RG, a patient with probable Alzheimer's disease, showed a severe impairment in nonword reading. RG's word reading was intact, for example, as demonstrated by her scores in standardised reading tasks, which were comparable to those of normal controls. No phonological impairment was apparent in speech production and comprehension. Moreover, RG performed well in a series of phonological tasks (e.g...

to minimize the risk of embolic events, several protection strategies have been introduced. we have evaluated the short-term outcome of patients who underwent carotid stenting with the routine use of cerebral protection devices. in our center, 36 successful carotid stenting procedures (of 38 attempted) were performed in 37 patients (23 men; age mean [sd] 667 years). cerebral protection involv...

The present experiment investigated the effect of a music program on phonological awareness in preschoolers. In particular, the effects of a music program and a phonological skills program on phonological awareness were compared. If language and music share basic processing mechanisms, the effect of both programs on enhancing phonological awareness should be similar. Forty-one preschoolers (22 ...

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 ...

(1) a. What did Mary eat? b. Mary ate a pizza. c. Mary ate a pizza and a calzone. As an answer, we can think of (1b) as being ruled out by (1c), because (1c) is more exhaustive, in the sense that it contains additional true information. A number of researchers (e.g., Kuno 1972, Atlas & Levinson 1981, Horn 1981, Szabolcsi 1981, É. Kiss 1998) have noted that exhaustification effects are not limit...

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...