Computer assisted remediation of a homophone comprehension disorder in surface dyslexia

Scott, Christine; Byng, Sally

doi:10.1080/02687038908248996

Cited by 34 publications

(27 citation statements)

References 6 publications

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“…Overall, Coltheart and Byng found excellent recovery of treated items and substantial generalization to untreated items (also see Weekes & Coltheart, in press, considered under General Discussion). Scott and Byng (1989) In a similar study, Scott and Byng (1989) attempted to remediate homophone confusions in another surface dyslexic, JB, a 24-year-old student nurse who suffered a closed-head injury resulting in left temporal damage. The treatment involved selecting the correct homophonic word from six alternatives so as to meaningfully complete each of 136 sentences.…”

Section: Coltheart and Byng (1989)mentioning

confidence: 99%

“…The goal of the experiment is to account for the extent and variability of recovery and generalization found in rehabilitation studies of acquired dyslexic patients (e.g., Behrmann, 1987;Coltheart & Byng, 1989;Scott & Byng, 1989). Note that, as most of the patients studied are surface dyslexic (or dysgraphic), the network is not intended to capture all aspects of their behavior.…”

Section: Experiments 1: Effect Of Lesion Location On Relearning and Gementioning

confidence: 99%

“…Attempts at cognitive rehabilitation of the mapping between orthography and semantics (e.g., Behrmann, 1987;Coltheart & Byng, 1989;Scott & Byng, 1989) have resulted in considerable improvement in performance on treated words, as well as significant generalization to untreated but related words. Why should this occur?…”

Section: Relearning Generalization and Task Structurementioning

confidence: 99%

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Relearning after Damage in Connectionist Networks: Toward a Theory of Rehabilitation

1996

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Connectionist modeling offers a useful computational framework for exploring the nature of normal and impaired cognitive processes. The current work extends the relevance of connectionist modeling in neuropsychology to address issues in cognitive rehabilitation: the degree and speed of recovery through retraining, the extent to which improvement on treated items generalizes to untreated items, and how treated items are selected to maximize this generalization. A network previously used to model impairments in mapping orthography to semantics is retrained after damage. The degree of relearning and generalization varies considerably for different lesion locations, and has interesting implications for understanding the nature and variability of recovery in patients. In a second simulation, retraining on words whose semantics are atypical of their category yields more generalization than retraining on more typical words, suggesting a counterintuitive strategy for selecting items in patient therapy to maximize recovery. In a final simulation, changes in the pattern of errors produced by the network over the course of recovery is used to constrain explanations of the nature of recovery of analogous braindamaged patients. Taken together, the findings demonstrate that the nature of relearning in damaged connectionist networks can make important contributions to a theory of rehabilitation in patients.

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Section: Coltheart and Byng (1989)mentioning

confidence: 99%

Section: Experiments 1: Effect Of Lesion Location On Relearning and Gementioning

confidence: 99%

Section: Relearning Generalization and Task Structurementioning

confidence: 99%

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Relearning after Damage in Connectionist Networks: Toward a Theory of Rehabilitation

1996

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“…In phonological dyslexia, word and nonword reading performance has been found to improve as a consequence of working on phonological processing capacity [54,86,87], but when such deficits are severe, as in deep dyslexia, then increasing reliance on semantic processing has also proved effective [87][88][89]. To date, the few studies concerning therapy for surface dyslexia have focused on linking orthography with meaning [90,91], however the primary systems view suggests that improvements in semantic knowledge should be accompanied by improved reading.…”

