Date of Award

2003

Degree Type

Thesis

Degree Name

M.A.

Department

Psychology

First Advisor

Buchanan, L.

Keywords

Education, Educational Psychology.

Rights

CC BY-NC-ND 4.0

Abstract

Deep dyslexia is an acquired reading disorder in which a previously literate adult produces semantic errors during reading and demonstrates impaired nonword reading. Most models of the syndrome account for the reading errors observed in deep dyslexia in terms of multiple loci of damage. In contrast, Buchanan, McEwen, Westbury, and Libben (2003) proposed that reading errors result from damage in the phonological output lexicon alone. According to this formulation, semantic errors evolve from impaired explicit assess and production due to failure of inhibition. In contrast, implicit processing is assumed to be intact in deep dyslexia. The current investigation tests several predictions that evolve from the failure of inhibition hypothesis using a semantic blocking paradigm for explicit and implicit tasks. The results of the semantic blocking paradigm support the distinction between implicit and explicit processing and provide evidence for failure of inhibition as an explanation for semantic errors in deep dyslexia.Dept. of Psychology. Paper copy at Leddy Library: Theses & Major Papers - Basement, West Bldg. / Call Number: Thesis2003 .C65. Source: Masters Abstracts International, Volume: 42-02, page: 0381. Adviser: Lori Buchanan. Thesis (M.A.)--University of Windsor (Canada), 2003.

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