but recent investigations have shown evidence of an interaction between the two routes (Barry & Seymour, 1988;Campbell, 1983;Folk, Rapp & Goldrick, 2002;Hillis & Caramazza, 1991;Hillis, Rapp & Caramazza, 1999;Miceli, Capasso & Caramazza, 1999). ...
Article
Full-text available
Recent theories of spelling based on neuropsychological data and on computational modelling (Caramazza & Miceli, 1990; Caramazza, Miceli, Villa, & Romani, 1987; Glasspool & Houghton, 2005; Glasspool, Shallice, & Cipolotti, 2006; Miceli & Capasso, 2006; Rapp & Kong, 2002) assume that a working memory system is used to store identity and order of the graphemes, and propose that an impairment of this system, called Graphemic Buffer (GB), is marked by the presence of a number of typical effects. Recently, this disorder has been simulated by different versions of the Competitive Queuing model (Glasspool & Houghton, 2005; Glasspool et al., 2006). The effect of the disruption of this mechanism in written spelling was investigated by means of a dual task in the present study. Three-syllable and four-syllable words were presented to normal adults for aural presentation (Experiment 1) and spelling by copying (Experiment 2). In order to investigate the effects of dual tasks, and the possible involvement of phonological codes, three conditions were used: simple dictation, concurrent articulation, and foot tapping. The results showed strong effects of concurrent articulation, and were consistent with the hypothesis that this task disrupted the serial operations of readout and sequential planning of the GB. They were also consistent with the simulations of the Competitive Queuing model, suggesting possible loci of the effects.
... Es gibt eine Vielzahl psycholinguistischer Modelle und Theorien. Für die sprachtherapeutische Praxis ist jedoch das Logogen-Modell, das ursprünglich von Morton (1969) konzipiert und in den letzten Jahrzehnten kontinuierlich angepasst und modifiziert wurde (Ellis & Young, 1988;Patterson, 1988;Stadie, Hanne, & Lorenz, 2019), von enormer Relevanz. Im deutschsprachigen Raum basieren Verfahren für die Diagnose und Therapie von entwicklungsbedingten (Brandenburger & Klemenz, 2009) und erworbenen Dyslexien (Schumacher, Ablinger, & Burchert, 2020;Stadie & Schröder, 2009) Früherkennung von Auffälligkeiten im Lesen verwendet. ...
Conference Paper
Full-text available
Beim schnellen Benennen (engl.: Rapid Automatized Naming, kurz RAN) soll eine Reihe von vertrauten Stimuli, wie beispielsweise Objekte, Farben, Buchstaben, Ziffern oder Würfeloberflächen, so schnell wie möglich und korrekt benannt werden. Leis-tungen im schnellen Benennen gelten als Prädiktor für die späteren Lesefähigkeiten. Kinder mit Auffälligkeiten im Lesen zeigen schlechtere Leistungen in RAN-Aufgaben und unterscheiden sich signifikant von durchschnittlich lesenden Kindern. Warum und wie die Leistungen im schnellen Benennen mit dem Lesen zusammenhängen, wird jedoch immer noch kritisch diskutiert. Ein Grund mag sein, dass in den Studien einerseits serielle (simultane Präsentation der Stimuli) und/oder diskrete (isolierte Präsentation der Stimuli) RAN-Aufgaben und andererseits verschiedene Stimuli zum Einsatz kommen. Ziel dieses Übersichtsartikels ist es, die verschiedenen RAN-Aufgaben methodisch zu beleuchten. Die Verarbeitungsschritte, die für eine erfolgreiche Durch-führung des schnellen Benennens notwendig sind, werden modellorientiert betrachtet und in Bezug zu verschiedenen Theorien zur Erklärung des Zusammenhangs zwischen der Leistung im schnellen Benennen und der im Lesen gebracht.
... Während für die semantisch-lexikalische Verarbeitung u. a. zahlreiche Varianten des Logogen-Modells (Patterson, 1988) zur Verfügung stehen, wird für die Verarbeitung von Sätzen meist das Modell von Garrett (1980Garrett ( , 1984Garrett ( , 1988 verwendet. Obwohl das Modell überwiegend für die Darstellung von Fähigkeiten bei der Produktion von Sätzen herangezogen wird (z. ...
... Patterson (1988).2Levelt (1989).3Dell ...
