Hostname: page-component-78c5997874-xbtfd Total loading time: 0 Render date: 2024-11-08T09:24:53.615Z Has data issue: false hasContentIssue false

Evidence for Linguistic Deficit in Nonlexical Processing in Reading. A Study of a Spanish-Speaking Patient

Published online by Cambridge University Press:  10 April 2014

Pilar Martín Plasencia*
Affiliation:
Universidad Autónoma de Madrid, Spain
Jaime Iglesias Dorado
Affiliation:
Universidad Autónoma de Madrid, Spain
Juan Manuel Serrano
Affiliation:
Universidad Autónoma de Madrid, Spain
*
Correspondence concerning this articles should be addressed to: Pilar Martín Plasencia, Ciudad Universitaria de Cantoblanco, Dept. Psicología Biológica y de la Salud, Facultad de Psicología, Universidad Autónoma de Madrid, 28049-Madrid (Spain). E-mail: [email protected]

Abstract

Previous studies have shown that in the so-called opaque languages (those in which spelling does not correspond to pronunciation), there are relatively independent routes for lexical and nonlexical processing, that is, for words and nonwords, both in spoken and in written language. On the other hand, in the so-called transparent languages (those in which pronunciation corresponds to written forms), empirical evidence is scarcer. In this study of a neurological patient (parieto-temporal lesion), speaker of a transparent language (Spanish) showing a specific deficit in nonlexical reading processing, linguistic analysis for words was relatively preserved. This finding suggests the use of various routes in the processing of transparent languages.

Estudios previos han mostrado que los llamados lenguajes opacos (en los que la ortografía no se corresponde con la pronunciación), hay rutas relativamente independientes para el procesamiento léxico y no léxico, es decir para palabras y no palabras, tanto en lengjaue hablado como escrito. Por otro lado, en los llamados lenguajes transparentes (en los que la pronunciación se corresponde con las formas escritas), hay menos evidencia empírica. En este estudio de un paciente neurológico (lesión parieto-temporal), que habla un lenguaje transparente (español), mostrando un déficit específico en el procesamiento de lectura no léxica, el análisis lingüística para las palabras estaba relativamente preservada. Este descubrimiento sugiere el uso de varias rutas en el procesamiento de los lenguajes transparentes.

