American Journal Of Social Sciences And Humanity Research
197
https://theusajournals.com/index.php/ajsshr
VOLUME
Vol.05 Issue04 2025
PAGE NO.
197-200
10.37547/ajsshr/Volume05Issue04-45
Analysis of Experience with Sensory Aphasia in The
Uzbek Language
Lobar Kambarova
Phd candidate of Tashkent State University Uzbek language and literature named after Alisher Navoi, Uzbekistan
Received:
28 February 2025;
Accepted:
29 March 2025;
Published:
30 April 2025
Abstract:
Sensory aphasia is an area that has not yet been researched in the Uzbek language. This article analyzes
the results of an experiment conducted on two participants with sensory aphasia whose native language is Uzbek.
In accordance with A. Luria's classification, impairments in object naming and repetition skills were observed. Due
to the absence of significant differences in acoustic-phonological differentiation, the necessity for conducting
further experiments is highlighted.
Keywords:
Sensory aphasia, speech disorder, acoustic-phonological discrimination, naming, A. Luria.
Introduction:
Aphasia is an important object of study in
neurolinguistics, and sensory aphasia is one of its main
types. Unlike Broca's aphasia, sensory aphasia arises as
a result of damage to the area of the brain responsible
for phonological analysis, disrupting the phonemic level
of speech production [1].
In scientific literature, the preservation of fluent
speech, impaired repetition within a single word, and
the inability to name objects are cited as characteristics
of sensory aphasia [2].
However, recent research has also identified the
disruption of semantic "access" in sensory aphasia as
an additional problem [3].
I. Azimova is conducting research on Broca's aphasia
(agrammatic aphasia) and its features in the Uzbek
language [4]. This work, dedicated to the study of
sensory aphasia, is one of the first studies in this field
in the Uzbek language.
Although sensory aphasia has been documented as
resulting from damage to the superior temporal gyrus
of the left hemisphere, recent neuroimaging results
have shown that the middle and superior temporal gyri
are affected to the same extent in sensory aphasia
(Ogar et al., 2011) [5]. There is strong evidence that
the Wernicke's area, where sensory aphasia occurs, is
associated with several neural regions, which in turn
are linked to various linguistic functions.
H. Robson proposed three hypotheses to clarify the
nature of comprehension impairment in sensory
aphasia: (1) impairment of acoustic and/or
phonological analysis; (2) semantic disturbance; or (3)
combined phonological-semantic disturbance (referred
to here as the dual hypothesis). According to the
conclusions of the conducted research, sensory aphasia
is characterized by a three-way impairment of acoustic
analysis, phonological representations, and controlled
use of semantic representations.
Experimental method
Participants
Two patients with aphasia resulting from stroke
participated in the experiment. Both participants are
male, with Uzbek as their native language. The
following table provides information about them.
American Journal Of Social Sciences And Humanity Research
198
https://theusajournals.com/index.php/ajsshr
American Journal Of Social Sciences And Humanity Research (ISSN: 2771-2141)
Experimental materials
The "Bilingual Aphasia Examination" and "Kentucky
Aphasia Test" were used in the experiment. The test
consists of the following sections: execution of complex
commands, naming (34 images); oral auditory
discrimination (32 images), repetition, reading,
assessment of automated speech, producing semantic
opposites, reading comprehension of words, reading
comprehension of sentences and writing.
Experimental process
Black and white images were used for naming pictures,
oral
auditory
discrimination,
and
reading
comprehension of words/sentences. The patient's
speech was recorded on a voice recorder. Before each
stage of the experiment, the tasks were explained to
the subjects.
In the picture naming task, 34 images were shown to
the participants. They were asked to name the image
shown.
In the oral auditory discrimination test, participants
were tasked with pointing to an image representing a
spoken word.
In the repetition stage, subjects were asked to repeat
first one-syllable words without specific lexical
meaning (4 in CVC form), then two-syllable words with
lexical meaning (4), and finally sentences (2).
To assess reading skills, 4 lexemes were given and
subjects were asked to read them aloud.
During the automated speech test, the subjects named
the days of the week and animal names.
To test semantic opposition, participants were given a
word and asked to provide its opposite meaning.
