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Sun, Yue. "Neural mechanisms of phonological processing." Thesis, Paris 6, 2015. http://www.theses.fr/2015PA066449.
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Afin de comprendre la parole, les auditeurs ont besoin de transformer les signaux sensoriels en sens abstraits. Dans cette thèse, nous nous sommes concentrés sur les processus perceptifs liés au système des sons du langage - le traitement phonologique, et examiné les mécanismes neurobiologiques sous-jacents.Dans la première partie de la thèse, nous avons examiné l'organisation temporelle du traitement phonologique dans le cerveau humain. En utilisant des enregistrements électroencéphalographiques (EEG), nous avons étudié le décours temporel pour le traitement perceptif de règles phonologiques spécifiques à la langue maternelle des auditeurs. Les résultats montre que les connaissances des auditeurs sur les règles phonologiques complexes de leur langue maternelle sont mise en oeuvre à un stade précoce de la perception de son de la parole.Dans la deuxième partie de cette thèse, nous avons étudié l'organisation spatiale du traitement phonologique dans le cortex humain. Nous avons effectué deux études pour étudier le rôle de l'interaction sensorimotrice dans le décodage phonologique à la fois pendant la perception de la parole et la lecture. Les résultats de la première étude démontrent que le système moteur est impliqué dans la catégorisation perceptive des sons de la parole non-natifs, tantdis que ceux de la deuxième étude montrent que la réparation perceptive des séquences de lettres illégale dans la langue maternelle des auditeurs est dépendante de la disponibilité du système moteur chez les participants.L'ensemble de cette thèse fournit de nouvelles perspectives sur les aspects temporels et spatiaux de mécanismes neuronaux qui sous-tendent le traitement phonologiqueIn order to understand spoken language, listeners need to transform sensory signals into abstract meanings. In this thesis, we focused on perceptual processes that deal with the sound system of spoken language – phonological processing, and examined its neurobiological underpinnings. In the first part of the thesis, we investigated the temporal organization of phonological processing in the human brain. Using electroencephalographic (EEG) recordings, we studied the time course for perceptual processing of language-specific phonological rules. Findings of this study demonstrate that listeners’ knowledge of complex phonological rules of their native language is assessed at an early stage of speech sound perception. In the second part of the thesis, we investigated the spatial organization of phonological processing in the human cortex. In particular, we conducted two studies to investigate the role of sensorimotor interaction in phonological decoding during both speech perception and reading. Results from the first study showed that the motor system is involved in the perceptual categorization of non-native speech sounds, while those from the second study demonstrated that perceptual repair of phonotactically illegal letter sequences in reader’s native language is dependent to the availability of the their motor system. Together, findings from this thesis provide new insights into temporal and spatial aspects of neural mechanisms that underlie phonological processing
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Melnik, Gerda Ana. "Issues in L2 phonological processing." Thesis, Paris Sciences et Lettres (ComUE), 2019. http://www.theses.fr/2019PSLEE007/document.
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L’apprentissage d’une langue étrangère nécessite une quantité considérable de temps et d’efforts. Les apprenants doivent faire face à de nombreux défis dans cet apprentissage, dont le traitement des sons qui n'existent pas dans leur langue maternelle. La différence entre les propriétés de la langue maternelle et de la langue étrangère entraîne des distorsions dans la perception et un accent dans la production des sons non-natifs. De plus, ces difficultés persistent à tous les niveaux de traitement, car les problèmes de perception et de production d’un son influencent le traitement des mots contenant ces sons. Heureusement, la capacité à percevoir et à produire les sons de la L2 (langue seconde) s’améliore progressivement. Cette thèse porte sur le traitement phonologique de la L2 et son développement à travers les modalités (perception vs. production) et les niveaux de traitement (niveau prélexical vs. lexical). Dans la première partie de la thèse, nous étudions la relation entre la perception et la production en L2. Les résultats des études précédentes ont souvent été contradictoires et nous suggérons que plusieurs limitations méthodologiques aient pu y créer des confusions. Nous avons donc pris en compte ces limitations méthodologiques et nous avons développé un paradigme expérimental afin de tester la perception et la production du contraste français /u/-/y/ par des apprenants anglophones. Nous avons utilisé des tâches qui visent le traitement prélexical et lexical afin d'examiner si le lien entre les deux modalités, s’il en existe un, est maintenu à travers les niveaux de traitement. Les résultats ont montré que la perception et la production sont corrélées, mais uniquement au niveau prélexical. De plus, nous avons trouvé que le développement de la perception précède celui de la production car il faut d’abord bien percevoir un son non-natif afin de le produire correctement. Dans la deuxième partie, nous avons poursuivi l’étude du traitement phonologique à travers les niveaux de traitement en nous concentrant sur la perception du son anglais /h/ par des apprenants francophones. Nous avons d’abord examiné si les difficultés à percevoir ce son précédemment signalées au niveau prélexical posaient également problème au niveau lexical. De plus, nous avons examiné si l’asymétrie observée dans la production (les francophones omettent le /h/ plus souvent qu’il ne l’insèrent) était présente dans la perception. Les résultats ont révélé que les apprenants francophones ont du mal à percevoir des mots et des non-mots contenant le /h/. De plus, une performance asymétrique a été observée. Nous avons interprété ceci comme une indication que les représentations phonologiques des mots anglais contenant le /h/ sont imprécises chez les apprenants francophones. Dans un second temps, nous avons examiné si un entraînement phonétique pouvait améliorer la perception du /h/ non seulement au niveau prélexical, mais également au niveau lexical. Nous avons démontré que l’entraînement phonétique améliorait la perception du /h/ dans les deux niveaux de traitement. De plus, cet effet positif a été maintenu quatre mois après l’entraînement. Enfin, nous avons examiné si les asymétries dans la perception du /h/ au niveau lexical pouvaient s'expliquer par des asymétries au niveau prélexical. Un tel lien n’a cependant pas été observé dans les résultats. Dans l’ensemble, cette thèse démontre que les mécanismes sous-jacents au traitement de la parole en L2 sont complexes et dynamiques, et influencent ainsi la perception et la production tant à travers les modalités qu’à travers les niveaux de traitement. Enfin, des pistes pour les recherches futures, qui permettraient d’explorer davantage les liens entre ces éléments du traitement phonologique, sont proposées. Cela mènerait à une compréhension plus approfondie des processus impliqués dans l’acquisition de la L2Learning a foreign language (L2) is a difficult task, requiring considerable amounts of time and effort. One of the challenges learners must face is the processing of sounds that do not exist or are not used contrastively in their native language. The mismatch between the properties of the native language and the foreign one leads to distortions in the perception of non-native sounds and to foreign accent in their production. Moreover, these difficulties persist across levels of processing as problems in prelexical L2 sound