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date: 17 November 2019

Abstract and Keywords

Clinicians have long appreciated that people with aphasia (PWA) who self-monitor their errorful speech have better outcomes. It has been assumed, with empirical justification, that this is because successful monitoring is associated with a stronger language system, and a robust system is more likely to improve (Strength hypothesis). A second possibility, not incompatible with the first, is that monitoring success in some way causes those language systems to undergo adaptive change (Learning hypothesis). This chapter describes recent evidence from PWA’s self-monitoring of naming errors that supports both the strength and learning hypotheses. A follow-up analysis of monitoring latencies speaks to differences in repair processes for semantic and phonological errors. The discussion develops an explanatory framework that integrates aspects of monitoring theory with models of lexical access and incremental learning.

Keywords: aphasia, speech errors, monitoring, learning, lexical access

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