ISSUES IN READING, WRITING AND SPEAKING

ISSUES IN READING, WRITING AND SPEAKING

NEUROPSYCHOLOGY AND COGNITION VOLUME 3 Series Editor: R. Malatesha Joshi, Oklahoma State University, U.S.A. Advisory Board: Alfonso Caramazza, The fohns Hopkins University, U.S.A. George Hynd, University o/georgia, U.S.A. C.K. Leong, The University o/victoria, Canada John Marshall, University 0/ Oxford, U.K. Gabriele Miceli, Universita Cattolica Del Sacro Cuore, Italy Loraine Obler, City University 0/ New York, U.S.A. Sandra Witelson, McMaster University, Canada The purpose of the Neuropsychology and Cognition series is to bring out volumes that promote understanding in topics relating brain and behavior. It is intended for use by both clinicians and research scientists in the fields of neuropsychology, cognitive psychology, psycholinguistics, speech and hearing, as well as education. Examples of topics to be covered in the series would relate to memory, language acquisition and breakdown, reading, attention, developing and aging brain. By addressing the theoretical, empirical, and applied aspects of brain-behavior relationships, this series will try to present the information in the fields of neuropsychology and cognition in a coherent manner. The titles published in this series are listed at the end o/this volume.

ALFONSOCARA~ Cognitive Science Center, The Johns Hopkins University, U.S.A. ISSUES IN READING, WRITING AND SPEAKING A N europsycholo gical Perspective SPRINGER SCIENCE+BUSINESS MEDIA, B.V.

Library of Congress Cataloging-in-Publication Data 1ssues in reading, writing, and speaking : a neuropsychological perspective / [compiled) by Alfonso CaraNBzza. p.. cm. -- (Neuropsychology and cognition ; 3l 1ncludes bibliographical references (p. ISBN 978-94-010-5663-2 ISBN 978-94-011-3740-9 (ebook) DOI 10.1007/978-94-011-3740-9 1. Language disorders. 2. Neurolingulstics. 1. Caraaazza, Alfonso. II. Series. RC423.185 1990 616.85'5--dc20 90-5379 ISBN 978-94-010-5663-2 Printed on acid-free paper All Rights Reserved 1991 Springer Science+Business Media Dordrecht Originally published by Kluwer Academic Publishers in 1991 Softcover reprint ofthe hardcover 1 st edition 1991 No part of the material protected by this copyright notice may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system, without written permission from the copyright owner.

CONTENTS Full References for Papers Included in this Volume List of Contributors vii ix A. General Introduction I Chapter 1 Some aspects of language processing revealed through the analysis of acquired aphasia: The lexical system 15 B. Reading Introduction to Section of Reading 45 Chapter 2 Reading mechanisms and the organization of the lexicon: Evidence from acquired dyslexia 55 Chapter 3 The role of the (output) phonological buffer in reading, writing, and repetition 93 Chapter 4 The analysis dyslexia of morphological errors in a case of acquired 137 Chapter 5 General to specific access to examined word meaning: A claim re- 167 C. Writing Introduction to Section on Writing 189 Chapter 6 Aspects of the spelling process: Evidence from a case of acquired dysgraphia 195

vi Chapter 7 Dissociation of spelling errors in written and oral spelling: The role of allographic conversion in writing 239 Chapter 8 The role of the Graphemic Buffer in spelling: Evidence from a case of acquired dysgraphia 269 Chapter 9 Orthographic structure, the graphemic buffer and the spelling process 297 D. Speaking Introduction to Section on Speaking 313 Chapter 10 Dissociation of inflectional and derivational morphology 317 Chapter 11 A Case of Selective Deficit to Positional Level Processing 363 Chapter 12 Variation in the pattern of omissions and substitutions of grammatical morphemes in the spontaneous speech of $O-called agrammatic patients 391

