LCC 2

Question 1

What is the typical error rate for retrieving and articulating words?

Answer 1

1 error / 1000 words
1 error / 5 mins of continuous speech

Question 2

WHat is the typical rate of speech?

Answer 2

Fast- 3 words / second

Question 3

Which output modalities can errors occur?

Answer 3

All- writing, signing, typing

Question 4

What are the 2 types of word finding error?

Answer 4

Word exchange error (Garrett 1975)
- eg: I sent a mother to my letter

Metathesis (sound) error, aka spoonerism (Meyer, 1991)
- eg: heft lemisphere

Question 5

What is a tip of the tongue state?

Answer 5

Knows word but cannot say it
Can give specific definition / synonym
Sometimes can identify phonological information

Question 6

What is it called when someone is in a tip of the tongue state?

Answer 6

Arrested processing between meaning and sound
- access to correct semantic representation
- partial access to phonology

Question 7

According to Patterson and Shewell’s 1987 model, what are the 3 stages of output processing?

Answer 7

Semantic system (concept information)
Phonological output lexicon (lexical selection)
Phonological assembly / encoding

Question 8

What is anomia?

Answer 8

Difficulty retrieving the correct word for concepts (word-finding difficulty)

Question 9

What is anomic aphasia?

Answer 9

Classification of aphasia where prominent symptom is anomia

note: most with aphasia have some degree of anomia

Question 10

What word classes are affected by anomia?

Answer 10

Nouns (common and proper)
Verbs
Adjectives
Adverbs

Question 11

What are 3 different contexts of word finding?

Answer 11

Single word retrieval
Connected speech / discourse tasks
Conversation

Question 12

What is a visual error?

Answer 12

Target and error are visually similar

eg: string for caterpillar

Question 13

What is a semantic associate error?

Answer 13

Target and error are within the same semantic category

eg: moth for caterpillar

Question 14

What is a phonological error?

Answer 14

Target and error share 50% phonemes

eg: caterpaul for caterpillar

Question 15

What is an example of a mixed visual and semantic error?

Answer 15

Worm for caterpillar

Question 16

What is an example of a mixed semantic and phonological error?

Answer 16

Butterfill for caterpillar

Question 17

What is neologism?

Answer 17

Non-word (jargon)
<50% shared phonemes

Question 18

What is circumlocution?

Answer 18

Description of the target by talking around the word to get meaning across

eg: ‘it’s small and then beautiful’ for caterpillar

Question 19

What is perseveration?

Answer 19

Cognitive impairment typical with stroke
Stuck on word

eg: bath no no bath no no… bath

Question 20

What type of error is it if someone doesn’t answer / says ‘errr I don’t know’?

Answer 20

No response

Question 21

Where are visual errors on this model?

Answer 21

note: ensure good materials for clients w aphasia

Question 22

Where are circumlocution / no response on this model?

Answer 22

Question 23

What are the 4 input tests for semantic processing?

Answer 23

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

Question 24

What is a distant semantic error in word to picture matching?

Answer 24

Points to penguin / rabbit

May be a guess
May be due to visual neglect on one side, ensure to control but putting target on both left / right side

Question 25

What is a close semantic error in word to picture matching?

Answer 25

Points to tiger

Question 26

What is semantic judgement/association?

Answer 26

Not a language task, don't need works to answer Focuses on central semantic system

Question 27

What is word-picture verification?

Answer 27

'Is it a tiger?' 'Is it a lion?' - answer yes / no

Question 28

What are the 2 output tests (spoken / written) for semantic processing?

Answer 28

Picture naming Word finding in connected speech (anecdotes / story telling / picture description / conversation)

Question 29

What may aphasia clients do when they see this picture in a connected speech/ discourse assessment?

Answer 29

Name what they see- should be a scene

Question 30

When doing a picture naming assessment, what are the 4 outcome results?

Answer 30

Overall number correct Number of errors + error types Impact of variables Effect of semantic / phonological cues

Question 31

What are 3 strengths of picture naming tasks?

Answer 31

Structured means of assessing word finding Can control types of words included Can control variables

Question 32

What is a limitation of picture naming tasks?

Answer 32

Not ecologically valid?

Question 33

What are the 3 tests (spoken / written) for phonological output?

Answer 33

Picture naming Reading aloud Repetition

Question 34

What are 4 variables that can affect the phonological output lexicon?

Answer 34

Frequency Familiarity Age of acquisition Length effect

Question 35

Which variables are used to describe these pictures?

Answer 35

Early acquired Familiar Frequent High imageability Short

Question 36

Which variables are used to describe these pictures?

Answer 36

Late age of acquisition Not familiar Low frequency Long

Question 37

What are the 3 types of anomia?

Answer 37

Semantic Lexical Phonological assembly deficit

Question 38

What is semantic anomia?

Answer 38

Can’t access an item's semantics precisely Poor comprehension- seen when tested with related items Affects a general area of semantics (eg: yes / no errors)

Question 39

What type of errors occur with semantic anomia?

Answer 39

Semantic errors- phonologies of target and related items are activated Unaware of errors Inconsistent errors

Question 40

What can someone with lexical (word level) anomia do?

Answer 40

Succeed in comprehension tasks No semantic errors in naming

Question 41

Which type of cues benefit someone with semantic anomia?

Answer 41

Phonemic

Question 42

Where lies the problem with lexical (word level) anomia?

Answer 42

Accessing phonology Related to word frequency Phonemic cues not always helpful

Question 43

What can someone with phonological assembly deficit anomia do?

Answer 43

Comprehension intact Written word retrieval intact No frequency or imageability effects

Question 43

What effects are seen in output tasks for phonological assembly deficit?

Answer 43

Phonological errors Neologisms Length effect- longer words are harder Conduite d'approche (driving towards, aware of errors, may get closer)

Question 44

Who formed the Interactive activation model?

Answer 44

Dell et al, 1997

Question 45

What is Dell's Interactive activation model?

Answer 45

Interaction between levels- bidirectional arrows Errors that occur are semantic & phonological eg: cucumber for cantaloupe

Question 46

What is the two-step theory?

Answer 46

Accessing word from semantics, and accessing phonology from word Word level hosts syntactic information Interactive activation: semantic competitors & phonological competitors are activated