... Based on the additive factors approach by Sternberg (1969), the consideration of null interactions of typicality and age of acquisition and individual main effects of semantic domain, typicality, age of acquisition, and word frequency provide evidence for an independent influence of each of the variables on animacy decisions. 4 The task used in the present study required participants to access the graphemic input lexicon as well as the semantic system (with regard to the logogen model: e.g., De Bleser, Cholewa, & Tabatabaie, 1997;Patterson, 1988). Thus, the offline effects (reaction time differences with regard to typicality, age of acquisition, semantic domain, and word frequency) might have arisen at different processing levels. ...
Article
Full-text available
The age at which members of a semantic category are learned (age of acquisition), the typicality they demonstrate within their corresponding category, and the semantic domain to which they belong (living, non-living) are known to influence the speed and accuracy of lexical/semantic processing. So far, only a few studies have looked at the origin of age of acquisition and its interdependence with typicality and semantic domain within the same experimental design. Twenty adult participants performed an animacy decision task in which nouns were classified according to their semantic domain as being living or non-living. Response times were influenced by the independent main effects of each parameter: typicality, age of acquisition, semantic domain, and frequency. However, there were no interactions. The results are discussed with respect to recent models concerning the origin of age of acquisition effects.
... Ein gängiges und in der Sprachtherapie weitgehend akzeptiertes Modell zur Einzelwortverarbeitung stellt das Logogenmodell dar (Patterson, 1988) ...
Article
Ziel der vorliegenden Therapiestudie war, durch ein gezieltes Training der au­ditiven Analyse Verbesserungen im Sprachverständnis bei einem 16-jährigen Patienten mit Wernicke- Aphasie mit einer partiellen Störung der auditiven Analyse zu erzielen. Für die Intervention wurden Aufgaben zur Phonem-Graphem-Zuordnung auf Silbenebene, zur Silben-Diskrimination sowie zur Diskrimination von Konsonantenclustern und von Neologismen durchgeführt. Es konnten signifikante Verbesserungen für geübte Items sowie Generalisierungseffekte auf ungeübte Items gemessen werden. Zudem haben sich auch die Leistungen bei Aufgaben verbessert, die auf der auditiven Analyse aufbauen (z.B. lexikalisches Entscheiden). Keine Verbesserung gab es hingegen in einer unrelatierten Kontroll­aufgabe (Reime finden), was auf die Spezifität der erzielten Therapieeffekte schließen lässt. Schließlich konnte auch ein verstärktes Selbstmonitoring des Patienten erreicht werden.
... Before inclusion, each participant was administered a selection of single-word processing tests in order to localise her/his functional deficit(s) within the Logogen-model (Patterson, 1988). Most of these tasks were taken from Lemo, i.e. auditory and visual lexical decision, spoken and written wordto-picture matching and synonymy judgement, repetition and reading of mono-morphemic words and non-words, as well as spoken and written picture naming (De Bleser, Cholewa, Stadie, & Tabatabaie, 2004;see also De Bleser, Cholewa, Stadie, & Tabatabaie, 1997). ...
Article
This study compared a semantic and a phonological/orthographic approach to the treatment of word-finding difficulties in a case-series of ten individuals with aphasia, using a cross-over design. The study aims to investigate whether one approach is generally more effective than the other or whether the effectiveness of the two treatments relates systematically to the nature of the underlying functional impairment within the framework of a modular single-word processing model.In both treatments, the main task was spoken naming of pictured objects with different types of cues. In the semantic approach, different aspects of the target semantic concept were used as a cue in picture naming, while in the word-form method, both phonological and orthographic information were provided as a cue.Treatment effects were assessed in terms of both short- and long-lasting effects on spoken picture naming accuracy in each participant after the end of each treatment phase. Here, both item-specific effects and a possible generalisation to untreated pictures were considered. In addition, the immediate effects of the phonological and the semantic prompts were analysed.With regard to the cue effects on immediate naming, the word-form specific cues proved stronger than the semantic cues. The semantic treatment phase on the other hand, produced more stable effects than the word-form specific phase in some participants. A direct relationship between specific treatment effects and underlying functional deficit pattern was not confirmed for all subjects, i.e. participants with post-semantic anomia benefited from the semantic approach and participants with semantic anomia benefited from the phonological/orthographic approach.In the discussion of the results different explanations are considered, including the importance of preserved functions which aphasic participants bring into the treatment, the possible acquisition of a conscious strategy, and the possible influence of order of treatment.The effects of the two treatments are interpreted with regard to their underlying functional mechanisms in a single-word processing model.
