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Related Concept Videos

Visual Agnosia01:12

Visual Agnosia

Visual agnosia is a condition characterized by the inability to recognize visually presented objects despite having normal vision. For instance, a person with visual agnosia can describe the shape and color of an object but cannot identify or name it. This impairment does not affect their visual field, acuity, color vision, brightness discrimination, language, or memory. An example of this condition in a social setting is someone at a dinner party asking for "that silver thing with a round end"...

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Related Experiment Video

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A treatment sequence for phonological alexia/agraphia.

Pélagie M Beeson1, Kindle Rising, Esther S Kim

  • 1University of Arizona, Tucson, AZ 85721-0071, USA. pelagie@u.arizona.edu

Journal of Speech, Language, and Hearing Research : JSLHR
|April 3, 2010
PubMed
Summary
This summary is machine-generated.

This study shows that a two-stage behavioral treatment improved phonological processing and written language skills in individuals with phonological alexia and agraphia. The treatment strengthened core abilities and provided compensatory strategies for spelling.

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Area of Science:

  • Neuroscience
  • Cognitive Psychology
  • Speech and Language Pathology

Background:

  • Damage to the left perisylvian cortex frequently leads to deficits in phonological processing, resulting in phonological alexia and agraphia.
  • Individuals with these conditions exhibit preserved real-word reading and spelling compared to nonwords, a pattern known as the lexicality effect.

Observation:

  • Two women with persistent written language impairments post-left perisylvian cortical damage participated.
  • Both participants presented with characteristic phonological alexia and agraphia, demonstrating a lexicality effect in their performance.

Findings:

  • A two-stage behavioral treatment protocol was implemented, focusing first on strengthening sublexical (phonological) skills and then on integrating lexical and sublexical information for spelling.
  • Both participants showed significant improvements in phonological processing, reading, and spelling through the sublexical route.
  • Participants also enhanced their spelling of real words and utilized an electronic spelling aid to effectively manage residual errors.

Implications:

  • Behavioral interventions can effectively enhance phonological skills crucial for reading and spelling.
  • These treatments offer functional compensatory strategies, enabling individuals to overcome persistent written language weaknesses.
  • The findings support targeted therapeutic approaches for acquired reading and spelling impairments stemming from focal brain injury.