perception and production influence the processing of words containing these sounds. Fortunately, with growing proficiency the abilities to perceive and produce L2 sounds gradually improve, although they might never attain native-like levels. This thesis focuses on L2 phonological processing and its development across modalities (perception vs. production) and across levels of processing (prelexical vs. lexical). In the first part of the thesis, we investigate the relationship between perception and production in L2. Previous literature has provided contradictory evidence as to whether perception and production develop in parallel. We hypothesized that several methodological limitations could have brought confounds in some of these previous studies. We therefore designed an experiment that addressed these methodological issues and tested proficient English learners of French on their perception and production of the French contrast /u/-/y/ that does not exist in English. We included tasks that tap into both prelexical and lexical levels of processing in order to examine whether the link between the two modalities, if any, holds across levels of processing. Results showed that perception and production were correlated, but only when tested with tasks that tap into the same level of processing. We next explored if the developments in one modality precede developments in the other and found that good perception is indeed a prerequisite for good production. In the second part of the thesis, we continue to investigate the phonological processing of L2 across levels by focusing on the perception of the English sound /h/ by intermediate to proficient French learners of English. We first studied if the poor perception of this sound previously reported at the prelexical level also causes problems at the lexical level. We also looked at whether asymmetries found in production (i.e. more deletions than insertions) are reflected in perception. The results revealed that French learners of English have difficulty in perceiving /h/-initial words and non-words at the lexical level. Moreover, an asymmetry was indeed observed in their performance, which was interpreted as an indication that French learners of English have imprecise phonological representations of /h/-initial but not of vowel-initial words. Second, we carried out a training study to test if phonetic training could improve the perception of /h/ not only at the prelexical, but at the lexical level as well. We found that the High Phonetic Variability training did improve the perception of /h/ both at the prelexical and lexical levels, and that this positive effect was retained four months after training. Finally, we examined if asymmetries in the perception of /h/ at the lexical level could be explained by asymmetries at the prelexical level. The results revealed no such relationship. Overall, this thesis demonstrates the complex and dynamic nature of the mechanisms underlying non-native speech processing and its development during learning both across modalities and across levels of processing. We discuss how future research could further explore the links between these elements of the phonological processing apparatus to get a better understanding of L2 acquisition
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Ng, Kwok-hang Ashley. "Phonological processing in children with speech disorders." Click to view the E-thesis via HKUTO, 1995. http://sunzi.lib.hku.hk/hkuto/record/B36209193.
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Thesis (B.Sc)--University of Hong Kong, 1995."A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 28, 1995." Also available in print.
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Myers, James Tomlinson. "A processing model of phonological rule application." Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186217.
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This dissertation proposes a formal model of phonological performance, Double Lookup, that also has empirical consequences for theories of phonological competence. The most significant of these is the Productivity Hypothesis, the claim that the ordering of rules derives from their relative productivity. According to Double Lookup, the use of phonological knowledge during speech production occurs in two steps. First, forms are retrieved from memory; second, phonological rules are retrieved from memory and applied, if appropriate, to the retrieved forms. Phonological patterns may be applied during speech in this way or be prepatterned (stored as patterns across lexical items in memory). The productivity of a rule is defined to be the likelihood of its being retrieved and applied during speech production. In general, less productive rules are more likely to be prepatterned than more productive rules. The Productivity Hypothesis then follows: Because prepatterned forms are retrieved before rules are retrieved and applied, less productive rules will be ordered before more productive rules. Double Lookup and the Productivity Hypothesis are tested in several ways. First it is shown that the ordering of partially productive rules in English, as determined using standard linguistic methods, corresponds with their ranking in productivity, as determined through experiments described in the literature and through original surveys of speech errors. The application of fully productive rules in English is also shown to be consistent with the Productivity Hypothesis; fully productive rules do not apply in a linear sequence, but rather interact in accordance with universal principles. All apparent counterexamples actually involve less than fully productive rules. Next it is shown that the phenomenon referred to in the literature as cyclicity is correctly predicted to arise under certain well-defined circumstances, as when a rule is both prepatterned and very productive. In addition, it is shown that there are large categories of examples that cannot be handled by the notion of cyclicity at all, but find a simple account within Double Lookup. Finally, evidence for the model is summarized by comparing it with other models of rule ordering which face conceptual and empirical problems Double Lookup avoids.
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Etmanskie, Jill Merita. "Reading, spelling, and phonological processing in children with phonological or surface reading problems." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ37949.pdf.
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DeMarco, Andrew T., Stephen M. Wilson, Kindle Rising, Steven Z. Rapcsak, and Pélagie M. Beeson. "Neural substrates of sublexical processing for spelling." ACADEMIC PRESS INC ELSEVIER SCIENCE, 2017. http://hdl.handle.net/10150/622997.
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We used fMRI to examine the neural substrates of sublexical phoneme-grapheme conversion during spelling in a group of healthy young adults. Participants performed a writing-to-dictation task involving irregular words (e.g., choir), plausible nonwords (e.g., kroid), and a control task of drawing familiar geometric shapes (e.g., squares). Written production of both irregular words and nonwords engaged a left hemisphere perisylvian network associated with reading/spelling and phonological processing skills. Effects of lexicality, manifested by increased activation during nonword relative to irregular word spelling, were noted in anterior perisylvian regions (posterior inferior frontal gyrus/operculum/precentral gyrus/insula), and in left ventral occipito-temporal cortex. In addition to enhanced neural responses within domain-specific components of the language network, the increased cognitive demands associated with spelling nonwords engaged domain-general frontoparietal cortical networks involved in selective attention and executive control. These results elucidate the neural substrates of sublexical processing during written language production and complement lesion-deficit correlation studies of phonological agraphia.
