understanding cognitive and linguistic deficits in aphasia through naming reaction time, working memory, and executive function

Objectives: aphasia, an acquired multimodal language disorder caused by brain damage, impacts various linguistic and cognitive skills. naming is a key aspect of language processing. this skill relies heavily on cognitive functions, such as reaction time, working memory, and executive functions, which together support effective communication. understanding the relationships between these components can provide critical insights for improving rehabilitation strategies.methods: this study included 20 individuals diagnosed with broca’s aphasia and 20 neurologically healthy controls. the participants were assessed using tasks measuring rapid automatized naming (ran), reaction time, working memory, and executive function. results: people with aphasia (pwa) demonstrated significantly lower performance in all assessed domains compared to controls (p<0.001). ran scores were markedly lower, with performance improving in high-context environments (p<0.001). reaction times were significantly delayed in linguistic and non-linguistic tasks (p<0.001). correlation analysis revealed positive relationships between ran, working memory, and executive functions (p<0.001). however, ran showed no direct correlation with reaction time (p>0.05).  discussion: the findings indicate a relationship between cognitive and linguistic processes in aphasia, with working memory and executive function significantly related to language performance. contextual visual cues are also associated with improvements in naming accuracy and speed. these results highlight the potential value of integrated cognitive-linguistic rehabilitation approaches for enhancing communication skills and quality of life (qol) in individuals with aphasia.