Aphasia Flashcards
<p>a disorder of linguistic processing characterized by a disturbance in the comprehension and formation of language caused by dysfunction in specific brain regions.
</p>
<p>aphasia</p>
<p>multiple aspects of language are comprised of: 3</p>
<p>Syntax – grammatic structure of sentences
Lexicon – collection of words that denote meanings
Morphology of words – combination of individual speech sounds (phonemes) into the smallest meaningful units of words (morphemes).
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<p>1. Anomia is: \_\_\_\_\_\_\_
2. Retrieval of partial information (first letter or sound, word length) can activate phonologically similar words for output. Ex. “kack” for jack
3. incorrect word substituted for an intended or target word
4. substitution, addition, or rearrangement of speech sounds so that the error can be identified as sounding like the target. (more than half of the intended word is preserved.)
5. Activation of semantically related words Ex. “horse” for cow
6. ex. phonemic error on semantic paraphasia (‘miskroscope’ for binoculars)
7. nonsense word-like utterances
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<p>1. impaired word retrieval
2. phonemic paraphasias
3. Paraphasias
4. Phonemic/phonolgic
5. (semantic paraphasia).
6. Mixed error
7. Neologistic paraphasia
Paraphasias - breakdown at a stage of word-retrieval process
Phonemic paraphasia - rearrangement of speech sounds so that the error can be identified as sounding like the target.
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<p>1. lengthy, fluently articulated utterance which makes little or no sense to the listener.
2. string of neologistic paraphasias.
3. consists of unrelated semantic content words.
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<p>1. Jargon
2. neologstic jargon
3. Semantic jargon </p>
<p>1. inability to construct grammatically correct sentences.
2. content words (nouns and verbs) produced, but function words (articles, verb auxiliaries, and prepositions) omitted Ex. “Mother, father...making dogs,...hot dogs; a boy, no two boys...and baseball</p>
<p>1. Agrammatism
| 2. Telegraphic speech-- </p>
<p>On phonological fluency testing: how do you determine # of words a patient should get?</p>
<p># of years of education = # of words they should be able to get</p>
<p>1. use of an unnecessary large number of words in substitution of the un-retrieved target word. Ex.
2. ex. “noculars’ for binoculars
3. ex. “thunder time” for scissors
4. frequently used over-learned word or phrase
5. related to a recently used word. Ex. “scissors” – “sistle” for whistle
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<p>1. circumlocution - using 5-6 words to describe the 1 word they are unable to bring up
2. part word
3. Unrelated real words
4. Stereotypy
5. Perseveration ex. phonemic paraphasia</p>
<p>1. Broca’s area – lies at the \_\_\_\_\_\_\_\_ of the language network – provides a system for transforming neural word representations into corresponding articulatory sequences.
2. Broca’s area influences
3. Wernicke’s area- lies at the \_\_\_\_of the language network – provides an entry point for the conversion of auditory sequences into neural word representations</p>
<p>1. syntactic-articulatory pole
2. how to order and utter words in the most meaning-appropriate form.
3. semantic-lexical pole </p>
<p>Describe the Naming : schematic representation of distinct cognitive processes underlying naming</p>
<p>1. semantics - see photo of horse
2. amodal general and personal knowledge (say a string of things which remind person of picture - cowboys ride horses, horses can wear saddles, eat hay, like apples, native to US, race, can bite, are large, not eaten in the us, my horse is palomino, John's horse kicks
3. Lexical-semantics (defining features) - mammal, hooves, herbivore, gallops, mane
4. Modality independent lexical access (lemma) Brings above words together
5. Phonological & Orthographic word forms (\h\, \or\, \s\, vs h-o-r-s-e
6. Motor output "horse"</p>
<p>Naming of a visual item:
Step I:
Impairment:</p>
<p>Step 1 – visual recognition
-match to a stored information about the familiar item.
Impairment – apperceptive visual agnosia (can see but not recognize)
</p>
<p>Alzheimers patients have difficulties with \_\_\_\_\_\_\_\_\_ at first</p>
<p>semantics</p>
<p>Step II of naming a visual item:
2 parts
Impairments?</p>
<p>Step 2 Semantics: access meaning
A. Conceptual knowledge re: use and associations
----Impaired conceptual knowledge – inappropriate use of objects (ex. semantic variant of primary progressive aphasia, HSV encephalitis – damage to bilateral anterior temporal lobes)
B. Lexical semantics (specific defining features)
----Incorrect labeling of an item (point to a cow when asked to point to a horse)
- make semantic paraphasic errors
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<p>Naming – Step 3
| Impairments?</p>
<p>– Lexical Representation: independent of output modality (i.e., oral or written).
Impairments at this level – ANOMIA
(impaired word retrieval)
- May have partial retrieval (ex. first letter or sound, certain characteristics)
- leading to phonemic or semantic paraphasias
</p>
<p>Naming of a visual item:
Step 4
Impairment?</p>
<p>Lexical representation converted to modality-specific form (phonological representation for spoken word) </p>
<p>Naming of a visual item
Step 5
(two step process)</p>
<p>Phonologic lexical representation must be spoken aloud (motor output)
1. Must maintain the phonologic representation (correct sequence of speech sounds for pronunciation)
- Errors result in substitutions, insertions, and transpositions of phonemes (speech sounds)
2. Motor output – articulation
- requires motor planning/programming of complex movement of lips, tongue, palate, vocal folds, respiratory muscles (speech apraxia)
-Implementation of these movement (dysarthria – motor speech impairment due to impaired strength, range, rate, or timing of movements)
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<p>\_\_\_\_\_\_ is impaired motor planning. AWARENESS OF ERRORS (SO REPEATED ATTEMPTS), MORE IMPAIRMENT WITH POLYSYLLABIC WORDS.
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<p>Speech apraxia</p>
Model of Sentence Production (Garrett) Series of Cascaded stages: 1. \_\_\_\_ level 2. \_\_\_ level 3. \_\_\_ level 4. \_\_\_\_ level</p>
- Message level - formulate a concept
- Functional Level: Select particular syntactic structure and modality-independent content words (lemmas)
- Positional Level: Build sentence frame that specifies word order, phonologic lexical representation/words
- Sound Level: Speak – 1)maintain phonologic representations and relationships 2) motor output (articulation)
Model of Sentence production (Garrett) Series of cascaded stages: 1. Message level - IMPAIRED: ERRORS? 2. Functional Level 3. Positional level 4. Sound level
Impairment at message level – jargon, neologisms
semantic variant of PPA, Wernicke’s aphasia, transcortical sensory aphasia
