Developmental and Acquired Dyslexia: Neuropsychological and Neurolinguistic Perspectives

285 Pages·1995·6.31 MB·English

by  George W. Hynd (auth.)

DEVELOPMENTAL AND ACQUIRED DYSLEXIA
NEUROPSYCHOLOGY AND COGNITION
VOLUME9
Series Editor:
R. Malatesha Joshi, OkZahoma State University, US.A.
Advisory Board:
Alfonso Caramazza, The lohns Hopkins University, US.A.
George Hynd, University ofGeorgia, Us.A.
C.K. Leong, University of Saskatchewan, Canada
John Marshall, University of Oxford, UK.
Gabriele Miceli, Universita Cattolica DeZ Sacro Cuore, ltaZy
Loraine Obler, City University of New York, US.A.
Sandra Witelson, McMaster University, Canada
The purpose of the Neuropsychology and Cognition series is to bring out volumes
that promote understanding in topics relating brain and behavior. It is intended for
use by both c1inicians and research scientists in the fields of neuropsychology,
cognitive psychology, psycholinguistics, speech and hearing, as weIl as education.
Examples of topics to be covered in the series would relate to memory, language
acquisition and breakdown, reading, attention, developing and aging brain. By
addressing the theoretical, empirical, and applied aspects of brain-behavior
relationships, this series will try to present the information in the fields of neuro
psychology and cognition in a coherent manner.
The titZes published in this series are listed at the end ai this vaZurne.
DEVELOPMENTAL AND
ACQUIRED DYSLEXIA
Neuropsychological and Neurolinguistic Perspectives
Edited by
CHE KAN LEONG
University 0/ Saskatchewan, Canada
and
R. MALATESHAJOSHI
Oklahoma State University, U.SA
SPRINGER-SCIENCE+BUSINESS MEDIA, B.V.
A C.I.P. Catalogue record for this book is available from the Library of Congress.
ISBN 978-90-481-4473-0 ISBN 978-94-017-1241-5 (eBook)
DOI 10.1007/978-94-017-1241-5
Printed an acidjree paper
Ali Rights Reserved
© 1995 Springer Science+Business Media Dordrecht
Origina11y published by Kluwer Academic Publishers in 1995
Softcover reprint ofthe hardcover lst edition 1995
No part of the material protected by this copyright notice may be reproduced or
utilized in any form or by any means, electronic or mechanical,
inc1uding photocopying, recording or by any information storage and
retrieval system, without written permission from the copyright owner.
TABLE OF CONTENTS
Preface vii
List of Contributors ix
Part 1: Neuropsychological Substrates
Editors' Comments 3
G. W. HYND / Brain Morphology and Neurolinguistic
Relationships in Developmental Dyslexia 9
D. J. BAKKER / The Willing Brain of Dyslexie Children 33
R. LICHT AND J. VAN ONNA / Differences in Components ofWord
Recognition between P- and L-Type Reading Disability 41
F. J. MARTOS / Speed of Visual Information Processing in
Developmental Dyslexia 51
D. L. FLOWERS / Neuropsychologieal Profiles of Persistent
Reading Disability and Reading Improvement 61
A. CASTRO-CALDAS, J. M. FERRO, M. GUERREIRO, G. MARIANO
AND L. FARRAJOTA / Influence of Literacy (vs. llliteracy) on the
Characteristics of Acquired Aphasia in Adults 79
Part 2: Case Studies
Editors' Comments 95
P. VAN VUGT, P. PAQUlER, P. BAL, W. CRBTEN AND J.-J. MARTIN /
Semantie Errors and Free Word Associations: Some Remarks
on Lexical Search Activity in Stabilized Aphasia 101
H. KREMlN / Apropos Imageability 121
P. KlHL / Lexieal Agraphia in a Young Man with Multifocal
Brain-Injuries: A Danish Case Study 131
R. C. KAUFMAN AND L. K. OBLER / Classification of Normal
Reading Error Types 149
A. MARTINS DA SILVA AND B. NUNES / Landau-Kleffner
Syndrome: A Neuronal Maturation Deficit? 159
v
vi TABLE OF CONTENTS
Part 3: Computational and Linguistic Approaches
Editors' Comments 169
P. T. QUINLAN / Connectionism and the New Alexia 175
G. D. A. BROWN AND R. P. W. LOOSEMORE / A Computational
Approach to Dyslexie Reading and Spelling 195
R. J. JARVELLA / Morphology in Skilled Word Recognition 221
C. K. LEONG AND M. E. PARKINSON / Processing of English
Morphologieal Structure by Poor Readers 237
P. A. LUELSDORFF AND S. V. CHESNOKOV / Individual
Differences in Similarity Judgements 263
Author Index 287
PREFACE
It was during a pleasant and warm (both literally and figuratively) two
week period in October, 1991 that a number of researchers, scholars and
c1inicians from diverse lands gathered at the beautiful Chateau de Bonas,
near Toulouse, France to discuss psychological, neuropsychological and
neurolinguistic aspects of reading and writing disorders. The occasion for
the serious disputations of theories, research findings and c1inical appli
cations was the Advanced Study Institute (ASI) under the auspices of
the Scientific Affairs Division of the North Atlantic Treaty Organization
(NATO). There was much sharing of mutual experiences, and considerable
debate on some issues. There were also friendly exchanges, 'international'
ping-pong, tennis matches, and bicyc1e races, and even some convivial
