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Psycholinguistic Model > Psycholinguistic Boxes > Flashcards

Psycholinguistic Boxes Flashcards

1
Q

Speech Output Lexicon

A

Translates concepts of semantic representations into a code used at the phoneme level

Conceptual phonology of a word

Well on homophobe matching means you have access to phonology

Semantic representations –> phonemes

Access to words from semantic system determined by frequency

Activated if reading aloud

Storage for memory of the pronunciation of words

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2
Q

Breakdown in SOL

A

Tip of the Tongue Phenemonon

Paraphasias (semantic & phonemic)

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3
Q

Phoneme Level

A

knowing the phonemes and preparing motor execution

Individual distinctive speech sounds represented here

Guides speech production

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4
Q

Breakdown in PL

A

potential verbal apraxia

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5
Q

Visual Analysis System

A

“Letter recognizers”

Screens & identifies letters as familiar

Identifies component letters of words & notes their position within a word

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6
Q

Breakdown in VAS

A

Neglect dyslexia

Letter by letter reading

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7
Q

Visual Input Lexicon

A

Receives input from VAS and decides if it is a word or not
Knows you have seen the word before

Activates stored representations of meanings in semantic system

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8
Q

Semantic System

A

store house for words & their meanings

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9
Q

Breakdown in Semantic System

A

Surface dyslexia: if person has trouble understanding spoken and written words

Deep Dyslexia

Semantic Access Dyslexia

Direct Dyslexia

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10
Q

Grapheme to Phoneme Conversion

A

Translates familiar strings into phoneme strings

Always used for nonwords or regular words

IS NOT USED FOR IRREGULAR WORDS

GPC route to reading is more laborious, used for unskilled readers/dyslexics

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11
Q

Breakdown in GPC

A

Phonological Dyslexia

Deep Dyslexia

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12
Q

Auditory Analysis System

A

Distinguish between speech & non-speech

Main job=extract acousic information & match it with specific phonemes

Distinctive features & stored representations of phonemes

Just phonetic information

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13
Q

Breakdown in AAS

A

Pure word deafness

Unable to discriminate between real sounds & speech sounds

Cannot repeat or understand speech, not able to produce ANY words

Despite normal hearing, cannot discriminate acoustic signal of speech sounds

??speed of processing of the acoustic signal

Bilateral Temporal Lobe Lesion

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14
Q

AAS -> PL link

A

Pathway used for repetition of nonwords & unfamiliar words

No meaning attached to these words

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15
Q

Breakdown in AAS –> PL link

A

Auditory Phonological Agnosia

Acoustic to phoneme conversion pathway is impaired

Poor repetition of non words

auditory lexical decision task is normal, no issue with real words because they can go through the semantic route

can’t segment sounds from speech words

Problem=can never learn new words!!!!

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16
Q

Auditory Input Lexicon

A

AIL=phonological input buffer + phonological input lexicon

stage in between identifying phonemes & accessing meaning

Matches acoustic waveform to the stored representation (recognizes familiar spoken words)

Still phoneme string but this where you decide if it is a word or not

But no meaning here

From AIL, can either go to:

1) SS (if it is a known word)
2) SOL (can repeat word without accessing its’ meaning)

17
Q

Breakdown in AIL

A

Word meaning deafness

rare

difficulty only in understanding meaning of spoken words

Pt CAN still repeat spoken words/sentences (real & non words), but they just don’t understand it (because they end up just applying sublexical, bypass route) but don’t get to meaning because lesion is before SS

Intact reading comprehension

Intact spontaneous speech (so, SOL intact)

Intact writing to dictation, but they are MIS-SPELLING words because they are writing it as they hear it, words will be spelled phonetically)

Good repetition of words & non words

18
Q

AIL –> SS link

A

Allows heard words which have been recognized as familiar to access their meanings from the semantic system

19
Q

Breakdown in AIL –> SS & AIL–>PL link

A

Semantic Access Dysphasia/Category

deep deficit: both routes to word are impaired (sublexical route and between word recognition and word understanding)

Specific Auditory Comprehension deficit (difficulty comprehending names of inanimate objects)

category specific breakdowns

advantage for concrete words (if not completely impaired)

impaired function words

unable to repeat nonsense words, too (because sublexical route is impaired!!)

20
Q

Grapheme Output Lexicon

A

storehouse of orthographic representations that have been previously encountered

written version of SOL

abstract representation of sequence, not all or nothing

From GOL you get the abstract representation of the sequence (this is an all or nothing event)

21
Q

Breakdown in GOL

A

Central Dysgraphia

Able to spell orally, but cannot write names of target pictures

Good oral naming abilities & good written spelling

Usually get initial part of word correct

There is no distinction between regular &irregular words

Surface Dysgraphia

Pt unable to retrieve once familiar spellings from GOL, can’t spell homophones
Can spell regular words and non words (PGB intact) but not irregular words

22
Q

Grapheme Level

A

abstract description of each of the letters used in English

Know exactly where letters are and where they are supposed to go

23
Q

Breakdown at GL

A

Peripheral dysgraphias

Know correct # of letters you need, but pick wrong letters

24
Q

Graphomotor Patterns

A

letters represented as hand movements necessary to create allographs

25
Q

Phoneme to Grapheme Conversion

A

converting phonemes into corresponding graphemes

26
Q

Impairment in PGC

A

phonological dysgraphia

27
Q

Problem in SS

A

Only naming is impaired

28
Q

Problem GPC or PGC

A

only deficit is in reading and spelling

29
Q

If all 4 (oral reading, oral naming, written naming, written spelling) impaired

A

all output impaired

30
Q

if only oral (reading & naming) tasks affected

A

it’s the SS, SOL connection is where breakdown is

***oral reading/naming speaks to integrity of SS–>SOL

31
Q

If only written tasks impaired (naming & spelling)

A

speaks to integrity of SS–>GOL

written naming/spelling speaks to integrity of SS–>GOL

32
Q

if only problem with written naming

A

GOL problem

33
Q

Written names of words

A

Must access SS

34
Q

Written spelling

A

less demand because hear word, don’t have to go through SS

equivalent of oral reading

35
Q

Nonwords

A

Must use PGC of GPC

Psycholinguistic Model (5 decks)

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