The mapping from sound structure to the lexicon in aphasia: Evidence from rhyme and repetition priming

Author(s): Milberg, W., Brown, T., Hutchinson, A., Kurowski, K., Burton, M. W.

Journal/Book: Brain Lang. 2000; 72: 525 B St, Ste 1900, San Diego, CA 92101-4495, USA. Academic Press Inc. 75-99.

Abstract: Two studies were conducted to explore the hypothesis that Broca's and Wernicke's aphasics have deficits arising from the processes involved in activating the lexicon from phonological form. The first study explored whether phonologically similar lexical entries differing only in their initial consonants show ''rhyme priming.'' Results revealed that Broca's aphasics failed to show facilitation when the target was identical to the prime (i.e. Identity priming) and they showed significant inhibition when targets were preceded by rhyming words. Wernicke's aphasics showed a pattern of results similar to that of normal subjects, i.e., identity priming and rhyme priming as well as significantly slower reaction-times in the rhyming condition compared to the identity condition. The second study investigated form-based repetition priming in aphasic patients at a number of intervals including when no other stimuli intervened between repeated stimuli (0 lag) or when 4, 8, or 12 stimuli intervened. Results showed that, unlike old normal subjects who showed repetition priming for both words and nonwords, both Broca's and Wernicke's aphasics showed repetition priming for word targets only. Moreover, in contrast to old normal subjects who showed a greater magnitude of priming at 0 lag for word targets, neither Broca's aphasics or Wernicke's aphasics showed priming at 0 lag. Implications of these findings are considered with respect to the hypotheses that Broca's and Wernicke's aphasics have deficits in the nature of the activation patterns within the lexicon itself and in auditory (working) memory.

Note: Article Blumstein SE, Brown Univ, Dept Cognit & Linguist Sci, Box 1978, Providence,RI 02912 USA

Keyword(s): DECISION TASK; SYNTACTIC COMPREHENSION; AUDITORY COMPREHENSION; MEMORY; ACCESS; DISORDERS; CAPACITY; SPEECH; WORDS

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