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Gruber, Michael. "Dyslexics' phonological processing in relation to speech perception." Doctoral thesis, Umeå : Univ, 2003. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-113.
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McCrory, Eamon Joseph. "A neurocognitive investigation of phonological processing in dyslexia." Thesis, University College London (University of London), 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.252523.
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Kwok, Rosa Kit Wan. "Orthographic and phonological processing in English word learning." Thesis, University of York, 2014. http://etheses.whiterose.ac.uk/7403/.
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This thesis investigates the process of orthographic and phonological word learning in adults. Speed of reading aloud is used as the main measure, specifically the reduction in naming reaction times (RTs) to short and long novel words through repetition and the convergence of RTs to short and long items. The first study (Chapter 2) fully described this fundamental learning paradigm and it is then used to compare various types of training in different groups of readers in the following chapters. Second, the role of phonology in visual word learning was investigated in Chapter 3. Novel words that received the training of both orthography and phonology (reading aloud condition) was found to be more efficient and effective compared to solely training the phonology of the novel words (hear-and-repeat with and without distractors). Yet, all three experiments in Chapter 3 also showed that the establishment of a phonological representation of a novel word can be sufficient of result in representations in the mental lexicon even without any encounter with the orthographic form of the novel word. Linear mixed effect modelling also found that literacy and phonological awareness made a significant contribution to nonwords naming speed when vocabulary and rapid digit naming were taken into account. Expressive vocabulary was found to be a significant predictor of the change in naming speed across the learning session when the effects of literacy, phonological awareness were controlled. Third, Chapter 4 then involved the repeated presentation of interleaved high-frequency words, low-frequency words and nonwords to native speakers of English in two testing sessions 28 days apart. Theoretical interest lies in the relative effects of length on naming latencies for high-frequency words, low-frequency words and nonwords, the extent to which those latencies (RTs) converge for shorter and longer words and nonwords, and the persistence of training/repetition effects over a 28-day retention interval. Finally, Chapters 5 and 6 try to bring these theories in a more applied context to understand orthographic word learning in adults with dyslexia and in bilingual speakers.
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Pexman, Penelope M. "Strategic control and phonological processing in visual word recognition." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0009/NQ31139.pdf.
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Sieh, Yu-Cheng. "Phonological processing skills in young learners' EFL vocabulary acquisition." Thesis, University of Newcastle Upon Tyne, 2007. http://hdl.handle.net/10443/266.
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Four factors were examined to investigate English vocabulary learning among 9-year-old elementary school children in Taiwan. The four factors were use of their native language, length of English instruction, and two phonological processing capabilities-phonological memory and phonological sensitivity. Apart from a series of paper-and-pencila nd computerized vocabulary assessmentst,w o nonword repetition tasks along with five detection and production tasks of rimes and phonemes were used to measure phonological memory and phonological sensitivity. The young learners' scores on all vocabulary tests were positively correlated with phonological memory and phonological sensitivity, as was also evidenced in studies by Gathercole et al. (1997) and Bowey (1996). A similar pattern of association was found between the learners' vocabulary performance and their length of English instruction. However, neither of the two phonological processing capabilities was associatedw ith English instruction length. The reaction times of the two online vocabulary tests suggest that an extra input of Ll gloss in explicit vocabulary teaching might have resulted in faster aural recognition of single English words. This supports Kroll and Stewart's (1994) revised hierarchical model of bilingual representation,w hich postulatest hat beginning L2 learners have their two languages interconnected at the lexical level. Results of stepwise and hierarchical regression analyses confirmed that English phonological sensitivity was the best predictor of young learners' English vocabulary performance and contributed uniquely to their vocabulary scores after age, English instruction length, vocabulary knowledge from school textbooks, Chinese phonological sensitivity, and phonological memory were statistically controlled.
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Wolz, Jane M. "Reading recovery and a developmental approach to phonological processing /." Thesis, Connect to this title online; UW restricted, 1999. http://hdl.handle.net/1773/7663.
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Oberhuber, Marion. "Examining phonological processing in the healthy and damaged brain." Thesis, University College London (University of London), 2017. http://discovery.ucl.ac.uk/10025893/.
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In this thesis I explore the neural signature of different types of speech sound processing, in the healthy brain and after damage through stroke. The first two Experiments applied a newly developed fMRI language paradigm in healthy controls to study phonological retrieval from speech, orthography and semantics. This showed that there are at least two types of phonological processing that can be dissociated on a neuronal level. Bilateral superior temporal gyri were associated with processing auditory (phonological) representations of speech, consistent with the notion of input to phonology. In contrast, left putamen and precentral cortex/pars opercularis were associated with pre-articulatory activity, and thus with outputs from phonology. The validation of the results in a separate, larger sample increased confidence that these findings are robust rather than false positives. Experiment 3 was concerned with examining the role of a “key player” in phonological processing, which revealed that different parts of the supramarginal gyrus differ in their response profile during a set of language tasks. This is in accordance with cytoarchitectural and connectivity studies demonstrating the structural variability of the region, and has implications for prior imaging studies considering the supramarginal gyrus as a uniform entity in the phonological network. The final experiment revealed that the loss of supramarginal gyrus through stroke has inconsistent effects on language abilities, possibly due to other brain regions or white matter tracts that were damaged in some patients but not in others. It also showed that additional brain regions were recruited in patients compared to controls, which might reflect compensatory brain activation that supports recovery. Taken together, this work proposes a new way of interpreting phonological effects, in particular within the supramarginal gyrus, and new insights into how the brain supports phonological processing after stroke-induced damage.
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Schatschneider, Christopher. "The relationship between phonological processing and early reading skills." Case Western Reserve University School of Graduate Studies / OhioLINK, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=case1058797643.
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Joubarne, Colette. "Graphon: A Comparison of Grapheme-to-phoneme Conversion Performance between an Automated System and Primary Grade Students." Thesis, Université d'Ottawa / University of Ottawa, 2015. http://hdl.handle.net/10393/32577.
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Grapheme-to-phoneme conversion is a necessary part of reading, whether by an automated system or by children. Automated methods play a key role in text-to-speech and automated speech recognition systems. Children learning to read develop grapheme-to-phoneme (G2P) conversion rules that they use extensively until they build up their orthographic lexicon.
