5. Describe the symptoms of deep dyslexia, and the symptoms of 6. What is the \"

Question

5. Describe the symptoms of deep dyslexia, and the symptoms of 6. What is the "TMS temporary-lesion approach?" What advantages 7. In Sperry's study of split-brain patients, a patient could report surface dyslexia. Provide examples does this research tool offer? words projected to the left-hemisphere, but not the right hemisphere. Describe what a split-brain" is, and the resulting deficit. 8. Explain the "right-ear" advantage, and why it exists. 9. Describe prosopagnosia 0. How do the Wada test and split-brain studies identify which areas of the brain are involved in prosopagnosia? 1. Explain how each of the following factors can influence recovery of function: type of rehabilitation, age, lesion momentum, trauma versus stroke damage 12. Describe "constraint-induced movement therapy."

Explanation / Answer

5. Deep dyslexia is usually classified as an acquired reading disorder. Its main symptom is the occurrence of semantic reading errors when reading aloud e.g. the written word "cloud" is read aloud as "sky".

There are many other symptoms of deep dyslexia, including visual errors (e.g. the written word "cloud" is read aloud as "clown") and derivational errors (e.g. the written word "cloud" is read aloud as "cloudy", the word "governor" is read as "government"), and poor reading of function words. Very poor performance on nonwords; imageability effects – i.e., considerably better performance on concrete words (e.g., winter, kitchen) than abstract words (e.g., reality, motivation).

Patients with surface dyslexia fail to read words such as colonel, yacht, island, have, and borough, for which the mapping between print and sound is not governed by rules. In contrast, these patients perform well with words containing regular correspondences (e.g., state, hand, abdominal) as well as nonwords (e.g., blape).

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