... We report findings of a systematic investigation of the key features of graphemic buffer disorder in these cases over time which is an approach that is rarely taken in this population, but necessary when attempting to identify the functional locus of their dysgraphic disorder. DYSGRAPHIA IN DEMENTIA 339 There are two main routes involved in spellinga lexical route used to spell known words through accessing their meaning and a sublexical (or nonlexical) route used to spell unfamiliar words by relying on knowledge of the relationships between phonemes and graphemes (Ellis, 1982;Patterson, 1986;Ellis & Young, 1988;Shallice, 1988). Both routes converge at the level of the graphemic output buffer, responsible for holding information temporarily for conversion into letter shapes or names. ...
Article
In this paper we report findings from a systematic investigation of spelling performance in three patients - PR, RH and AC - who despite their different medical diagnoses showed a very consistent pattern of dysgraphia, more typical of graphemic buffer disorder. Systematic investigation of the features characteristic of this disorder in Study 1 confirmed the presence of length effects in spelling, classic errors (i.e., letter substitution, omission, addition, transposition), a bow-shaped curve in the serial position of errors and consistency in substitution of consonants and vowels. However, in addition to this clear pattern of graphemic buffer impairment, evidence of regularity effects and phonologically plausible errors in spelling raised questions about the integrity of the lexical spelling route in each case. A second study was conducted, using a word and non-word immediate delay copy task, in an attempt to minimise the influence of orthographic representations on written output. Persistence of graphemic buffer errors would suggest an additional, independent source of damage. Two patients, PR and AC, took part and in both cases symptoms of graphemic buffer disorder persisted. Together, these findings suggest that damage to the graphemic buffer may be more common than currently suggested in the literature.
... such information from an orthographic lexicon, or by application of phonology to orthography conversion procedures, for familiar and unfamiliar words respectively (Beauvois & Derouesne, 1981: Caramazza, Miceli, Villa, & Roman;Ellis, 1982;Goodman & Caramazza, 1986;Patterson, 1987;Shallice, 1981; for reviews see Ellis, 1982Ellis, ,1988Shallice, 1988; but see Campbell, 1983, for an alternative view). The precise mechanism for computing graphemic representations is not crucial here. ...
Article
The analysis of the spelling performance of a brain-damaged dysgraphic subject is reported. The subject's spelling performance was affected by various graphotactic factors, such as the distinction between consonant and vowel and graphosyllabic structure. For example, while the subject produced many consonant and vowel deletion errors when these were part of consonant and vowel clusters, respectively (e.g., sfondo----sondo; giunta----gunta), deletions were virtually never produced for single consonants flanked by two vowels (e.g., onesto----oesto) or for single vowels flanked by two consonants (e.g., tirare----trare). The demonstration that graphosyllabic factors affect spelling performance disconfirms the hypothesis that graphemic representations consist simply of linearly ordered sets of graphemes. It is concluded that graphemic representations are multidimensional structures: one dimension specifies the grapheme identities that comprise the spelling of a word; a second dimension specifies the consonant/vowel status of the graphemes; a third dimension represents the graphosyllabic structure of the grapheme string; and, a fourth dimension provides information about geminate features.
... On either variant of the standard model, it is assumed that central spelling processes, both lexical and sublexical, converge upon a common output mechanism termed the graphemic or orthographic output buffer (e.g., Caramazza et al., 1987;Margolin, 1984;Patterson, 1987). This mechanism is assumed to hold the graphemic representation of a word for "conversion into specific letter shapes (for written spelling) or letter names (for oral spelling)" (Caramazza et al., 1987, p. 63). ...
Article
Full-text available
This article describes an investigation into the residual writing skills of a severely dysgraphic patient (DA). We found that they were powerfully influenced by a number of lexical variables (lexicality, frequency, imageability, length and geminates). His error pattern was characterized by semantic, lexical, substitution, deletion errors and fragment responses that preserved the first letter. Thus, DA's written spelling was characterized by both deep dysgraphic and graphemic output buffer effects. It is proposed that this pattern of performance represents a new"putative functional syndrome."