ity akin to that of a c1ass reunion with members telling their stories of
yesterday and visions of tomorrow.
All these serious scientific disputations and the friendly exchanges
would not have been possible without the major assistance from NATO
and other institutions and individuals. We wish to express our deep appre
ciation to Dr. L.v. da Cunha ofNATO Scientific Affairs Division, Dr. Tilo
Kester and Mrs. Barbara Kester of the International Transfer of Science
and Technology (ITST) for their active support and substantial assistance
throughout the Advanced Study Institute; Mr. Charles Stockman and his
staff of the Chateau de Bonas for looking after our stay there; Christi
Martin and Xi-Wu Feng of Oklahoma State University, and the University
of Saskatchewan generally for facilitating our work.
In particular, we are grateful to our authors for their papers and all ASI
participants for their contribution to the discussion. Many of the chapters
were modified or rewritten some months after the Advanced Study Institute
and were refereed and edited with regard to substance and integration
across disciplinary boundaries. Because of the considerable number of
papers and the multi-disciplinary and multi-faceted nature of the Institute,
we have divided all the accepted papers into two volumes. The companion
volume Reading Disabilities: Diagnosis and Component Processes co
edited by Joshi and Leong was published by Kluwer Academic Publishers
as the NATO ASI Series Volume 74 in the latter part of 1993. The eighteen
chapters in that volume with contributors from North America, England
and Europe, Scandinavia, Australia and New Zealand are divided into
three parts. Part 1 focuses on differential diagnosis of reading disabilities;
vii
viii PREFACE
Part 2 on language-related component processes, especially phonological
processing; and Part 3 centers around reading and spelling strategies.
The present volume contains the three related parts on developmental
and acquired dyslexia: Part 1 deals with neuropsychological substrates;
Part 2, case studies; and Part 3, computational and linguistic approaches.
As with the companion volume, our authors are from England and Wales,
different parts of Europe, Scandinavia, North America, and Russia. The
two volumes would be enhanced with contributions from the following
scholars, were they able to furnish us with their chapters: Professors Paul
Bertelson, Alfonso Caramazza, Linnea Ehri and Richard Olson. We were,
however, happy to have listened to their invited lectures and interacted
with them during the Institute.
In the companion volume, we exhort our readers to "read, mark, learn,
and inwardly digest" the multi-faceted topic of diagnosis and component
processes of reading disorders. For this volume on developmental and
acquired dyslexia, we are reminded of what Socrates wrote in Meno: " ... If
we believe that we must try to find out what is not known, we should be
better and braver and less idle than if we believed that what we do not
know is impossible to find out and that we need not even try."
September, 1994
Che Kan Leong,
University of Saskatchewan, Canada
R. Malatesha J oshi,
Oklahoma State University, U.S.A.
LIST OF CONTRIBUTORS
D. J. BAKKER Department of Child Neuropsychology, Free Universi
ty, PPW-Faculty, v.d. Boechorstraat 1, 1081 BT Amsterdam, The
Netherlands
P. BAL, Didascalia (Department of Didactics), University of Antwerp
(UIA), Antwerp, Belgium
G. D. A. BROWN, Cognitive Neurocomputation Unit, Department of
Psychology, University ofWales, Bangor, Gwynedd LL57 2DG, Unit
ed Kingdom
A. CASTRO-CALDAS, Centro de Estudos Egas Moniz, Hospital Santa
Maria, 1600 Lisbon, Portugal
S. V. CHESNOKOV, DA Systems, Vavilova Street 81, Moscow 117 335,
Russia
W. CRETEN, Section of Biomedical Physics, University of Antwerp
(RUCA), Antwerp, Belgium
L. FARRAJOTA, Centro de Estudos Egas Moniz, Hospital Santa Maria,
1600 Lisbon, Portugal
J. M. FERRO, Centro de EstudosEgas Moniz, Hospital Santa Maria, 1600
Lisbon, Portugal
D. L. FLOWERS, Section of Neuropsychology, Department of Neurolo
gy, Bowman Gray School of Medicine, Medical Center Boulevard,
Winston-Salem, NC 27157-1043, U.S.A.
M. GUERREIRO, Centro de Estudos Egas Moniz, Hospital Santa Maria,
1600 Lisbon, Portugal
G. W. HYND, Center for Clinical and Developmental Neuropsychology,
College of Education, Aderhold Hall, The University of Georgia,
Athens, GA 30602, U.S.A.
R. J. JARVELLA, Department of Psychology, Universite de Montreal,
C.P. 6128, Succursale A, Montreal, Quebec, Canada H3C 3J7
R. C. KAUFMAN, Pro gram in Speech and Hearing Sciences, CUNY
Graduate School, 33, West 42 Street, New York, NY 10036-8099,
U.S.A.
P. KIHL, The Royal Danish School of Educational Studies, Institute of
Education and Psychology, Munkebjergvrenget 42-44, DK-5230
Odense M, Denmark
H. KREMIN, C.N.R.S., Pavilion CIerambault (U.302), H6pital de la
Sapetriere, 47, Bd. de l'H6pital, 75013 Paris, France
IX