The present case report introduces a patient with fluent aphasia, anterograde amnesia and anosmia due to herpes simplex encephalitis after her first delivery. The left medial temporal lobe was one of the main areas involved. On aphasia testing she showed severe anomia on both confrontation and free recall, agraphia, alexia, repetition disorder and some auditory comprehension impairments. Therap...

the present case report introduces a patient with fluent aphasia, anterograde amnesia and anosmia due to herpes simplex encephalitis after her first delivery. the left medial temporal lobe was one of the main areas involved. on aphasia testing she showed severe anomia on both confrontation and free recall, agraphia, alexia, repetition disorder and some auditory comprehension impairments. therap...

In this paper, I argue that phonological performance data provide information about phonological competence. An adequate model of phonological competence must hence be able to account for significant patterns observed in phonological performance data. Based on two word-likeness experiments, I point out some typical properties of phonological performance data, and then show how these properties ...

A growing body of evidence on adult phonological processing supports the idea that phonological knowledge emerges through generalization over the experience of acquiring and using words. Some of this evidence suggests that knowledge is hierarchical, with generalization occurring at several different levels of abstraction away from the raw sensory input. Each familiar word-form has a distributed...

Reading-related skills of youth with intellectual disability (ID) were compared with those of typically developing (TD) children of similar verbal ability level. The group with ID scored lower than the TD group on word recognition and phonological decoding, but similarly on orthographic processing and rapid automatized naming (RAN). Further, phonological decoding significantly mediated the rela...

Abstract Nonlinear phonological theories have motivated phonological assessment and intervention practices for English for two decades (e.g., Bernhardt & Stoel-Gammon, 1994; Bernhardt & Stemberger, 2000). Such practices focus on all aspects of the phonological system from word structure to segments (phonemes) and features, highlighting and capitalizing on a client’s strengths while addressing h...