McCarthy, Washington 1986

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8 Terms

1
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What was most notable about patient KT?

  • His inability to comprehend spoken word commands (like “make a fist”)

  • Also, he struggled greatly with reading irregular words properly; he was able to define almost no words, regular or irregular


2
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What is an interesting connection between how KT read certain letter combinations & their frequency?

  • KT would sometimes read letter combinations (e.g., -ead) differently for different words; however, he was usually biased towards the more common pronunciation for the letter combination


3
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How did KT perform pronouncing non-words?

  • 100% correct reading regular non-words

  • Irregular non-words were read with their most common pronunciation 93% of the time


4
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How was KT’s pronunciation impacted by priming?

  • It wasn’t, really; in fact, he gave (insignificantly) fewer irregular pronunciations when primed with irregular pronunciations


5
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Was there any difference for KT when reading script vs. print?

  • No, not really! Seemed to be able to read/pronounce words fine regardless of orthographic form


6
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How is KT’s pre-lexical ability to visually analyze words? What evidence supports this?

  • Likely fine:

  1. Able to separate/segment words that have been jammed together (e.g., redorangechicken → red, orange, chicken) despire not comprehension of the word’s meaning

  2. Excellent in reading spatially transformed text (e.g., text written vertically or mirrored)

  3. Also showed no difference reading text in print/script


7
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What is likely wrong with patient KT’s lexical system, according to the dual-route theory?

  • KT’s lexical system is damaged, while his sub-lexical conversion route remains largely intact

    • Specifically, his semantic system is heavily damaged, making it difficult for him to fully process words through his lexical route


8
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According to the theory, how is KT’s orthographic input lexicon? What evidence supports this?

  • Mostly intact

    • Most important piece of evidence is the segmentation task: he seems to understand the rules of word endings/syllables as well as recognition of entire words, even though he doesn’t know their meanings; this indicates he is still probably able to recognize the words, though the lexical path may stop here