Section: Intervention For Acquired Dyslexiamentioning

confidence: 99%

Connectionist neuropsychology: uncovering ultimate causes of acquired dyslexia

Woollams

2014

Phil. Trans. R. Soc. B

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Acquired dyslexia offers a unique window on to the nature of the cognitive and neural architecture supporting skilled reading. This paper provides an integrative overview of recent empirical and computational work on acquired dyslexia within the context of the primary systems framework as implemented in connectionist neuropsychological models. This view proposes that damage to general visual, phonological or semantic processing abilities are the root causes of different forms of acquired dyslexia. Recent case-series behavioural evidence concerning pure alexia, phonological dyslexia and surface dyslexia that supports this perspective is presented. Lesion simulations of these findings within connectionist models of reading demonstrate the viability of this approach. The commitment of such models to learnt representations allows them to capture key aspects of performance in each type of acquired dyslexia, particularly the associated non-reading deficits, the role of relearning and the influence of individual differences in the premorbid state of the reading system. Identification of these factors not only advances our understanding of acquired dyslexia and the mechanisms of normal reading but they are also relevant to the complex interactions underpinning developmental reading disorders.

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“…Scott and Byng (1989) treated a surface dyslexic patient for homophone confusions in reading (e.g., TAIL/TALE) and produced improvement on treated items and, to a lesser extent, untreated items, but found no generalization to his writing of the same items (also see Behrmann, 1987). Behrmann and Lieberthal (1989) trained a globally aphasic patient with semantic impairments on a semantic category sorting task.…”

Section: Rehabilitating Reading Via Meaningmentioning

confidence: 99%

Connectionist Modeling of the Breakdown and Recovery of Reading via Meaning

Plaut¹

1996

Progress in Neural Processing

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At least two processing routes in the brain are involved in pronouncing written words: a semantic route that derives the pronunciation via meaning, and a phonological route that derives it via spelling-sound correspondences. Simulations involving partial damage to an isolated semantic route (Plaut & Shallice, 1993) provide a comprehensive account of the rather peculiar combination of symptoms exhibited by patients with deep dyslexia, including the occurrence of semantic errors (e.g., reading RIVER as "ocean"), their co-occurrence with visual errors, and influences of imageability or concreteness on correct and error performance. Furthermore, when a version of the model is retrained after damage (Plaut, 1996), the degree and variability of its recovery and generalization are qualitatively similar to the results of some cognitive rehabilitation studies. The results challenge traditional assumptions about the nature of the mechanisms subserving word reading, and illustrate the value of explicit computational simulations of normal and impaired cognitive processes. They also suggest that connectionist modeling can provide a framework for generating specific hypotheses about strategies for rehabilitation.Cognitive neuropsychology attempts to relate the patterns of impaired and preserved abilities of brain-injured patients to models of normal cognitive functioning, with the goals of explaining the behavior of the patients in terms of the effects of damage in the model, and of informing the model based on the observed behavior of patients (Coltheart, 1985;Ellis & Young, 1988;Shallice, 1988). A major motivation for many researchers is that a more detailed analysis of the normal mechanism, and the way it is impaired in particular patients, should lead to the design of more effective therapy to remediate these impairments (Howard & Hatfield, 1987; Riddoch & Humphreys, 1994; Seron & Deloche, 1989). Moreover, the patterns of recovery exhibited by patients place additional constraints on models of normal and impaired cognitive processing. The purpose of this chapter is to illustrate in a particular domain-reading via meaning-how computational principles from connectionist or parallel distributed processing (PDP) research can provide insight into the nature of normal cognitive processes, how they can break down following brain damage, how they can recover, and how to design therapy to maximize this recovery.Perhaps the most detailed attempts at relating the behavior of damaged connectionist networks to that of brain-injured patients has been in the domain of acquired reading disorders (see, e

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Computer assisted remediation of a homophone comprehension disorder in surface dyslexia

Cited by 34 publications

References 6 publications

Relearning after Damage in Connectionist Networks: Toward a Theory of Rehabilitation

Relearning after Damage in Connectionist Networks: Toward a Theory of Rehabilitation

Connectionist neuropsychology: uncovering ultimate causes of acquired dyslexia

Connectionist Modeling of the Breakdown and Recovery of Reading via Meaning

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