Word associations in deep dyslexia

Colangelo, Annette; Stephenson, Kathy; Westbury, Chris

doi:10.1016/s0278-2626(03)00102-7

Cited by 18 publications

(7 citation statements)

References 8 publications

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“…One case with longstanding resection of a left temporoparietal tumour had 'profound language disturbances' and a hemiplegia that suggests more frontal involvement than described. 34,35 A second patient with a post-traumatic subdural hematoma and left parietal contusion had deep dyslexia and agraphia (whose characteristics were not examined) with a severe anomia as the only other deficit. 36 Another patient with trauma to the left inferior-middle temporal gyrus presented with deep dyslexia, agraphia (again, not characterized) and normal oral comprehension.…”

Section: Mp(par): Left Angular Gyral Lesion and Central Dyslexiamentioning

confidence: 99%

Alexia With and Without Agraphia: An Assessment of Two Classical Syndromes

Sheldon

Malcolm

Barton

2008

Can. j. neurol. sci.

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Alexia is traditionally classified according to the site of anatomic damage and to the presence or absence of deficits in writing and oral language.1 Alexia without agraphia ('pure alexia') is associated with left occipital damage 1-3 while alexia with agraphia is associated with lesions of the left angular gyrus, and often accompanied by other left parietal signs, such as apraxia, anomia, and Gerstmann's syndrome. 4 More recent studies have used linguistic and cognitive approaches to categorize alexia within a hierarchy of processing steps. 1,5,6 Peripheral alexias refer to 'sub-lexical' impairments in perceptual processing of letters and word-forms: reduced ABSTRACT: Background: Current cognitive models propose that multiple processes are involved in reading and writing. Objective: Our goal was to use linguistic analyses to clarify the cognitive dysfunction behind two classic alexic syndromes. Methods: We report four experiments on two patients, one with alexia without agraphia following occipitotemporal lesions, and one with alexia with agraphia from a left angular gyral lesion. Results: The patient with occipital lesions had trouble discriminating real letters from foils and his reading varied with word-length but not with linguistic variables such as part of speech, word frequency or imageability. He read pseudo-words and words with regular spelling better, indicating preserved use of grapheme-to-phoneme pronunciation rules. His writing showed errors that reflected reliance on 'phoneme-to-grapheme' spelling rules. In contrast, the patient with a left angular gyral lesion showed better recognition of letters, words and their meanings. His reading was better for words with high imageability but displayed semantic errors and an inability to use 'grapheme-to-phoneme' rules, features consistent with deep dyslexia. His agraphia showed impaired access to both an internal lexicon and 'phoneme-to-grapheme' rules. Conclusion: Some cases of pure alexia may be a perceptual word-form agnosia, with loss of internal representations of letters and words, while the angular gyral syndrome of alexia with agraphia is a linguistic deep dyslexia. The presence or absence of agraphia does not always distinguish between the two; rather, writing can mirror the reading deficits, being more obvious and profound in the case of an angular gyral syndrome.RÉSUMÉ: Alexie avec et sans agraphie : revue de deux syndromes classiques. Contexte : Selon les modèles cognitifs actuels, plusieurs processus sont impliqués dans la lecture et l'écriture. Objectif : Notre but était d'utiliser l'analyse linguistique pour clarifier la dysfonction cognitive sous-jacente à deux syndromes alexiques classiques. Méthodes : Nous rapportons quatre expériences effectuées chez deux patients, dont l'un présentait une alexie sans agraphie suite à des lésions occipitotemporales et l'autre une alexie avec agraphie suite à une lésion gyrale angulaire gauche. Résultats : Le patient porteur de lésions occipitales avait de la difficulté à distinguer de vraies lettres de s...

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Section: Mp(par): Left Angular Gyral Lesion and Central Dyslexiamentioning

confidence: 99%

Alexia With and Without Agraphia: An Assessment of Two Classical Syndromes

Sheldon

Malcolm

Barton

2008

Can. j. neurol. sci.

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“…Projective techniques are based on the use of vague, ambiguous, unstructured stimulus objects or situations in which the subject projects his/her personality, attitude, opinions and self-concept to give the situation some structure (Donoghue, 2000). In the scientific literature, there are different commonly used projective techniques, both for personality and clinical evaluation, such as Rorschach Inkblot Test, Thematic Apperception Test, Drawing Techniques (Garba, Wood, Lilienfeld, & Nezworski, 2002) or Free Word Association (Colangelo, Stephenson, Westbury, & Buchanan, 2003) among others.…”

Section: Introductionmentioning

confidence: 99%

Perception of traditional food products in six European regions using free word association

Guerrero

Claret

Verbeke

et al. 2010

Food Quality and Preference

386

320

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“…Thus, according to these models of deep dyslexia, the primary deficit is an inability to process phonology, with additional deficits in the semantic system. The investigation of the integrity of the semantic system in two deep dyslexic patients supported the notion that semantics remains intact and that the disorder and associated errors arise through a selection impairment related to the failure of inhibitory connections in the phonological lexicon (Colangelo, Stephenson, Westbury & Buchanan, 2003). Coltheart (1987) reported in a single case study focuses on the remediation of single-word oral reading in an individual with deep dyslexia, an acquired disorder in which both the non-lexical and lexical reading routes are impaired, resulting in poor non-word reading, semantic errors in oral reading, visual-perceptual errors in oral reading, poor reading of functors, and imageability effects.…”

Section: Introductionmentioning

confidence: 66%

The Initial Blueprint of Errors Similar to the Phenomenon of Deep Dyslexia: As Reflected By Children With Dyslexia During Reading Hindi Words

Basu¹,

Puri²

2018

JASRAE

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This paper reports on the classification of Hindi (language) words with respect to deep dyslexia phenomena as found during a linguistic investigation of specific errors as shown by children with dyslexia (CWD) during reading. The analysis is based on the data collected throughout an academic year from a total of forty-six children identified as dyslexic, having Hindi as a mother tongue or first language, and studying in class second to fifth. The findings are organised under four themes; first is similar meaning and the same language, second is similar meaning but different language, third is different orthography and different meaning but share a relationship, and fourth is different words but have some resemblance in orthography but differ in "matraa". One another possibility was also considered as fifth theme i.e. incoherent, but no details came under this out of the data collected. It was found that despite differences in the linguistic contexts of English and Hindi, deep dyslexia crosses language boundaries. The derived considerations are discussed which will perhaps work as a foundation, provide some reflections for further research, and hope to convey comprehension to some extent of how deep dyslexia reflects in words of Hindi language.

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Word associations in deep dyslexia

Cited by 18 publications

References 8 publications

Alexia With and Without Agraphia: An Assessment of Two Classical Syndromes

Alexia With and Without Agraphia: An Assessment of Two Classical Syndromes

Perception of traditional food products in six European regions using free word association

The Initial Blueprint of Errors Similar to the Phenomenon of Deep Dyslexia: As Reflected By Children With Dyslexia During Reading Hindi Words

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