PALPA Flashcards
Norms
Criterion references batter of tests
Norms on people with aphasia & non-brain damaged subjects
Nonword Minimal Pairs
Auditory Processing
Listen to 2 non words, are they the same/different?
e.g. zog/zeg, zog/zog
Tests AAS
Discrimination using Word Minimal Pairs
Auditory Processing
Listen to 2 words & say if they are same/different
If they do well on this task, but do NOT do well on nonword minimal pairs, this implies they’re relying on their SS to make judgments, therefore, AIL will be impaired
Helps determine how much semantic/lexical info is contributing to auditory processing abilities
Tests AAS
Minimal Pair Discrimination Requiring Written Word Selection
Auditory Processing
Pt shown two words “Pill Bill” and clinian reads a word. Pt has to circle which one clinician says
Tests VAS
Discrimination of words can use lexical processes (and semantic processes)
Compare to non word task to look at the pts reliance on lexical contexts for phonemic perception
Minimal Pair Discrimination Using Picture Selection
Auditory Processing
Requires pt to match single heart word with corresponding picture from choice of 3 pictures which are phonologically related
FO3, Say Word, Point to pic that means it (goat, boat, coat)
Tests AAS & SS
If pt has impairment at PIL, the picture distractors will increase likelihood of phoneme errors
Imageability & Frequency Auditory Lexical Decision
Auditory Processing
Pt listens to words & non words, judge if word is real or not
Looks at effect of imageability & frequency in deciding whether or not something is a word
Significant effect on imageability in auditory lexical decision, implies that the pt is using SS on which to base a decision
Tests AIL
Auditory Lexical Decision & Morphology
Auditory Processing
pt says whether word is real or not (e.g. “Happiness” vs. “Happiment”)
If pt makes false + errors, it suggests they can’t judge whether they are legal pairings or not; if morpho errors are also made in Visual Lexical Decision it suggests semantic locus for difficulty, or even an output locus)
If makes morpho errors when tasks presented auditory by NOT visually, it suggests there is a problem at PIL
Tests AIL & morphology
Syllable Length Repetition
Auditory Processing
Looks at effect of syllable length on auditory word repetition (of real words)
Pt who have more difficulty in longer words may have problem at POB or below
If there is trouble at POB, may result in phonol forms that are not real words
Tests AAS–>PL
Non word Repetition
Auditory Processing
Tests integrity of sublexical acoustic-phonological conversion
Tests AAS–>PL
if they have difficulty with longer lengths, output locus may be suspected
Imageability & Frequency Repetition
Auditory Processing
words and nonwords, looks for imageability and frequency effects in auditory repetition
imageability effect in repetition with semantic errors suggests that repetition is taking place via SS
Grammatical Class Repetition
Auditory Processing
Repetition of grammatical word classes N, Adj, V, functors
looks for effect of grammatical word class in repetition
if pt has problem in repeating functors (and perhaps verbs) suggests pt using semantic-syntactic system to repeat
Lexical Morphology & Repetition
Auditory Processing
Looks at if repetition is effected by morphological complexity
Includes controls to rule out morphological vs. phonological (e.g. “orchard” vs “tortured”)
Sentence Repetition
Auditory Processing
Ability to repeat sentences aloud
Examines to which extent syntactic & semantic variables influence the pts ability to process/produce a meaningful and syntactically coherent string of words
Auditory Digit Span
Tests Phonological STM , PL
Selective deficit of repetition span may reflect an impairment of phonol output buffer
YET: auditory repetition may involve input processing deficit; however, deficit may rather reflect impairment of an output buffer
Rhyme Judgment Requiring Picture Judgment
Auditory Processing
Assesses whether pt can select pic whose name rhymes with a given stimulus picture
Requires pt to first retrieve pic names for phonol output lexicon
Tests Pic input –> SOL
Word Rhyme Judgment
Auditory Processing
Tests integrity of phonol STM storage, attentional abilities, input processing abilities, segmentation skills
Pt hears 2 words and needs to say if they rhyme or not OR they see 2 written words and say whether they rhyme or not
Phonological Segmentation of Initial Sounds
Auditory Processing
listen to monosyllabic word, segment initial sound, point to letter that is the initial sound
requires PGC
tests AAS independent of lexical and phonoloigc processes
Phonological Segmentation of Final Sounds
Auditory Processing
listen to word, segment final sound, point to letter that is the final sound
need PGC
AAS independent of phonological and lexical processes
Letter Discrimination - Mirror Reversal
Reading & Spelling
must distinguish between correct form and mirror-reversed form of individual wrritten letters
they need to cricle the wrong way letters
difficult for those with deficits in written letter identification
Tests VAS
Uppercase/Lowercase Letter Matching
Reading & Spelling
find the correct lower case form to match a given upper case form
distractor letters visually similar to target
don’t need to NAME the letter, just have to MARK it
Tests VAS
Lower to Uppercase Letter Matching
Reading & Spelling
