Stress assignment in German patients with surface dyslexia

Stress assignment in aphasia: Word and non-word reading and non-word repetition

“…The patient group was relatively small and heterogeneous. However, the current findings, are in line with earlier reading, naming, and speech data of Italian and German aphasic patients (Cappa et al, 1997;Galante et al, 2000;Janssen, 2003;Laganaro et al, 2002;Miceli & Caramazza, 1993) which have shown that stress production of the patients relies on the stress regularities of the language. Our study has shown that in both reading and repetition, syllable structure and word length information are used as a cue for stress assignment by the aphasic patients tested in this experiment.…”

“…Nevertheless, the available results from the non-word reading task endorse findings of previous studies that have shown a preference for regular stress assignment of non-words in aphasic subjects (e.g. Galante et al, 2000, Janssen, 2003, Laganaro et al, 2002, as well as control subjects (Nouveau, 1994). The findings thus matched the expectation that both the aphasic and control groups assign regular stress to non-words.…”

“…Over the years, evidence has accumulated that patients with aphasia may display difficulties in stress assignment (Cappa, Nespor, Ielasi, & Miozzo, 1997;Galante, Tralli, Zuffi, & Avanzi, 2000;Janssen, 2003;Laganaro, Vacheresse, & Frauenfelder, 2002;Miceli & Caramazza, 1993). The general pattern of findings for the patients under investigation is that regularization of stress occurs in their output.…”

“…The stress difficulties have generally been attested in reading aloud words and non-words (Cappa et al, 1997;Galante et al, 2000;Janssen, 2003;Laganaro et al, 2002;Miceli & Caramazza, 1993), but also in picture naming and spontaneous speech (Cappa et al, 1997;Laganaro et al, 2002). It has been proposed that the stress errors in reading aloud reflect reliance on a non-lexical route in reading.…”

Prefixes repel stress in reading aloud: Evidence from surface dyslexia

“…Stress regularization errors in acquired, as well as developmental, surface dyslexia have been 1 For consistency reasons we chose to report transcriptions throughout the article using the phonemic vocabulary of the dual-route cascaded model. The glossary of the DRC phonemic vocabulary is provided in Appendix A. c o r t e x 7 4 ( 2 0 1 6 ) 1 9 1 e2 0 5 observed in different languages, including English (Marshall & Newcombe, 1973), Italian (e.g., Galante, Tralli, Zuffi, & Avanzi, 2000;Laganaro, Vacheresse, & Frauenfelder, 2002;Miceli & Caramazza, 1993;Paizi, Zoccolotti, & Burani, 2011;Trenta, Benassi, Di Filippo, Pontillo, & Zoccolotti, 2013;Zoccolotti et al, 1999), German (Janssen, 2003), Filipino (Dulay & Hanley, 2015), and Hebrew (Friedmann & Lukov, 2008). In the majority of these studies, stress errors involved overgeneralizations of the most frequent stress pattern of the given language.…”