Search results for "Dysgraphia"
showing 6 items of 6 documents
The representation of segmental information: an fMRI investigation of the consonant-vowel distinction
2004
Harvard University, Cambridge, MA, USAAvailable online 23 July 2004IntroductionRecent studies suggest that consonants and vowels are repre-sented separately in cognitive/neural space. Much of the evidencecomes from research on dysgraphia (for review, see Miceli & Cap-asso, submitted). In the first place, letter substitution errors preservethe consonant/vowel (CV) status of the target (e.g., cinema fi ciremaor cinoma, but not cintma). Second, there are reports of selectiveimpairment for consonants or vowels. Additional evidence comesfrom disorders of phonology, demonstrating the dissociability be-tween consonants and vowels (Caramazza, Chialant, Capasso, Mthe ISI was variable (mean 6.75 s). Th…
Temporal stability and representational distinctiveness: Key functions of orthographic working memory
2011
A primary goal of working memory research has been to understand the mechanisms that permit working memory systems to effectively maintain the identity and order of the elements held in memory for sufficient time as to allow for their selection and transfer to subsequent processing stages. Based on the performance of two individuals with acquired dysgraphia affecting orthographic working memory (WM; the graphemic buffer), we present evidence of two distinct and dissociable functions of orthographic WM. One function is responsible for maintaining the temporal stability of letters held in orthographic WM, while the other is responsible for maintaining their representational distinctiveness. T…
“It Is Not the Robot Who Learns, It Is Me.” Treating Severe Dysgraphia Using Child–Robot Interaction
2021
Writing disorders are frequent and impairing. However, social robots may help to improve children's motivation and to propose enjoyable and tailored activities. Here, we have used the Co-writer scenario in which a child is asked to teach a robot how to write via demonstration on a tablet, combined with a series of games we developed to train specifically pressure, tilt, speed, and letter liaison controls. This setup was proposed to a 10-year-old boy with a complex neurodevelopmental disorder combining phonological disorder, attention deficit/hyperactivity disorder, dyslexia, and developmental coordination disorder with severe dysgraphia. Writing impairments were severe and limited his parti…
Towards a unified process model for graphemic buffer disorder and deep dysgraphia
2006
Models based on the competitive queuing (CQ) approach can explain many of the effects on dysgraphic patients’ spelling attributed to disruption of the “graphemic output buffer”. Situating such a model in the wider spelling system, however, raises the question of what happens when input to the buffer (e.g., from a semantic system) is degraded while the buffer remains intact. We present a preliminary exploration of predictions following from the CQ approach. We show that the CQ account of the graphemic buffer predicts and explains the finding that deep dysgraphic patients generally show features of graphemic buffer disorder, as disrupted input from a damaged semantic system has an inevitable …
The impact of deep dysgraphia on graphemic output buffer disorders
2004
This article describes an investigation into the residual writing skills of a severely dysgraphic patient (DA). We found that they were powerfully influenced by a number of lexical variables (lexicality, frequency, imageability, length and geminates). His error pattern was characterized by semantic, lexical, substitution, deletion errors and fragment responses that preserved the first letter. Thus, DA's written spelling was characterized by both deep dysgraphic and graphemic output buffer effects. It is proposed that this pattern of performance represents a new "putative functional syndrome."
DIFFERENT FORMS OF DYSGRAPHIA IN BRAIN-DAMAGED PATIENTS
2012
Normally a neurological accident (stroke, head injury, degenerative processes, tumour) to the left hemisphere produces disor- of linguistic functions (aphasia). Among these deficits, the comprehension (reading) and production (spelling) of written lan- guage are frequently altered. In this communication will be described the different types of acquired dysgraphia following a cerebral damage. A cognitive model of the spelling system is reported to explain the different level of processing that can be impaired. The aim is to highlight the complexity of the different clinical pictures that the dysgraphic patients can to show: indeed a careful diagno- sis on damaged cognitive functions and proc…