Anomia is a term denoting a disorder in the invocation of words from a mental lexicon (Grossman, 2014). This deficit is often present in different types of aphasia, but is not exclusively related to them, meaning that anomia also occurs with other disorders other than aphasia. This thesis will focus on specific anomias, i.e. anomias of specific semantic categories in which the naming of things in a certain category is completely violated, while there are no difficulties occuring in other categories. For example, one of the most common patterns is certainly the patient’s loss of conceptual knowledge for the category of living things (animals, fruits, etc.), while the categories of inanimate things (tools, means of transport, furniture, etc.) remain intact (Samson & Pillon, 2003). Such cases raise demanding problem questions about the organization of conceptual knowledge and the mental lexicon in our brain/mind. One of the main goals of research dealing with this issue is to find out which organizational principle lies behind our conceptual knowledge and studying cases of anomia of a specific semantic category is the first step towards better understanding the organization of conceptual knowledge in the mind. Furthermore, the shortcomings in semantic functioning, more specifically naming things, can also shed light on the structure of the mental lexicon. The mental lexicon is a component of grammar that contains all the information - phonological, morphological, semantic and syntactic - that the speaker knows about individual words and/or morphemes (Emmorey & Fromkin, 1988). There are various semantic models of the mental lexicon: the Hierarchical Network Model, the Semantic Features Model, the Spreading Activation Model, and many more ("Mental Lexicon", 2021). Ultimately, the neurophysiological phenomenon of semantic deficit of a specific category of objects along with the perfectly orderly semantic functioning of other categories provides an empirical basis for setting various theories about how our conceptual knowledge is organized within the brain (Capitani et al., 2003) and can significantly illuminate the path to new knowledge.