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When Does a Deep Dyslexic Make a Semantic Error? The Roles of Age-of-Acquisition, Concreteness, and Frequency

Gerhand, Simon and Barry, Christopher (2000) 'When Does a Deep Dyslexic Make a Semantic Error? The Roles of Age-of-Acquisition, Concreteness, and Frequency.' Brain and Language, 74 (1). pp. 26-47. ISSN 0093-934X

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Abstract

Semantic reading errors are the central and defining feature of deep dyslexia. This study compared the words the deep dyslexic patient LW read correctly with those she omitted and those to which she produced semantic errors in terms of their concreteness, age-of-acquisition, frequency, and length. Semantic errors were made to less concrete, later-acquired, and shorter words than were read correctly; there was no reliable effect of word frequency. More importantly, the actual semantic errors produced were later- acquired than the stimulus words, but they were not more concrete or reliably more frequent. These results implicate age-of-acquisition in the process that produces semantic errors. It is proposed that concreteness determines the specificity of the semantic system to activate a set of candidate responses and that age-of-acquisition biases the ease with which certain words can be selected from this set to be produced as reading responses. (C) 2000 Academic Press.

Item Type: Article
Uncontrolled Keywords: Humans; Subarachnoid Hemorrhage; Dyslexia, Acquired; Aphasia, Broca; Severity of Illness Index; Verbal Learning; Age Factors; Semantics; Middle Aged; Female
Subjects: B Philosophy. Psychology. Religion > BF Psychology
Divisions: Faculty of Science and Health
Faculty of Science and Health > Psychology, Department of
SWORD Depositor: Elements
Depositing User: Elements
Date Deposited: 13 Feb 2015 22:28
Last Modified: 15 Jan 2022 00:57
URI: http://repository.essex.ac.uk/id/eprint/12414

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