Appraising the Conceptual and Lexical Retrieval in Persons with Fluent and Nonfluent Aphasia

Abstract

Objective Conceptual knowledge refers to understanding and interpreting concepts and their relationships. Lexical knowledge is the knowledge that can be expressed through words. It entails meaning of words and their relationships. Word retrieval impairments are the most radical deficits that restrict communicative functions for individuals with aphasia. The current study aimed to compare the conceptual and linguistic impairments associated with fluent and nonfluent persons with aphasia (PWAs).

Materials and Methods A total of 15 PWAs were recruited for the study, out of which, 8 were fluent aphasia and 7 were nonfluent aphasia. One picture-based conceptual task (picture comparison judgments) and one verb-based linguistic task (word comparison judgments) were used as the experimental paradigm.

Results and Conclusion The findings of the study showed no significant difference in the performance of conceptual and lexical retrieval abilities in both fluent and nonfluent aphasia. The current study highlights the fact that both conceptual and lexical retrieval impairments prevail in both fluent and nonfluent aphasia.

Keywords

anomic - stroke survivors - aphasia - conceptual task

Authors' Contribution

D.P. contributed to conceptualization and methodology. D.P. and A.S. supervised the study. Investigation and writing—original draft were performed by L.L.T. and D.P. Writing—review and editing was performed by A.S.

Ethical Approval

The study is approved from the broad of Father Muller Medical College, Mangaluru, India (FMIEC/CCM/268/2022).

Publication History

Article published online:
07 June 2024

• References

• 1 Le Dorze G, Signori FH. Needs, barriers and facilitators experienced by spouses of people with aphasia. Disabil Rehabil 2010; 32 (13) 1073-1087
• 2 Phuong HT. On the procedural-conceptual based taxonomy and its adaptation to the multidimensional approach SPUR to assess students' understanding mathematics. Am J Educ Res 2019; 7 (03) 212-218
• 3 Arslan S. Traditional instruction of differential equations and conceptual learning. Teach Math Its Appl 2010; 29 (02) 94-107
• 4 Van Elk M, Van Schie HT, Lindemann O, Bekkering H. Using conceptual knowledge in action and language. In: Attention and Performance XXII: Sensorimotor Foundations of Higher Cognition. Oxford:: Oxford University Press;; 2007: 575-599
• 5 Meijs W, Vossen P. In so many words: knowledge as a lexical phenomenon. In: Workshop of SIGLEX (Special Interest Group within ACL on the Lexicon). Berlin, Heidelberg:: Springer; 1991: 137-153
• 6 Carmona M, Tiesdell S. , eds. Urban Design Reader. Routledge; 2007
• 7 Dresang HC, Hula WD, Warren T, Dickey MW. Strong conceptual ability reduces the effect of lexical impairments on verb retrieval in aphasia [PhD Dissertation]. University of Pennsylvania;; 2021
• 8 Shyamala KC, Vijayashree S, Ravi K. Standardization of Western Aphasic Battery- Kannada (WAB-K). All India Institute Research Fund (ARF) Project,; Mysuru, India;: 2008
• 9 Girish KS. Standardization of action naming test [Master's Thesis]. Shyamala KC:: Mysuru University;; 2015
• 10 Kemmerer D, Tranel D, Barrash J. Patterns of dissociation in the processing of verb meanings in brain-damaged subjects. Lang Cogn Process 2001; 16 (01) 1-34
• 11 Kim M, Thompson CK. Patterns of comprehension and production of nouns and verbs in agrammatism: implications for lexical organization. Brain Lang 2000; 74 (01) 1-25
• 12 Park YS, Goral M, Verkuilen J, Kempler D. Effects of noun–verb conceptual/phonological relatedness on verb production changes in Broca's aphasia. Aphasiology 2013; 27 (07) 811-827
• 13 Mätzig S, Druks J, Masterson J, Vigliocco G. Noun and verb differences in picture naming: past studies and new evidence. Cortex 2009; 45 (06) 738-758
• 14 Saygin AP, Wilson SM, Dronkers NF, Bates E. Action comprehension in aphasia: linguistic and non-linguistic deficits and their lesion correlates. Neuropsychologia 2004; 42 (13) 1788-1804