Anomia in Aphasia

Question 1

typical rate of speech

Answer 1

3 words per second

Question 2

typical level of errors

Answer 2

One error per 1,000 words/1 error every 5 minutes

Errors occur in all output modalities

Question 3

types of WFE

Answer 3

word exchange error

metathesis

spoonerisms

tip of the tongue states

Question 4

example and reference for word exchange error

Answer 4

Garret, 1975

forks of a prong

Question 5

example and reference for metathesis

Answer 5

meyer, 1991

switching of 2 sounds - fleaky squoor instead of squeaky floor

Question 6

example for spoonerisms

Answer 6

a lack of pies instead of a pack of lies

Question 7

what is a tip of the tongue state

Answer 7

person knows the word but cannot say it - They have access to the correct semantic representation and partial access to phonology - they know the word, can define it and provide synonyms. May know something about the word’s length, first/last sound

Question 8

what causes a tip of the tongue state

Answer 8

Due to arrested processing between a semantic and phonological representation BETWEEN SEMANTIC SYSTEM AND PHONOLOGICAL OUTPUT LEXICON

Question 10

what is anomia

Answer 10

Refers to difficulties in retrieving the correct word for concepts

Observed as word finding difficulties

Most people with aphasia have some degree of anomia but some have specifically anomic aphasia

Question 11

what is anomic aphasia

Answer 11

Anomic aphasia: classification of aphasia where prominent symptom is anomia

All word classes affected

WFD in many contexts not just single word processing

Question 13

9 classifications of naming errors

Answer 13

visual
semantic associate
mixed (semantic and phonological)
mixed (visual and semantic)
phonological
neologism
circumlocution
perseveration
no repsonse

Question 14

how is a visual error formed?

Answer 14

wrongly informed semantic system

Question 15

what are yes/no errors?

Answer 15

semantic associate

Question 16

which errors are common early post-stroke

Answer 16

semantic associate errors

Question 17

what are phonological errors

Answer 17

Target and error share 50% of phonemes

Issue at POL level

Question 18

what are neologisms

Answer 18

Non-word, <50% shared phonemes

Question 19

where is disruption in circumlocution

Answer 19

Issue between SS and POL

Question 20

3 tests to test different levels of processing

Answer 20

input tests
output tests
phonological output tests

Question 21

what do input tests test for?

Answer 21

semantic processing

Question 22

examples of input tests (4)

Answer 22

Word to picture matching

Synonym judgement

Semantic association

Word-picture verification E.g. “is it a lion?” - in order to answer yes/no you have to have an understanding of the meaning

Question 23

what do output tests test for?

Answer 23

semantic processing

Question 24

2 types of output test

Answer 24

picture naming
word finding in connected speech

Question 25

what does picture naming test for

Answer 25

tests single word retrieval

Question 26

outcomes of picture naming (4)

Answer 26

Overall correct Number of errors and error types Impact of variables Systematic investigation of effects of cues

Question 27

positives of picture naming (3)

Answer 27

Provides structured means of assessing word finding Can control for types of word Can control for variables (e.g. word frequency)

Question 28

negatives of picture naming

Answer 28

Can be belittling for client especially if drawings are childish Line drawings not overly clear especially if client has VI Not ecologically valid - not reflective of real world

Question 29

tests for word finding in connected speech

Answer 29

Anecdotes  Story telling Picture description  conversation

Question 30

tests for phonological output

Answer 30

Picture naming  Reading aloud Repetition

Question 31

outcomes of phonological output

Answer 31

No response/circumlocution Effect of phonological cues Phonological errors

Question 32

what is phonological output impacted by

Answer 32

Frequency Familiarity Age of acquisition Length effect

Question 33

types of anomia

Answer 33

semantic lexical phonological assembly deficit

Question 34

features of semantic anomia (7)

Answer 34

Can’t access an item’s semantics precisely  Comprehension poor (as seen when tested with related items) Activate a general area of semantics Activate phonologies of target and related items so semantic errors occur Unaware of errors Benefit from phonemic cues Inconsistent errors

Question 35

features of lexical anomia (4)

Answer 35

Succeed in comprehension tasks Do not make semantic errors Phonemic cues not always helpful Problem lies in accessing phonology and may be related to word frequency

Question 36

features of phonological assembly deficit (8)

Answer 36

All spoken tasks affected similarly Comprehension intact Written word retrieval intact Phonological errors and neologisms Length effects in all output tasks Conduite d’approche (repeated attempt get closer to target) No frequency or imageability effects (becuase not due to SS or phonological systems) Presents similarly to AOS

Question 37

who came up with the interactive activation model

Answer 37

Dell et. al., 1997

Question 38

what is the interactive activation model

Answer 38

Two-step theory: involves assessing word from word semantics and accessing phonology from word Word level hosts syntactic information Interactive activation: semantic competitors are activated, phonological competitors are activated (when semantics is triggered phonology is also triggered so you know how to spell it)