C_S_D 4030 Lecture Notes - Lecture 4: Semantic Similarity, Aphasia, Dyslexia
29 Jul 2016
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Sometimes best in context, but best for severe pts. Consider: freq. of occurrence, semantic similarity, phonemic/acoustic similarity, part of speech. Best for severe impairments: open-ended questions. Difficult to evaluate comprehension since relies on intact verbal response: following directions. Nonverbal, sequential responses, hierarchy of complexity: point to one common object by name (easiest task, point to one common object by function (next easiest) (continue hierarchy: carry out three-verb instructions ( point to the knife, turn over the fork, and hand me the pencil, sentence verification (sentence to picture matching)- also printed word cards. Length of stimuli (short paragraphs longer stories) Speech rate- use of pauses to allow processing. 3 primary reading processes (aphasia possible at all levels: word recognition. Word recognition by context (top-down processing: syntactic analysis cant comprehend the sequence, but understand them seperately, semantic mapping people can read it, not understand it. Surface dyslexia- impaired whole-word recognition; more emphasis on phonemic analysis. Patients retain ability to sound out words.
