What do category-specific semantic deficits tell us about the representation of lexical concepts?

Conceptual structure and the structure of concepts: a distributed account of category-specific deficits.

We present a new account of the fine-grained structure of semantic categories derived from neuropsychological, behavioral, and developmental data. The account places theoretical emphasis on the functions of the referents of concepts. We claim (i) that the distinctiveness of functional features correlated with perceptual features varies across semantic domains; and (ii) that category structure e...

The Effect of Semantic Transfer on Iranian EFL Learners’ Lexical Representation and Processing

Developing a Semantic Similarity Judgment Test for Persian Action Verbs and Non-action Nouns in Patients With Brain Injury and Determining its Content Validity

Objective: Brain trauma evidences suggest that the two grammatical categories of noun and verb are processed in different regions of the brain due to differences in the complexity of grammatical and semantic information processing. Studies have shown that the verbs belonging to different semantic categories lead to neural activity in different areas of the brain, and action verb processing is r...

Hierarchies, similarity, and interactivity in object recognition: "category-specific" neuropsychological deficits.

Category-specific impairments of object recognition and naming are among the most intriguing disorders in neuropsychology, affecting the retrieval of knowledge about either living or nonliving things. They can give us insight into the nature of our representations of objects: Have we evolved different neural systems for recognizing different categories of object? What kinds of knowledge are imp...

What can errors tell us about specific language impairment deficits? Semantic and morphological cuing in a sentence completion task.

The lexical retrieval ability of children with specific language impairment (SLI) and children with typical language development was compared. Fifty Hebrew-speaking children participated: 15 school-age with SLI, 20 typically developing, matched on age to the SLI group and 15 younger, typically developing matched on naming performance to the SLI group. Participants were tested in a sentence comp...