A Principled Relation between Reading and Naming in Acquired and Developmental Anomia: Surface Dyslexia Following Impairment in the Phonological Output Lexicon
A Principled Relation between Reading and Naming in Acquired and Developmental Anomia: Surface Dyslexia Following Impairment in the Phonological Output Lexicon
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获得性和发展性失范症中阅读和命名之间的原则关系：语音输出词汇受损后的表面阅读障碍
DOI：
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发表时间：
2016
影响因子：
3.8
通讯作者：
N. Friedmann
中科院分区：
文献类型：
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作者：
A. Gvion;N. Friedmann
词汇提取和阅读通常被看作是两个独立的过程。然而，它们并不是完全独立的--它们共享组件。本研究评估了语音输出词汇中的一个共同成分的损伤对词汇提取和阅读的影响。由于语音输出词汇是阅读词汇途径的一部分，在这个词汇中有障碍的个体可能会被迫通过亚词汇途径大声朗读，因此表现出典型的表面阅读障碍的阅读模式。为了研究语音输出词汇缺陷对阅读的影响，我们测试了16名有语音输出词汇失名症的希伯来语个体的阅读，其中8名为脑损伤后获得性失名症，8名为发展性失名症。我们确定，他们有一个语音输出词汇赤字根据错误的类型和他们的命名在图片命名任务的影响，并排除其他赤字位点的词汇提取过程中根据一系列测试评估他们的图片和单词的理解，单词和非单词的重复，和语音工作记忆。在我们确定参与者有语音输出词汇缺陷后，我们测试了他们的阅读。为了评估他们的阅读和阅读障碍的类型，我们测试了他们的阅读，词汇判断和书面文字理解。我们发现，所有的语音输出词汇障碍的参与者显示，除了命名障碍，也是典型的表面阅读障碍的错误，在阅读大声不规则的话，有歧义的转换为音素的话，和potentiophones（像“现在”的话，当通过亚词汇的路线阅读，可以读出另一个词，“知道”）。重要的是，参与者表现正常的假同音字的词汇决策和同音字/电位阅读理解，表明备用正字法输入词汇和备用访问它，并从它到词汇语义。这一模式在获得性失名症的成年人和发展性失名症的参与者身上都表现出来。因此，这些结果表明，命名障碍和阅读障碍之间的原则性关系，并指出一个不同类型的表面阅读障碍。他们进一步表明，当语音输出阶段受损时，书面文字的良好理解的可能性。
Lexical retrieval and reading aloud are often viewed as two separate processes. However, they are not completely separate—they share components. This study assessed the effect of an impairment in a shared component, the phonological output lexicon, on lexical retrieval and on reading aloud. Because the phonological output lexicon is part of the lexical route for reading, individuals with an impairment in this lexicon may be forced to read aloud via the sublexical route and therefore show a reading pattern that is typical of surface dyslexia. To examine the effect of phonological output lexicon deficit on reading, we tested the reading of 16 Hebrew-speaking individuals with phonological output lexicon anomia, eight with acquired anomia following brain damage and eight with developmental anomia. We established that they had a phonological output lexicon deficit according to the types of errors and the effects on their naming in a picture naming task, and excluded other deficit loci in the lexical retrieval process according to a line of tests assessing their picture and word comprehension, word and non-word repetition, and phonological working memory. After we have established that the participants have a phonological output lexicon deficit, we tested their reading. To assess their reading and type of reading impairment, we tested their reading aloud, lexical decision, and written word comprehension. We found that all of the participants with phonological output lexicon impairment showed, in addition to anomia, also the typical surface dyslexia errors in reading aloud of irregular words, words with ambiguous conversion to phonemes, and potentiophones (words like “now” that, when read via the sublexical route, can be sounded out as another word, “know”). Importantly, the participants performed normally on pseudohomophone lexical decision and on homophone/potentiophone reading comprehension, indicating spared orthographic input lexicon and spared access to it and from it to lexical semantics. This pattern was shown both by the adults with acquired anomia and by the participants with developmental anomia. These results thus suggest a principled relation between anomia and dyslexia, and point to a distinct type of surface dyslexia. They further show the possibility of good comprehension of written words when the phonological output stages are impaired.