Qualitatively different semantic representations for abstract and concrete words: Further evidence from the semantic reading errors of deep dyslexic patients

This paper presents an investigation of the hypothesis that conceptual knowledge for abstract and concrete items is underpinned by qualitatively different representational frameworks (Crutch and Warrington, 2005a). A re-analysis of the semantic reading errors of four deep dyslexic patients is presented, examining the incidence of semantically associated and semantically similar errors in response to abstract and concrete target words. The results demonstrate that abstract target words elicit a greater proportion of associative than similar errors, while concrete words show the reverse pattern. These findings provide evidence which converge,, with that previously documented for a semantic refractory access dysphasic to Suggest that abstract concepts are represented in an associative network while concrete concepts are represented in a categorical framework.