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Cognitive Neuroscience > 6 The Speaking Brain > Flashcards

6 The Speaking Brain Flashcards

1
Q

whats the difference between alphabetic vs logographic writing systems

A

size of units

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2
Q

alphabetic writing system

A

Alphabetic language - mostly European languages
Small units- each visual unit - if you have a letter or combinations of letters - form a phoneme - basic units of speech and you combine multiple phonemes together to make a word

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3
Q

logographic writing system

A

Logographic - Japanese, Chinese
Use characters- each character is a word not just a phoneme
One phoneme is also one word
Japanese kana - alphabetic - Japanese has its own alphabet - 50 different sounds and characters
Five syllables together means thank you
Characters will tell you what it means but can’t directly figure out how to pronounce these characters straight away

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4
Q

transparent vs opaque orthography

A

pronunciation

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5
Q

transparent orthography

A

italian and kana
one to one mapping

Italian and kana - they have one-to-one mapping
Five different kana letters each corresponds to a sound
Once learned mapping - its always the mapping - every time see r its always r there’d no other way to pronounce it

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6
Q

opaque orthography

A

in english no strict rules about how to pronounce things

e.g. pint

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7
Q

examples of transparent

A

italian Japan (kana)

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8
Q

example of small word units

A

European language

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9
Q

example of large word units

A

chinese

japan - kanji

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10
Q

visual word recognition - toy model

A

detection of visual features
letter recognition
visual word recognition
semantic meaning

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11
Q

what is the error rate for words

A

more accurate and faster at recognising words than non-words

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12
Q

what are the 4 word variables (PCA)

A

word length
orthography structure
word frequency
semantic coherence

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13
Q

word length - 90ms

A

Word length - how long the visual features are 3 or 10 letter word - makes a difference in terms of visual processing
Low level feature

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14
Q

orthographic structure - 90ms

A

Orthographic structure - bigram and trigram neighbours
Structure - str often appear in that particular order trigram unit frequent in English language
Cr - not very frequent
Certain letter units that appear quite often in language
Have certain structure to it - certain letters that go together
Higher level features

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15
Q

word frequency - 110 ms

A

Word frequency
Those letter that come together as a word how often do you see them
See them a lot - frequent -easier to process as done a lot before

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16
Q

semantic coherence - 160ms

A

Semantic coherence
Meaning of word
High level

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17
Q

erp and word length

A

Used the individual variables for each word
Tried to correlate the amplitudes in your evaluative potentials to the principle component values here
What this means
If looking for the effective word length
When the word length changes - then the amplitude would change accordingly - p1
E.g. the longer the word is the amplitude of that component is larger
Then we will know word length is being processed somehow at this time point quite early

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18
Q

erp and semantic coherence

A

Semantic coherence - one word has meaning one word doesnt
More meaning have or stronger meanings is
P3 - amplitude larger - this potential component is linked to the variable semantic coherence

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19
Q

how many ms for letter recognition

A

90ms

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20
Q

how many ms for visual word recognition

A

110ms

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21
Q

how many ms for semantic meaning

A

at last 160ms

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22
Q

how many ms for word length

A

90ms

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23
Q

how mant ms for orthographic structure

A

90ms

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24
Q

how many ms for word frequency

A

110ms

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25
Q

is visual processing time strongly effected by length

A

no

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26
Q

what is the word superiority effect

A

Word superiority effect- your knowledge about the word can inform your visual feature analysis
Top down contributions from knowledge of word

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27
Q

what is evidence against the toy model

A

Observe unexpected
If toy model is correct expect the process in your word recognition time should be proportionate to the amount of visual features on paper

However
Found visual processing time I’d no strongly affected by word length

E.g. if read word psychology that has 20 letters
Sky - 3 letters
More visual info in psychology
Would never see difference e.g. psychology taking 100ms to process in comparison to 30ms for sky - not linearly proportionate to number of letters

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28
Q

bottom up

A

Bottom up - what you see from outside and thats being transmitted from lower to higher parts of the brain

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29
Q

top down

A

Top down - brains prior knowledge about the world and its overwriting and predicting what’s going on outside

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30
Q

e.g. the word carpet but r is covered - how to process

A

Knowledge of word carpet - influences on how process letters and visual features even though letter r is partially covered - brain is overwriting
Brain is creating information to overwrite your low level visual analysis
Top down processing

