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Related Concept Videos

Learning Disabilities01:25

Learning Disabilities

Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
Dyslexia is a...
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Language and Cognition

Language serves as a bridge between ideas and communication, influencing how individuals perceive and interact with the world. Psychologists have long debated whether language shapes thought or vice versa. This discussion gained grip with Edward Sapir and Benjamin Lee Whorf in the 1940s, who proposed that language determines thought, a concept known as linguistic determinism. They suggested that the vocabulary and structure of a language influence how its speakers think and perceive reality.
Tip-of-the-Tongue Phenomenon01:10

Tip-of-the-Tongue Phenomenon

The tip-of-the-tongue (TOT) phenomenon is a cognitive experience characterized by a temporary inability to retrieve specific information from memory despite having a strong feeling of knowing the information. Although individuals cannot access the target word or detail, they frequently recall related elements, such as its initial letter, syllable count, or context. This partial retrieval often causes frustration, as one might recognize a familiar face or know that a name starts with a specific...
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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Higher Mental Functions of the Brain: Language

Language is a system of communication that allows the expression of thoughts, ideas, and feelings. The brain processes language in both hemispheres.
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Assessing Dyslexia at Six Year of Age
15:00

Assessing Dyslexia at Six Year of Age

Published on: May 1, 2020

Phonological dyslexia without phonological impairment?

Elise Caccappolo-van Vliet1, Michele Miozzo, Yaakov Stern

  • 1Columbia University New York USA.

Cognitive Neuropsychology
|November 2, 2010
PubMed
Summary

This study examines a patient with Alzheimer's disease (AD) who has difficulty reading nonwords but can read real words. Findings challenge theories linking nonword reading deficits solely to phonological impairments.

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Area of Science:

  • Neuroscience
  • Cognitive Psychology
  • Linguistics

Background:

  • Alzheimer's disease (AD) is associated with cognitive decline, including potential reading impairments.
  • Previous research suggested phonological deficits underlie difficulties in nonword reading.

Purpose of the Study:

  • To investigate the reading abilities of a patient with probable AD.
  • To test the hypothesis that phonological deficits cause selective nonword reading impairments.

Main Methods:

  • Case study of patient RG with probable AD.
  • Assessment of nonword and real word reading abilities.
  • Evaluation of phonological production and comprehension skills.
  • Performance on specific phonological tasks.

Main Results:

  • Patient RG exhibited severe nonword reading impairment.
  • RG's real word reading and phonological abilities were intact.
  • RG performed well on phonological tasks, contradicting expectations for nonword reading deficits.

Conclusions:

  • The findings constrain reading models that attribute nonword reading deficits exclusively to phonological impairments.
  • The data support dual-route models of reading, which do not necessitate a link between nonword reading and phonological deficits.