Semantic Complexity in Treatment of Naming Deficits in Aphasia: Evidence from Well-Defined Categories

Autor/inn/en	Kiran, Swathi; Johnson, Lauren
Titel	Semantic Complexity in Treatment of Naming Deficits in Aphasia: Evidence from Well-Defined Categories
Quelle	In: American Journal of Speech-Language Pathology, 17 (2008) 4, S.389-400 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1058-0360
DOI	10.1044/1058-0360(2008/06-0085)
Schlagwörter	Semantics; Aphasia; Generalization; Classification; Older Adults; Therapy; Identification; Texas + Suchen Sie Ihr Suchwort? Semantik; Expressive Aphasie; Aphasie; Classification system; Klassifikation; Klassifikationssystem; Älterer Erwachsener; Therapie; Identifikation; Identifizierung
Abstract	Purpose: Our previous work on manipulating typicality of category exemplars during treatment of naming deficits has shown that training atypical examples generalizes to untrained typical examples but not vice versa. In contrast to natural categories that consist of fuzzy boundaries, well-defined categories (e.g., "shapes") have rigid category boundaries. Whether these categories illustrate typicality effects similar to natural categories is under debate. The present study addressed this question in the context of treatment for naming deficits in aphasia. Methods: Using a single-subject experiment design, 3 participants with aphasia received a semantic feature treatment to improve naming of either typical or atypical items of shapes, while generalization was tested to untrained items of the category. Results: For 2 of the 3 participants, training naming of atypical examples of shapes resulted in improved naming of untrained typical examples. Training typical examples in 1 participant did not improve naming of atypical examples. All 3 participants, however, showed weak acquisition trends. Conclusions: Results of the present study show equivocal support for manipulating typicality as a treatment variable within well-defined categories. Instead, these results indicate that acquisition and generalization effects within well-defined categories such as shapes are overshadowed by their inherent abstractness. (Contains 3 tables and 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10