must find correct upper case form to match a given lower case form
distractor letters visually similar to target
do not have to NAME the letter, just have to MARK it
Tests VAS
Letter Discrimination: Words & Non Words
Reading & Spelling
Examines whether pt can match upper and lower case letters in multi-letter strings
has to decide if pairs are same/different
e.g. bribe - BRIBE
Decisions to non words pairs not helped my lexical information
Decisions to word pairs can be based on lexical knowledge (if they do well on real words, they’ve determined its a word, but not meaning yet)
Tests VAS (more complex)
Letter Naming & Sounding
Reading & Spelling
Name AND sound the letters of the alphabet
People with dyslexia have difficult time with this task
Test GPC
Spoken Letter Written Letter Matching
Reading & Spelling
Match heard letter or letter sound with its appropriate written form
Have to be able to identify written letters and process the heard letter aurally and match it with the written form
Choose from FO4 (w/distractors)
Tests GPC
Visual Lexical Decision Legality
Reading & Spelling
Letter combinations with illegal combinations, mark the words that are real words
Can use orthotactic or phonotactic properties to make decisions about words
Tests VIL
Visual Lexical Decision Imageability x Frequency
Reading & Spelling
4 word sets:
1) High imageability - High frequency
2) High imageability - Low frequency
3) Low imageability - Low frequency
4) Low imageability - High Frequency
Has real and non words - have to decide which words are real
Tests VIL
Visual Lexical Decision: Morphological Endings
Reading & Spelling
Mark real words with morphological endings
Real and non words are familiar looking (e.g. “fullen, wises”)
Tests VIL & morphology
Visual Lexical Decision: Regularity
Reading & Spelling
All words spelled phonetically
Some words are real words and some are not
Pt has to say say which are words they recognize as real
If pt is only using GPC they will mark words that sound like real words (“brite”) that are spelled phonetically instead of their normal irregular spelling (“bright”)
Homophone Decision/Pseudohomophone Judgment
Reading & Spelling
Assesses ability to judge whether 2 written words have the same sound & whether 2 written non words have the same sound
in the case of non words, pairs of items may need to be held in the phonological output buffer long enough for a comparison to be made
Tests GPC
Oral Reading: Letter Length
Reading & Spelling
reveals letter length effects in single word reading of real words
“please read each word out loud as clearly as you can”
Tests Reading Route (VAS –> VIL –> (SS) –> SOL –> PL
Oral Reading: Syllable Length
Reading & Spelling
3-6 letters that vary in length of syllables 1-3 syllables
Tests Phonological Output (if difficulties with increased length)
Oral Reading Imageability x Frequency
Reading & Spelling
4 sets of real words:
1) High imageability - High frequency
2) High imageability - Low frequency
3) Low imageability - Low frequency
4) Low imageability - High Frequency
**Imageability effects appear to affect the semantic system and frequency effects indicate reliance on lexical, but not necessarily semantic
Oral Reading: Grammatical Class
Reading & Spelling
Looks at effects of grammatical word class in reading aloud (N, V, Adj, Functors)
grammatical class effects in oral reading has been noted in some acquired dyslexias
due to underlying semantic-sytnactic deficits?
Oral Reading: Grammatical Class x Imageability
Reading & Spelling
Effects of grammatical class when reading aloud with equal imageability
Looking at how important imageabiltiy is for reading
Oral Reading: Morphological Endings
Reading & Spelling
looks at if reading is effected by morphological complexity
Spelling-Sound Regularity in Reading
Reading & Spelling
Looks at if reading is effected by spelling-sound regularity (can they read phonetically)
e.g. “wolf” “yacht”
All real words, should be read by lexical route
Oral Reading: Non Words
Reading & Spelling
monosyllabic 3-6 letter words
Tests GPC route
Oral Reading: Sentences
Reading & Spelling
Tests ability to read written sentences aloud & looks at extent to which it is influenced by syntactic & semantic variables
Homophone Definition & Regularity
Reading & Spelling
Ability to access meaning of word directly form visual/written form rather than its sound
Pt shown written word, asked to define it, then say it aloud
Helpful in testing pts who read phonologically
Surface Dyslexia (rely on sublexical reading) would have trouble with this task***
Spelling to Dictation: Letter Length
Reading & Spelling
Spelling to dictation, 3-6 letters, monosyllabic words
**If Peripheral Dysgraphia, they will have trouble with grapheme level representations and show length effects in spelling
Spelling to Dictation: Imageability x Frequency
Reading & Spelling
written spelling to dictation
looks for effect of imageability and on frequency on spelling
Tests output
Spelling to Dictation: Grammatical Class
Reading & Spelling
Written spelling to dictation
looks at effects of grammatical class (N, V, Adj, Functors) on spelling
Also matched for imageability
Spelling to Dictation: Grammatical Class x Imageability
Reading & Spelling
Nouns and functors are matched for imageability & frequency
Spelling to Dictation: Morphological Endings
Reading & Spelling
Is spelling affected by morphological complexity?
