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Background: In aphasia, impairments affecting stages after lexical access have been subdivided into three types: 1. impairments specifying a sequence of phonemes after lexical access (the reproduction variety of conduction aphasia, CA); 2. impairments holding on to these representations during articulatory planning (the shortterm memory (STM) variety of CA); and 3. Impairments specifying integrated articulatory/motor plans for clusters of phonemes (apraxia of speech, AoS). Models of speech production, however, suggest more articulated possibilities (i.e., different subtypes of articulatory impairments). Aims: We investigated the impairment in a person with aphasia whose preliminary assessment revealed mixed speech characteristics, combining features typically used to identify CA -phonological errors across tasks and repeated attempts at the target -with features typically used to identify AoS -phonetic errors and word dysfluencies (phoneme elongations and syllabifications). Our preliminary hypothesis was that there was a difficulty transferring information from an (intact) phonological output buffer to articulatory planning. Slow/noisy transfer would predict dysfluencies, errors selecting motor programs, but also repeated attempts (RA) at revising the output in the face of intact feedback and intact original representations. This hypothesis also predicts effects of position and phonological complexity. Method and Procedure: We tested CS's word and nonword repetition, word reading, and picture naming. We quantified lexical and non-lexical errors, repeated attempts, phonetic errors, and syllabifications. We assessed effects of word frequency, word length, phoneme position, and syllabic and phonological complexity. Results: CS made similar errors across tasks, consistent with a postlexical impairment. His RAs most often built up a correct target from fragments and/or previously incorrect attempts, similar to a conduite d'approche. He also produced more errors in later positions, and more repeated attempts on longer words. However, inconsistent with decay from an output buffer, phonological errors did not increase with word length. Finally, frequency mattered, ARTICLE HISTORY

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Students who go into a profession such as psychology often characterize traits such as empathy and compassion to a higher degree than those outside those fields. However, they are also vulnerable to empathy-and compassion-fatigue which can lead to them being unable to provide compassion to both self and others (Beaumont et al., 2015). In countries such as Turkey and Sri Lanka, where psychology is an emerging field, understanding these traits in student populations can provide insight on how to provide support in these professions. Participants were recruited from Sri Lanka and Turkey divided into psychology students (Sri Lanka: n=25 Age M=22.5 SD=2.9, Turkey: N=109 Age M=21.4 SD=1.2) and non-psychology students (Sri Lanka: N=26 Age M=27.3 SD=9.4, Turley: N=38 Age M=20.4 SD=1.6). The Sri Lankan data also included Buddhist monks who practiced mindfulness meditation (N=22 Age M=20.4 SD=4.9). The participants completed an empathy-compassion task and the Self-Compassion Scale (Neff, 2003). The study found no difference in empathy between the groups in either country, but there was a difference between psychology students in Sri Lanka and Turkey t(198)=2.772, p=.006. While there was no difference in compassion between the groups in Sri Lanka, there was a difference in Turkey t(126)=2.175, p=.032. There was difference for self-compassion in Sri Lanka t(49)=-2.332, p=.024 but not in Turkey. There was also a significant difference of selfcompassion between psychology students and Buddhist Monks in Sri Lanka (t(45)=-2.735, p=.009). The results suggest that there is a need to support student psychologists in developing these traits.

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