CogPsych final Flashcards

Question

What is Neglect Dyslexia? * What type of mistakes are made? * Where does it occur in the model?

Answer 1

Neglect Dyslexia - *Peripheral Dyslexia* * Patient does not attend to left/right side of space * Errors for reading printed words – failure to identify part of/portion of word, page of text Errors – very similar to original word in length * Neglect Dyslexia Left side * Not processing words on the left side * liquid ► squid * cage ► rage * yellow ► pillow * Neglect Dyslexia Right Side * Not processing words on the right side * book ► boot * milk ► mill * pen ► pet **Where does neglect dyslexia occur?** * Reading deficit occurs due to difficulty in specification of the word at the level of visual orthographic analysis * The is noise occurring in position 1 and 2 (if you have left side neglect dyslexia) * Not a consequence of unilateral neglect, can co-occur with unilateral neglect

Answer 2

Pure Alexia - *Peripheral Dyslexia* * Letter-by-Letter Reading * Alexia without Agraphia * Reading problem without a writing problem * * Writing and spelling unaffected - OK * Reading printed words is problematic - PROBLEM * Word length effect: Response times increase as word length increases Defining symptom * Patient names (or misname) some or all of the letters before a response is made * Reads words aloud - say one letter at a time – to create a visual representation CHAIR ► C…H…A…I…R ► “chair” TABLE ► T…A…B..L..E ► “table” Where does it occur in the model? * Brain damage results in problem with early visual processing letter features * Impaired Visual orthographic analysis * Thus they read words outloud to create a visual representation

Answer 3

Position Dyslexia - *Peripheral Dyslexia* * Unable to coding letters into the correct position Errors * e.g., broad ► board, jugde ► judge * The letters are all identical - but the ordering is incorrect Model * The visual orthographic analysis system codes the identity of letters, but it ALSO puts them in the right position * Which is impaired

Answer 4

Attentional Dyslexia - *Peripheral Dyslexia* * Person can read a single letter or a single word in isolation but cannot read the same word or letter if it is shown with items of the same type Errors * Between-word letter migration errors – letter in one words appears within the other word * Presented with WIN FED says FIN FED of FIN WED * BFXQL asked to identify centre letter, says F or Q not X Model * Difficulty with the visual specification of the word at the visual orthographic analysis level * Getting the coding of word correct at the initial stage

Answer 5

Central dyslexias - affect deeper processes (stored information)grapheme-phoneme conversion * Unable to update knowledge to convert letters to sounds Types of Central Dyslexia * Surface Dyslexia * Phonological Dyslexia * Direct-route Dyslexia (lexical non-semantic reading) * Deep Dyslexia

Answer 6

Surface Dyslexia - *Central Dyslexia* * Regular words read better than irregular words * problem with irregular words * Irregular: PINT BEAR * Making the word sound like all the other similarly spelt words * worse at reading nonwords Errors * Regularisations errors * (yacht - "yatched", sew - "sue") Model * Impairment of lexical route to reading aloud * Orthographic input lexicon or * Connection between Orthographic input lexicon to Semantic system (arrow) * Getting information form orthography to meaning * Orthographic input lexicon output to the Phonological Output Lexicon (arrow)

Answer 7

Phonological Dyslexia - *Central Dyslexia* * Poor or flawed nonword reading * OK for well known (familiar) words * Because they are in the orthographic input lexicon Errors * Nonwords might be read as visually similar words * SOOF ► soot * KLACK ► slack Model * Impaired **Grapheme-Phoneme Conversion** module OR * Unable to translate letters into sounds to be able to pronounce no words or unfamiliar words out loud * Impaired access to the **Grapheme-Phoneme Conversion** module from the **Visual Orthographic Analysis _(arrow)_** OR * Problem with combining letter together to make a sound ("ea"), compared to words that have a 1 to 1 mapping "cat" * Impaired (slowed) output from the **Grapheme-Phoneme Conversion** module to the **Phonological Output buffer (arrow)** * Converting non-words to sounds

Answer 8

Direct-Route Dyslexia * A.K.A lexical-nonsemantic reading * Patient does not know the meaning of the word * Patient can still read printed irregular words aloud * Can read regular and familiar words Model * The **semantic system**, as you are unable to access what the meaning of the word, the functions and the associates

Answer 9

Deep Dyslexia - *Central Dyslexia* * an acquired reading disorder in which the substitution of semantically, but not visually, similar words occurs **Types of errors** Defining symptom semantic error in reading aloud * Semantic errors * In response to a word they produce an alternative word that is not the correct target but its related; Tandem ► cycle * Visual errors * Words that are visually similar to the target, but they are incorrect; Signal ► single; Decree ► degree * Visual-then-semantic errors * Misread a word as a similar sounding word (visual), then make a semantic link to another word; Sympathy (symphony) ► orchestra, Favour (flavour) ► taste * Morphological errors (derivational errors) * Put the wrong ending on a word that is read * Edition ► editor, Courage ► courageous * Very poor non-word reading * Cant read non-words at all * Wux ► don’t know * Imageability effect in reading words * better at pronouncing concrete and highly imageable concept * e.g Butter, windmill * worse at pronouncing abstract concept * e.g. Wish ► wash * Content word reading better than function word reading * Content words (nouns, verbs, adjectives) better * Function words (small words that connect words in sentences) (was, quite, of) - **Worse** * Function word errors * When trying to read function words they read other function words * e.g Was ► with, If ► yet Module * Right Hemisphere Hypothesis

