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Lexical Decision Task for Studying Written Word Recognition in Adults with and without Dementia or Mild Cognitive Impairment

Lexical Decision Task for Studying Written Word Recognition in Adults with and without Dementia or Mild Cognitive Impairment

Published on: June 25, 2019

"Fragment errors" in deep dysgraphia: further support for a lexical hypothesis.

Tobias Bormann¹, Claus-W Wallesch, Gerhard Blanken

¹Department of Linguistics, Psycholinguistics, Erfurt University, Erfurt, Germany. tobias.bormann@uniklinik-freiburg.de

Cognitive Neuropsychology

|August 23, 2008

Summary

Patients with deep dysgraphia exhibit segmental spelling errors, often deleting letters at the end of words. This study suggests these errors stem from lexical-semantic processing issues, not rapid memory decay.

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Area of Science:

Neuroscience
Linguistics
Cognitive Psychology

Background:

Deep dysgraphia is characterized by lexical errors and segmental spelling errors.
Segmental errors, particularly 'fragment errors,' often involve letter deletions and increase word-finally.

Purpose of the Study:

To investigate the underlying functional impairment causing word-final segmental spelling errors in deep dysgraphia.
To differentiate between graphemic buffer decay and lexical-semantic processing accounts.

Main Methods:

A patient (M.D.) with deep dysgraphia performed backward spelling, fragment completion, delayed copying, and serial letter recall tasks.
Analysis focused on error patterns, particularly in word-final positions and serial recall.

Main Results:

M.D. showed increased segmental errors in word-final positions across tasks.
Performance in serial letter recall favored first and third letters, with deficits in the second position.
Delayed copying showed no influence of delay length on errors.

Conclusions:

Findings contradict the rapid decay model of graphemic buffer impairment.
Results support a lexical-semantic processing deficit as the cause of segmental errors in deep dysgraphia.
The study's outcomes align with computational models of deep dysgraphia.