Various solutions have been proposed for G2P conversion, each addressing specific problems and evaluated for different languages. In this thesis, I introduce a simple approach to G2P conversion that achieves good results, and compare these results to those of a study of children’s reading accuracy in the primary grades. The comparison highlights areas of weakness in the children’s reading skills, as well as particular phonemes for which the G2P system has difficulty. As part of the process, I also compare and discuss the wide range of discrepancies that exist between various French corpora.
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Wang, Hsiao-Lan. "Developmental dyslexia, phonological skills and basic auditory processing in Chinese." Thesis, University of Cambridge, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.609483.
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DeMarco, Andrew Tesla, and Andrew Tesla DeMarco. "Neural Substrates of Phonological Processing in Chronic Aphasia from Stroke." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/622976.
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Deficits in phonology are among the most common and persistent impairments in aphasia after left hemisphere stroke, and can have significant functional consequences for spoken and written language. While many individuals make considerable gains through physiological restitution and in response to treatment, the neural substrates supporting phonological performance in the face of damage to critical language regions is poorly understood. To address this issue, we used BOLD fMRI to measure regional brain activation in a case series of individuals with aphasia after left MCA stroke during a phonological task. The results of this study support the idea that damage to even a portion of the phonological network results in impaired phonological processing. We found that individuals with left perisylvian damage tend to rely on the residual left-hemisphere language network, and typically recruit regions associated with domain-general cognitive processing which fall outside of the left-hemisphere language network. However, recruitment of these regions did not necessarily enhance phonological processing. Rather, more successful phonological processing outside the scanner was associated with recruitment of a language region in right posterior middle temporal gyrus and a region in left occipital pole. More successful phonological processing inside the scanner was associated with additional recruitment of the left supramarginal gyrus within the healthy control network, engagement of bilateral intraparietal sulcus from the multi-demand network, and up-regulation of the right-hemisphere network of regions homotopic to the left-hemisphere language network seen in the healthy control group. These findings emphasize the contributions of residual components of the left-hemisphere language network, engagement of a non-linguistic domain-general multi-demand network, and the participation of the non-dominant right-hemisphere language network in successful phonological processing in chronic aphasia after stroke.
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Conway, Timothy W. "Measuring phonological processing and phonological working memory in adults with developmental dyslexia a functional magnetic resonance imaging study /." [Gainesville, Fla.]: University of Florida, 2003. http://purl.fcla.edu/fcla/etd/UFE0000666.
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Dean, Elizabeth Claire. "A study of the relationship between phonological awareness and phonological processing in four and five year old children." Thesis, n.p, 1995. http://ethos.bl.uk/.
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Pera, Natalie. "Processing predictors of severity of speech sound disorders." Thesis, University of Canterbury. Dept of Communication Disorders, 2013. http://hdl.handle.net/10092/7949.
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This study investigated whether or not variability in the severity of speech sound disorders is related to variability in phonological short-term memory and/or variability in the accuracy of phonological representations. The aim was to determine speech processing predictors of severity of speech sound disorders. A total of 33 children, aged three to six years of age, were assessed on measures of nonword repetition, accuracy of phonological representations, accuracy of speech production, and language. The tests administered included the Clinical Evaluation of Language Fundamentals Preschool – 2 Australian, the Diagnostic Evaluation of Articulation and Phonology, the Nonword Repetition Test (modified), and the Phonological Representation Judgement Task (modified). The relationships between the results of these tests were established using a correlation analysis. The relationship between accuracy of phonological representations and the percentage of consonants correct was found to be mediated by language. There was no significant relationship between nonword repetition and percentage consonants correct. These findings may have been the result of small sample size, age of the participants, or co-morbid language difficulties. These findings imply that variability in severity of speech sound disorders may be related to a variable not directly assessed in this study. This variable may be a constraint relating to the stored motor programs within children’s speech processing systems. Implications for future research are discussed.
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Vender, Maria [Verfasser]. "Disentangling Dyslexia : Phonological and Processing Deficit in Developmental Dyslexia / Maria Vender." Bern : Peter Lang AG, Internationaler Verlag der Wissenschaften, 2017. http://d-nb.info/1140368389/34.
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Preston, Jonathan. "Phonological processing and speech production in preschoolers with speech sound disorders." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2008. http://wwwlib.umi.com/cr/syr/main.
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Deschamps, Isabelle. "Phonological processing: Insights from sonority differences during speech perception and production." Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=119346.
