Aphasia: all quizzes & exams with 100%
verified solutions
Mr. Thomas is right-handed and has aphasia characterized by fluent output, good
auditory comprehension, poor repetition, and poor naming. The pattern is most
consistent with which traditional type of aphasia? CORRECT ANSWERS conduction
Mrs. Taylor had global aphasia but now her speech output is fluent (all other language
characteristics remained the same). What type of aphasia does she have now?
CORRECT ANSWERS Wernickes
As described in the chapter we read on fluency, what are the speech features that used
to distinguish fluent from non-fluent speech in aphasia? CORRECT ANSWERS
Articulation agility
Thematic elaboration
Grammatical content
Melody/prosody
Quality of speech - rate and phrase length
Mr. Johnson has visual agnosia. Among the tasks he cannot do are matching nonsense
objects and copying line drawings. He is able to draw from memory. What type of visual
agnosia does he have? CORRECT ANSWERS Apperceptive Agnosia
Ms. Smith has visual agnosia characterized by inability to draw from memory, or to
distinguish real from non-real objects. Among the tasks she can do are matching
nonsense objects and copying line drawings. What type of visual agnosia is this?
CORRECT ANSWERS Associative Agnosia
Ms. Carter is very impaired in comprehending the meaning of viewed objects. As we
have discussed in class, how would the SLP assess whether this problem arises at 1)
the recognition level, or 2) the semantic level, or 3) in assessing semantic from the
recognition level? CORRECT ANSWERS Test the recognition level by showing him
pictures that are real and not real. If he performs well then his recognition is intact. Test
semantic level through a different modality (E.g. Spoken word to object matching). If he
does well then it is not at the semantic level and the impairment is semantic access.
A picture sorting task is one that can be made very easy or can be made very difficult in
terms of semantic detail needed for accurate performance. Briefly describe a very easy
version of picture sorting task. What would the SLP do and what would the patient be
expected to do? CORRECT ANSWERS The stimuli would be two distinct categories
that had to be sorted (E.g., food and transportation). The SLP would model the task to
make sure the directions are understood and then the patient would separate the
pictures into the corresponding category.
, A spoken word-to-picture matching task can be made systematically more difficulty so
that is can be used to assess comprehension in patients with milder forms of semantic
impairment. Briefly describe two ways in which the SLP can increase the difficulty of a
spoken word-to-picture matching task? CORRECT ANSWERS Make it more difficult by
increasing the array size and having the distractors be more semantically related
Mrs. Wilson is right-handed and has had a stroke in the left MCA. In your aphasia
assessment, you see that she is fluent with poor auditory comprehension. In what part
of her brain is the lesion? CORRECT ANSWERS No damage to the frontal lobe
because she is fluent. Posterior damage to the perisylvian region due to poor auditory
comprehension.
Mr. Smith is able to accurately read aloud regularly spelled words and nonwords but not
irregularly spelled words in her case,
What reading route is impaired?
Which reading route is functional? CORRECT ANSWERS What reading route is
impaired? - Lexical-semantic
Which reading route is functional? - Non-Lexical
Mrs. Johnson reads the written word "SWEATER" as "hat". This is an example of what
type of reading error? CORRECT ANSWERS Semantic Error (Coordinate)
Mr. Hayes has acquired dyslexia due to disruption to his orthographic input lexicon.
Give an example of the type of reading error he is most likely to produce when asked to
read the target word CHOIR: CORRECT ANSWERS Chair (Orthographic Input damage
= visual errors)
In the visual lexical decision task (that is, "real vs non-real task" for written words is
used to test the orthographic input lexicon):
-Which type of real words would be easier to accept as real words,
high frequency or low frequency real words?
-Which type of nonwords would be easier to reject as not real words, legal nonwords or
illegal nonwords? CORRECT ANSWERS Which type of real words would be easier to
accept as real words, High frequency or low frequency real words? - High-Frequency
Which type of nonwords would be easier to reject as not real words, legal nonwords or
illegal nonwords? - Illegal words
Ms. Jackson has pure alexia due to a stroke. She is very good at naming the letters in
printed words one at a time and then she tries to say the whole word aloud. How would
this strategy likely affect her oral reading responses? CORRECT ANSWERS Would
cause a length affect: Faster time on shorter words and longer time on more complex
words. May also affect reading comprehension
verified solutions
Mr. Thomas is right-handed and has aphasia characterized by fluent output, good
auditory comprehension, poor repetition, and poor naming. The pattern is most
consistent with which traditional type of aphasia? CORRECT ANSWERS conduction
Mrs. Taylor had global aphasia but now her speech output is fluent (all other language
characteristics remained the same). What type of aphasia does she have now?
