Oral and written language in a case of childhood phonemic deafness |
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| Authors: | Gianfranco Denes Sandra Balliello Virginia Volterra Andrea Pellegrini |
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| Affiliation: | 1. Division of Pediatric Urology, Department of Urology, Mainz University Medical Center, Mainz, Germany;2. Department of Urology, Mainz University Medical Center, Mainz, Germany;3. Division of Pediatric Nephrology, Department of Pediatrics, Mainz University Medical Center, Mainz, Germany;4. Urology and Nephrology Center, Mansoura University, Mansoura, Egypt;1. Laboratory of Psychophysiology, Department of Neurophysiology, Nencki Institute of Experimental Biology, Poland;2. Institute of Psychology, Jagiellonian University, Kraków, Poland;3. Section for Sign Linguistics, Faculty of Polish Studies, University of Warsaw, Poland;4. Laboratory of Limbic System, Department of Neurophysiology, Nencki Institute of Experimental Biology, Poland;5. Laboratory of Brain Imaging, Neurobiology Center, Nencki Institute of Experimental Biology, Poland;1. Departamento de Ecología e Hidrología, Facultad de Biología, Campus de Espinardo, Regional Campus of International Excellence “Campus Mare Nostrum”, Universidad de Murcia, Murcia 30100, Spain;2. Departamento de Ecología y Geología, Facultad de Ciencias, Universidad de Málaga, Málaga 29071, Spain;3. Departamento de Biología Vegetal I, Facultad de Biología, Universidad Complutense de Madrid, Madrid 28040, Spain;1. School of Communication Sciences & Disorders, University of Memphis, Memphis, TN, USA;2. Institute for Intelligent Systems, University of Memphis, Memphis, TN, USA;3. University of Tennessee Health Sciences Center, Department of Anatomy and Neurobiology, Memphis, TN, USA |
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| Abstract: | Neuropsychologic and neurolinguistic studies performed on an 11-year-old Landau-Kleffner boy are reported. At age 3 his language began to deteriorate progressively until complete disappearance. At the same time, the patient developed epileptic seizures. When 6 years old, he was taught to match objects to the corresponding written word, and subsequently he was able to learn reading and writing to such extent that he could attend primary school. BAER and primary cortical auditory responses were normal, whereas late cortical components were grossly retarded and distorted. Phonemic discrimination, identification, and production were absent, and in contrast, lexical-semantic abilities tested through reading and writing were normal. In visual STM tasks, phonologic mediation was absent. The role of phonologic mediation in language acquisition is then hypothesized. |
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