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    Day 4 - Models of Language and PALPA Slides

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    Janelle Mae Lai
    This document discusses principles of cognitive models for language and cognition. It explains that cognitive models conceptualize the stages of mental processes using boxes and arrows to represent components and the flow of information between them. The boxes and arrows can become independently impaired. The document also notes that different cognitive models examine different aspects of language, like word or sentence processing, but share common features. It indicates that the document will focus on discussing one widely used lexical cognitive model of language processing in speech language pathology.

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    Day 4 - Models of Language and PALPA Slides

    Uploaded by

    Janelle Mae Lai
    442 views20 pages
    This document discusses principles of cognitive models for language and cognition. It explains that cognitive models conceptualize the stages of mental processes using boxes and arrows to represent components and the flow of information between them. The boxes and arrows can become independently impaired. The document also notes that different cognitive models examine different aspects of language, like word or sentence processing, but share common features. It indicates that the document will focus on discussing one widely used lexical cognitive model of language processing in speech language pathology.

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    This document discusses principles of cognitive models for language and cognition. It explains that cognitive models conceptualize the stages of mental processes using boxes and arrows to represent components and the flow of information between them. The boxes and arrows can become independently impaired. The document also notes that different cognitive models examine different aspects of language, like word or sentence processing, but share common features. It indicates that the document will focus on discussing one widely used lexical cognitive model of language processing in speech language pathology.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    442 views20 pages

    Day 4 - Models of Language and PALPA Slides

    Uploaded by

    Janelle Mae Lai
    This document discusses principles of cognitive models for language and cognition. It explains that cognitive models conceptualize the stages of mental processes using boxes and arrows to represent components and the flow of information between them. The boxes and arrows can become independently impaired. The document also notes that different cognitive models examine different aspects of language, like word or sentence processing, but share common features. It indicates that the document will focus on discussing one widely used lexical cognitive model of language processing in speech language pathology.

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    © All Rights Reserved
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    At a glance
    Powered by AI
    Cognitive models aim to conceptualize the stages of mental processes and examine how information flows between components. They represent functions that can be independently impaired.

    Cognitive models assume functional modularity, anatomical modularity, universality, and subtractivity.

    The PALPA model includes components for visual input, semantics, phonology, speech, grapheme-to-phoneme conversion, visual object recognition, auditory analysis, and written output.

    Models of Language

    Language and Cognition


    Colombo 2011

    Principals of Cognitive
    Models
    A means of conceptualising the stages
    involved in a mental activity
    Examines components involved in processing
    information and the interconnections between
    them (box and arrow) or how information
    flows between centres via pathways
    The boxes and arrows represent a function
    which can be independently impaired
    Not yet able to link aphasic symptoms to
    discrete anatomical structures

    Principals of Cognitive
    Models
    Provide a framework for assessment and
    treatment
    Different models consider different aspects
    e.g. single words (Ellis and Young 1988) and
    sentence processing (Garrett 1984).
    Different models share common features,
    e.g. all have distinct semantic and
    phonological levels
    We will be focusing on one lexical model
    widely applied in SLT

    Assumptions
    Using this modelling make several
    assumptions:
    Functional modularity modules/boxes can operate
    independently of other components
    Anatomical modularity modules represent
    different parts of the brain. Lesions can affect
    selected modules only, leaving others unimpaired
    Universality all people have the same
    fundamental language system (though we might
    not agree on the system)
    Subtractivity - brain damage can only remove
    elements from the system, not add them

    N.B:
    Lesions in the brain vary from person to person
    dependent on:
    The precise location of the damage
    Which white matter fibre tracts are damaged

    Therefore identical patterns of deficit in any two people


    unlikely.
    Helpful to look at which boxes/arrows are
    damaged/intact to help explain pattern of performance.
    Still attempting to relate to brain structures (Hillis
    2001)