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31
Q

brain structures can support a visual lexicon

A

If brain had top down processing means that somewhere here at this stage theres some knowledge about word being stored somewhere

Neuroscientists found brain structures that can support such a visual lexicon - visual word form area - word knowledge

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32
Q

word blindness in the visual word form area (VWFA)

A 
Damage to left side of brain
Difficulties reading 
See letters but cant recognise what are
Think in foreign language
Never recovered
Brain damage - autopsy when died

Disconnection of neural fibres in fusiform area - thats carrying information
from the occipital cortex - where low level visual features coming in and then how this information is being fed forward to different parts of the brain to your high level language area for instance but theres a disconnection

Bc problems in recognising words
Conclude - area important to word processing
Word blindness

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33
Q

where are written words processed

A

the visual word form area (vwfa)

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34
Q

more than a ‘connection’

A

More than just a connection between the visual processing area and further higher level language area
These areas somewhat special bc only when you have patients with stroke damages to the left ventral occipital temporal areas
Developed word blindness - alexia

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35
Q

evidence that its more than just a connection

A

Similar patients who have damsge to neighbouring areas but not the Left occipital temporal ventral area so the left fusiform area have not developed word blindness

If brain structures in these areas are simply connections between your visual area and further language area - if just connections then any damage to this are would to some extent affect word processing - not the case
Special lane that does something special to word processing

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36
Q

the right visual information is mirrored

A

Right visual info mirrored to left side of retina optic nerve transmitted to left side of brain
Left visual information contralaterally transmitted to the right side of the brain

Left info to right brain
Right info to left brain

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37
Q

Neuropsychological area - damage to VWFA -

A

developed word blindness and cannot recognise word forms anymore
Damage on the left

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38
Q

words in comparison to consonant strings

A

In the VWFA the brain activations to words are significantly higher than to consonant strings and it doesnt really matter whether its on the left or rightward side in both hemifields activate the left VWFA

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39
Q

processing in left doesnt matter where presented

A

LVWFA being activated
Left
Doesn’t matter whether information is being presented on the left or on the right they both activate the left side of the visual word from area

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40
Q

higher response to words than constonant strinfs

A

response to words stronger

cohen

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41
Q

when words presented on the left

A

If words presented on left
Contralaterally will be processed on right visual cortex
Normally through the bridge corpus callosum processed to left visual word form area

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42
Q

when present words on the right

A

If present words on the right - contralaterally will be presented over here
Visual information being processed in the left visual cortex
Visual information can be carried forward to the visual word form area for analysis

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43
Q

evidence that visual word form is processed on the left side of the brain

A

Split brain - if presented in left hemifield patients cannot recognise the word

If present same word on right - can recognise the word

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44
Q

should the visual word form are be called the visual word form area

A

activated in lots of things
activated in blind people
activatedd in reading pictures naming manipulating pictures action decisions repeat rething about meaning of heard words
read braille with abstract meanings

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45
Q

what does the model for reading outloud state

A

visual word form - recognise word from letters
access pronunciation
read it aloud - engage motor and speech production systems to activate outloud

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46
Q

what is pure alexia

A

word blindess
VWFA - cant recognise words
word reading time is directly proportionate to the length of the word

47
Q

reading time in pure Alexia

A

Number of letters
Linear
Longer the word is the longer it takes to read
Cathedral will take 3x as long as reading cat
Letters individually

48
Q

letter indentification in pure alexia

A

identity matching - upper and lower case
word form is damged - struggle working out if they belong to the same category or not

physical matching - same for aa and Aa
identity matching - slower reaction time for Aa

49
Q

where is the damage in people with pure alexia - word blindness

A

Suffered damage in left ventral occipital temporal area
Responsible for visual word form analysis
Visual lexicon
visual word form

50
Q

attentional dyslexia

A

Attentional dyslexia
• Difficulty in separating constituent letters/words
hard identifying letter o in bottle as flanked by other information

letter migration errors
intrusions of distrsactions - blurred
attention filter deficit - cant suppress distractions

51
Q

attentional dyslexia is located in the brain

A

attentional filter deficit

parietal lobe

52
Q

neglect dyslexia

A

Letter substitution errors on one side (contralateral lesion)
for each word eg left few letters ignored

