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Anomic aphasia (anomia) is a type of aphasia characterized by problems recalling words, names, and numbers. Speech is fluent and receptive language is not impaired in someone with anomic aphasia. [22] Subjects often use circumlocutions (speaking in a roundabout way) to avoid a name they cannot recall or to express a certain word they cannot ...
Free recall describes the process in which a person is given a list of items to remember and then is tested by being asked to recall them in any order. [6] Free recall often displays evidence of primacy and recency effects. Primacy effects are displayed when the person recalls items presented at the beginning of the list earlier and more often.
The subject recalled the word they were seeking before the target word was read by the experimenter, but the recalled word was not the intended target. [3] If a participant indicated a tip of the tongue state, they were asked to provide any information about the target word they could recall.
When comparing orthographic (capitalization, letter and word shape), phonological (word sound) and semantic (word meaning) encoding cues, the highest levels of recall were found with the meanings of the words, followed by their sounds and finally the written and shape-based cues were found to generate the least ability to stimulate recall. [16]
Phonological dyslexia is a reading disability that is a form of alexia (acquired dyslexia), [1] resulting from brain injury, stroke, or progressive illness and that affects previously acquired reading abilities. The major distinguishing symptom of acquired phonological dyslexia is that a selective impairment of the ability to read pronounceable ...
Hyperlexic children are characterized by word-reading ability well above what would be expected given their ages and IQs. [24] Hyperlexia can be viewed as a superability in which word recognition ability goes far above expected levels of skill. [25] However, in spite of few problems with decoding, comprehension is poor.
In cued recall, the experimenter prompts the subjects with the word category. The CVLT ends with a recognition task, where the experimenter presents the subject with a 44-word list, and the subject must indicate whether it is a target word or a distractor. Some distractors share semantic categories with the target words while others sound alike.
Such experiments have also used multiple kinds of final tests including recall using only category cues, recall using category and word stems, and recognition tests. The effect has been produced using many different kinds of materials, can be produced in group settings, and is reduced in special clinical populations.