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Phonology represents the building blocks of language as it determines which sounds (or patterns of sounds) are meaningful in specific languages, as well as how speakers interpret these sounds. During speech production, phonology also dictates how specific sounds are produced in specific contexts. Phonological processing is thus a crucial component of both speech perception and speech production. Despite the importance of phonological processes to speech perception and speech production, their underlying mechanisms and their neural architecture have not yet been fully specified. This gap in knowledge can be attributed to the complexity associated with phonological processing, which can be influenced by different factors (e.g. types of stimulus (words, pseudowords, nonwords), modality of stimulus presentation (auditory, orthographic) and task demands (passive, active)). In addition, given the large number of potential independent factors, experimental design considerations are critical to ensure that the processes under investigation are representative of phonology. While previous research on phonological processing during speech perception and speech production has identified a broad array of brain regions sensitive to phonological manipulations or their representations, the specific contributions of these regions remain unclear. In order to couple aspects of phonological processing to specific brain regions, three complementary studies were conducted using behavioural measures and functional neuroimaging. Using functional magnetic resonance imaging (fMRI), stimulus modality (e.g. auditory, orthographic), task demands (passive speech perception, speech production) and phonological complexity were manipulated to profile the underlying phonological processing architecture common to speech perception and speech production. The results revealed that the most prominent neural processing differences associated with the manipulation of phonological complexity and stimulus modality occurred during speech production rather than speech perception. Brain areas associated with the task variables and sensitive to phonological complexity included the posterior part of the inferior frontal gyrus (IFGpo), during both speech perception and speech production, and regions along the superior temporal plane during speech production. An unexpected finding was the lack of sensitivity of the supramarginal gyrus (SMG), a region that has been previously associated with phonological processing, to phonological complexity. To clarify the role of the SMG in phonological processing two transcranial magnetic stimulation studies were conducted. Subjects were tested on a same/different judgment task to assess phonological processing and an n-back verbal task to assess verbal working memory. The results of the two experiments confirmed that the SMG is involved in verbal working memory, a more domain-general process, but not in the encoding of phonological information. Altogether, the results from these experiments reflect on a number of important component processes that contribute to or integrate with phonological processing during speech perception and speech production. This information will add to the depth of knowledge needed to further develop current linguistic and psycholinguistic models of language and contribute to our understanding of how phonological units are represented and processed at the neural level.La phonologie englobe les principes qui régissent l'apparition et la fonction des sons qui sont particuliers à une langue. Plus précisément, la phonologie dicte quels sons sont pertinents et la manière dont ces sons sont interprétés à l'intérieur d'un système langagier spécifique. La phonologie est non seulement importante lors de la compréhension de la parole, mais elle l'est tout aussi lors de sa production. Le traitement phonologique est donc un processus indispensable lors de la perception et la production de la parole. Malgré l'importance du traitement phonologique lors de la perception et la production de la parole, d'importantes lacunes quant aux mécanismes et à l'architecture du réseau neuronal sous-jacents existent. Ce manque de connaissances peut être attribué en partie au fait que le traitement phonologique est un processus complexe qui englobe plusieurs composantes et processus. De plus, plusieurs facteurs comme le type de stimuli (mots, pseudomots, nonmots), la modalité de présentation (auditive, visuelle) ainsi que le type de tâche utilisé (passive, active) peuvent influencer le traitement phonologique. Considérant que des études antérieures sur le traitement phonologique ont identifié un réseau neuronal incluant plusieurs régions lors de tâches visant à isoler différentes composantes phonologiques, de plus amples données expérimentales sont requises afin de discerner la fonction spécifique d'une région. Afin d'étudier plus en profondeur l'architecture neuronale du traitement phonologique, trois expériences furent créées. Des mesures comportementales ainsi que des techniques d'imagerie neurofonctionelle complémentaires furent utilisées. À l'aide de l'imagerie par résonance magnétique (IRMf), l'effet de la modalité de présentation des stimuli (auditive, orthographique) ainsi que l'effet de tâches (perception de la parole passive, production de la parole) furent mesurés. De plus, un métrique de complexité phonologique fût utilisé afin de manipuler la difficulté du traitement phonologique. Les résultats de cette première étude démontrent que le type de tâche utilisé influence différemment le traitement phonologique lorsque les stimuli sont présentés de manière auditive ou orthographique. Pour être plus précis, la modalité de présentation des stimuli a un plus gros impact sur les différences observées lors du traitement phonologique lorsqu'il n'y a pas de tâche concrète. En autre, la région postérieure du gyrus inférieur frontal fût la seule aire corticale sensible à la manipulation phonologique lors des tâches de perception et de production. Néanmoins, d'autres aires situées dans le cortex temporal supérieur démontrèrent une sensibilité à la manipulation phonologique. Un résultat quelque peu inattendu fût l'absence de sensibilité du gyrus supramarginal (SMG) lors de la manipulation phonologique. Dans le but d'explorer plus en profondeur le rôle de cette région, une région typiquement associée au traitement phonologique, deux expériences de stimulation magnétique transcranienne furent effectuées. Plus précisément, ces expériences explorèrent la contribution du SMG lors de tâches de mémoire verbale et de tâches de discrimination. Les résultats démontrèrent que le SMG est une aire corticale recrutée lors de tâches de mémoire verbale mais ne participe pas au traitement phonologique. En somme, les résultats de ces trois expériences démontrent qu'afin de pouvoir caractériser les différentes composantes du traitement phonologique lors de la perception et la production de la parole, il faut comprendre et déterminer l'effet qu'ont certains facteurs spécifiques sur l'information phonologique. Ces connaissances sont primordiales afin de pouvoir développer des modèles linguistiques et psycholinguistiques du traitement phonologique.
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Dickins, Jonathan. "Phonological processing during silent reading in children with and without dyslexia." Thesis, University of Southampton, 2017. https://eprints.soton.ac.uk/415941/.
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There is a body of evidence to suggest a robust link between phonological processing and the development of reading ability in young readers, and skilled adult readers typically process the speech sounds of words to support lexical identification during silent reading. By contrast, readers with dyslexia have demonstrated impaired performance across a variety of tasks designed to assess phonological processing, and the phonological deficits hypothesis is a widely accepted account of the reading difficulties associated with dyslexia. Despite this, little is known about how young readers with dyslexia cognitively process the speech sounds of words during silent reading, nor how this ability develops in readers either with or without dyslexia. The aim of the present research was to investigate the extent to which readers with dyslexia process the phonological characteristics of words and nonwords during silent reading. Using four participant groups to make chronological age-matched and reading level-matched comparisons, participants' eye movements were recorded as they silent read sentences in which a target word's phonology and orthography was manipulated. In Experiment One foveal processing of phonology was investigated, with parafoveal processing of phonology investigated in Experiment Two. Across both experiments there was no evidence to suggest differential processing of phonology in readers with dyslexia, despite the robust link between dyslexia and phonological processing deficits. There was, however, some evidence to suggest that readers with dyslexia may be more reliant on orthographic processing than typically developing readers. Whilst the sample of readers with dyslexia studied here did demonstrate impairment in some phonological processing tasks, their ability to process phonology during silent reading did not differ from their typically developing peers.
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Stanley, Camille Christine. "Phonological Processing in Children with Dyslexia: Analyzing Nonword Repetition Error Types." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/8269.
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This study analyzes quantitative and qualitative differences in errors made during a nonword repetition task between children with dyslexia (n = 75) and their typically developing (TD) peers (n = 75). Participants were auditorily presented with 16 nonwords based on a CVC (consonant-vowel-consonant) pattern; nonwords varied from two to five syllables in length. Verbal responses were recorded, transcribed, and consonant phonemes were analyzed according to the following error types: substitutions, omissions, insertions, and transpositions. Analyses found that children with dyslexia perform more poorly on nonword repetition as compared to their TD peers. Specifically, during this nonword repetition task children with dyslexia differed from their TD peers in overall accuracy and omission errors. Groups did not differ in the quantity and quality of substitution, insertion, or transposition errors. Findings from this study may provide insight into mechanisms underlying phonological processing in children with dyslexia. Implications for future research and clinical work are also discussed.