53
Q

what is neglect dyslexia

A

One sided attentional problem
Letter substitution errors contralaterally to the lesions
Lesion to right side of brain ignoring left side of the word
Clock - might say block bc cant really see the c
Use their word knowledge and makes p a word but produce a different ord

Wouldn’t make a letter substitution on the right side of the word if you only have damage on the right side fo the brain - contralaterally correspondence

54
Q

where is the area damaged in neglect dyslexia

A

spatial reference deficit
Damage to parietal lobe
Visio-spatial attention - analyse low level visual features especially letters that were trying to identify
If damage low level visual processing then the info isnt being sent to the visual word from area and you can’t recognise what a word is and then you cannot say or pronounce it out loud

55
Q

what does damage to visuo-spatial attention cuase

A

attentional dyslexia

neglect dyslexia

56
Q

why does damage to visuo-spatial attention cause attentional and neglect dyslexia

A

Early visual features or letter identification processes

Cannot recognise letters cannot recognise word form

57
Q

what does damage to visual word form caus

A

pure alexia

58
Q

what are the 3 peripheral dyslexias

A

attentional
neglect
pure Alexia

59
Q

what are peripheral dyslexias caused by

A

attention and visual

60
Q

what is surface dyslexia

A

Read regular and non word fine
Difficulties in reading irregular words
Don’t have regular correspondence between letters and sounds

61
Q

why does surface dyslexia take place

A

Problem in phonological knowledge or lexicon
Knowledge about how word as a whole should be pronounced is damaged and lacking
Can no longer retrieve the correct pronunciation as a whole and all they can do is map single letters to single solids and will pronounce pint even though they’ve learned it before

High frequency words
More familiar with the visual word from and the connections between the visual word from as a whole
Pronounciation as a whole is somewhat stronger than the low frequency irregular words
Problems with irregular words

62
Q

where is damaged for surface dyslexia to take place

A

phonological lexicon

Damage in temporal lobe where the speech processing takes place
Phonological lexicon is located in this area

63
Q

what does damage to the phonological lexicon show

A

surface dyslexia

Data base about how words are pronounced
Can still read regular words and non words

64
Q

what is grapheme to phoneme conversion

A

Map letters to how pronounce out loud
Sound and visual units of text and speech
Convert text to speech

65
Q

what is phonological dyslexia

A

Can read regular and irregular word better than non words
Cannot read non words
Graphemes to phoneme conversion is damaged so cannot do one to one mapping between letters to sounds anymore

Something in common between regular and irregular words
Phonological lexicon 
Knowledge about words learned before
Non words - no knowledge 
Retrieve real words
66
Q

what happemns in phonological dyslexia

A

problems in rhyme judgement but can percieve words fine

67
Q

what happens in phonological dyslexia

A

Damage to posterior part of temporal lobe
Occipital parietal temporal junction
Close to wernickes area
Posterior part of temporal lobe. - controls graphemes to phoneme conversion

68
Q

what does the posterior part of temporal lobe control

A
  • controls graphemes to phoneme conversion
69
Q

what does damage to grapheme to phoneme conversion mean

A

phonological dyslexia

deep dyslexia

70
Q

what is deep dyslexia

A

same performance as phonological dyslexia
can read both regular and irregular words but not non words
semantic errors
derivational errors - change from noun to verb
concrete words better than abstract words - better on higher imaginability

71
Q

where is damaged in the brain causing deep dyslexia

A

Extensive damage in temporal lobe
Especially at anterior part of temporal lobe
Where the semantic memory is being processed
Probably have damage in the conversion area as well
Cannot read non-words

72
Q

what are the 4 central dyslexias

A

phonological
deep
deep
surface

73
Q

what does damage to semantic memory cause

A

deep dyslexia

74
Q

what is the lexico-semantic route

A

visual word form
semantic memory
phonological lexicon

75
Q

what is the phonological route

A

grapheme to phoneme conversion

Don’t have to understand what words mean you simply just deconstruct the words into letters and map it to sounds and then say it out loud without understanding what. Your saying so certain language easily do this but not in English bc we have irregular words which cannot be pronounced through this route alone

