Cognitive neuropsychological (CNP) approach to language processing Flashcards

1
Q

What are the dimensions of language? (3)

A

Form, content, use

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2
Q

What are the components of language? (5)

A

Phonology, morphology, syntax, semantics, pragmatics/discourse

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3
Q

What is the psycholinguistic model of language? (3)

A
  • Discovering pscyhological processes that allow language acquisition
  • Investigates what areas of the brain are used for language processing
  • Theorises the underlying mental operations in formulating/processing language
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4
Q

How the CNP model can be used

A
  • Single word model
  • Clinically important to aphasia as WFDs and comprehension difficulties are common
  • Can be used to identify area of breakdown, esp for intervention planning and funding
  • Gives an understanding about patterns of performance in PWA
  • Helps to understand how different components of language processing interact
  • PINPOINT BREAKDOWNS AND STRENGTHS
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5
Q

Essential features of the CNP (3)

A
  1. The performance of the individual provides important evidence
  2. The nature of errors made is informative
  3. Explanations of individuals’ performance can be couched in models of normal language processing
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6
Q

Principles of CNP models - assumptions of modularity (4)

A
  1. Functional modularity: separate modules of processing can operate independently of each other
  2. Anatomical modularity: different parts can be selectively impaired in brain damage leaving others unimpaired
  3. Universality principle: everyone has the same basic cognitive processes/systems
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7
Q

Why are identical patterns of deficit unlikely between people?

A
  • Depends on precise location of lesion
  • Which white matter tracts are damaged
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8
Q

What components of CNP are used for auditory comprehension of spoken words? (3)

A
  1. Auditory phonological analysis (analyse string of sounds heart)
  2. Phonological input lexicon (access store of all previously heard real words)
  3. Semantic system (comprehension of meaning)
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9
Q

What components of CNP are used for comprehension of pictures? (2)

A
  1. Object recognition (identify shape)
  2. Semantic system (comprehension of meaning)
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10
Q

What components of CNP are used for spoken picture naming? (5)

A
  1. Object recogntition
  2. Semantic system
  3. Phonological output lexicon (access phonology)
  4. Phonological assembly buffer (assemble string of sounds to form words)
  5. Articulatory/motor programming/execution (spoken words)
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11
Q

What components of CNP are used for oral reading of written words? (6)

A
  1. Visual orthographic analysis (analyse string of letters seen
  2. Orthographic input lexicon (access store of all previously read words)
  3. Semantic system (access meaning)
  4. Phonological output lexicon (access phonology)
  5. Phonological assembly buffer (assemble string of sounds to form words)
  6. Articulatory/motor programming/execution (spoken words)
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12
Q

What components of CNP are used for written naming of pictures?

A
  1. Object recognition
  2. Semantic system
  3. Orthographic output lexicon (access phonology)
  4. Graphemic output buffer (spelling rules)
  5. Graphic motor programming (written words)
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13
Q

Aphasia assessments using CNP approach (4)

A
  1. PALPA
  2. CAT
  3. Psycolinguistic Assessment of Aphasia (PAL)
  4. Pyramids and Palm Trees of Semantic Access
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14
Q

3 principles in looking for evidence and determining level of impairment

A
  1. Effect of critical variables, what factors affect performance? Eg. frequency, imageability, length, complexity, spelling regularity, lexicality/real words
  2. Nature of the errors, what errors do they make? Semantic, phonological, visual, unrelated, combination
  3. Converging evidence on tasks that share processes, how do they do on tasks that share the same processing components? Eg. if POA affected, expect naming, reading and repetition errors. Eg. if semantic system affect, expect spoken naming and written naming issues
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15
Q

Limitations of the CNP approach

A
  • Knowing level of breakdown doesn’t inform how to treat
  • Single word approach only, is this valid for everyday connect speech?
  • Impairment driven
  • Functional considerations, how do we ensure salience/relevance/motivation?
  • Generalisation and transference, is improvement on trained items sufficient to justify CNP approach?
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