Representation of letter position in spelling: evidence from acquired dysgraphia.
The graphemic representations that underlie spelling performance must encode not only the identities of the letters in a word, but also the positions of the letters. This study investigates how letter position information is represented. We present evidence from two dysgraphic individuals, CM and LSS, who perseverate letters when spelling: that is, letters from previous spelling responses intrude into subsequent responses. The perseverated letters appear more often than expected by chance in the same position in the previous and subsequent responses. We used these errors to address the question of how letter position is represented in spelling. In a series of analyses we determined how often the perseveration errors produced maintain position as defined by a number of alternative theories of letter position encoding proposed in the literature. The analyses provide strong evidence that the grapheme representations used in spelling encode letter position such that position is represented in a graded manner based on distance from both-edges of the word.
Fischer-Baum
Simon
S
Department of Cognitive Science, Johns Hopkins University, Baltimore, MD 21218, USA. fischerbaum@cogsci.jhu.edu
McCloskey
Michael
M
Rapp
Brenda
B
D000381:Agraphia / Q000523:psychology*; D000465:Algorithms; D001307:Auditory Perception; D006801:Humans; D007802:Language; D008297:Male; D008875:Middle Aged; D009483:Neuropsychological Tests; D011578:Psycholinguistics; D011597:Psychomotor Performance / Q000502:physiology; D020521:Stroke / Q000150:complications / Q000523:psychology