CORRECT ANSWERS Wernickes
As described in the chapter we read on fluency, what are the speech features that used
to distinguish fluent from non-fluent speech in aphasia? CORRECT ANSWERS
Articulation agility
Thematic elaboration
Grammatical content
Melody/prosody
Quality of speech - rate and phrase length
Mr. Johnson has visual agnosia. Among the tasks he cannot do are matching nonsense
objects and copying line drawings. He is able to draw from memory. What type of visual
agnosia does he have? CORRECT ANSWERS Apperceptive Agnosia
Ms. Smith has visual agnosia characterized by inability to draw from memory, or to
distinguish real from non-real objects. Among the tasks she can do are matching
nonsense objects and copying line drawings. What type of visual agnosia is this?
CORRECT ANSWERS Associative Agnosia
Ms. Carter is very impaired in comprehending the meaning of viewed objects. As we
have discussed in class, how would the SLP assess whether this problem arises at 1)
the recognition level, or 2) the semantic level, or 3) in assessing semantic from the
recognition level? CORRECT ANSWERS Test the recognition level by showing him
pictures that are real and not real. If he performs well then his recognition is intact. Test
semantic level through a different modality (E.g. Spoken word to object matching). If he
does well then it is not at the semantic level and the impairment is semantic access.
A picture sorting task is one that can be made very easy or can be made very difficult in
terms of semantic detail needed for accurate performance. Briefly describe a very easy
version of picture sorting task. What would the SLP do and what would the patient be
expected to do? CORRECT ANSWERS The stimuli would be two distinct categories
that had to be sorted (E.g., food and transportation). The SLP would model the task to
make sure the directions are understood and then the patient would separate the
pictures into the corresponding category.
, A spoken word-to-picture matching task can be made systematically more difficulty so
that is can be used to assess comprehension in patients with milder forms of semantic
impairment. Briefly describe two ways in which the SLP can increase the difficulty of a
spoken word-to-picture matching task? CORRECT ANSWERS Make it more difficult by
increasing the array size and having the distractors be more semantically related
Mrs. Wilson is right-handed and has had a stroke in the left MCA. In your aphasia
assessment, you see that she is fluent with poor auditory comprehension. In what part
of her brain is the lesion? CORRECT ANSWERS No damage to the frontal lobe
because she is fluent. Posterior damage to the perisylvian region due to poor auditory
comprehension.
Mr. Smith is able to accurately read aloud regularly spelled words and nonwords but not
irregularly spelled words in her case,
What reading route is impaired?
Which reading route is functional? CORRECT ANSWERS What reading route is
impaired? - Lexical-semantic
Which reading route is functional? - Non-Lexical
Mrs. Johnson reads the written word "SWEATER" as "hat". This is an example of what
type of reading error? CORRECT ANSWERS Semantic Error (Coordinate)
Mr. Hayes has acquired dyslexia due to disruption to his orthographic input lexicon.
Give an example of the type of reading error he is most likely to produce when asked to
read the target word CHOIR: CORRECT ANSWERS Chair (Orthographic Input damage
= visual errors)
In the visual lexical decision task (that is, "real vs non-real task" for written words is
used to test the orthographic input lexicon):
-Which type of real words would be easier to accept as real words,
high frequency or low frequency real words?
-Which type of nonwords would be easier to reject as not real words, legal nonwords or
illegal nonwords? CORRECT ANSWERS Which type of real words would be easier to
accept as real words, High frequency or low frequency real words? - High-Frequency
Which type of nonwords would be easier to reject as not real words, legal nonwords or
illegal nonwords? - Illegal words
Ms. Jackson has pure alexia due to a stroke. She is very good at naming the letters in
printed words one at a time and then she tries to say the whole word aloud. How would
this strategy likely affect her oral reading responses? CORRECT ANSWERS Would
cause a length affect: Faster time on shorter words and longer time on more complex
words. May also affect reading comprehension