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Barker, Robert Michael. "Modeling Phonological Processing for Children with Mild Intellectual Disabilities: The Relationship between Underlying Phonological Abilities and Associated Language Variables." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/psych_diss/77.
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The structure of phonological processing for typically developing children has been debated over the past two decades. Recent research has indicated that phonological processing is best explained by a single underlying phonological ability (e.g., Anthony and Lonigan, 2004). The current study had two goals. The first goal was to determine the structure of phonological processing for school-age children with mild intellectual disabilities (MID). The second goal was to determine the relationship between the components of phonological processing and expressive and receptive language ability. The participants were 222 school-age children identified by their schools as having MID. Confirmatory factor analysis was utilized to determine the structure of phonological processing. The results indicated that a model with one phonological awareness factor and one naming speed factor explained the data better than competing models with a single latent factor or more than two latent factors. There was a negative significant relationship between phonological processing and naming speed. There were positive bivariate relationships between phonological processing and expressive and receptive language. There were negative bivariate relationships between naming speed and expressive and receptive language. These results are consistent with other research findings with typically developing children, indicating a similarity in the relationships between phonological process and language for children with MID. Theoretical and instructional implications are discussed.
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Carney, Rosemary Gai. "The contribution of phonological processes to implicit memory for verbal stimuli." Thesis, University of Liverpool, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.272782.
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Benner, Uta E. [Verfasser], and Grzegorz [Akademischer Betreuer] Dogil. "Phonological processing of German sign language / Uta E. Benner. Betreuer: Grzegorz Dogil." Stuttgart : Universitätsbibliothek der Universität Stuttgart, 2012. http://d-nb.info/1028799853/34.
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Evans, Steven W. "Children's reading development and the effects of memory type and phonological processing." Virtual Press, 1986. http://liblink.bsu.edu/uhtbin/catkey/473077.
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This study was designed to explore the relationship between phonological processing, item and order memory, and reading achievement in second grade and adult readers. The literature consistently shows a deficit in phonological processing with poor readers. The results are mixed concerning memory for item and order information. A study by Katz, Healy, and Shankweiler (1983) attempted to show a relationship between phonological processing and memory for order information. The results indicated independent deficits for poor readers in both areas but failed to demonstrate a relationship.In this study subjects were required to look at a stimulus set of five letters for three seconds and remember them over a fifteen second delay. Following the delay the subject attempted to choose the initial array from the two presented to him. Reaction times and error rates were the dependent variables. Reading ability and age were independent variables.The results of this study do support a relationship between phonological processing and memory for order information through a three way interaction involving reading achievement, phonological processing, and memory type. Good reader's ability to phonologically process information is linked to their ability to remember order information. However causality was not determined.
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Judge, Jeannie. "Visual-motor behaviour and phonological processing skills in adults with developmental dyslexia." Thesis, University of Liverpool, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.403213.
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Nash, Hannah Marie. "Semantic and phonological aspects of language processing in children with Down syndrome." Thesis, University of York, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.440985.
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Stark, Patrick James Henry. "The role of speech processing in the phonological awareness of poor readers." Thesis, Queen's University Belfast, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.696323.
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Phonological awareness is a crucial component of reading development and a phonological deficit has been consistently found in poor readers. Studies of the auditory processing abilities of poor readers. however. have found conflicting evidence of deficits for perceiving either fast or slow rates of acoustic change, both of which may act as cues for speech perception. The aim of the present research was to investigate if a difference exists between poor readers' and normal readers' processing of the acoustic cues within speech in PA tasks and if this contributes to poor readers' phonological deficit. The studies presented in this thesis used various methods to modify the speech in phonological awareness tasks. These tasks were administered to groups of poor readers. chronologically age matched controls and reading age matched controls. Slow fluctuations in noise masking of speech in a PA task were found to impair PA performance more so than fast fluctuations in noise masking. although the latter may provide benefits for response speed. Typically developing children were found to be sensitive to the temporal degradation of speech in a PA task when the words were compressed to 50%, while the poor reading children were not. When this was followed longitudinally, the younger controls developed to display the same sensitivity to temporal degradation that the older controls had displayed the previous year. A study of. processing differences between dyslexic adults and normal readers (measured using event related potentials) found that dyslexic adults experience difficulties in processing speech tokens and words during a PA task in addition to their impairment for phonological segmentation .. The findings of the present.studies allowed a model of the development of sensitivity to acoustic cues in speech to be presented in the general discussion. alongside an overview of the evidence for differences in how poor and normal readers may process speech in PA tasks.
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Smythe, Pamela. "Aspects of phonological processing in sub-groups of left and right handedness." Thesis, University of Leicester, 2002. http://hdl.handle.net/2381/31348.
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This thesis was begun with two intentions. The first was to test a hypothesis of the Annett Right Shift Theory (1972, 1985) that people with poor phonology are less biased to right-handedness than the general population. The second was to establish whether to reduced bias to dextrality applies to deficits in all types of phonological processing. Evidence for an association between poor phonological processing and reduced dextrality was demonstrated in an age cohort of schoolchildren and in two large undergraduate samples. Cases of 'pathological' handedness are unlikely to have caused the association as, in children, the differences increased when those with slow hand skill and poor vocabularies were removed. Support for a genetic influence upon phonological processing was found when groups of children and undergraduates with varying phonological ability also varied for their relatives' handedness. Although, as expected, undergraduates with problems with nonword rhyme were more often left-handed and had more left handed relatives, against predictions, those with phoneme discrimination difficulties were much more dextral in handedness and had fewer left handed relatives. These interesting results were further investigated and poor ability in either phonological production/segmentation or rhyme/awareness was found to be associated with a reduced shift to dextrality. Finally an atypical pattern in dichotic listening (equal errors at each ear) was associated with phonological awareness difficulties, as was the atypical pattern of absence of shift to dextrality in handedness. The findings suggest that poor phonological awareness or phonological production/segmentation could be a risk in the rs - genotype and minor phoneme perception problems could be a disadvantage for the rs++ genotype. It is also suggested that the latter could be part of a multi-sensory problem (Stein and Walsh, 1997). These questions are discussed further and the contributions, limitations and implications of the work are reviewed.
