Busy. Please wait.
or

show password
Forgot Password?

Don't have an account?  Sign up 
or

Username is available taken
show password

why


Make sure to remember your password. If you forget it there is no way for StudyStack to send you a reset link. You would need to create a new account.
We do not share your email address with others. It is only used to allow you to reset your password. For details read our Privacy Policy and Terms of Service.


Already a StudyStack user? Log In

Reset Password
Enter the associated with your account, and we'll email you a link to reset your password.
Don't know
Know
remaining cards
Save
0:01
To flip the current card, click it or press the Spacebar key.  To move the current card to one of the three colored boxes, click on the box.  You may also press the UP ARROW key to move the card to the "Know" box, the DOWN ARROW key to move the card to the "Don't know" box, or the RIGHT ARROW key to move the card to the Remaining box.  You may also click on the card displayed in any of the three boxes to bring that card back to the center.

Pass complete!

"Know" box contains:
Time elapsed:
Retries:
restart all cards
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.

  Normal Size     Small Size show me how

Aphasia exam

exam 2

QuestionAnswer
Neuropsychological approach theoretical model that IDs which components of a process(e.g.reading) are intact and which are impaired
Information-processing model "box and arrow" representations of cognitivew processes and interactions b/t these processes
the boxes and arrows are... box=representations/information storesarrows=activation or connectivity
computational model computer simulation of cognitive representations and processes that underlie
models are based upon empirical evidence from single case studies of brain-damaged people
Cognitive Information processing model features functional modularity and anatomical modularity
functional modularity components operate relatively independently of other components
anatomical modularity some of the components are localized in different parts of the brainfunctional mod does not equal anatomical mod
disadvantages of Cognitive processing models no info how processing or connectivity happens, and models can't explain (very well) syndromes with complex symptoms (deep dyslexia)
Auditory Processing the understanding of spoken wordsheard word--AAS--AIL--semantic system
auditory analysis AAS ID of phonemes in sound wave
Auditory input lexicon AIL stores of familiar spoken words
Semantic system activation of meaning/representation of the heard word
Repetition of words SOL--PL--speech/articulation
Speech ouput lexicon SOL stores of known words
Phoneme level PL store of individual speech sounds
Auditory Agnosias problems recognizing auditory stimuli while the hearing is intact
Pure word deafness Characteristics 1.inability to comprehend speech sounds 2.good comprehension of nonverbal sounds 3.mild verbal expressive word retrieval problems
Repetition routes for real words (2) 1.lexical non-semantic= AAS--AIL--SOL--PL2.lexical semantic=AAS--AIL--SS--SOL--PL
repetition route for non-words non-lexical/non-semantic=AAS--PL
Lemma level = semantic level
spoonerisms/malapropisms error is a real word, error and target are unrelated, and error and target are closely realted in pronunciation
Freudian slips slips of the tongue that reflect repressed thoughts. Semantic in nature
Tip of the tongue TOT a feeling of knowing the word, some knowledge of the souns structure is preserved, and phonemic cueing can help with word retreival
semantic naming errors a word substitution that is related to target word
phonemic paraphasias non-word substitution /bkt/--basket
fromal paraphasia real word substitution biscuit--basket
semantic system (conceptual system) database containing the meaning of words and symbols. countless facts about the word.
unimodal store hypothesis one central store of meaning that can be accessed from different modalities (vision, taste, smell, sound, touch)
imagability effect the degree to which an item is imageable
concreteness effect the degree to which an item in concrete/abstract
familiarity effect affects semantic organization, that highly familiar words are easier to recal than less familiar
regular words words that have common letter patterns and can be easily sounded out
irregular words words that can'y be accurately decoded because they don't conform 1:1 grapheme:phoneme
visual analysis system VAS IDs features consistent wih letter shapes. Letter positioning encoding
Visual input lexicon VIL a store of familiar words. Recognition of familiar words.
Grapheme-Phoneme conversions GPC conversion of unfamiliar letter strings into phoneme strings
Created by: RTB