Naming and Repetition in Aphasia: Steps, Routes, and Frequency Effects

Autor/inn/en	Nozari, Nazbanou; Kittredge, Audrey K.; Dell, Gary S.; Schwartz, Myrna F.
Titel	Naming and Repetition in Aphasia: Steps, Routes, and Frequency Effects
Quelle	In: Journal of Memory and Language, 63 (2010) 4, S.541-559 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0749-596X
DOI	10.1016/j.jml.2010.08.001
Schlagwörter	Phonemes; Phonology; Semantics; Aphasia; Patients; Language Processing; Word Frequency; Cognitive Processes; Pictorial Stimuli; Linguistic Input; Vocabulary; Models; Comparative Analysis + Suchen Sie Ihr Suchwort? Fonem; Fonologie; Semantik; Expressive Aphasie; Aphasie; Patient; Sprachverarbeitung; Word analysis; Frequency; Wortanalyse; Häufigkeit; Cognitive process; Kognitiver Prozess; Fantasieanregung; Sprachbildung; Wortschatz; Analogiemodell
Abstract	This paper investigates the cognitive processes underlying picture naming and auditory word repetition. In the two-step model of lexical access, both the semantic and phonological steps are involved in naming, but the former has no role in repetition. Assuming recognition of the to-be-repeated word, repetition could consist of retrieving the word's output phonemes from the lexicon (the lexical-route model), retrieving the output phonology directly from input phonology (the nonlexical-route model) or employing both routes together (the summation dual-route model). We tested these accounts by comparing the size of the word frequency effect (an index of lexical retrieval) in naming and repetition data from 59 aphasic patients with simulations of naming and repetition models. The magnitude of the frequency effect (and the influence of other lexical variables) was found to be comparable in naming and repetition, and equally large for both the lexical and summation dual-route models. However, only the dual-route model was fully consistent with data from patients, suggesting that nonlexical input is added on top of a fully-utilized lexical route. (Contains 6 figures and 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10