Chapter
Dieses Kapitel gibt eine Einführung in Sprachverarbeitungstheorien, die vor dem Hintergrund des Paradigmenwechsels vom Syndromansatz zum kognitiv-neurolinguistischen Ansatz mittlerweile in der Aphasiologie etabliert sind und vielfach Anwendung in der Diagnostik und Therapie aphasischer Beeinträchtigungen finden. Aufbau und Eigenschaften unterschiedlicher Typen von Sprachverarbeitungsmodellen wie serielle, konnektionistische und hybride Modelle werden vorgestellt und deren praktischer Nutzen aufgezeigt. 2 Modelle, deren Anwendbarkeit besonders hoch ist, werden ausführlich bezüglich Aufbau und Struktur sowie Anwendung im klinischen Bereich beschrieben: das Logogen-Modell und das Levelt-Modell.
Chapter
Die Laute sowie das Lautsystem der deutschen Sprache werden unter phonetischen und phonologischen Gesichtspunkten beschrieben. Es wird erklärt, wie sich der physiologische Lauterwerb beim Kind vollzieht und welche Voraussetzungen dafür nötig sind. Störungsformen in der Aussprache betreffen sowohl Fehlbildungen aufgrund artikulationsmotorischer Schwierigkeiten wie auch Einschränkungen in der regelhaften Anwendung der Laute. In diesem Zusammenhang wird die Unterteilung von Aussprachestörungen in phonetische und phonologische Störungen thematisiert. Eine weitere differenzierte Einteilung unterschiedlicher Ausspracheauffälligkeiten sowie mögliche Symptome werden näher erläutert. Auch mögliche Ursachen für das Auftreten einer phonetisch-phonologischen Störung werden aufgeführt und ihre Bedeutung für die Unterscheidung spezifischer Störungsformen dargestellt.
Chapter
Recent efforts directed at understanding the nature of cognitive disorders have been guided by the assumption that the analysis and interpretation of cognitive impairments cannot proceed independently of a clearly formulated model of the cognitive systems assumed to be disrupted. In other words, the approach that is used increasingly in the analysis of cognitive disorders is to formulate a detailed model of the component structure of a particular cognitive system which, when “lesioned” appropriately, functions in such a way as to generate the patterns of cognitive impairments observed in brain-damaged patients. Research within this framework has already contributed to a general characterisation of the architecture of various cognitive systems; it has helped raise a number of important questions about the structure of specific components of these systems; and it has contributed to the formulation of specific hypotheses about the locus of functional lesions that underlie particular forms of cognitive impairment.
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The production of neologisms in fluent aphasia has been linked to both anomia and impaired phonological processing, but the supportive data are minimal. The current study uses longitudinal data to explore these explanations in an aphasic with acute neologistic jargon and severe word-finding difficulty (VN). Picture naming, conversation, and complex picture description were evaluated at 3 days, 6 weeks, 3 months, and 5 months post onset. Results were interpreted with respect to predictions based on a word-production model that associates anomia with breakdown in locating entries in the phonological lexicon and neologisms with impaired activation of these entries. VN's picture naming indicated disruption of both locating and activating stored phonological representations. Longitudinal changes helped to specify the source of his anomia, and to rule out this deficit as the source of his neologisms.
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We report the case of a patient, HA, who showed a peripheral dysgraphia following a left occipito-parietal infarct. Spoken language was preserved and reading was largely intact, though HA was poor at identifying fragmented letters. Oral spelling was preserved, but HA complained of difficulty recalling the shapes of letters, and written letters were poorly formed. Although he had been a keen amateur musician, HA was also poor at recognizing and producing musical symbols. He also had difficulty with common mathematical symbols. We suggest that the same representational system may be used to store the shapes of letters and other arbitrary symbols such as those used in music and mathematics.
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Examined an adult female who showed a form of dysgraphia termed "afferent dysgraphia" by V. Lebrun (1976). S, who was not aphasic and showed preserved spelling knowledge, tended to write down only the right-hand side of a page and made frequent errors involving omission or repetition of letters or strokes. These errors occurred in repeated sequences of identical or similar letters or strokes. The same errors were observed when normal Ss were required to write without sight of their writing hand while executing a tapping sequence with their left hand. S's dysgraphic symptoms are attributed to a general left-sided neglect described by the authors (see record 1988-36191-001). Letter and stroke errors may have involved a failure to use visual and kinesthetic feedback in the motor control of handwriting. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
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This paper reviews the spelling and writing deficits associated with the major forms of dementia. In dementia of the Alzheimer's type (DAT), the finding of surface dysgraphia is typical, although not universal, and with disease progression non-phonologically plausible errors often increase; additional difficulties with handwriting are common. Surface dysgraphia is a predictable feature in semantic dementia, but in contrast to DAT, the mechanics of handwriting are usually preserved. In patients with posterior cortical atrophy [including some (atypical) DAT patients], spatial dysgraphia is an early symptom. Spelling and writing disorders have been documented, although not thoroughly studied, in other forms of dementia (e.g. vascular, frontal, dementia with Lewy bodies, etc.). Research on dysgraphia in dementias associated with movement disorders (e.g. cortico-basal degeneration, progressive supranuclear palsy, Huntington's disease, etc.) has focused mainly on problems with writing, which is often poorly formed, but spelling impairments have also been observed. The precise characteristics and prevalence of spelling disorders in these diseases are, however, unknown as there has been little systematic study. Additional investigations, which assess both central (linguistic) and peripheral aspects of writing, and which include a longitudinal component, will help to elucidate the nature and progression of dysgraphia in different types of dementia.
