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With increasing frequency the lexicon of every language incorporates words taken from other languages (loan words) that become of common use, but whose orthography does not necessarily conform to the rules of the native language. This is particularly true for languages like Italian, where most words can be correctly written by the application of a sublexical phonology-to-orthography conversion procedure. Here we report the case of a neurologically unimpaired, highly educated Italian person, with a specific deficit in writing loan words. The aim of the study is to clarify the nature of her dysgraphic impairment, if linked to a semantic deficit, or alternatively reflecting an acquisition deficit, present both in the phonological and orthographic output lexicons, or specific only for the orthographic lexicon. A qualitative analysis of her errors and a comparison with the performance of a group of age and education matched subjects showed that her error pattern was not an amplification of the task difficulty effect observed in the control subjects, but rather an expression of an impairment in acquiring specific writing procedures.

Micrographia (MG), an acquired impairment of writing characterized by diminution of letter size, coupled with slowing and loss of accuracy, is most frequently observed in the course of degenerative disease of basal ganglia, such as Parkinson's Disease. Only a few cases of MG without concomitant extrapyramidal signs have been described, mostly following vascular lesion of the left basal ganglia. In this article we report an isolated pattern of MG following an extensive traumatic cerebral lesion centered in the left basal ganglia. The nature of this impairment is analyzed according to a cognitive model of writing and interpreted as a specific example of peripheral dysgraphia.

We report on the writing of Arabic numerals in a patient whose alphabetical script was restricted to graphemic jargon (Schonauer & Denes, 1994). The analysis of writing errors in Arabic script over three testing sessions (4, 10, and 13 months after stroke) confirmed the separate processing of syntactic and lexical information in number production proposed by current models. The changing error pattern over time reflected some difficulties observed in developmental studies on the acquisition of Arabic numeral writing. Errors were mostly of the syntactic type and (at a certain stage) were based on the verbal form of the numerals. As reported in neuropsychological (Noel & Seron, 1995) and developmental (Power & Dal Martello, 1990; Seron & Fayol, 1994) studies, sum relations were more difficult to transcode than product relations within complex numerals., (Copyright 1998 Academic Press.)

We report on a patient with left hemispheric thromboembolic stroke whose writing performance on single word dictation following recovery from an aphasic syndrome remained severely impaired but fluent. Having only very fragmentary command of the target's written spelling she produced neologistic nonwords which were approximately the same length and contained, in addition to perseverative intrusions and unidentifiable errors multiple insertions, deletions, transpositions, and substitutions but only few unpronounceable combinations. The patient was tested 4 and 10 months postonset, before and after having attended a rehabilitation program for dysgraphia. Comparing pre- and post-rehabilitation error corpora we found, besides a slight improvement of her severe dysgraphia, a highly significant predilection of in-class substitutions regarding the consonant/vowel status of misspelled graphemes. The second error corpus revealed some influence of different consonant/vowel patterns among the targets on the emergence of spelling errors. We discuss the hypothesis of an influence of nonlexical "graphotactic" features on the spelling process as has been revealed by other cases of acquired dysgraphia published in recent years.

A dissociation between spared spontaneous and impaired writing on copy is described in a patient with severe limb and constructional apraxia. Visual-perceptual abilities were normal as well as oral language and reading. The findings are discussed in the light of an information processing model of writing.