FULL REFERENCES FOR PAPERS INCLUDED IN THE VOLUME Chapter I Caramazza, A. (1988). Some aspects of language processing revealed through the analysis of acquired aphasia: The lexical system. Annual Review of Neuroscience, li, 395-421 Chapter 2 Caramazza, A., Miceli, G., Silveri, M. C. & Laudanna, A. (1985). Reading mechanisms and the organization of the lexicon: Evidence from acquired dyslexia. Cognitive Neuropsychology, 2,81-114. Chapter 3 Caramazza, A., Miceli, G., & Villa, G. (1986). The role of the (output) phonological buffer in reading, writing, and repetition. Cognitive Neuropsychology, 3.(1), 37-76. Chapter 4 Badecker, W. & Caramazza, A. (1987). The analysis of morphological errors in a case of acquired dyslexia. Brain and Language, 32, 278-305. Chapter 5 Rapp, B. & Caramazza, A. (1989). General to Specific Access to Word Meaning: A Claim re-examined. Cognitive Neuropsychology, 2(2),251-272. Chapter 6 Goodman, R. A. & Caramazza, A. (1986). Aspects of the spelling process: Evidence from a case of acquired dysgraphia. Language & Cognitive Processes, 1(4), 263-296. Chapter 7 Goodman, R. A. & Caramazza, A. (1986). Dissociation of spelling errors in written and oral spelling: The role of allographic conversion in writing. Cognitive NeuropsycholQgy,,l,(2), 179-206. Chapter 8 Caramazza, A., Miceli, G., Villa, G. & Romani, C. (1987). The role of Graphemic Buffer in Spelling: Evidence from a case of acquired dysgraphia. CognitiQD, 26, 59-85. vii

viii Chapter 9 Caramazza, A. & Miceli, G. (1989). Orthographic structure, the graphemic buffer and the spelling process. In C. von Euler, I. Lundberg & G. Lennerstrand (Eds.) Brain and Reading, MacMillan/Wenner-Gren International Symposium Series. Chapter 10 Miceli, G. & Caramazza, A. (1988). Dissociation of inflectional and derivational morphology. Brain and Language, 35,(1), 24-65. Chapter 11 Caramazza, A. & Hillis, A. (1989). The disruption of sentence production: Some dissociations. Brain and Language, 36, 625-650. Chapter 12 Miceli, G., Silveri, M. C., Romani, C. & Caramazza, A. (1989). Variation in the pattern of omissions and substitutions of grammatical morphemes in the spontaneous speech of so-called agrammatic patients. Brain and Language, 36,447-492.

LIST OF CONTRIBUTORS William Badecker, Cognitive Science Center, The Johns Hopkins University, Baltimore, Maryland, 21218. Alfonso Caramazza, Cognitive Science Center, The Johns Hopkins University, Baltimore, Maryland, 21218. Roberta A. Goodman-Schulman, Department of Speech Pathology, Loyola College, 4501 N. Charles Street, Baltimore, Maryland, 21210-2699. Argye E. Hillis, HealthSouth Rehabilitation Center, 9512 Harford Road, Baltimore, Maryland, 21234.. Alessandro Laudanna, Istituto di Psicologia del CNR, Viale Marx, 15, 00137, Roma, Italy. Gabriele Miceli, Neurologia, Universita Cattolica del Sacro Cuore, Policlinico "A. Gemelli", Largo A. Gemelli, 8, 00168, Roma, Italy. Brenda Rapp, Cognitive Science Center, The Johns Hopkins University, Baltimore, Maryland, 21218. Cristina Romani, Department of Psychology, The Johns Hopkins University, Baltimore, Maryland, 21218. M. Caterina Silveri, Neurologia, Universita Cattolica del Sacro Cuore, Policlinico "A. Gemelli", Largo A. Gemelli, 8, 00168, Roma, Italy. Giampiem Villa, Neurologia, Universita Cattolica del Sacro Cuore, Policlinico "A. Gemelli", Largo A. Gemelli, 8, 00168, Roma, Italy. ix