writing Flashcards
what are the diff between writing and speaking
-writing much slower
-writing normally in isolation
-we speak and listen more than we write
-less research for writing
what is a common mistake when writing as a child
spelling phonetically e.g scery for scary
what theory is inferred from this phonetic spelling
phonic mediation theory (luria 1970)
what is the phonic mediation theory
luria 1970
inner speech - sounds phonemes - sounds into letters - writing
-writing dependent on speaking
-you need inner voice to hear words in your head and put them on paper
-neuropsychological theory suggesting writing involves several steps
is english regular or irregular
some of english language is irregular e.g some sounds in diff words are represented by different letters
what does the irregularity of the english language pose questions around
is writing is so connected to speaking then how can we write some words as a child e.g silent e in there
-suggests there must be another pathway
-memory pathways that allow us to write irregular words
case of MH
-severe anomia but fluent lang (name 1/20 pics)
-unable to select rhyming pairs
-could write names of objects (15/20)
-could repeat non words but not spell them
-circumlocutions – preserved semantic sys
-low rhyming task performance –no inner speech
-could write names of objects she could not name –diff dictionary for spoken and written
-errors were morphological not phonological
case of EB
-54 yrs, stroke
-lost ability to speak
-excellent reading and speech comprehension
-no inner speech found by rhyming test, harder to find rhyming pair in words that were spelt diff e.g bear and chair harder than bee and tree
-shows he had no inner speech to hear the sounds
-could access orthography e.g better at words spelt same
-very good writing
case of PR
-phonological dysgraphia
-50 yrs, stroke
-normal comprehension and fluent speech
-good reading
-correct writing of common dictated words, poor writing of invented words
-could write indiv letters and repeat non words aloud
-first study casting doubt on phonic mediation theories for spelling
cases of JS and RD
-both wernickes
-neologistic jargonaphasia
-able to correctly spell words they couldnt pronounce e.g say sentez for penguin but could write penguin
-evidence against obligatory or unique phonic mediation route for spelling/writing
what is the dual route model for writing
more complex model
3 routes/ systems
1: auditory lexicon - graphemic lexicon - letters - writing
2: auditory lexicon - semantic system - graphemic lexicon - letters - writing
3: auditory lexicon - sound phonemes - sounds into letters - letters - writing
auditory lexicon =
inner speech
graphemes =
symbols representing sounds
-every time we learn spelling of a new word an entry for that spelling is stored in memory @ graphemic lexicon
case of JC
-deep dysgraphia
-problem in semantic/lexical route for writing
-broca aphasia
-good lang comprehension (spoken and written)
-semantic erros when writing e.g clock for time
what is deep dysgraphia
impairment in connections between semantic system and graphemic lexicon
auditory analysis system for the dual model of writing
-discriminates linguistic sounds e.g we recognise when people speak in another lang
-we also repeat words we have never heard before-we need non lexical route for that to translate sounds to graphemes
vargha-khodem et al 1994 study
-adolescent boy with amnesia
-problem encoding new memories
-brain tumour age 13, removed and treated with chemo
-consequence of surgery and treatment was amnesia and lang issues
-dev agnosia = unable to recognise things around them
-dev alexia = eventually lost ability to read
-good ability to draw from memory but could not say what he just drew
-prosopognosia = inability to recognise people around him
what was unusual about case study by vargha-khodem
-despite progressive problems, he was going to a special school and still performing ok
-he could pass maths and english with no memory
-way he learnt was by recording lectures and playing back the audio
-when asked about the audio he could not answer verbally but could write down his answers
-this is how he passed his exams
-his writing was still linked to memory
snowdon et al nun study
-studied nuns each year that lived in a convent
-did cog tests on nuns and studied their brain after death in post mortem
-studied linguistic complexity of essays nuns had to write when entering convent
-the more grammatical density in the essays, the lower incidences of alzheimers
