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Aphasia > Psycholinguistic Model > Flashcards

Psycholinguistic Model Flashcards

1
Q

Ellis and Young

A

1988 psycholinguistic model of aphasia (just at the word level)
-describes aphasia based on functional lesion

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2
Q

prognostic factors

A
  • traumatic lesion better outcome than vascular

- site of lesion: angular gyrus involvement less chance of recovery (becuase of aud comp)

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3
Q

Tx factors

A
  • bhogal et al 2003: need at least 2 hours/week to make a difference; intense treatent (more than 8.8 hrs a week) over a short period of time is more effective than less intense over longer period
  • Robey 1998: treatment during acute preiod is 2x more effective
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4
Q

Syndrome approach

A

BDAE

WAB

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5
Q

BDAE

A

sensitive for MILD affected patients

  • type of aphasia determined based on rating scale profile of speech characteristics: articulatory agility, phrase length, grammatical form, melodic line, paraphasias in running speech, word finding, sentence repetition, auditory comprehension
  • based on conversational and expository speech
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6
Q

WAB

A
  • better for lower level patients

- criteria for determinng syndome is based on objective scores, rather than a rating scale

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7
Q

Auditory analysis system (AAS)

A

feature detector (i.e. stop consonant/voied/voiceless)

  • dstinguishes between speech and nonspeech
  • detects frequency, freqeucny changes, VOT
  • activates stored rep of PHONEME
  • no meaning or words yet, ONLY phonetic info
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8
Q

auditory input lexicon (AIL)

A
  • first level where brain recognizes WORD
  • matches acoustic waveform to stored word representation
  • NO MEANING YET
  • basically recognizes familiar spoken words
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9
Q

Semantic system

A
  • storehouse for words and their meanings

- everything revolves around it

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10
Q

speech output lexicon (SOL)

A

storage for memory of pronunciation of words

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11
Q

Phoneme Level (PL)

A

-speech.. speicies how you are going to say the word

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12
Q

AIL–>SS link

A
  • request for meaning of the recognized word happens between this connection
  • -allows heard recognized words to access meaning from semantic system
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13
Q

AAS–>PL link

A

-pathway often used for repetition of nonwords and unfamiliar words
-no meaning attached to these words, so they can’t go through the semantic system
(bypass route)

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14
Q

Repetition of REAL words route

A

AAS–>AIL–>SS–>SOL–>PL

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15
Q

AUD COMP words

A

AAS–>AIL–>SS–>SOL–>PL
or
AAS–>PL (for nonwords)

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16
Q

Visual Analysis System (VAS)

A

-identifies component letters of written words and notes position within the word

17
Q

Visual Input Lexicon (VIL)

A
  • represenation of thousands of words within this lexicon
  • receives input from VAS letter recognizers and activates the stored representations of words
  • activates meaning in the semantic system
18
Q

SS

A

store house for words and their meanings

19
Q

Speech Output Lexicon (SOL)

A

-semantic system can activate words spoken form here, allowing for the word to be read aloud

20
Q

Grapheme to Phoneme Conversion route (GPC)

A

receives input from VAS
-translates familiar letter storings into phoneme strings (i.e. how we read unfamiliar words
=used only occassionally by normal adult readers, as it is laborious and skilled readers have 1000s of word reps already storied in lexicon
-used by young readers and patients with dyslexia

21
Q

Reading via Meaning Route

A

VAS–>VIL–>SS–>SOL–>PL

22
Q

Whole-Word Bypass route

A

VAS–>VIL–>SOL–PL

?

23
Q

Sublexical route for unfamiliar/nonwords

A

VAS–>GPC–>Pl

24
Q

reading words

A 
VAS-->VIL-->SS-->SOL-->PL
or
VAS-->VIL-->SOL-->PL (bypass meaning)
or
VAS-->GPC-->PL (sublexical route)
25
Q

Written naming

A

Picture Input
SS
Grapheme Output Lexicon (GOL)
-storehouse of orthographic reps that were previously encountered
-words can be retrieved from GOL in response to SS, AIL, and SOL
-pts with dysphagia often write PART of the words/letters, indicated only partial activation of the representation from this lexicon

26
Q

grapheme level (GL)

A
  • abstract description of each of letters used in english… where you get letters/spelling out
  • similar to PL
27
Q

Central dyslexias

A
  • direct dyslexia
  • surface dyslexia
  • phonological dyslexia
  • deep dyslexia
28
Q

direct dyslexia/reading without meaning

A
  • reading without meaning
  • can read words aloud but breakdown in semantic system and don’t get meaning
  • lesion: SS

-tx: match words with pictures and train semantic info

29
Q

surface dyslexia

A
  • good at reading nonwords
  • cant read irregular words, produce regularization errors
  • lesion: VIL->SS

tx: train digraphs so GPC is more effective, OR treat SS and target irregular words

30
Q

phonological dyslexia

A
  • cant use GPC, cant read nonwords
    deficit: GPC

tx: train decoding to increase GPC efficiency

31
Q

deep dyslexia

A
  • cant use GPC route to read nonwords, or direct route to read irregular words
  • many semantic errors
  • abstract words more difficult, do better with concrete
  • errors on function words

lesion: bypass and direct route SS
- imperfect semantic access and cant fall back on GPC route

-tx: strengthen semantic connections and train use of GPC

32
Q

central dysgraphias

A
  • phonological dysgraphia
  • surface dysgraphia
  • deep dysgraphia
33
Q

phonological dysgraphia

A
  • can write regular and irregular KNOWN words
  • cant write nonwords
  • must write via semantics
  • lesion: PGC
  • tx: train PGC for decoding
34
Q

surface dysgraphia

A
  • can spell regular and nonwords via PGC
  • cant use direct route to spell irregular words (cant get once familiar spelling from GOL)
  • lesion: OOL/GOl
    tx: train digraphs to increase PGC efficiency, or treat semantic route to strengthen direct route
35
Q

deep dysgraphia

A
  • make semantic errors in writing to dictation
  • between with concrete words than abstract
  • PGC route impaired too so cant write nonwords

lesion: SS–>GOL, PGC
- usually fall back on using imperfect semantic system to spell

-tx: strengthen semantic system and PGC

Aphasia (4 decks)

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