To assess reading comprehension of words and then
sentences, subjects were asked to read a
word/sentence written on paper and point to the
corresponding image.
The assessment of writing skills consisted of two stages.
In the initial stage, subjects were asked to copy a word
written on paper. The next stage was a dictation task,
where subjects were asked to write down a spoken
word.
The purpose of organizing the experimental process in
this manner was to identify specific features of sensory
aphasia in the Uzbek language and gain a general
understanding of the type of disorder. In this study,
only the experimentally determined results from the
picture naming and matching stages were analyzed.
Evaluation
The subjects' responses were analyzed based on the
number of correct answers given for each task and the
errors made. Answers given with the experimenter's
assistance or incorrect answers were considered
errors.
Experimental results
In the naming task, 34 pictures were shown to the
participants. During the experiment, clinically
appropriate materials were used, taking into account
the psychological and physiological state of the
subjects. Samples from the Kentucky Aphasia Test,
compiled for this purpose, were used. These pictures
consisted mainly of words belonging to the noun
category. The subjects were asked to name the image
shown. The results are presented in the table below.
Table 1. Results of patients with sensory aphasia on the
Table 1. Results of patients with sensory aphasia on the picture naming task.
Participants
diagnosed
with
aphasia
Total
%
NO
2/34
5.8
№ Participants in
the experiment
Sex
Time since stroke
Age at the
time of the
experiment
Dominant
hand
Occupati
on
Education
1.
NO
Male
4 months ago
59
Right
Builder
Higher
2.
NI
Male
1 year ago
74
Left
Engineer Secondary
specialized
American Journal Of Social Sciences And Humanity Research
199
https://theusajournals.com/index.php/ajsshr
American Journal Of Social Sciences And Humanity Research (ISSN: 2771-2141)
NI
4/34
11
As can be seen from the table, the indicator associated
with naming in patients with sensory aphasia showed a
low result. NO first noticed a balloon image in the
sequence on the picture sheet. During the experiment,
he named all the pictures shown to him as balloons.
With the help of a tester, he was able to express the
lexemes of flower and circle. However, this was not
considered a correct answer. The square shape was
labeled as an angle. From the given pictures, the images
representing the lexemes of bear and hat were
correctly named.
At this stage of the experiment with NI, images
representing lexemes such as bear, box, person, and
tire were correctly named. Responses were given to the
image of the ball as "object," and to the image of the
circle as "nothing."
A. Luria cites the impairment of naming skills as an
important characteristic of sensory aphasia: "The
patient finds it very difficult to find the names of
necessary things, while at the same time, frequently
occurring, spontaneously appearing names (table,
book, telephone, coat, knife, etc.) can sometimes be
easily found, attempts to find the names of unfamiliar
and less established objects put the patient in a very
difficult position" [1]. In this case, he notes the search
for words through context, the occurrence of literal
paraphasias, the slight appearance of auxiliary words
(phonetically similar or semantically related), and that
the patient recognizes these words as inadequate but
cannot replace them with the correct words.
It was observed that the results of the naming
experiments correspond to A. Luria's classification.
The above situation indicates that naming skills are also
impaired in sensory aphasia in the Uzbek language.
Verbal auditory discrimination is also known as
acoustic-phonological discrimination. The direct study
of acoustic-phonological processes has a long history in
aphasiology.
Such studies mainly involve evaluating participants
using phonological differentiation tests (determining
whether two phoneme sequences are the same or
different) and phonological identification tests
(matching heard phonemes to a given set of variants)
[5].
At this stage, the subjects were asked to indicate
pictures that matched the words spoken by the
experimenter. The BAE (Bilingual Aphasia Examination)
and Kentucky Aphasia tests were used in this stage of
the experiment. Participants were presented with 32
lexemes, and their verbal auditory discrimination skills
were tested. The results of the experiments are
presented in the table below.
