An access deficit or a deficit in the phonological representations themselves: What can we learn from naming errors?

Aviah Gvion, Michal Biran

Research output: Contribution to journalArticlepeer-review

Abstract

Anomic aphasia is characterized by good comprehension and non-word repetition but poor naming. Two sub-types of deficits might be hypothesized: faulty access to preserved phonological representations or preserved access to impaired representations. Phonological errors may occur only when representations are impaired or in post-lexical deficits (conduction aphasia). We analysed the incidence of phonological naming errors of 30 individuals, 25 with anomic aphasia based on poor naming but good repetition and comprehension, and five with conduction aphasia based on poor naming and poor repetition. Individuals with anomic aphasia produced very few phonological errors compared to individuals with conduction aphasia (0–19.1% versus 42–66%). However, six individuals with anomia produced more than 11% phonological errors, suggesting two patterns of deficit: either impaired lexical representations or impaired access to them. The lack of phonological errors in most individuals with anomic aphasia suggests that access to the phonological output lexicon is semantically, not phonologically driven.

Original languageEnglish
Pages (from-to)25-42
Number of pages18
JournalCognitive Neuropsychology
Volume40
Issue number1
DOIs
StatePublished - 2023

Keywords

  • Phonological output lexicon
  • anomic aphasia
  • conduction aphasia
  • lexical retrieval
  • phonological errors
  • post-lexical stages

All Science Journal Classification (ASJC) codes

  • Neuropsychology and Physiological Psychology
  • Experimental and Cognitive Psychology
  • Developmental and Educational Psychology
  • Arts and Humanities (miscellaneous)
  • Cognitive Neuroscience

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