Spelling to Dictation: Regularity
Reading & Spelling
Is spelling affected by sound-spelling regularity
Regular & irregular words given to spell
Spelling to Dictation: Non Words
Reading & Spelling
3-6 letters
Spelling to Dictation: Disambiguated Homophones
Reading & Spelling
Ability to spell homophones correctly to dictation
Meaning of word is also given to disambiguate intended spelling
e.g. “bear - large animal with shaggy hair & claws”
Tests SS–>GOL
Spoken Word-Picture Matching
Picture & Word Semantics
Assess semantic comprehension
“Point to the picture that matches the word I say”
There are 5 pictures, 4 of which are distractors
1) Close Semantic Distractor: from same superordinate category (>errors here indicate high level semantic impairment)
2) More Distant Semantic Distractor: (>errors here indicate more widespread deficit)
3) Visually Similar Distractor:(>errors here indicate perceptual component) if there are > errors then use Pal Trees with written to determine
4) Unrelated Distractor
Tests Semantic through Auditory Modality
Written Word Picture Matching
Picture & Word Semantics
Similar to Spoken Word-Picture Matching - CANNOT give both at same time because same stimuli!!!
“Point to the picture that matches the written word”
Tests semantic through written modality
Difficulty with Spoken AND Written Word Picture Matching??
Indicates central semantic problem
Auditory Synonym Judgment
Picture & Word Semantics
Judge if 2 spoken words are close in meaning
1/2 words are high imageability and the other 1/2 are low imageability stimuli
If >errors with low imageability items, find out if pt makes semantic errors in comprehension
Written Synonym Judgment
Picture & Word Semantics
Judge if two written words are close in meaning
Same as auditory synonym judgment
Comparison of Auditory and Written Synonym Judgment
shows central semantic difficulty compared to modality specific processing problem
Word Semantic Association
Picture & Word Semantics
Select a word that is closely semantically related to another word
All written words
High & low imageability
Fo4
Spoken Word-Written Word Matching
Picture & Word Semantics
match heard word to corresponding written word
correct answers CAN bypass semantic system and be based on information of PGC
if overlying on semantics, will see semantic errors!
2 versions of this test:
1) Distractor words are near synonyms of the stimulus word
2) Distractor words are structurally but not semantically related (if >errors here, test auditory input & visual processing)
Picture Naming x Oral Reading, Repetition & Written Spelling
Picture & Word Semantics
Picture naming, byt allows for comparison on a variety of output forms
Can’t use more than 1 modality in a test session because same stimuli, but can compare performance to other tests
Tests semantics via multiple routes
Picture Naming x Frequency
Picture & Word Semantics
Effect of word frequency on picture naming abilities
Sentence Picture Matching - Auditory Version
Sentence Comprehension
Use picture to determine comprehension of heard sentences
4 main types of sentence constructions:
1) Reversible
2) Non-reversible
3) Gapped
4) Converse
Performance can also be assessed best on V and Adj
For each heard sentence, pt points to picture that corr. best with picture
Fo3
Pattern of errors determines which sentence construction of comprehension are impaired
Tests semantics & syntax at sentence level
Sentence Picture Matching - Written Version
Sentence Comprehension
Pt reads the sentence and is shown 3 pictures, pt points to picture that best corr with sentence
Person reads sentence SILENTLY
Pattern of errors provides information about constructions that are difficult
Auditory Comprehension of Verbs & Adjectives
Sentence Comprehension
Tests the comprehension of verbs & adj from sentence-picture matching task using a simple Q&A format
e.g. “I am going to say a word. Then I am going to say what it means. Sometimes I am right, and sometimes I am wrong. Say yes if you think right, say no if wrong”
**if pt performs poorly on this task, test comprehension of single word/pictures
Auditory Comprehension for Locative Relations
Sentence Comprehension
Uses pictures to test comprehension of locative prepositions in phrases spoken by examiner
Fo4: there are 3 distractor pictures and 1 target picture
Phrase stimuli consists of 2 referents and the spatial relationship between them
Referents may be inanimate, animate, or abstract
Written Comprehension of Locative Relations
Sentence Comprehension
Client reads written phrase and points to the picture that best fits
Pointing Span for Noun/Verb Sequences
Sentence Comprehension
Measures processing abilities in phonological STM
Only requires pointing response, thus relevant for individuals with speech production difficulties
N-V, N-V-NP uses (SV, SVO structures)
Length of sentence increases as task continues
If pt has a span 5-6+ it is unlikely that PSTM is impaired for sentence comprehension