Type
Articles
Copyright
Copyright © Cambridge University Press 2008

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Ardila, A. (1991). Errors resembling semantic paralexias in Spanishspeaking aphasics. Brain and Language, 41, 437445.CrossRefGoogle ScholarPubMed
Bub, D., Cancelliere, A., & Kertesz, A. (1985), Whole-word and analytic translation of spelling to sound a nonsemantic reader. In Patterson, K., Marshall, J.C., & Coltheart, M. (Eds.), Surface dyslexia (pp. 1534). London: Erlbaum.Google Scholar
Coltheart, M. (1980). The semantic error: Types and theories. In Coltheart, M., Patterson, K., & Marshall, J.C. (Eds.), Deep dyslexia (pp. 146159). London: Routledge & Kegan.Google Scholar
Coltheart, M. (1987). Functional architecture of the language processing system. In Coltheart, M., Sartori, G., & Job, R. (Eds.), The cognitive neuropsychology of language. (pp. 126). Hillsdale, NJ: Erlbaum.Google Scholar
Coltheart, M., Curtis, B., Atkins, P., & Haller, M. (1993). Models of reading aloud: Dual route and parallel distributed processing approach. Psychological Review 100, 589608.CrossRefGoogle Scholar
Coslett, H.B. (1991). Read but not write “Idea”: Evidence for a third reading mechanism. Brain and Language, 40, 425443.CrossRefGoogle Scholar
Cuetos, F., Valle-Arroyo, F., & Suárez, M.P. (1996). A case of phonological dyslexia in Spanish. Cognitive Neuropsychology, 13, 124.CrossRefGoogle Scholar
Cuetos, F., & Labos, E. (2001). The autonomy of the orthographic pathway in a shallow language: Data from an aphasic patient. Aphasiology, 15, 333342.CrossRefGoogle Scholar
Cuetos, F., Martínez, T., Martínez, C., Izura, C., & Ellis, A. (2003). Lexical processing in Spanish patients with probable Alzheimer's disease. Cognitive Brain Research, 17, 549561.CrossRefGoogle ScholarPubMed
Dansilio, S., & Dalmás, F. (1997). Alexia fonológica (casi profunda) en castellano. Neuropsychología Latina, 2, 85.Google Scholar
Damasio, A. (1992), Aphasia. New England Journal of Medicine, 326, 531539.CrossRefGoogle ScholarPubMed
De Bastiani, P., Barry, C., & Carreras, M. (1998). Mechanisms for reading nonwords: Evidence from a case of phonological dyslexia in an Italian reader. In Denes, G., Semenza, C., & Bisiacchi, P. (Eds.), Perspectives in cognitive neuropsychology (pp. 253267). Hove, UK: Erlbaum.Google Scholar
Ferreres, A., López, C., & China, N. (2002). Phonological alexia with vowel-consonant dissociation in nonword reading. Brain and Language, 84, 399413.CrossRefGoogle Scholar
Ferreres, A., Martínez-Cuitiño, M., Jacubovich, S., Olmedo, A., & López, C. (2003). Las alexias y los modelos de doble ruta de lectura en español. Revista Argentina de Neuropsicología, 1, 3752.Google Scholar
Ferreres, A., Martínez-Cuitiño, M., & Olmedo, A. (2005). Acquired surface alexia in Spanish: A case report. Behavioural Neurology, 16, 7184.CrossRefGoogle ScholarPubMed
Howard, D., & Franklin, S. (1987). Three ways for understanding written words, and their use in two contrasting cases of “surface dyslexia.” In Allport, A., Mackay, D.G., Prinz, W., & Sheerer, E. (Eds.). Language perception and production: Shared mechanisms in listening, speaking, reading and writing (pp. 340366). London: Academic Press.Google Scholar
Iribarren, I.C., Jarema, G., & Lecours, A.R. (1996). The assessment of surface dyslexia in a regular orthography, Spanish: A case study. Brain and Cognition, 32, 196198.Google Scholar
Iribarren, I.C., Jarema, G., & Lecours, A.R. (1999). Lexical reading in Spanish: Two cases of phonological dyslexia. Applied psycholinguistics, 20, 407428.CrossRefGoogle Scholar
Juilland, A., & Chang Rodriguez, E. (1964). Frequency Dictionary of Spanish Words. London: Mouton.CrossRefGoogle Scholar
Kaplan, E. F., Goodglass, H., & Weintraub, S. (1978). The Boston Naming Test. Philadelphia: Lea & Febiger. (Spanish adaptation by García Albea, Sánchez Bernardos, & del Viso. Test de Boston para el diagnóstico de la afasia. Madrid: Médica-Panamericana, 1986).Google Scholar
Patterson, K., & Shewell, C. (1987). Speak and spell: Dissociation and word-class effects. In Coltheart, M., Sartori, G., & Job, R (Eds.), The cognitive neuropsychology of language (pp. 273292). London: Erlbaum.Google Scholar
Peña Casanova, J. (1990). Test Barcelona. Barcelona: Masson.Google Scholar
Ruiz, A., Ansaldo, A. & Lecours, A.R. (1992). Two cases of deep dyslexia in unilingual Hispanophone aphasics. Brain and Language, 46, 245256.CrossRefGoogle Scholar
Sartori, G., Masterson, J., & Job, R. (1987). Direct-route reading and the locus of lexical decision. In Coltheart, M., Sartori, K., & Job, R. (Eds.), The cognitive neuropsychology of language (pp. 5976). London: Erlbaum.Google Scholar
Seidenberg, M.S., & McClelland, J.L. (1989). A distributed, developmental model of word recognition and naming. Psychological Review, 96, 523568.CrossRefGoogle ScholarPubMed
Seidenberg, M.S., Plaut, DV., Petersen, A.S., McClelland, J.L., & McRae, K. (1994). Nonword pronunciation and models of word recognition. Journal of Experimental Psychology: Human Perception and Performance, 20, 11771196.Google ScholarPubMed
Wechsler, D.A. (1945). Wechsler Memory Scale. New York: Psychological Corporation.Google Scholar
Wechsler, D.A. (1955). Wechsler Adult Intelligence Scale Manual. New York: Psychological Corporation.Google Scholar