The consequences of progressive phonological impairment for reading aloud

Woollams, Anna M.; Patterson, Karalyn

doi:10.1016/j.neuropsychologia.2012.09.020

Cited by 15 publications

(16 citation statements)

References 65 publications

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“…We speculate that one possible explanation for this pattern of results is that a mild disadvantage in phonological processing might in fact have provided the impetus for increased reliance on semantic activation to cope with words with atypical spelling-sound mappings in the first instance, as these load highly on phonological processing due to the conflicting pronunciations they activate (Woollams and Patterson, 2012). …”

Section: Discussionmentioning

confidence: 99%

Do You Read How I Read? Systematic Individual Differences in Semantic Reliance amongst Normal Readers

et al. 2016

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The extent to which meaning is involved in reading aloud has proven an area of longstanding debate, and current computational models differ on this dimension. The connectionist triangle model proposes that normal individuals rely on semantic information for correct reading of words with atypical spelling-sound relationships, but to varying degrees. This proposed individual difference would account for the varying stage of decline at which patients with semantic dementia first show the reading impairment known as surface dyslexia. Recent neuroimaging data has provided validation of this view, showing that individual differences in degree of semantic reliance during exception word reading predict the amount of activation in left anterior temporal regions associated with semantic processing. This study aimed to establish the cognitive correlates of individual differences in semantic reliance during exception word reading. Experiment 1 used a subgrouping approach with 32 participants and found larger imageability and semantic priming effects specifically for exception word reading amongst high relative to low semantic reliance readers. High semantic reliance readers also tended to read nonwords more slowly than low semantic reliance readers. A second experiment used a regression approach with 129 readers and confirmed the relationship of degree of semantic reliance both to imageability effects in exception word reading and speed of nonword reading. Further, while the performance of the higher semantic readers revealed no significant association with semantic processing tasks, there was a negative relationship with rhyme processing tasks. We therefore speculate that differences in phonological abilities may be responsible for varying degrees of semantic reliance in reading aloud. This proposal accords with the results of functional imaging showing that higher semantic reliance during exception word reading corresponds to lower activation in left pre-central gyrus, an area associated with direct spelling sound mapping and phonological processing. Our results therefore establish the nature of systematic individual differences in degree of semantic involvement amongst normal readers, and suggest directions for future neuroimaging and computational modeling research to uncover their origins.

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Section: Discussionmentioning

confidence: 99%

Do You Read How I Read? Systematic Individual Differences in Semantic Reliance amongst Normal Readers

et al. 2016

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“…While a number of models can account for basic facts about acquired dyslexia, recent case-series data have indicated that these disorders are in fact more multi-faceted, dynamic and variable than previously thought [11][12][13]. This paper aims to demonstrate that these case-series data on acquired dyslexia can be best accommodated within connectionist models.…”

Section: Introductionmentioning

confidence: 90%

“…A similar pattern is seen irrespective of whether damage is focused more anteriorly on the insula or more posteriorly on the intraparietal sulcus [56][57][58], consistent with the perisylvian network view. The reading problems seen in progressive non-fluent aphasia do seem to stem directly from the phonological processing deficits, as performance for both nonwords and exception words are predicted by the rate of phonological errors in picture naming [13]. The stronger influence of lexicality upon reading performance in chronic non-fluent stroke aphasia than progressive non-fluent aphasia is illustrated in figure 2b.…”

