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Development and Language > Brain and Language > Flashcards

Brain and Language Flashcards

1
Q

What is brain lateralisation?

A

Where sensory input and motor control of one side of the body are linked to the contralateral hemisphere

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2
Q

How is language observed in terms of brain lateralisation?

A
  • For right-handed people, the left hemisphere is responsible for most language functions
  • Right hemisphere dominance is only observed in only 30% of left handers
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3
Q

Why may right hemisphere language dominance only be observed in 30% of left handers?

A
  • May have been forced to use their right hand for lots of thing
  • Right-handed people may be more lateralised
  • Could be genetic
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4
Q

How does brain lateralisation affect naming objects?

A

Naming is faster if object is presented in RVF because projects directly to the LH

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5
Q

How is object naming affected in split brain patients?

A
  • Cannot name objects in the LVF because the visual info is projected to the RH and would need to be shared with the LH to find the name stored in it
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6
Q

What is the RVF advantage for work recognition?

A
  • Words presented in RVF are processed and recognised quickly
  • lexical decision task: more correct in RVF than LVF
  • longer word = longer processing
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7
Q

When are speed sounds advantaged?

A
  • Right ear / LH
  • speech sounds are more left-lateralised
  • music is more right-lateralised
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8
Q

What is the processing pathway for speech perception?

A
  • Arrives are auditory cortex

- LH extracts sound identity + perceptual analysis (primary auditory cortex + Wernicke’s area, STG)

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9
Q

What does dasmage to the left auditory cortex lead to?

A

Impairments of speech sound identification so patients are able to hear and recognise environmental sounds but are not able to recognise spoken words

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10
Q

What is pure word deafness?

A

rare behavioral disorder in which the comprehension of spoken language is grossly disturbed, but the abilities to speak, read, write, and process nonverbal auditory stimuli remain intact

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11
Q

What is the processing pathway for understanding spoken words?

A

Ventral route from auditory regions to the temporal pole

- Responds more strongly to intelligible speech than unintelligible speech

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12
Q

How does matter in the brain develop in adults?

A
  • Increase of white matter

- Decrease of grey matter

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13
Q

How does frontal gray matter develop over time?

A
  • First goes up then down

- Peak going down is part of adolescence

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14
Q

What is experience-expectant development?

A

Typical development shared by all members of the species (sensory stimulation)

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15
Q

What is experience-specific development?

A

Individual-specific experiences

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16
Q

What happens when input is deprived during the critical period for language learning?

A
  • Children are creating fewer pathways as they are not surrounded by a lot of stimulation
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17
Q

What is echolocation?

A

physiological process for locating distant or invisible objects by means of sound waves reflected back to the emitter by the objects

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18
Q

What part of the brain is involved in echolocation?

A

Visual cortex - isn’t innately determined to process echolocation but can be used for something else if needed

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19
Q

What does it mean to be functionally illiterate?

A

May be able to read road signs and stuff cos they recognise the shape but can’t read text

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20
Q

How do we read different fonts?

A
  • When we learn to read, we abstract the specific visual form of the word/letters to pick up the important features and these critical features allow you to recognise what it means
  • Recognised by the same part of the brain
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21
Q

What evidence is there for global recognition rather than serial reading?

A

It is only important for the first and last letter of the word to be correct and the rest can be a total mess but you can still read. Proof that we read the word as a whole rather than each individual letter

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22
Q

What is the triangle model of words?

A
  • Semantics
  • Orthography
  • Phonology
  • These are interconnected and can be simultaneously activated in a given task or they can influence each other
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23
Q

What nodes of the triangle model are used when reading out non-words?

A
  • Orthography and phonology
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24
Q

What is the visual word form area?

A

Area in the fusiform (occipitotemporal) gyrus

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25
Q

What does the visual word form area respond to?

A
  • Words more than false-fonts or consonant strings
  • Upper and lower case equally
  • Real words more than non-words sounding the same
  • Orthographic identity of the word
  • Equally strongly to right or left visual presentation
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26
Q

What do studies in the visual word form area show about literates, illiterates, and ex-illiterates?

A
  • As the reading performance increases, activity in the VWFA increases in response to written sentences
  • Response to the VWFA to letters and words becomes specialised the more experience one has with reading
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27
Q

Where in the ventral route is the VWFA?

A

In the mapping from vision to meaning/semantics and connects to sound processing regions

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28
Q

What routes in the brain are used in reading?

A

Ventral and dorsal
Dorsal - converting letters to sound
Ventral - VWFA to identify word

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29
Q

What is developmental dyslexia?

A

Difficulty in learning to read below standard appropriate to age

  • no issue w spoken language
  • hereditary component
  • phonological impairment: decomposing words into individual sounds
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30
Q

How is developmental dyslexia a phonological impairment if spoken language is fine?

A

DD is not recognised in a child until they start reading because they need to decompose the words into individual sounds to match to letters.

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31
Q

What part of the triangle model is impaired in DD?

A

Phonology

32
Q

What deficits are there in DD?

A
  • non-word repetition
  • naming pictures
  • phonological working memory
  • rhyming
33
Q

What is happening in the dyslexic brain in children?

A
  • Deactivation in reading network, particularly phonological route
  • Often overactivation in left inferior frontal gyrus
  • Differential grey and white matter volume
34
Q

How do some dyslexics reach good levels of reading?

