Week Seven Flashcards
What are the two steps of word production?
Step One: Word form selection
- Semantic feature network
- Lexical network
- Phonological network
Step Two: Phonological encoding
- Lexical network
- Phonological network
What is the semantic memory?
How we store things in the brain.
What is involved in step 1 of the model of word production?
It comprises of the semantic feature network, lexical network and phonological network.
The first step involves word form selection. To do this you need semantic feedforward information and phonological feedback information to select the right word (lexical representation).
What occurs if something goes wrong in step 1?
Semantic errors (cat - dog, knife - fork):
- When semantic activation is weak, other words that have been semantically selected may be chosen in error
Omissions (no response):
- Occurs when no word form is active enough to be retrieved
phonemic paraphasia error (cat - hat):
- Occurs when feedback from the phonological network activates phonologically related word forms (word nodes)
Unrelated Error (cat - log):
- Also occurs due to phonological feedback errors, but on semantically primed phonemes. For example, dog is activated in the semantic network (cat is intended) then in the phonological network log is then activated
Mixed error ( cat - rat):
- Occurs when both feedforward from the semantic network and feedback from the phonological network select the incorrect word form (word node) that is both phonologically and semantically related.
Describe step 2 of the word production model
After step 1, a selection of word representation has been made (either target word or error).
The selected word is then phonologically encoded.
Errors that can occur in step 2
phonemic paraphasia or a phonemic substitution that by chance creates a real word.
Phonemic paraphasias also occur in step 1. To distinguish the two, word errors occuring at the lexical level tend to share fewer phonemes with the target word.
Non-word (cat - dat)
Anticipation (blue moon - mue moon)
Exchange (blue moon - mue bloon)
How do you assess word production?
-Picture naming tasks and repetition (Boston naming test)
- Important to consider the characteristic of the words such as:
- Word frequency: lexical + semantic properties (more frequent= stronger lexical representation)
- Imageability: lexical + semantic properties (integrity of semantic properties)
- Word length: lexical + phonological properties (longer words more difficult to shorter)
- Lexicality: Lexical + phonological properties (whether or not word adheres to phonosyntatic constraints of the language. Adherence = easier, violation = harder)
How do you treat word production?
Cueing Hierarchies:
- Semantic or phonemic cues
- inconsistent results
- Poor generalisation
- Easy to implement
- Good to teach self-cueing
Examples (least to most support):
- Semantic cue (do you drink out of it? cup)
- Give a sentence (you drink out of a…)
- First sound
- Spell/written form
- Give the word and ask to repeat
Semantic Feature analysis
Verb network strengthening
Phonology treatment
Describe semantic feature analysis
- Focuses on the lexical and semantic network
- 3 steps
1. Picture naming
2. Feature generation
3. Picture naming
Involves creating a “map” of a target word. Includes the target word’s: group, use, action, properties, location and association.
- Important that it is the client who creates the semantic map. This means it strengthens THEIR semantic network and not yours (my representation and their representation is different).
- Don’t just pick typical examples. Having a wider range of stimuli = more generalisation and extended maps
- Consider the frequency, imageability, word length, and lexicality when choosing words.
Describe verb network strengthening
- Focuses on semantic network and lexical network
- Use a sentence to retrieve verbs and the thematic roles
- 6 steps
1. Generate agents and patients ( Dad drive boat)
2. read responses out loud
3. Expand one schema with wh-questions (where? in bay behind our house)
4. Make semantic judgements about sentences clinician reads aloud (incorrect: the teacher drives a tank)
5. Produce target verb independently
6. Repeat step 1. without clinician cues - By targeting verbs, you are also activating agents, patients and related verbs.
Describe treatments of phonology
Indirect
- oral reading (read words of varying complexity and if phonemic paraphasias occur, cueing is provided)
Direct
- Input and output tasks to improve phonological encoding
- Phonological component analysis
- Phonomotor treatment
- oral awareness training (sounds produced in isolation)
- simple non word training
What neuroplasticity principles are involved in the Verb network strengthening approaches?
Specificity
- Thematic roles assignment is highly specific to events
Salience
- Thematic role knowledge is obtained through everyday experience
Generalization
- Large networks can be activated by one verb
Repetition
- Lots of repetition