Chapter
Consider the sets of errors displayed in Table 1. They were produced by three patients who premorbidly were adequate spellers of their language but developed a spelling disorder after sustaining brain damage. At face value, there is a close stimulus—error relationship in all the reported examples. All the incorrect responses are nonwords, and most of them are very close to the stimulus item (they can be construed as letter substitutions, insertions, deletions and transpositions). However, other features of these errors suggest that they might differ under crucial respects. For example, if the incorrect spelling responses are read aloud, the errors produced by I.G.R. “sound very similar” to the stimulus, the errors produced by patient J.G. “sound identical” to the stimulus, and the errors produced by patient L.B. “sound somewhat similar” to the stimulus. Should more relevance be given to the similarities or to the differences observed across patients? A motivated answer to this question can be provided only if the investigation proceeds under explicit assumptions, that unequivocally legitimate the conclusion in favor of one of the two alternatives. The aim of the present chapter is to demonstrate that an explicit cognitive model is a necessary prerequisite for theoretically driven analyses of pathological behavior, and in particular for the principled interpretation of across-subject performance variation.
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This paper reports a case of acquired language impairment in an 8.5-year-old right-handed Belgian boy (BV). He had normally acquired his native language (Flemish/Belgian Dutch) as well as a second language (French), and he was a very good pupil in school. Following a vascular accident in the left hemisphere, the patient initially presented a pure pattern of deep dyslexia associated with a non-fluent aphasia with phonemic paraphasias. The deep dyslexic symptoms disappeared within six weeks, and the aphasie impairments were no longer observable after 4.5 months. One year after the cerebro-vascular accident, the boy reached top-level academic records in school. The initial combination of a transient deep dyslexia and subsequent rapid recovery from aphasia will be discussed with reference to theories on right hemisphere reading in deep dyslexia and inter-hemispheric linguistic transferability. Results of functional magnetic resonance spectroscopy taken during speech stimulation one year post onset do not support the notion that rapid recovery in this case of childhood aphasia was due to a right hemisphere take-over of language.
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Based on recent progress in theory and measurement techniques, the analysis of eye movements has become one of the major methodological tools in experimental reading research. Our work uses this approach to advance the understanding of impaired information processing in acquired central dyslexia of stroke patients with aphasia. Up to now there has been no research attempting to analyze both word-based viewing time measures and local fixation patterns in dyslexic readers. The goal of the study was to find out whether specific eye movement parameters reflect pathologically preferred segmental reading in contrast to lexical reading. We compared oral reading of single words of normal controls (n=11) with six aphasic participants (two cases of deep, surface and residual dyslexia each). Participants were asked to read aloud lines of target words differing in length and frequency. Segmental reading was characterized by deviant spatial distribution of saccadic landing positions with initial fixations located mainly at the beginning of the word, while lexical readers showed the normative 'preferred landing positions' left to the center of the words. Contrary to expectation, word length did not distinguish between segmental and lexical readers, while word frequency showed the expected effect for lexical readers only. Their mean fixation duration was already prolonged during first pass reading reflecting their attempts of immediate access to lexical information. After first pass reading, re-reading time was significantly increased in all participants with acquired central dyslexia due to their exceedingly higher monitoring demands for oral reading.
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Unsolicited oral spelling has been observed in conduction aphasics during word-production difficulty (Kohn, 1985), but has never been examined systematically. In the present study, the possible role of oral spelling in the word-production process of a conduction aphasic (JM) is explored. Oral spelling occurred much more frequently during picture naming than during either oral reading or repetition, and it seemed to be operating as a strategy to lessen the phonemic output deficit often observed in this syndrome.
