Midterm Flashcards
What is meant by code in terms of language processing?
Connects form and meaning organized into a hierarchy (sentence, phrase, word, morpheme, phoneme)
Association Models
1800s anatomists who looked at clear types of brain injury. Each lesion was associated with a specific linguistic feature.
BDAE standardization
BDAE is standardized on PWA. This means that 50th percentile is in relation to other PWA.
BDAE fluent vs. nonfluent
Fluency evaluated based on best 3-5 utterances of Conversational and Expository Speech subtest.
<5=nonfluent
> or equal to 5= fluent
known vs. unknown contexts
In known context, client’s response is predictable (response to y/n questions/Cookie Theft description for example)
In unknown context, client’s response is unpredictable (conversational sample, for example)
BDAE speech ratings (describe two ratings)
Speech is rated as either:
Agrammatic: usually nonfluent, lacks inflectional markers, prepositions, verbs, copulas
Paragrammatic: fluent with unsystematic omission of morphemes, nouns, verbs, adjectives
BDAE Simple Social Response
Ask pt “How are you today?”
BDAE yes/no response
Ask pt “have you ever been here before?”
BDAE Familiar Info
Ask pt “What is your full name? What is your address?”
BDAE Complex Ideational Material
Aud Comp at 2 levels: sentence (does a cork float in water?) and paragraph (ask pairs of y/n questions about paragraph)
BDAE Nonverbal Agility
Test for apraxia.
BDAE Recitation
Culturally biased. Automatized sequences (days of the week, counting to 21), melody/rhythm of nursery rhymes and songs
Grade of prosody as well as knowledge
BDAE Naming
Responsive Naming (“What do we tell time with?”), Confrontational Naming (BNT)
Difference in HJ between BDAE and PAL?
In BDAE, it’s a reading task (there are stimuli that are irregular words that the patient must have learned their phonology and there are regular stimuli that patient must be able to map the phono rep onto). In PAL, it’s not a reading task.
Problem with BDAE Phrase/Sentence Reading subtest?
Not a homogenous set of stimuli
What level is repetition at that goes into diagnosis?
Sentence Level
What should you do if there is a weakness in writing on CAT?
Use PAL subtest because writing on CAT is weak.
Strengths of BDAE?
Both long form and short form. There are extended subtests to administer even if you give short form.
Allows you to diagnose whether or not there’s aphasia and what type.
Good measure to figure out which type of aphasia. Much better than WAB at diagnosing milder forms of aphasia.
WAB vs. BDAE (similarities and differences)
Similarities: classifies according to syndromes, similar subtests: aud comp, repetition, spontaneous speech, naming, reading, writing
Differences: WAB allows for phonemic, semantic, and tactile cues, upper limit of WAB aud comp is sentences whereas BDAE is paragraphs, WAB is an easier test to take and therefore more sensitive to more severe cases of aphasia, real objects for naming in the WAB, criteria for syndrome diagnosis is based on objective scoring in the WAB as opposed to a rating scale as on the BDAE
BDAE Extended Testing
Fables Auditory Comprehension Special Categories Auditory Comp: reversible sentences Repetition nonsense words Naming special categories Reading pseudohomophones Reading bound and derivational morphemes Writing irregular words, nonsense words, functors Oral spelling Writing verb forms, sentences
3 subtests of aud comp BDAE
Word Discrimination, Following Commands, Complex Ideation
Aspects of WAB Naming
In object naming, nothing abstract.
3 syndrome batteries: norm or criterion-referenced?
BDAE and WAB: criterion-referenced
CAT: norm-referenced
Strength in expression (naming) of CAT
Only syndrome test that looks at verbal expression (describing actions)
Aphasia-Communication Outcome Measure
ACOM. Good measure of QOL because it asks pt how effective they think their communication is certain environments.
BDAE Encoding
Dictation of words
Primer words, regular forms
Extended testing looks at irregular forms, nonsense words
Differences syndrome approach vs. psycholinguistic approach
In syndrome approach, all patients must be labeled with one category (type of aphasia, type of alexia, type of agraphia). In psycholinguistic approach, there can be multiple functional lesions.
Psycholinguistic Approach
Patient described in terms of damage to different processing operations
Patient can have more than one impairment (functional lesion) unlike in
syndrome where patient can only belong to one category
Classify patients in terms of language processing components, not entire
language tasks
Requires a detailed description of the patients’ use of language at all levels of
the language code and in all of the major language tasks
Lexical Errors
Verbal/semantic paraphasias. Formal (result is real word e.g. train to tree), semantic, mixed, unrelated
Sublexical errors
Phonemic paraphasias (result is nonword e.g. ghost to goth), neologism
Visual agnosia
Function lesion in visual object recognition system (visual perception, structural description)
Visual perception: able to see correctly
Structural description: able to interpret meaning of pi
Lemma vs lexeme
Lemma= Non-phonological representation of a word associated with semantic & grammatic information of "dog" Lexeme= all derived words from a single lemma
Dell’s 1997 Model-Naming Errors
Lexical Errors: errors at the lemma level which have syntactic constraints (arise due to impairment in lemma access)
Sublexical Errors: errors at the lexeme level which do not have syntactic constraints (arise due to impairment in phonological access)
Dell’s Model on Formal Errors: impairment in phonological access vs lemma access
Impairment in phonological access: error can be real or nonword and has no more likelihood of being same part of speech or not as target
Impairment in lemma access: error must be a real word, must be same part of speech as target
BDAE sentence comprehension
F=2 so score of 50% is at chance. Due to heterogeneity of stimuli, want to test further to see what sentences are difficult for pt to understand.
What kinds of errors tell us that there is an impairment in accessing semantic representation?
semantic errors in naming
and all other tasks, poor auditory and visual
word-picture matching
What kinds of errors tell us that there is an impairment in accessing phonological output lexicon?
Patient who can write name of object
but cannot name it
Patient with good auditory and reading
comprehension but poor naming of object
