Anomia

Question 1

Describe the Patterson and Shewell model of anomia (1987)

Answer 1

• semantic system
• phonological output lexicon
• phonological assembly
• speech

Question 2

Describe typical word finding

Answer 2

• one error per 1000 words
• fast speech, roughly 3 words per second
• approx 1 error every 5 min of continuous speech
• errors occur in all output modalities

Question 3

What are the types of word finding error (Garret, 1975)?

Answer 3

• word exchange error
• metathesis (switching of two sounds, spoonerisms)

Question 4

What are tip-of-the-tongue states?

Answer 4

• person knows word but cannot say it
• can often give a specific definition of word or synonym
• may be able to access some phonological info (less available than semantic info)

Question 5

What is anomia?

Answer 5

• used to refer to difficulties retreiving the correct word for concepts
  -observe as WFD
• anomic aphasia = classification of aphasia where anomia is most prominent symptom
• most PWA have some degree of anomia

Question 6

What word classes are affected?

Answer 6

• nouns (common and proper)
• verbs
• adjectives
• adverbs

Question 7

How can different types of naming errors be classified?

Answer 7

• visual: target and error are visually similar
• semantic associate: target and error are within the same semantic category
• mixed: semantic and phonological
• mixed: visual and semantic
• phonological error: target and error share 50% phonemes
• neologism: non word, <50% shared phonemes
• circumlocution: description of the target
• perseveration
• no response

Question 8

What are the different input tests for semantic processing?

Answer 8

• Word to picture matching
• Synonym judgement
• Semantic association
• Word-picture verification

Question 9

What are the output tests for semantic processing?

Answer 9

• picture naming
• word finding in connected speech (anecdotes, story telling, picture description, conversation)

Question 10

Describe picture naming

Answer 10

• provides structured way to assess word finding
• can control types of words included
• can control for psycholinguistic variables
• systematic investigation into the effect of cues

Question 11

How is phonological output tested?

Answer 11

• picture naming
• reading aloud
• repitition

Question 12

Define semantic anomia

Answer 12

• can’t access an item’s semantics precisely
• activate a general area of semantics

Question 13

What are the features of semantic anomia?

Answer 13

• comprehension poor as seen when tested with related items
• semantic errors occur
• unaware of errors
• should benefit from phonemic cues
• errors are inconsistent

Question 14

What are the features of lexical anomia?

Answer 14

• good in comp tasks
• no semantic errors in naming
• phonemic cues not always helpful
• problem is accessing phonology and may be related to word frequency

Question 15

What are the features of phonological assembly deficit?

Answer 15

• all spoken tasks affected similarly
• comp intact
• written word retreival intact
• phonological errors and neologisms
• length effect in all output tasks
• Conduite d’approche (repeated attempts – may get closer)
• no frequency or imageability effect

Question 16

Describe the Dell et al (1977) interactive activation model

Answer 16

• Two step theory: involves accessing word from semantics, and accessing phonology from word
• Word level hosts syntactic information
• Interactive activation: semantic competitors are activated, phonological competitors are activated