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Windfuhr, Kirsten Lisbeth. "Verbal learning, phonological processing and reading skills in normal and dyslexic readers." Thesis, University of York, 1998. http://etheses.whiterose.ac.uk/14162/.
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Hempenstall, Kerin John, and kerry hempenstall@rmit edu au. "The effects on the phonological processing Skills of disabled readers of participating In direct instruction reading programs." RMIT University. Health Sciences, 1998. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20050628.114735.
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This thesis examines the effects of phonics-emphasis Direct Instruction reading programs on the phonological processes of students with teacher-identified reading problems in nine northern and western Melbourne primary schools. The students (131 males and 75 females, mean age 9.7 years, standard deviation 1.2 years) were assigned to the treatment condition or to wait-list comparison groups. Based on the results of a program placement test of rate and accuracy, students were assigned to one of two entry points into the Corrective Reading program (A, B1). The students in the intervention group received 60-65 lessons (in groups of five to ten students) from teachers at their schools, or, for some students, at a resource centre for surrounding schools. An additional study, with younger (mean age 8.8 years) less advanced readers involved a similar design and teaching approach. The program, Teach Your Child to Read in 100 Easy Lessons, was presented to thirteen student s in two settings. When compared with a similar cohort of wait-list students, the students in each program made statistically significant and educationally important gains in such phonologically-based processes as word attack, phonemic awareness, and spelling; and, statistically significant gains, of at least moderate effect size, in phonological recoding in lexical access and phonological recoding in working memory. A further question involved the prediction (from pretest scores) of those students who would not make progress in word attack solely from the reading programs. In this thesis, only the presence or absence of the reading programs predicted improvement in word attack. The studies in this thesis contribute to the long-standing debate on how best to ensure that children learn to read; to the understanding of the relationship between phonemic awareness and reading; to an understanding of the effects of the current system on at-risk children; and, how additional or alternative approaches more attuned to the findings of reading research may improve the effectiveness of the system.
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Jared, Debra J. (Debra Jean). "The processing of multisyllabic words : effects of phonological regularity, syllabic structure and frequency." Thesis, McGill University, 1985. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=63367.
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Braun, Mario [Verfasser]. "Phonological processing in visual word recognition : behavioural, computational & neurocognitive evidence / Mario Braun." Berlin : Freie Universität Berlin, 2009. http://d-nb.info/1023583003/34.
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Kantor, Patricia Thatcher. "Modeling the development of prereaders' phonological processing skills a latent variable longitudinal study /." Tallahassee, Florida : Florida State University, 2010. http://etd.lib.fsu.edu/theses/available/etd-03032010-125635/.
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Thesis (M.S.)--Florida State University, 2010.Advisor: Richard K. Wagner, Florida State University, College of Arts and Sciences, Dept. of Psychology. Title and description from dissertation home page (viewed on July 16, 2010). Document formatted into pages; contains vii, 54 pages. Includes bibliographical references.
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Lee, Anna Wing-Yee. "Phonological and Orthographic Processing of Chinese Characters in China, Hong Kong and Taiwan." Thesis, University of Liverpool, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.502189.
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Chinese, a non-alphabetic language, is composed of characters made up of strokes and radicals. Unlike English, there are no grapheme-phoneme rules in Chinese. However, there are some orthographic-phonological rules related to the phonetic radical which could give some degree of phonological information to the character. Chinese characters are used in China, Hong Kong and Taiwan. The type of character used and the instruction methods are different in these places. China uses simplified characters while Hong Kong and Taiwan use traditional characters. Children in China and Taiwan learn to use a phonetic system before learning characters while Hong Kong children learn by rote. How do the three groups differ in their phonological and orthographic processes? Twenty-five adult participants from each place were compared on a series of phonological and orthographic tasks. The phonological tasks included reading aloud real and pseudo-characters. The orthographic tasks included radical-completion tasks and a lexical decision task. It was found that the three groups shared the same central processing patterns and their differences could be explained by the different types of characters used and the absence or presence of a phonetic script. Two important characteristics of the component radical were identified: its type frequency and its sequence effects. The type frequency suggested the influence of its neighbours and the sequence effect suggested a writing sequence influence. Prelim~nary modifications to the existing lnteractiveactivation framework and the Interactive Constituency Model were attempted to illustrate how the component radicals might be represented in the mental lexicon. Theoretical implications and further research were discussed in the domain of developmental studies with both normal and disordered populations.
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Titterington, Jill. "Aspects of short-term memory and phonological processing in children with cochlear implants." Thesis, University of Ulster, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.400846.
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Meiring, Landi-Chantel. "Prenatal alcohol exposure-related reading and phonological processing deficits mediated by working memory." Master's thesis, University of Cape Town, 2017. http://hdl.handle.net/11427/27661.
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Few research studies have investigated the effects of prenatal alcohol exposure (PAE) on reading ability and/or on phonological processing. Most published studies have only included measures of single-word reading. This choice means those studies may lack ecological validity in that they might not have adequately captured the real-life reading difficulties experienced by individuals with PAE. Furthermore, only a handful have considered the possible mediating roles of those higher-order cognitive functions (e.g., working memory (WM)) that are known to be affected by PAE. The current research employed an extensive battery of phonological processing measures, as well as a reading test that featured measures of reading accuracy, reading rate, and comprehension. A sample of 159 children between 9 and 14 years of age, with varying degrees of PAE, including heavily exposed children and non- or minimally-exposed controls, were tested. The design also considered the potential for a mediating role of WM on performances on these tests. Overall, results showed performance deficits in children with either fetal alcohol syndrome or partial fetal alcohol syndrome on reading comprehension and on four measures of phonological processing, after control for potential confounders. Additional analyses showed that performance within all five of these reading-related domains were at least partially mediated by WM performance. I discuss these results in the context of previous findings in this literature, and describe their implications for reading interventions in children and adolescents with PAE.
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Montgomery, Scott A. "The case for synchronic orthographic primacy : the effect of literacy on phonological processing." Thesis, University of Edinburgh, 2001. http://hdl.handle.net/1842/23128.
