Exam 1 infö
Mr. Carter had a stroke and presented with Global aphasia for the first week post-onset. At that point he continued to have aphasia but it was noted that his auditory comprehension had significantly improved. Therefore, his aphasia was now characterized as:
Broca's aphasia
what is one way the SLP can assess the Recognition level specifically (i.e., a task that would tell the SLP whether the person has a deficit specifically at the recognition level – which is also referred to as “stored structural knowledge” or “object recognition units”)?
Ask the patient to respond yes/no as to whether a stimulus is real or not real.
Ms. Cade performs poorly in tasks of matching pictures to spoken words, and performs even worse in matching pictures to associated pictures. She is able to copy figures and match line drawings. These findings are an indication that she likely has:
associative visual agnosia
In spoken word to picture matching, the SLP says “point to the apple” and Mrs. Wilson points to the picture of grapes. In terms of the error types we have studied in class so far, what kind of error is this?
Semantic error
Given pictures, Mr. Sacks is able to comprehend the general semantic category information (e.g., Animals) very well, but not details that would differentiate one item from another within a semantic category (e.g., giraffe versus cat). He likely has impairment to (select all that apply):
semantic memory
Mrs. Smith has Transcortical Mixed aphasia. The brain lesion underlying this must have damaged:
Both anterior and posterior speech language cortex
An SLP is using a word to picture matching task to assess a person’s comprehension. What are two ways in which the SLP could adjust the difficulty level of this task? (I also talked about these as ‘principles’ for adjusting the difficulty level of this task.)
You could increase/decrease the semantic similarities between the images and choose more stimuli- increase/decrease the amount in the array.
Mrs. Smith is not able to correctly read single words like LISTEN and ISLAND, but she is able to read nonwords. She has impairment to the:
lexical route
What task could the SLP administer that would specifically test the Orthographic Input Lexicon?
real or not real words task
Written word rhyme decision is one way to determine whether or not there is disruption to the
Phonological output lexicon
What is the length effect in oral reading in pure alexia? (In other words, what is observed about the client's reading that we would call this 'length effect'?)
faster reading of short words compared to long words
Mr. Young has anomia in spontaneous speech. His oral reading accuracy for irregular words is likely better than his oral reading accuracy for regular words.
false
What is a substitutive strategy the SLP could use to help the client with attentional dyslexia to read better?
Have the patient read one word at a time, while covering the rest of the page, then speed could decrease, covering the rest of the page. Speed could decrease, but the accuracy should greatly increase.
Evolution from Wernicke’s aphasia to Conduction aphasia is characterized by improved ability in:
Ms. Baker has excellent comprehension of pictures, but in oral picture naming she produces many phonological errors and also a few semantic errors. She likely has a disruption to what component of the single word processing model we have been studying?
phonological output lexicon
Ms. West is able to spell choir, yacht, shoe correctly but she is unable to spell “flig”, “manver” or “jisp.” What spelling route appears to be impaired.
non lexical spelling route
The rationale of Anagram and Copy Treatment is to restore function in the
graphemic output lexicon
Mr. Day is poor at nonword spelling and irregular word spelling. She makes some semantic errors in spelling words. She has (type of dysgraphia/agraphia)
deep agraphia
The most common etiology of dementia is:
alzheimers
According to Garrett’s model of sentence PRODUCTION, the _____________________ level is the conceptualization of some information that the speaker wants to convey.
message
How would the SLP assess a patient’s ability to comprehend the roles of the subject and object in a reversible sentence spoken to the patient? Briefly describe the task and its instructions, and specific stimuli that would allow the SLP to detect impairment in this. (thematic roles)
I would test sentence-picture matching in which the distractor picture either contains the wrong lexical item, or the distractor depicts the semantically reversed version of the sentence. The Slp would give the client a picture (with distractors) and the client is prompted to choose the correct picture. To test the client's comprehension of roles of the subject and objects, after they choose the image (stimulus: the girl hitting the boy), one distractor could be the boy hitting the girl another could be a girl hitting a toy. Then if the client does point to the correct action and object accordingly, the girl is the one doing the hitting here, not the boy, the SLP can see if there is a breakdown.
Mr. Balint is able to read irregular words well but he cannot read nonwords. He has an impairment to
nonlexical route
In spelling, Mr. Moore makes many errors in which he is able to write the first letter but not the remainder of the letters in the target word or nonword. He likely has an impairment to the:
graphemic buffer
Mr. Winstead has acquired reading disorde following a stroke. He is able to provide plausible pronunciations for printed nonwords. He has impaired reading by the lexical reading route. Which of the following would be true about his ability to pronounce printed words?
poor reading of irregular words and good reading of regular words
The lexical decision task is a way to assess the:
recognition level