Ellis and Young Model Flashcards
Ellis and young model is a model of…
single word processing - no consideration is given to sentences, morpho-syntax, or the role of pragmatics
- auditory analysis system
extracts indv speech sounds
ex. cat is recognized as speech (vs non speech sound) and is analyzed into /k/ +/a/+/t/
impairment in 1.auditory analysis system
pure word deafness = a person cannot understand or repeat a heard word (even tho speaking, reading, and writing remain normal)
- auditory input lexicon
recognizes familiar heard words (i.e. ive heard this word before)
ex. ubiquitous is recognized as a familiar word, but no meaning is accessed
impairment in 2. auditory input lexicon
person cannot recognize familiar words; however, person could repeat words (w/o recognizing them or knowing their meaning) through pathway 11
pathway 3 (bw auditory input lexicon and semantic sys)
matches known and familiar words to their meanings
selective impairment in pathway 3
person cannot understand many words, however, person can distinguish non-words (ex. merkle) from real words (bc auditory input lexicon is intact), and can repeat both real and non-words (bc auditory analysis sys is intact)
- semantic system
stores the meanings of words
thought to contain semantic memory, which is knowledge of objects, people, events, word meanings, rules, scripts, and other types of info that are not associated w specific times and places in one’s life
non-selective impairment in 4. semantic sys
- semantic substitution errors or semantic paraphasias are made in repetition (ex. yacht is repeated as boat)
- semantic errors are made in reading aloud
- concrete words (ex. chair) are more easily read than abstract words (ex. hatred)
- visual analysis system
recognizes and encodes indv letters in words/letter strings; groups letters that belong together as one word - analogous to auditory analysis system
ex. pat is broken down into indv phonemes recognized as one complete word
selective impairment in 5. visual analysis system
- person fails to identify letters at end of words
- person unable to divide visual input into separate words (i.e. errors include letters from 2 or more words present in the visual field)
- visual input lexicon
identifies strings of letters that form familiar words; helps to identify and distinguish unfamiliar words vs similar real words (ex. toble activates table), and initiates pronunciation of the unfamiliar word thru analogy to a similar real word
*words are identified on the basis of appearance and no attention is given to meaning at this point
ex. souch recognized as a nonword, and pronounced to rhyme w “couch”
selective impairment in 6. visual input lexicon
visual errors such as misreading ‘arrangement’ as ‘argument’ (wrong word activated from a familiar string of letters)
pathway 7 (bw visual input lexicon and semantic sys)
matches familiar words from the visual input lexicon w their meanings in the semantic sys
pathway 7 selective impairment
person cannot understand written words; however, person can distinguish real words from non words (bc visual input lexicon remains intact) and auditory comprehension, speaking, and writing are normal or near normal
- speech output lexicon
activates the spoken form of a word
in spontaneous productions, activation comes from semantic sys (4), in reading aloud activation comes from visual input lexicon (6) as well as semantic sys (4)
activation is a function of WORD FREQ, w less commonly used words being more difficult to access than commonly used words - partial activation may occur (i.e. only part of the word is correctly retrieved)
ex. speech = furry animal that barks activates dog
ex. reading = dog + furry animal that barks activates dog
selective impairment in 8. speech output lexicon (2 types)
ANOMIA = in which a person has full awareness of the meaning of the word yet is unable to retrieve the word
NEOLOGISTIC JARGONAPHASIA = in which person produces target-related neologisms (made-up words)
*in both types of impairment, the effect of word freq is observed (showing that damage is at this level and not at the phoneme level)
- phoneme level
indv distinct speech sounds are represented; guides speech production thru to articulation of speech sounds
ex. phonological representation of /dog/ is divided into phonemes and blended into dog which is then articulated
errors made at 9. phoneme level
slips of the tongue and apraxia of speech = in which substitution or misordering of phonemes occur - these errors are identifiable as phonemic errors bc they involve substitution of phonetically similar phonemes (ex. /b/ replaces /p/)
pathway 10 (bw speech output lexicon and phoneme level)
allows speech output lexicon and phoneme level to modulate each other; serves to speed up selection of entries in 8 and activation of phonemes at 9
errors at pathway 10 (bw speech output lexicon and phoneme level)
a word similar to the intended word is produced
ex. i have a fierce “migrating” headache
pathway 11 (bw auditory analysis sys and phoneme level)
allows for person to repeat unfamiliar words and non words w/o recognition or prior knowledge/comprehension of the word
*important for language acquisition in children
selective impairment in pathway 11 (bw auditory analysis sys and phoneme level)
in adult persons - repetition of non-words is far worse than repetition of real words (assuming that the real words are familiar)
pathway 12 (bw speech production and heard word)
provides auditory feedback while speaking
impairment in pathway 12 (bw speech production and heard word)
inability to detect or monitor one’s own mispronunciations (this is seen in jargon aphasia and some persons w wernicke’s aphasia, as persons make numerous pronunciation errors are unable to detect them)
pathway 14 (bw auditory input lexicon and speech output lexicon)
slim evidence for pathway
helps to complete whole-word route from auditory input to written output in which person doesn’t understand the word but is able to spell it
pathway 14 (bw visual input lexicon and speech output lexicon)
allows person to read aloud irregular words correctly w/o understanding what they mean
- reading of irregularly rather than regularly spelled words rules out the possibility of grapheme-phoneme conversion
- studies suggest that familiar words activate their pronunciation at the same time as, or more quickly than they activate their meaning
ex. misanthrope recognized and read aloud correctly even tho the speaker doesn’t know its meaning
- grapheme-phoneme conversion
allows letter by letter reading of non-words and unfamiliar words
ex. tal is sounded out as by indv phonemes
impairment in 15 (grapheme-phoneme conversion)
the person is unable to: convert letters to sounds and/or blend those sounds together to form words
- graphemic output lexicon
stores the spelling of familiar words and makes them available for writing, stores words w irregular and unpredictable spelling in whole-word form
errors at 16 (graphemic output lexicon)
stored items may not be activated completely - this results in a word which is misspelled but retains some of the unpredictable elements of its spelling
ex. esophageal spelled esophagial
pathway 17 (bw speech output lexicon and gramphemic output lexicon)
this link is responsible for slips of the pen, in which a normal writer may incorrectly write the intended word as another real word that sound identical or similar
ex. scene is spelled seen
- phoneme-grapheme conversion
allows a person to generate spelling for unfamiliar or invented words
hallmark are regularizations in which irregularly spelled words are misspelled the way they sound
ex. biscuit to biskit
impairment in 18 (phoneme grapheme conversion)
difficulties in which persons are unable to convert sounds to letters and rely heavily on whole-word retrieval
- grapheme level
contains abstract letter reps (not influenced by upper/lower case, handwriting/printing, spelling aloud/writing)
20.allograph level
contains spatial reps of letters (ex. upper vs lower case)
- graphic motor patterns
stores movement patterns necessary to create particular allographs
pathway 22 (bw written word and writing)
provides external feedback that allows u to monitor your own writing
impairment in 22 (bw written word and writing)
person in unable to attend sufficiently to visual or kinesthetic feedback
pathway 23 (bw visual analysis sys and grapheme)
allows words and non-words to be copied w/o being understood
