Confrontation Naming and the Provision of Superordinate, Coordinate, and Other Semantic Information By Individuals With Aphasia

Abstract

Thirty-three individuals with aphasia (11 Broca's, 11 conduction, and 11 anomic) and 11 healthy control subjects were studied using a confrontation naming task. Each naming trial was followed by requests for the superordinate, other semantic information, and an in-class coordinate. All groups were as successful at giving semantic and coordinate information about items as they were at giving the basic level names for the items. Giving the superordinate category was the most difficult task for individuals with aphasia, regardless of type. These results suggest that in the face of anomia for basic level name, the provision of semantic information or an in-class coordinate is likely to be a better compensatory strategy than trying to provide the superordinate category.