76
Q

where is damaged in pure alexia

A

left ventral occipital temporal area

visual lexicon

77
Q

where is damaged in attentional and neglect dyslexia

A

parietal damage

visuo-spatial attention

78
Q

where is damaged in surface dyslexia

A

temporal damage

phonological lexicon

79
Q

where is damaged in phonological dyslexia

A

grapheme to phoneme conversion

80
Q

where is damaged in deep dyslexia

A

anterior part of temporal lobe

semantic memory

81
Q

what is a more exceptional case

A

Patients can read but have impaired nonword reading and impaired semantic knowledge

G2p conversion damaged - impaired non word reading

Semantic memory

Deep dyslexia
Can’t still read

82
Q

what are the peripheral visual processes

A

visuospatial attention
visual letters and fceatures
visual word form
grapheme to phoneme conversion

83
Q

what are the central reading processes

A

semantic memory
phonological lexicon
read it aloud
grapheme to phoneme conversion

84
Q

what is the possible third route

A

Third route - directly convert visual word form into phonological representations by bypassing the semantic stage

Can just read it aloud without understanding what it means

85
Q

more exceptional cases

A

Patients can read but have impaired nonword reading and impaired semantic
knowledge

• Dementia patients with partial damage to both semantic memory and grapheme-to-phoneme conversion can still read proficiently

Gradual partial damage
Neurodegenerative disease
Not a third route - compenational mechanism
Damage to both — some information processed - summated together
Partial activations from the semantic memory an the grapeme to phoneme conversion
Summed together - accurate phenology representation and to be articulated further
More of a parallel system - draw on resources from different systems to achieve goal rather than relying on only one system at a time

86
Q

can process words without semantic memory and g2p conversion

A

yes - dementia

is there a summation hypothesis

87
Q

Neural Basis for Visual Word Recognition

A
  • A hierarchical processing model

* The visual word form area

88
Q

Part 2: Neural Basis for Reading Aloud

A

Part 2: Neural Basis for Reading Aloud
• Peripheral dyslexia
• Central dyslexia
• The dual-route model of reading aloud

89
Q

dual route model of reading aloud

A

Lexical semantic route - deep or surface

Convert - letter patterns to phoneme - graphemes to phoneme - deep and phonological dyslexia

Info carried forward - occipital lobe. - partial temporal part or brain - inferior frontal for speech production

90
Q

pure alexia - type

A

peripheral

91
Q

pure alexia - lesion

A

occipito-temporal

92
Q

pure alexia - symptoms

A

reading times proportionate to word length - impaired letter identity representation

93
Q

pure alexia- implications

A

impaired visual word form processing

94
Q

attentional dyslexia- type

A

peripheral

95
Q

attentional dyslexia - lesion

A

parietal

96
Q

attentional dyslexia - symptoms

A

inability to focus while suppressing flanking stimuli - e,g, identifying o in bottle) letter migration error WIN FED > FIN FED

97
Q

attentional dyslexia - implications

A

impaired attention in visual processing

98
Q

neglect dyslexia - type

A

peripheral

99
Q

neglect dyslexia - lesion

A

parietal

100
Q

neglect dyslexia - symptoms

A

neglects one side of a word - e.g. reads clock as block mistakenly

101
Q

neglect dyslexia - implications

A

impaired attention in visual processing

102
Q

surface dyslexia - type

A

central

103
Q

surface dyslexia - lesion

A

superior temporal

104
Q

surface dyslexia - symtpoms

A

cant read irregular words - e.g. pint

105
Q

surface dyslexia. - implications

A

imparied phonological lexicon

106
Q

phonological dyslexia - type

A

central

107
Q

phonological dyslexia - lesion

A

temporo - parietal

108
Q

phonological dyslexia - symptoms

A

cant read non words e,g, read churse as nurse

109
Q

phonological dyslexia - implications

A

impaired grapheme to phoneme conversion

110
Q

deep dyslexia - type

A

central

111
Q

deep dyslexia - lesion

A

temporal - extensive

112
Q

deep dyslexia - symtpoms

A

semantic errors - cat- dog
derivational errors - beg -beggar
read concrete words better than abstract words

113
Q

deep dyslexia - implications

A

impaired semantic memory

Cognitive Neuroscience (10 decks)

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