| Summary: | 碩士 === 國立高雄師範大學 === 聽力學與語言治療研究所 === 103 === The current study adopted the cognitive neuropsychological approach to investigate naming deficits and cueing effects in an aphasic patient, YH, and base on the results to infer possible deficits in the language systems of the patient. Several tasks were conducted: a picture naming task (Experiment 1), four cognitive neuropsychological tasks (Experiment 2), and a naming and cueing task (Experiment 3). According to CCAT, YH showed mild naming deficits, and made primarily phonological errors. The results conflict with the statement of overt naming difficulties and various error types reported by YH and his significant other.
The results of the first experiment showed that YH had severe naming difficulties, and phonological errors, semantic errors, and omission were observed. The naming accuracy of YH was affected by word frequency and word length, suggesting breakdowns in phonological output lexicon and phonological assembly.
The second experiment included four cognitive neuropsychology tasks: word-to-picture matching, synonym judgments, non-word repetition, and non-word minimal pair discrimination. The results showed that there are multiple levels of breakdown in YH: the semantic system is mildly impaired; while deficits in phonological assembly and auditory phonological analysis are relatively severe.
The third experiment examined YH’s naming performance after cueing. Among all three cue types, the first syllable cue had the greatest cueing effects; no differences were found between the first sound cue and the semantic cue. Error analyses indicated that when phonological errors were observed in naming, the majority of responses after cueing still contained phonological errors. When target words were replaced with other words low in semantic relatedness, semantic cues were the best in eliciting correct naming. However, when target words were replaced with other semantically highly-related words, phonological cues worked better than semantic cues in eliciting correct responses. Cueing effects on omission were limited and similar pattern of error responses to semantic errors were observed, pointing to similar underlying source(s) of deficits of the two error types. Overall, the results of cueing task support that there might be multiple levels of breakdown in lexical retrieval in YH.
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