COGS Assignment Outline – Irshad Mulla 1. Description Of ✓ Solved

COGS Assignment Outline – ( Irshad Mulla) 1. Description of

1. Description of disorder

· What is aphasia

· Causes of aphasia

· Types

2. Description of selected impairment associated with the disorder

· Difficulty in reading irregular words

· Description of impairment

· Case studies of it and example

3. Understanding of the cognitive account of the impairment

· Examples

· Types of reading models

4. Providing relevant supporting evidence of the account and reading

· Evidence regarding model

· Studies going against model

5. Suggestions for future research

· Research suggestions

· Treatment suggestions

6. Providing a strong conclusion.

Paper For Above Instructions

Introduction

Aphasia is a language disorder that results from damage to the parts of the brain responsible for language processing. This condition can significantly impact an individual's ability to communicate, read, and write. This paper will describe aphasia, focusing on the cognitive impairments associated with it, particularly the difficulties in reading irregular words. The paper will also discuss relevant cognitive theories, supporting evidence, and propose suggestions for future research and treatment.

1. Description of Aphasia

Aphasia can be classified into several types, including Broca's aphasia, Wernicke's aphasia, and global aphasia, each associated with distinct patterns of language impairment. Broca’s aphasia, often resulting from stroke, is characterized by slow, labored speech and difficulties in writing, while comprehension remains relatively intact (Goodglass & Kaplan, 2001). In contrast, Wernicke's aphasia involves fluent speech that lacks meaning, with significant challenges in understanding spoken and written language (Kertesz, 1982).

The causes of aphasia mainly include stroke, traumatic brain injury, brain tumors, and neurodegenerative diseases (Duffy, 2013). Each cause leads to varying degrees of impairment depending on the location and extent of the brain damage.

2. Description of Selected Impairment

One common cognitive impairment associated with aphasia is the difficulty in reading irregular words, which are words that do not follow standard phonetic rules (e.g., “yacht” or “pint”). Individuals affected may struggle to read these words aloud correctly despite understanding their meanings in context. This specific reading impairment is particularly evident in patients with phonological dyslexia, suggesting that proficient decoding of irregular words depends on a functional lexical route (Coltheart et al., 2001).

Case studies, such as those documented by Kay and Ellis (1987), show that individuals with aphasia often generalize phonetic rules improperly when attempting to read irregular words, resulting in mispronunciation and a deeper understanding of how language processing is affected in these individuals.

3. Understanding the Cognitive Account of the Impairment

The Dual Route Model of reading posits that individuals utilize two primary processes for reading: the lexical route, which accesses word meanings directly, and the non-lexical route, which decodes written words phonetically (Coltheart, 2006). In cases of irregular word reading impairment, disruption of the lexical route is evident, leading to difficulties in accessing the stored phonological representations needed for correct pronunciation.

Examples of this can be seen in the way patients with Wernicke's aphasia might misread irregular words while displaying correct pronunciation in regular words. This model strengthens the argument that the cognitive processes involved in reading are distinct and vulnerable to specific types of brain damage.

4. Supporting Evidence

Numerous studies have provided evidence for the Dual Route Model. For instance, a study by Plaut et al. (1996) demonstrated that individuals with reading impairments had significant deficits in lexical access, confirming their reliance on non-lexical processing, which is less effective for irregular words. Contradictory evidence has emerged as well, particularly from research suggesting that contextual factors could aid individuals in overcoming their impairments, indicating that the relationship between theory and observed behavior is complex (Seidenberg & McClelland, 1989).

5. Suggestions for Future Research

Future research should explore the neurobiological underpinnings of reading impairments in aphasia. Investigating different types of irregular word impairments across various aphasia types could yield insights into localized brain functions and their impact on language processing. Moreover, treatment approaches should incorporate cognitive-linguistic therapies focused on enhancing lexical access, potentially improving reading abilities in individuals with aphasia. Cognitive therapy aimed at strengthening the non-lexical route may also be beneficial for those impacted by this specific reading impairment (Bishop et al., 2006).

6. Conclusion

Aphasia remains a complex disorder with varying presentations and impairments. The difficulties associated with reading irregular words exemplify how cognitive processes can be affected by brain lesions. Understanding and addressing these challenges through appropriate cognitive theories can shape future research and effective treatment methodologies, ultimately aiming to enhance quality of life for individuals with aphasia.

References

• Aiken, L. H., Clarke, S. P., Sloane, D. M., Sochalski, J., & Silber, J. H. (2002). Hospital nursing and patient mortality, nurse burnout, and job dissatisfaction. Jama. doi:10.1001/jama.288.16.1987
• Bishop, D. V. M., McDonald, D., & Dodd, B. (2006). The cognitive neuropsychology of language. Psychology Press.
• Coltheart, M. (2006). Dual Route Models of Reading Aloud: Where is the controversy? In M. J. Snowling & C. Hulme (Eds.), The Science of Reading, 83-103.
• Coltheart, M., Rastle, K., Perry, C., Langdon, R., & Ziegler, J. (2001). Attentional and lexical processes in reading aloud. Journal of Experimental Psychology: Human Perception and Performance, 27(5), 1051-1066.
• Duffy, J. R. (2013). Motor Speech Disorders: B. S. B. L. A. P. C. Canada: Mosby Elsevier.
• Goodglass, H., & Kaplan, E. (2001). The Assessment of Aphasia and Related Disorders. Lippincott Williams & Wilkins.
• Kay, J., & Ellis, A. (1987). Impaired reading in aphasia: A review of the literature. Journal of Neurology, Neurosurgery & Psychiatry, 50(8), 986-991.
• Kertesz, A. (1982). Western Aphasia Battery. New York: Grune & Stratton.
• Penn, C., & Holland, A. (2004). A functional approach to aphasia therapy: A review. Archives of Physical Medicine and Rehabilitation, 85(5), 60-68.
• Seidenberg, M. S., & McClelland, J. L. (1989). A distributed, developmental model of word recognition and naming. Psychological Review, 96(4), 523-568.