Answer 10

How does the Right Hemisphere Hypothesis work? * If the left hemisphere cannot complete (orthography, semantics or phonology) then the right hemisphere reading system must take over * Thus, Deep Dyslexia is reflective of the reading performance when you are trying to use your Right Hemisphere, when the Left Hemisphere is damaged * because the reading system in the right hemisphere is not as good as the undamaged Left Hemisphere

Answer 11

**Explaining Deep Dyslexia Errors via the Right Hemisphere Reading** * Grapheme-Phoneme conversion non-existent in right hemisphere * nonword reading errors * Imageability effect - visual field studies show better performance for concrete than abstract words in right hemisphere * The right hemisphere is more efficient in processing concrete/highly imageable words than abstract words * Semantic errors made in patients with no left hemisphere * Semantic errors may also result from incorrect target (word) selection being transferred to left hemisphere (to say the word out loud) or incomplete semantic word representation to start with * Function words are poorly represented within the right hemisphere * Syntactic processing (prefixes and suffixes) in right hemisphere not as good as left hemisphere - morphological errors * May also explain the visual errors * poorer word representation in right hemisphere and therefore visually close word is selected as target words

Answer 12

What regions of the brain are tasked with reading Coltheart (2000) imaging study relevant areas include: * Orthographic processing – left occipital and occipitotemporal regions * Semantic processing – border between superior and middle temporal gyrus, areas BA21 and BA22 (Left Hemisphere) * Phonological output – left hemisphere frontal operculum

Answer 13

letter by letter reading or alexia without agraphia Treatment includes... * Multiple oral reading * repeated reading aloud of texts leads to improvements in accuracy and reading rate for trained and untrained texts * implicit tasks * repeated visual lexical decision task training * Visually presented with a letter string and you must decide is it a WORD or a NONWORD

Answer 14

Multiple oral reading - Rehabilitation of Patients with Pure Alexia * repeated reading aloud of texts leads to improvements in accuracy and reading rate for trained and untrained texts How does it work? * Possibly by improving access to the word representations in the orthographic input lexicon or by increasing top-down support

Answer 15

**Implicit Tasks** - Rehabilitation of Patients with Pure Alexia * repeated visual lexical decision task training * Visually presented with a letter string and you must decide is it a WORD or a NONWORD * This taps into the orthographic input lexicon Results * If someone with Pure Alexia does this over and over they become better at identifying words and untrained words

Answer 16

**Remediation/Rehabilitation of Patients with Attentional Dyslexia** * word-size window cardboard cutout - (most effective) * finger-tracking underneath the word

Answer 17

**Remediation/Rehabilitation of Patients with Letter-Position Dyslexia** * Strategy successful for most participants was **finger-word tracking** * Often occurs for hebrew readers

Answer 18

**Remediation/Rehabilitation of Patients with Neglect Dyslexia** * Techniques rely on shifting attention to the left side using task instruction and also visual cues * Techniques to improve reading accuracy (individuals words) are: * Finger tracking underneath the word * Colour-coding of the left-most letter * Flashing LED lights at the left side of a word * Tapping to the left of words * Placing a hash sign next to the left-most letter of a word * Vertical presentation of words can improve performance, but this is not the case for all neglect dyslexics * Shift attention to the neglected side

Answer 19

Remediation/Rehabilitation of Patients with Direct Dyslexia * NO TREATMENT

Answer 20

**Deep Dyslexics** and **Phonological Dyslexia** treatment focus on the **non-lexical route** to reading aloud **(grapheme-phoneme conversion)** * **need to train letter**–sound correspondences (grapheme-phoneme conversion) * DePartz (1986) trained letter–sound correspondences with a deep dyslexic patient * Patient learned to associate letters with a word (e.g., m with maman) * Patient learned to sound out single letters * Associate letters with sounds * Non-word reading asking the patient to sound out each letter of a nonword and then blend these sounds together * Single letters were taught before multiple-letter graphemes * **improve oral blending accuracy** * Deep Dyslexic patient had to sound out each letter (map the graphemes (letters) to the phonemes (sounds)), tap the sound when doing so and then drag her finger underneath the letter cards when blending the sounds together to form a word (Yampolsky & Waters, 2002) * Developing the association between letters and sounds * **improve parsing accuracy** * Brunsdon et al. (2002) taught grapheme parsing by presenting two or three grapheme nonwords (e.g., pow , dru ). Patient had to circle the constituent graphemes of the nonwords.

Answer 21

Remediation/Rehabilitation of Patients with Surface Dyslexia? * Interventions usually focus on reading of irregular words (e.g., sword, friend) and homophones (e.g., caught /court)

Answer 22

Auditory phonological analysis * Speech based sound extraction system Phonological input lexicon * Store of familiar words you know how to recognise (when auditorily presented) Connection from the Auditory phonological analysis to the Phonological output buffer * Repeat non-words or sounds