The effect of an aphasia ID card on the processing of language produced by a speaker with nonfluent aphasia

J Commun Disord. 2022 Nov-Dec;100:106268. doi: 10.1016/j.jcomdis.2022.106268. Epub 2022 Sep 19.


Introduction: We tested whether aphasia self-disclosure via an aphasia ID card impacts (1) how non-aphasic listeners initially process language produced by a speaker with aphasia and (2) learning of the speaker's error patterns over time.

Methods: In this eye-tracking experiment, 27 young adults followed instructions recorded by a speaker with nonfluent aphasia while viewing a target picture and a distractor. The Card group (n = 14) was shown a simulated aphasia ID card for the speaker and the No Card group (n = 13) was not. The task was divided into Pre-Observation and Post-Observation blocks. Between blocks, participants observed the speaker making semantic paraphasias. Eye-tracking analyses compared the time course of target advantage (reflecting competition from the distractor picture) and workspace advantage (reflecting attention to task) between groups and blocks.

Results: Pre-Observation, the Card group had a higher target advantage than the No Card group in the post-response window (i.e., after participants had responded), indicating sustained attention to the speaker's language. Across blocks, there was evidence that the Card group (but not the No Card group) learned that the speaker makes semantic paraphasias.

Conclusions: Aphasia ID cards impacted listeners' processing of language produced by a speaker with nonfluent aphasia. Increased patience and attentiveness may underlie both the Card group's sustained attention to the speaker as well as learning of the speaker's error patterns. Further research should address whether these changes impact communication success between PWA and new conversation partners.

Keywords: Aphasia; Eye-tracking; Listener perceptions; Self-disclosure.

Publication types

  • Research Support, Non-U.S. Gov't

MeSH terms

  • Aphasia, Broca
  • Communication
  • Humans
  • Language*
  • Speech Perception* / physiology
  • Young Adult