    PALPA
    Psycholinguistic Assessments of
    Language Processing in Aphasia
    Introduction

    print

    Mouse
    mouse

    Abstract yes, these are letters


    Letter
    Identification

    s
    o

    Visual Input
    yes, this is a word Mouse =
    Lexicon
    N
    Semantic
    yes, this word means something
    System
    Phonological
    this word is pronounced /maUs/
    Output
    Lexicon
    mous
    e
    speech

    print

    Blik
    blik

    Abstract yes, these are letters


    Letter
    Identification

    c
    l

    Visual Input
    no, this is not a word
    Lexicon
    Semantic
    System
    Phonological
    Output
    Lexicon
    speech

    This doesnt fit with the


    facts
    So there must be
    another way to read
    written words

    print

    Blik
    bli
    k

    Abstract
    Letter
    Identification
    Visual Input
    Lexicon
    Semantic
    System
    Phonological
    Output
    Lexicon
    speech

    Graphem
    e to
    Phoneme
    Conversio
    n

    b=/b/ , l=/l/, i=/I/,


    k=/k/

    blik

    The lexical route


    cannot read nonwords
    at all
    The nonlexical route
    cannot read irregular
    spelling-sound
    correspondences
    We need (at least)
    both of these routes to

    What about naming an object or a


    picture?

    pictures,
    seen
    objects

    Visual Object
    Recognition
    System
    Semantic
    System
    Phonological
    Output
    Lexicon
    speech

    print

    Abstract
    Letter
    Identification
    Visual Input
    Lexicon

    Graphem
    e to
    Phoneme
    Conversio
    n

    What about recognizing or repeating


    speech that you hear?

    pictures,
    seen
    objects

    speech
    Auditory
    Phonological
    Analysis
    yes, I hear speech
    sounds Phonological
    Input
    Lexicon
    yes, thats
    a word

    Visual Object
    Recognition
    System
    Semantic
    System

    Phonological
    Output
    Lexicon
    speech

    print

    Abstract
    Letter
    Identification
    Visual Input
    Lexicon

    Graphem
    e to
    Phoneme
    Conversio
    n

    What about being able to repeat a


    word you never heard before or a
    pseudoword?

    speech
    Auditory
    Phonological
    Analysis
    Phonological
    Input
    Lexicon
    Acoustic to
    Phonologic
    al
    Conversio
    n

    pictures,
    seen
    objects

    Visual Object
    Recognition
    System
    Semantic
    System
    Phonological
    Output
    Lexicon
    speech

    print

    Abstract
    Letter
    Identification
    Visual Input
    Lexicon

    Graphem
    e to
    Phoneme
    Conversio
    n

    What about people who do not


    understand what they hear, or what
    they read, but can still say it?

    speech
    Auditory
    Phonological
    Analysis
    Phonological
    Input
    Lexicon
    Acoustic to
    Phonologic
    al
    Conversio
    n

    pictures,
    seen
    objects

    Visual Object
    Recognition
    System
    Semantic
    System
    Phonological
    Output
    Lexicon
    speech

    print

    Abstract
    Letter
    Identification
    Visual Input
    Lexicon

    Graphem
    e to
    Phoneme
    Conversio
    n

    What about written output?

    speech
    Auditory
    Phonological
    Analysis
    Phonological
    Input
    Lexicon
    Acoustic to
    Phonologic
    al
    Conversio
    n
    Sound to
    letter
    rules

    pictures,
    seen
    objects

    Visual Object
    Recognition
    System

    print

    Abstract
    Letter
    Identification
    Visual Input
    Lexicon

    Semantic
    System
    Phonological
    Output
    Lexicon
    speech

    Orthographic
    Output
    Lexicon
    writing

    Graphem
    e to
    Phoneme
    Conversio
    n

    The final product..


    Kay, Lesser & Coltheart,
    1996
    PALPA model
    Assessments for each box
    and arrow evaluating
    effects of different inputs
    and outputs on a damaged
    language system
    NOT intended to be used
    in its entirety
    Remains the only
    psycholinguistically
    motivated tool for
    language assessment

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