Section: (A) Recovery and Relearningmentioning

confidence: 96%

Connectionist neuropsychology: uncovering ultimate causes of acquired dyslexia

Woollams

2014

Phil. Trans. R. Soc. B

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Acquired dyslexia offers a unique window on to the nature of the cognitive and neural architecture supporting skilled reading. This paper provides an integrative overview of recent empirical and computational work on acquired dyslexia within the context of the primary systems framework as implemented in connectionist neuropsychological models. This view proposes that damage to general visual, phonological or semantic processing abilities are the root causes of different forms of acquired dyslexia. Recent case-series behavioural evidence concerning pure alexia, phonological dyslexia and surface dyslexia that supports this perspective is presented. Lesion simulations of these findings within connectionist models of reading demonstrate the viability of this approach. The commitment of such models to learnt representations allows them to capture key aspects of performance in each type of acquired dyslexia, particularly the associated non-reading deficits, the role of relearning and the influence of individual differences in the premorbid state of the reading system. Identification of these factors not only advances our understanding of acquired dyslexia and the mechanisms of normal reading but they are also relevant to the complex interactions underpinning developmental reading disorders.

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“…Critically, such patients also have visual deficits for nonorthographic stimuli such as checkerboards and faces (15,17,18), supporting the primary systems view that this brain region is a more general visual-processing area. In a similar vein, patients with phonological dyslexia have concomitant phonological deficits in tasks that do not involve written words (19)(20)(21). Lesion-symptom mapping studies indicate that these patients' reading deficits are associated with damage to frontal and temporal perisylvian cortex (22).…”

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confidence: 96%

Triangulation of the neurocomputational architecture underpinning reading aloud

Hoffman

Ralph

Woollams

2015

Proc. Natl. Acad. Sci. U.S.A.

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The goal of cognitive neuroscience is to integrate cognitive models with knowledge about underlying neural machinery. This significant challenge was explored in relation to word reading, where sophisticated computational-cognitive models exist but have made limited contact with neural data. Using distortion-corrected functional MRI and dynamic causal modeling, we investigated the interactions between brain regions dedicated to orthographic, semantic, and phonological processing while participants read words aloud. We found that the lateral anterior temporal lobe exhibited increased activation when participants read words with irregular spellings. This area is implicated in semantic processing but has not previously been considered part of the reading network. We also found meaningful individual differences in the activation of this region: Activity was predicted by an independent measure of the degree to which participants use semantic knowledge to read. These characteristics are predicted by the connectionist Triangle Model of reading and indicate a key role for semantic knowledge in reading aloud. Premotor regions associated with phonological processing displayed the reverse characteristics. Changes in the functional connectivity of the reading network during irregular word reading also were consistent with semantic recruitment. These data support the view that reading aloud is underpinned by the joint operation of two neural pathways. They reveal that (i) the ATL is an important element of the ventral semantic pathway and (ii) the division of labor between the two routes varies according to both the properties of the words being read and individual differences in the degree to which participants rely on each route.triangle model | anterior temporal lobe | semantic reliance | reading | surface dyslexia C ognitive neuroscience offers the exciting prospect of understanding the neural basis of cognitive behaviors, a goal which requires integration of sophisticated cognitive models with knowledge about the underlying neural machinery. As a key cognitive skill, reading provides an advanced test case. Computationally implemented theories present detailed accounts of how reading is accomplished at a cognitive level (1-4). To achieve a full understanding of reading and its impairment in neurological disorders, these cognitive theories must be integrated with information about the neural basis of the reading system. However, although various studies have explored the neural basis of reading (5), the level of integration between cognitive and neural models remains limited. In the present study, we used an improved functional MRI (fMRI) protocol to test the specific predictions of an influential computational model of word reading: the connectionist "Triangle Model" (2). We were able to map specific elements of this cognitive model onto different cortical regions, thereby providing a direct link between cognitive theorizing and neural implementation. Specifically, we provide insights into the division of labor between se...

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The consequences of progressive phonological impairment for reading aloud

Cited by 15 publications

References 65 publications

Do You Read How I Read? Systematic Individual Differences in Semantic Reliance amongst Normal Readers

Do You Read How I Read? Systematic Individual Differences in Semantic Reliance amongst Normal Readers

Connectionist neuropsychology: uncovering ultimate causes of acquired dyslexia

Triangulation of the neurocomputational architecture underpinning reading aloud

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