Deep dyslexia in the two languages of an Arabic/French bilingual patient

Beland, Renée; Mimouni, Zohra

doi:10.1016/s0010-0277(01)00148-2

Cited by 53 publications

(56 citation statements)

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“…Implementing the dissociation logic rests on the assumption that the patient's "qualitative deviation from intact behavior (the effect) originates in damage to a specific isolable component or components of the brain (the cause)" (Colangelo, Holden, Buchanan, & Van Orden, 2004, p. 151). Doubts about the assumption have been expressed in varied ways, from the lack of parsimony in explaining a bilingual deep dyslexic (Béland & Mimouni, 2001), to the absence of reliable modularity-defining criteria (e.g., Farah, 1994;Uttal, 2001), to the claim that qualitative changes are more likely to reflect self-organizing interaction-dominant dynamics, rather than a malfunctioning of autonomous components (e.g., Colangelo et al, 2004;Kello, 2003;Van Orden, Jansen op de Haar, & Bosman, 1997). Finally, the experimental method by which the impairments in single-case studies are revealed can also be questioned.…”

Section: Morton's (1969) Hypothesis Of a Single Lexicon Now Seems Thementioning

confidence: 99%

Equivalent inter- and intramodality long-term priming: Evidence for a common lexicon for words seen and words heard

et al. 2007

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A frequent experimental observation within implicit memory paradigms is that word priming is superior when the prime is presented in the same modality as the test word (visual-study-visual-test [VV] and auditory-studyauditory-test [AA]), as compared with when the prime is presented in a different modality (auditory-study-visualtest [AV] and visual-study-auditory-test [VA]). This frequent observation has motivated two important theoretical conclusions.One conclusion is in respect to the issue of whether the same lexicon underlies visual and auditory word recognition. In Morton's (1969) original logogen model, a word's representation in long-term memory (its logogen) is strengthened by both visual and auditory experiences with the word. A logogen's strength is measured by the ease, or speed, with which the logogen reaches a criterion level of activation. Morton's original proposal could not be preserved, however, in the face of experiments demonstrating substantial intramodal priming but negligible intermodal priming (e.g., Morton, 1979). A key feature of the original logogen theory was that once a logogen is made to fire, either by sight or by sound, it returns only slowly to its original state. Consequently, if the two modalities share the same logogen system, an earlier auditory experience of a word must help a later visual experience of that same word, and vice versa. Furthermore, an earlier experience in a modality different from the later experience should be as beneficial as an earlier experience in the same modality. Without convincing evidence in favor of the latter expectations, Morton (1979Morton ( , 1980Morton ( , 1982 was forced to distinguish two memory systems, one for words as read and one for words as heard. Any communication between the two stores could occur only through what he called the cognitive system-the site of meanings, cognitive strategies, and decision making. Most subsequent discussions of the relation between perceiving words by ear and by eye have sided with Morton's final assessment of independent lexicons (e.g., Coltheart, Rastle, Perry, Langdon, & Ziegler, 2001;Ellis & Young, 1996;Patterson & Sewell, 1987). Indeed, Morton's conclusion was a primary motivation for the development of dual-route theory (see the historical survey in Coltheart et al., 2001).The other conclusion, motivated by superior priming in within-modality than in cross-modality conditions, is in respect to the issue of what underlies the distinction between implicit and explicit memory measures. One interpretation is that the two measures index two separate memory systems (e.g., Tulving & Schacter, 1990). Another is that they reflect a difference between the kinds of processes and conditions shared between the original experiencing of an event (call it study) and the subsequent testing of the memory for that event (e.g., Blaxton, 1989;Roediger & Blaxton, 1987). The latter interpretation is continuous with the ideas of transfer-appropriate processing (TAP; Morris, Bransford, & Franks, 1977) and encoding specific...

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Section: Morton's (1969) Hypothesis Of a Single Lexicon Now Seems Thementioning

confidence: 99%

Equivalent inter- and intramodality long-term priming: Evidence for a common lexicon for words seen and words heard

et al. 2007

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“…Their review found that the error patterns of surface, phonological and deep dyslexia in monolingual speakers in different languages are observed in bilingual speakers [1,2,11,14,15,19,20,24,30,39]. That is not to say that all cases of acquired dyslexia in bilingual speakers show the same pattern of oral reading impairment in both languages.…”

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confidence: 99%

Acquired Dyslexia and Dysgraphia across Scripts

Weekes

2012

Behavioural Neurology

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“…Full assessments of ZT's language performance by Mimouni et al (1995) and Béland et al (2000) revealed that he displays 9 of the 12 features of the deep dyslexia syndrome in both languages (see Plaut and Shallice 1993). These features refer to the error pattern (semantic, visual, morphological errors) and to the type of stimuli that are more sensitive to reading errors (function words, verbs, abstract words, nonwords).…”

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The Mental Representation of Semitic Words

2000

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This article is concerned with external evidence bearing on the nature of the units stored in the mental lexicons of speakers of Semitic languages. On the basis of aphasic metathesis errors we collected in a single case study, we suggest that roots can be accessed as independent morphological units. We review documented language games and slips of the tongue that lead to the same conclusion. We also discuss evidence for the morphemic status of templates from aphasic errors, language games, and slips of the tongue. We conclude that the available external evidence is best accounted for within a morpheme-based theory of morphology that forms words by combining roots and templates.

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Deep dyslexia in the two languages of an Arabic/French bilingual patient

Cited by 53 publications

References 39 publications

Equivalent inter- and intramodality long-term priming: Evidence for a common lexicon for words seen and words heard

Equivalent inter- and intramodality long-term priming: Evidence for a common lexicon for words seen and words heard

Acquired Dyslexia and Dysgraphia across Scripts

The Mental Representation of Semitic Words

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