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Illiteracy and brain damage 3: A contribution to the study of speech and language disorders in illiterates with unilateral brain damage (initial testing)

1988; Elsevier BV; Volume: 26; Issue: 4 Linguagem: Inglês

10.1016/0028-3932(88)90114-5

1873-3514

AndréRoch Lecours, Jacques Mehler, Maria Alice de Mattos Pimenta Parente, Maria Cristina Beltrami, Liliana Canossa de Tolipan, Luz Cary, Maria Julia Castro, Vanderlei Carrono, Lucia Chagastelles, François Dehaut, R. García Delgado, Aldair Evangelista, Siomara Fajgenbaum, Cibele Fontoura, Delmira de Fraga e Karmann, Jennifer M. Gurd, Carmen Hierro Torné, Regina Jakubovicz, Rosane Kac, Beatriz Helena Lefèvre, Cláudia Maria de Lima, Jayme Antunes Maciel, Letı́cia Lessa Mansur, Rosana Martinez, Maria Cristina Nobrega, Zulmira Osorio, Jaime Paciornik, Fernanda Papaterra, Maria Amalia Jourdan Penedo, Beatriz Saboya, Cláudia Scheuer, Amauri Batista da Silva, Marisa Spinardi, Mara Teixeira,

Spatial Neglect and Hemispheric Dysfunction

This report bears on the behavior of 188 unilateral stroke subjects when administered an aphasia screening test comprising a short interview as well as naming, repetition, word-picture matching and sentence-picture matching tasks. All subjects were unilingual lusophone adult (40 yr of age or older) right-handers. Furthermore, they were either totally unschooled illiterates or they had received school education and thereafter retained writing skills and reading habits. Subjects were tested less than 2 months after a first unilateral stroke. In all tasks, global error scores were greater among left and right brain-damaged illiterate and literate subjects than among their controls. In repetition and matching, these differences were statistically significant for the left but not for the right-stroke groups, irrespective of the literacy factor. In naming, on the other hand, significant differences were found not only for the two left-stroke groups but also for the right-stroke illiterate group although not for the right-stroke literate one. Likewise, some degree of word-finding difficulty and of reduction in speech output as well as a sizeable production of phonemic paraphasias were observed in the interviews of several right-stroke illiterates, clearly less in those of right-stroke literates. These findings lead us to suggest that cerebral representation of language is more ambilateral in illiterates than it is in school educated subjects although left cerebral "dominance" remains the rule in both.