Download Anomia: neuroanatomical and cognitive correlates by Harold Goodglass, Arthur Wingfield PDF

By Harold Goodglass, Arthur Wingfield

Anomia is the lack to entry spoken names for gadgets, customarily linked to the aged or people with mind harm to the left hemisphere. Anomia bargains the state of the art overview of issues of naming, written through said specialists from world wide, approached from either scientific and theoretical viewpoints. Goodglass, identified worldwide for his study in aphasia and speech pathology, edits Read more...

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Extra resources for Anomia: neuroanatomical and cognitive correlates

Sample text

Dell's (1986,1988,1990) model of word production is an example of a model incorporating more classical nodes, with externally assigned values. 's (1996) model of single-word reading aloud demonstrates the power of a combination of externally specified units (the basic orthographic and phonetic representations) coupled with a connectionist learning approach to the associations between them. Nodes are so useful that even if they did not really exist, they would have been invented. But it is not clear what is the direct evidence—apart from their theoretical utility—for the existence of such cognitive quanta.

Phonetic or syllabic) is even more debated, as depicted in Figure 2. , 1996). NEUROANATOMIC LOCALIZATION Despite the duality of processing routes available for naming (at least, for its initial stages), a number of lines of evidence point to the important conclusion that the processes and routes involved in naming are relatively discrete. Lesions in many areas of the brain do not appreciably affect naming; discrete lesions in some other regions drastically do. Imaging data, such as that shown in Figure 3, also supports the notion that the psychological stages identified as being responsible for naming correspond to relatively discrete neuroanatomic regions.

Between visual features and the phonologic form? The evidence for and against these possibilities can be summarized in the following way: It seems likely that at least some objects can have direct connections to phonologic word forms, without semantic intervention, simply as a consequence of learning in early childhood or at other times when no semantic information has been given. One can even imagine a distorted educational system wherein naming is taught independently of understanding of what is being named.

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