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Aphasia exam
exam 2
| Question | Answer |
|---|---|
| Neuropsychological approach | theoretical model that IDs which components of a process(e.g.reading) are intact and which are impaired |
| Information-processing model | "box and arrow" representations of cognitivew processes and interactions b/t these processes |
| the boxes and arrows are... | box=representations/information storesarrows=activation or connectivity |
| computational model | computer simulation of cognitive representations and processes that underlie |
| models are based upon | empirical evidence from single case studies of brain-damaged people |
| Cognitive Information processing model features | functional modularity and anatomical modularity |
| functional modularity | components operate relatively independently of other components |
| anatomical modularity | some of the components are localized in different parts of the brainfunctional mod does not equal anatomical mod |
| disadvantages of Cognitive processing models | no info how processing or connectivity happens, and models can't explain (very well) syndromes with complex symptoms (deep dyslexia) |
| Auditory Processing | the understanding of spoken wordsheard word--AAS--AIL--semantic system |
| auditory analysis | AAS ID of phonemes in sound wave |
| Auditory input lexicon | AIL stores of familiar spoken words |
| Semantic system | activation of meaning/representation of the heard word |
| Repetition of words | SOL--PL--speech/articulation |
| Speech ouput lexicon | SOL stores of known words |
| Phoneme level | PL store of individual speech sounds |
| Auditory Agnosias | problems recognizing auditory stimuli while the hearing is intact |
| Pure word deafness Characteristics | 1.inability to comprehend speech sounds 2.good comprehension of nonverbal sounds 3.mild verbal expressive word retrieval problems |
| Repetition routes for real words (2) | 1.lexical non-semantic= AAS--AIL--SOL--PL2.lexical semantic=AAS--AIL--SS--SOL--PL |
| repetition route for non-words | non-lexical/non-semantic=AAS--PL |
| Lemma level = | semantic level |
| spoonerisms/malapropisms | error is a real word, error and target are unrelated, and error and target are closely realted in pronunciation |
| Freudian slips | slips of the tongue that reflect repressed thoughts. Semantic in nature |
| Tip of the tongue TOT | a feeling of knowing the word, some knowledge of the souns structure is preserved, and phonemic cueing can help with word retreival |
| semantic naming errors | a word substitution that is related to target word |
| phonemic paraphasias | non-word substitution /bkt/--basket |
| fromal paraphasia | real word substitution biscuit--basket |
| semantic system (conceptual system) | database containing the meaning of words and symbols. countless facts about the word. |
| unimodal store hypothesis | one central store of meaning that can be accessed from different modalities (vision, taste, smell, sound, touch) |
| imagability effect | the degree to which an item is imageable |
| concreteness effect | the degree to which an item in concrete/abstract |
| familiarity effect | affects semantic organization, that highly familiar words are easier to recal than less familiar |
| regular words | words that have common letter patterns and can be easily sounded out |
| irregular words | words that can'y be accurately decoded because they don't conform 1:1 grapheme:phoneme |
| visual analysis system | VAS IDs features consistent wih letter shapes. Letter positioning encoding |
| Visual input lexicon | VIL a store of familiar words. Recognition of familiar words. |
| Grapheme-Phoneme conversions | GPC conversion of unfamiliar letter strings into phoneme strings |
Created by:
RTB
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