Search PubMed⌕ Search
Home/Archive/PubMed

PubMed · 2415363

[Number agraphia].

A Fradis·A Leischner
View original source ↗Export metadata ↓

Abstract

One hundred and seventy-five aphasic patients (50 total, 50 mixed, 50 motor-amnesic and 25 sensory-amnesic aphasics) were tested for the writing to dictation of numbers with more than one digit. Twelve types of error were found. The percentages for the different types of error were determined for all subtypes of aphasic patients and for the total group of patients. In 98% of the aphasic subjects at least one or several types of error were ascertained. In all, 80.6% of the patients were unable to write correctly a number of three digits. Certain types of disturbances, such as macrographia, serial writing, perseveration and mirror writing, occurred more often when numbers were dictated than when words or letters were dictated. In the patients with sensory-amnesic aphasia these disturbances were found more often than in those with motor-amnesic aphasia. With respect to German-speaking patients, a particular type of error concerns the serial ordering of numbers with more than one digit (Stellenwertfehler). This type of error was found in 34.9% of our patients. Our results suggest standard examinations of aphasic patients should include the writing to dictation of numbers with more than one digit.

Explore related subjects

AgraphiaAnomiaAphasiaAphasia, BrocaAphasia, WernickeDominance, CerebralHandwritingHumansMathematicsOrientationSpace PerceptionEnglish AbstractJournal ArticleResearch Support, Non-U.S. Gov't

Keep this discovery

Explore connections, maps & timelines

BibTeXRIS

A Fradis, A Leischner. 1985. [Number agraphia].. https://doi.org/10.1007/bf00633477

Cite the original work for its findings. Save a collection to share your selection of sources.

KEEP EXPLORING

Related citations

PubMed2006

Automatic segmentation as a tool for examining the handwriting process of children with dysgraphic and proficient handwriting.

The purpose of this study was to use an x-y digitizer to collect handwriting samples typical of those written by the child in his or her natural environment, to analyze these samples with novel segmentation algorithms, and to present them visually in ways that illuminate spatial and temporal dynamic features amongst children with dysgraphic and proficient handwriting. While using the POET software (Penmanship Objective Evaluation Tool), a paragraph was copied onto paper affixed to an x-y digitizer by third-grade students, 14 with proficient and 14 with poor handwriting. A segmentation algorithm was developed to automatically isolate writing segments. Results yielded significant differences between the groups in various measures, including the number of the raw segments (i.e., the number of segments before combined with letters), the number of reverse segments (i.e., when the participant returned to correct or complete a previously written segment), the number of letters per minute, and the mean "In-Air" time between letters. Variability in both the spatial and temporal domains of instances of the same letter throughout the text was greater among the dysgraphic handwriters in comparison to the variability among the proficient. These results demonstrated the potential of using automated analytic techniques and visual display to achieve a more comprehensive understanding of handwriting difficulties.

Agraphia↗
PubMed2006

[A proposal for intervention in dysorthographic disorders by attending to the semiology of the mistakes].

INTRODUCTION: A careful analysis of the mistakes made by children with learning disabilities in writing reveals a number of qualitatively distinct errors, each of which is directly related to one of the fundamental processes underlying the ability to spell correctly, that is to say, perceptive-linguistic, metalinguistic, operative memory and long-term memory processes, among others. The objective of this study is to describe our proposal for a methodology for treating children with orthography learning difficulties that takes these processes into account. DEVELOPMENT: A thorough analysis of the orthographic mistakes and their semiological classification is taken as our starting point, and we then put forward a sequence of instruction for each kind of error that tackles the deficient psycholinguistic processes, offsets the weaker points of the processing with the stronger points, and aims to get the child to learn a large number of words, thus favouring the metacognitive and self-regulatory processes applied to writing. CONCLUSIONS: Teaching pupils with dyslexic and dysorthographic problems to spell and write correctly entails important methodological difficulties. In our clinical practice we have attempted to develop teaching processes that fit the semiological characteristics of the spelling errors by trying to modify both the pupil's actual academic performance and the psycholinguistic processes that underlie such errors.

Agraphia↗
PubMed2006

Treatment of irregular word spelling in acquired dysgraphia: selective benefit from visual mnemonics.

In contrast to the numerous treatment studies of spoken language deficits, there have been relatively few studies concerned with the treatment of spelling disorders. Among these, there have been only a small number that have targeted specific components of the spelling process. We describe a successful single case treatment study for FME, a woman with acquired dysgraphia, which was conducted within a cognitive neuropsychological framework. Pre-treatment assessment revealed a semantic deficit, impaired access to output orthography and probable additional degradation of the actual representations within the orthographic output lexicon. The treatment study was therefore directed towards relearning spellings by strengthening, and facilitating access to, specific orthographic representations for writing. In order to maximise the functional outcome for FME, treatment was focused on high frequency, irregular words. The treatment programme was carried out in two phases, one without and one with the use of mnemonics, and the results showed a selective training effect with the mnemonics alone. Treatment benefits were item specific but long lasting, and a significant improvement in FME's spelling performance was still evident at 2 months post-treatment. The current study confirms how cognitive neuropsychological theories and methods can be successfully applied to the assessment of acquired spelling impairments, and exemplifies how treatment with carefully designed mnemonics is of benefit if the inability to retrieve orthographic representations for writing is aggravated by a semantic deficit.

Agraphia↗