Participants
with aphasia
Word
and
picture match
Sentence and
picture match
%
NO
18/18
2/7
100/28
NI
16/18
0/7
88/0
DISCUSSION
The indicators show that the participants achieved high
results in word and image matching. However, they
encountered difficulties in matching sentences to
pictures. This can be explained as follows. In studies on
sensory aphasia, to check whether acoustic-
phonological
differentiation
was
preserved,
participants were typically asked to determine the
phonological similarity of two verbal words or non-
words (i.e., whether both words or non-words sound
the same or different to them). Non-identical pairs
often differed by a single phonemic feature (minimal
pairs: for example, /pat/ and /bat/ or /lop/ and /nop/).
In scientific research, non-words are sometimes
preferred. In H. Robson's research, non-words were
also used for acoustic-phonological differentiation in
sensory aphasia. This was done based on the degree of
confusion of phonemes in the English language [5].
A. Luria also found that patients with sensory aphasia
cannot distinguish phonemes that differ by one
feature. "Patients with this disorder cannot correctly
distinguish between the syllables da-ta and ta-da, ba-
pa and pa-ba, pronouncing them the same way as da-
da or ba-ba. They say there's a difference in both parts
of the pair, but they can't pinpoint it " [1].
American Journal Of Social Sciences And Humanity Research
200
https://theusajournals.com/index.php/ajsshr
American Journal Of Social Sciences And Humanity Research (ISSN: 2771-2141)
The lexemes corresponding to the images we selected
for the acoustic-phonological differentiation condition
did not have similar phonemes (car-bar-jar-star/train-
crane-wheat-shell).
The first conclusion is that to determine whether
acoustic-phonological disturbances are characteristic
of sensory aphasia in the Uzbek language, tests should
be developed and repeated for the correspondence of
words and images distinguished by a single phoneme.
The second conclusion, based on the results of an
experiment conducted by H. Robson (2011), is that
conducting an experiment with short non-word
syllables can more clearly demonstrate acoustic-
phonological disorders in sensory aphasia.
Participants showed poor performance in matching
sentences with images. Among the sentences, there
was also an item that required logical thinking to
answer: "A truck is not pulling a car." The patient was
supposed to choose an image of a car pulling a truck.
The patient did not pay attention to the negative form
of the sentence and selected the answer option
showing a truck pulling a car. Even when the sentence
was simplified and presented in a positive form as "A
big car is pulling a small car," the patient still failed to
comprehend the meaning and gave an incorrect
answer. The results indicate that understanding
complex syntactic structures is severely impaired in
sensory aphasia. The impairment of complex syntactic
structures can be attributed to a lack of understanding
of the meanings of their constituent lexemes. A. Luria
notes that even if patients do not know the lexical
composition of speech, they retain the ability to
perceive its intonation-melodic aspects and guess its
meaning. As a result, patients who do not correctly
understand the meanings of certain words continue to
grasp the general structure of sentences spoken to
them, and by circumventing difficulties associated with
their inability to comprehend the meanings of specific
lexical units, they begin to make assumptions about the
overall meaning [1].
CONCLUSION
In conclusion, naming and acoustic-phonological
disturbances in sensory aphasia have been studied
based on English and Russian language materials. In the
Uzbek language, patients with sensory aphasia also
exhibited naming disorders. Acoustic-phonological
disorder
requires
further
research
and
the
development of specialized materials for the Uzbek
language.
REFERENCES
Лурия А. Письмо и речь. Нейролингвистические
исследования. –
Москва: Akade
mia, 2002.
–
Стр.190.
Кулеш С. Нарушения речи при локальных
поражениях мозга. –
Белорусь, 2018. Медицинские
новости. –
№3. –
С. 5.
Rodriguez O. Lexical access in Broca’s and Wernicke’s
aphasia. Universidad del Pais Vasco. Euskal Herriko
Unibersitatea, 2021-2022. 34 P.
Азимова И. Ўзбек тилидаги аграмматик афазияда
айрим феъл замонларининг ифодаланиши. Ўзбек
тили ва адабиёти журнали, 2016. –
№6. 95
-100.
Азимова И. Ўзбек тилидаги аграмматик спонтан
нутқда гапларнинг қўлланиши. Ўзбек тили ва
адабиёти, 2019. –
№5. 94
-98.
Robson
H.
Investigating
the
comprehension
impairment in Wernicke’s aphasia. –
Manchester,
2011.
–
P.24.