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Orthographic interference on the phonological system has been documented by linguists for over a century, usually in the form of Spelling Pronunciation. This repeated observation of orthographic influence has not, however, resulted in orthography being admitted into the avenues of general linguistic study; rather it has become a controversial and problematic issue due to the apparent implausibility that the "man-made" writing system could possibly affect the "natural" phonological system. However, the very occurrence of such interference requires that the mechanisms involved are adequately accounted for, which previous studies in the area have not achieved. The purpose of this thesis is to establish the motivations behind the observed interference through examination of literacy attainment and its influence on the development of a speaker's phonological system from early literacy to full literacy. Chapter 1 sets the background for the study, with an examination of various studies, from Saussure to the present day, which observe orthographic influence in the phonological system. Here the main issues of the topic which are discussed in the following chapters are introduced. This chapter also highlights the general linguistic attitudes to the controversial issue of orthographic influence on the phonology. Chapter 2 explores the pre-literate phonological system and its development towards adulthood. Following this, an examination of reading strategies and abilities in children from pre-literacy to full literacy is undertaken. This allows direct comparison of how the process of learning to read relates to phonological development. On the basis of this comparison (and the status of an illiterate adult's phonological system) the conclusion drawn is that alphabetical literacy is the most likely source of phonological development to the segmental level.
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Walker, Anne. "Evaluation of the influence of the Phono-Graphix™ programme on children's reading achievement : direct instruction of phonological processing skills with a small group of predominantly Māori students : research project." Thesis, University of Canterbury. School of Professional Development, Centre for Postgraduate Studies, 2006. http://hdl.handle.net/10092/2934.
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A weakness in phonological-processing skills and alphabetic understanding is theorized to be responsible for the lack of reading development with some children. This study investigated the influence of a programme designed to use a direct instruction approach to teach these skills and knowledge on reading development. Fourteen children and the teacher from one classroom in a small urban primary school participated in this study. The students ranged in age from 7 years 7 months to 9 years 9 months, and ranged in reading ability from achieving below to achieving above their comparable chronological age in reading. At the time of the study, the school roll consisted of 81% Maori, 2% Cook Island, and 17% New Zealand European. Of the 14 students involved in the study, 12 were Maori, one was a Cook Island Maori and one was New Zealand European. The study took place over nine months, and consisted of 20-minute direct instruction sessions on phonological-processing skills and alphabetic knowledge and understanding, supported by other daily practice sessions as suggested by the programme's curriculum. Children were administered a range of tests on phonological-processing skills, word attack and identification, and reading comprehension and attitude at the beginning, middle and end of the study period. Comparisons and analysis of the data revealed that there were differences with all groups; i.e., those achieving in reading at, above, or below their expected level, with all aspects tested. Because of other interventions put into place by the classroom teacher, it is not possible to fully attribute the development of skills and understanding, and acquisition of knowledge, to the implementation of the programme. Nevertheless, these results suggest that children responded favourably to the specific, explicit teaching. Although this study was small, the positive response of the Maori and Cook Island Maori participants is worthy of further or closer investigation.
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Concha, Judith Seeber. "Reading recovery children and early literacy development investigation into phonological awareness, orthographic knowledge, oral reading processing, and reading comprehension processing /." College Park, Md. : University of Maryland, 2005. http://hdl.handle.net/1903/2832.
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Thesis (Ph. D.) -- University of Maryland, College Park, 2005.Thesis research directed by: Curriculum and Instruction. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Bekemeier, Natalia [Verfasser]. "On the Representation and Processing of Phonological Stem Variants of Complex Words / Natalia Bekemeier." Konstanz : Bibliothek der Universität Konstanz, 2016. http://d-nb.info/1122020317/34.
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Holland, Jason C. "The role of phonological awareness, rapid automatized naming, and orthographic processing in word reading." Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1263926.
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Marshall, Catherine M. "The relationship between rapid auditory processing and phonological skill in reading development and dyslexia." Thesis, University of York, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.325644.
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Xu, Lei. "Phonological variation and word recognition in continuous speech." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1190048116.
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Fosker, Timothy J. "The role of phonological processing and attention in developmental dyslexia : an event-related potential investigation." Thesis, Bangor University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.429851.
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Lo, Melody Lueen Woun. "Understanding semantic and phonological processing deficits in adults with aphasia: effects of category and typicality." Thesis, Boston University, 2013. https://hdl.handle.net/2144/12151.
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Thesis (M.S.)--Boston UniversityBackground: Semantic and phonological processing deficits are often present in aphasia. The degree of interdependence between the deficits has been widely studied with variable findings. Within semantic processing, category and typicality are proposed to influence accuracy and response time on semantic tasks in both healthy and aphasic subjects. Aims: This study examines the nature of semantic-phonological access in aphasia by comparing adults with aphasia to healthy control subjects. Three semantic tasks and three phonological tasks containing typical and atypical items of six semantic categories were used to assess the difference in category and typicality effects between persons with aphasia and healthy adults. Finally, we aim to identify demographic factors and formal language measures that correlate with semantic and phonological processing performance. Methods: Twenty patients with aphasia and ten neurologically healthy adults were administered six tasks: category superordinate, category coordinate, semantic feature verification, syllable judgment, rhyme judgment, and phoneme verification. Accuracy and reaction time data were collected and analyzed as three conditions: 1) phonological no name, 2) phonological name provided, and 3) semantic. Results: Patients with aphasia performed with significantly lower accuracy than controls, with greater between-group difference on phonological tasks than on semantic tasks. Patients were significantly slower than control on semantic and phonological no name conditions, but showed no difference on the name provided condition. Both patient and control groups showed category effect on semantic accuracy. The only category effect found on RT was controls on the phonological no name condition. Control showed an effect of typicality on the semantic condition for accuracy while patients showed it for RT. Correlations were found between language measures and education and task performance. Conclusions: Patients demonstrated greater phonological than semantic deficits. Both patient and control groups showed effect of category, but patients showed a reduced effect of typicality. Category and typicality effects are robust in semantic tasks, but not in either phonological task conditions, providing support for discrete serial processing models of lexical processing. Education level was found to be a predictor for semantic boundary knowledge, but not for phonological processing skills.