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Kurt Goldstein
(1994)
Rapid recovery of aphasia and deep dyslexia after extensive left-hemisphere damage in childhood
(1994)
LeMo - an expert-system for the assessment of lexical and morphological impairments in aphasia
(1995)
Picking up particles
(1995)
WH-acquisition in French and German : connections between case, WH- features and unique triggers
(1995)
MAPping phrase markers
(1996)
Morphological processing in Italian agrammatic speakers : eight experiments in lexical morphology
(1996)
Introduction
(1996)
Wernicke's 1903 case pure agraphia : an enigma for classical models of written language processing
(1996)
LeMo, an expert system for single case assessment of word processing impairments in aphasic patients
(1997)
Modality-specific anomias
(1997)
A case of primary progressive ahasia : a 14year follow-up study with neuropathological findings
(1998)
More data on DP acquisition
(1998)
Alvin A. Liberman
(1999)
Optimal Exceptions
(2000)
Introduction
(2000)
Der Erwerb des frühkindlichen Lexikons : eine empirische Studie zur Entwicklung des Wortschatzes
(2000)
Focus and Phrasing in French
(2001)
Zur Rolle des Pronomen to/eto in spezifizierenden Kopulaktionstrukturen im polnischen und russischen
(2001)
People with the genetic disorder of Williams syndrome (WS) show an anomalous cognitive profile, wherein some purely verbal and social communicative abilities are relatively proficient, while visuo-spatial skills can be extremely impaired. Face processing, while apparently relatively spared among visuo-spatial skills, can show deficits suggesting developmental immaturity. In this context, the exploration of visual and audiovisual speech perception in WS is of interest. A new test based on tokens from a single natural English speaker of the form /ba:/, /va:/, /tha:/, /da:/ and / ga:/, digitally manipulated and presented in unimodal (vision alone, audition alone) and audiovisual conditions, was presented for participants to identify each token. Compared with age-matched controls, WS participants were impaired at visual but not auditory identification, and in audiovisual testing showed correspondingly reduced effects of vision on report of auditory token identity. Audiovisual integration was nevertheless demonstrable in WS. Speech-reading may require skills which do not reach age-appropriate levels in WS, despite their age-appropriate (auditory) phonological abilities.