Clinical understanding of primary progressive aphasia (PPA) has been established based on English-speaking population. The lack of linguistic diversity in research hinders the diagnosis of PPA in non-English speaking patients. This case report describes the tonal and orthographic deficits of a multilingual native Cantonese-speaking woman with nonfluent/agrammatic variant PPA (nfvPPA) and progressive supranuclear palsy. Our findings suggest that Cantonese-speaking nfvPPA patients exhibit tone production impairments, tone perception deficits at the lexical selection processing, and linguistic dysgraphia errors unique to logographic script writer. These findings suggest that linguistic tailored approaches offer novel and effective tools in identifying non-English speaking PPA individuals.
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http://dx.doi.org/10.1080/13554794.2021.1925302 | DOI Listing |
Front Neurol
December 2022
Department of Behavioral Neurology and Cognitive Neuroscience, Tohoku University Graduate School of Medicine, Sendai, Japan.
Introduction: Currently, little is known about Chinese-speaking primary progressive aphasia (PPA) patients compared to patients who speak Indo-European languages. We examined the demographics and clinical manifestations, particularly reading and writing characteristics, of Chinese patients with PPA over the last two decades to establish a comprehensive profile and improve diagnosis and care.
Methods: We reviewed the demographic features, clinical manifestations, and radiological features of Chinese-speaking PPA patients from 56 articles published since 1994.
Neurocase
February 2022
Memory and Aging Center, University of California at San Francisco, San Francisco, CA, United States.
PLoS One
May 2020
Center for Psychology and Cognitive Science, Tsinghua University, Beijing, China.
Orthographic processing is crucial in reading. For the Chinese language, sub-lexical processing has already taken place at radical level. Previous literature reported early position-specific radical representations and later position-general radical representations, implying a possible separating process of abstract position information irrespective of radicals per se from radical representations during orthographic processing.
View Article and Find Full Text PDFSci Rep
May 2018
School of Psychology, University of Nottingham, Nottingham, UK.
Silent word reading leads to the activation of orthographic (spelling), semantic (meaning), as well as phonological (sound) information. For bilinguals, native language information can also be activated automatically when they read words in their second language. For example, when Chinese-English bilinguals read words in their second language (English), the phonology of the Chinese translations is automatically activated.
View Article and Find Full Text PDFMem Cognit
August 2017
University of Maryland, College Park, MD, USA.
Three sets of experiments using the picture naming tasks with the form preparation paradigm investigated the influence of orthographic experience on the development of phonological preparation unit in spoken word production in native Mandarin-speaking children. Participants included kindergarten children who have not received formal literacy instruction, Grade 1 children who are comparatively more exposed to the alphabetic pinyin system and have very limited Chinese character knowledge, Grades 2 and 4 children who have better character knowledge and more exposure to characters, and skilled adult readers who have the most advanced character knowledge and most exposure to characters. Only Grade 1 children showed the form preparation effect in the same initial consonant condition (i.
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