Article
Samples of spontaneous writing were collected from 150 normal subjects, 13 Broca's aphasics, 23 Wernicke's aphasics and 14 conduction aphasics. The errors obtained were classified using a system derived from investigations of slips of the pen in normal subjects. All three aphasic groups made a higher proportion of word-level errors than did the normal writers. Word-level errors tended to be selection errors (substitutions, blends, neologisms, and omissions) rather than movement errors (anticipations, perseverations and reversals). Conduction aphasics showed proportionately more letter movement and fewer letter selection errors than normal writers while Wernicke's and Broca's aphasics showed similar proportions. Graphic and phonetic similarity was no more important a determinant of letter errors in aphasics than in normals. The span of movement errors was particularly restricted in the Broca's and conduction aphasics. Asking patients to write connected text yields insight into the nature of the underlying disorder that could not be obtained from studying the writing of single words.
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This article presents a model of the cognitive processes involved in the spoken production of verbal numbers (e.g., thirteen thousand four hundred two). On the basis of single-case studies of two brain-damaged subjects with number production deficits, we argue that verbal-number production involves the generation of a syntactic frame that constitutes a plan for the production of the appropriate sequence of words. The syntactic frame specifies each to-be-retrieved word in terms of a number-lexical class (i.e., ones, teens, or tens) and a position within that class. These class/position-within-class specifications guide the retrieval of lexical representations from a production lexicon that is partitioned into functionally distinct ones, teens, and tens classes. We conclude with a brief discussion of the rationale for, and advantages of, using patterns of impaired performance as a basis for drawing inferences about normal cognition.
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In this note, I comment on a recent study by Baxter and Warrington of an acquired dysgraphic patient, KT, that appeared in Cortex, 23, 1987. The focus of my discussion centers around Baxter and Warrington's findings that: (1) KT shows a striking orthographic "regularity" effect in his spelling performance and; (2) KT's use of sound-to-spelling mapping options does not reflect the distribution of use of these options in the word corpus examined. If well-founded, the implications of these results call into question specific features of the dominant model of spelling. However, a close scrutiny of the procedures used by Baxter and Warrington in analyzing their data indicates that they collapsed across factors that have elsewhere been shown to influence spelling performance (i.e., within-syllable frequency of occurrence of phoneme-grapheme mapping options). Therefore, results obtained for patient KT cannot, in their current form, be used to speak to the specific issues of spelling that Baxter and Warrington originally set out to address.
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This article evaluates the hypothesis that phoneme-grapheme conversion is accomplished by a passive activation device in which the selection of mapping options in the process of assembling orthography is determined by the frequency of usage of that option in the language. The spelling performance of two brain-damaged, acquired dysgraphic patients is interpreted as support for the stated hypothesis.
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The purpose of this study was to investigate how functors are processed at the lexical-phonological level. Four fluent aphasics with impaired ability to fully activate entries in the phonological lexicon, as revealed by their noun production, were asked to repeat and read aloud individual functors. Similarities between their functor and noun production (e.g., level of performance, production of phonological errors) indicated that functors are stored along with content words in the phonological lexicon, and are stored with a similar abstract structure. We also considered whether the sentence-planning system can facilitate the phonological encoding of functors presented in isolation.
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This paper sets out to identify, in information-processing terms, the elementary functional components of the mental lexicon and their interrelations. In particular it is concerned with the independent status of lexical codes for written and spoken language, and their relations to each other and to a language-free cognitive representation. Our evidence is based on the performance of language transcoding tasks (such as reading aloud or writing to dictation) in brain-damaged adult subjects. We review evidence for the functional independence of non-linguistic, cognitive representations, and for word-specific, lexical codes in both phonological and orthographic form. The data rule out the hypothesis of a modality-free or abstract lexicon mediating communication between lexical and cognitive representations. The data also reject the dominance of phonological over orthographic codes in access to and from word meanings. We can find no satisfactory evidence for independent lexicons used in language reception and language production. Different syntactic word-classes are known to cause greater or less difficulty for various categories of aphasic patients. We show, however, that the relative difficulties of this or that word-class change according to the input and output modalities involved. We consider two theoretical accounts of these differences. Our discussion raises questions about the boundary between psychological mechanisms that are, properly, mechanisms of language, and those that, while necessary for the intelligent use of language, are themselves language-independent.