A
  • Adults may develop compensatory strategies & networks to read
35
Q

What is acquired phonological dyslexia?

A
  • Due to stroke
  • Fine visual lexicon and comprehension but can’t pronounce unfamiliar words
  • Impaired grapheme-to-phoneme conversion in reading or writing
36
Q

What connections are damaged in acquired phonological dyslexia?

A
  • letter-to-sound conversion is damaged so they need to recognise the word as something they know
  • Heavily relying on the ventral route due to damage to the dorsal route
37
Q

What cognitive theories of conceptual representations are there?

A
  • hierarchically structured models
  • prototype models
  • embodied concepts
38
Q

What are prototype models?

A
  • concepts made of frequent/typical features of typical category members
  • graded internal structure as a function of similarity to prototype
  • associations of features
39
Q

What is a hierarchical structured model?

A

Where concepts are organised in basic categories

40
Q

How is reaction time affected in hierarchical structures?

A

The RT is correlated with the number of nodes you have to go up or down in the hierarchical system

41
Q

What are embodied concepts?

A

Grounding concepts in body actions and perception (sensory-motor features)

42
Q

Where is the motor strip?

A

Around the central sulcus

43
Q

What part of the motor strip controls the use of the hand?

A

Around the middle

44
Q

What part of the motor strip controls the legs?

A

Top

45
Q

What part of the motor strip controls mouth movements?

A

Bottom

46
Q

at can JBR’s type of impairment be explained as?

A
  • Damage to category knowledge (hierarchical models) top node: living vs non-living
  • Selective damage of sensory-features - knowledge representations are clustered (distributed models)
47
Q

What is semantic dementia?

A

A progressive, degenerative brain disease which particularly affects anterior temporal gyrus

48
Q

How does semantic dementia appear multi-modal?

A
  • impairment ni recognition and understanding of words and objects
  • independent of whether objects are cued by smell, sound, visual shape or touch
  • spoken and written words affected
  • not category-specific
49
Q

What is relatively preserved in semantic dementia?

A
  • Grammar
  • Articulation
  • Episodic memoru
  • Spatial and geographical knowledge
  • Executive control
50
Q

What seems to be lost first in semantic dementia?

A

Features of objects

51
Q

What other factors affect retention or loss of meanings?

A
  • familiarity/frequency

- age of acquisition

52
Q

How can we explain semantic dementia using the Hub-and-spoke model?

A

The temportal pole forms a modality-independent hub where features of meaning are brought together from different spoke sites

53
Q

How is Broca’s area involved in semantic processing?

A
  • LIFG is involved in retrieving, selecting and maintaining semantic info
  • LIFG typically acts in concert with PMTG
  • LIFG is a convergence zone anotomically
54
Q

What is semantic control?

A

Used to refer to meaning processes that are not automatic and require more effort and attention to detail

55
Q

What parts of the brain are involved in sentence processing?

A

LIFG and PTG in comprehension, just as in semantic processing

56
Q

What steps are involved in speech production?

A
  • Find the words
  • put them together in a motor plan
  • Pronouncer them
57
Q

What is telegraphic speech?

A

Simplified formation of sentences, function words are omitted
e.g. Cookie theft task

58
Q

What is agrammatism?

A

a tendency to form sentences without the correct inflectional structure as a result of brain damage, as in Broca’s aphasia

59
Q

What are the symptoms of agrammatism?

A
  • production is very halted
  • affects the ability to convert thoughts into sentences
  • unlikely to put together who is doing what to whom
60
Q

What are reversible sentences?

A

Those in which the two nouns are equally likely to be agents to patients of the action

61
Q

What to patients with agrammatism have problem with?

A
  • Relationships between words and verbal retrieval
  • Function words
  • Inflectional endings
62
Q

What do agrammatic patients base their understanding on?

A
  • Meanings of individual words
  • General knowledge
  • Simple word order assumptions
63
Q

What does it mean to be congenitally deaf?

A

hearing loss that is present at birth

64
Q

How do brain regions differ in activation between ASL/BSL sentence comprehension?

A
  • Similar networks but SL recruits auditory cortex and more visual areas when signing
65
Q

How does brain activation differ in ASl/BSL people in sentence production?

A
  • More posterior temporal and paritetal engagement

- Producing signs requires different coordinated motor plans than speaking

66
Q

What is the reading network in the blind?

A
  • visual cortex is active in braille reading, along with fusiform gyrus and parietal cortex
67
Q

How does the brain activate when listening in the blind?

A
  • Listening to words activates posterior visual area, despite an intact auditory cortex
  • Reoeganisation varies with developmental stage
68
Q

Why is there a word form in occipital regions in the blind?

A

It’s a consequence of learning to read

69
Q

Where does the ability to use brain regions for other functions occur?

A

Only in the sensory cortex, not in the main/frontal bits of the brain
e.g. visual or auditory

70
Q

How are oral language skills tested when evaluating dyslexia?

A
  • Blending and mapping sounds
  • Nonsense words
  • Rapid naming
  • Rhyming
71
Q

How are reading skills tested when evaluating dyslexia?

A
  • Common words
  • Nonsense words
  • Fluency and comprehension
72
Q

How are spelling skills tested when evaluating dyslexia?

A

Asked to spell a word and given an example of the word in a sentence

73
Q

How are writing skills testing when evaluating dyslexia?

A
  • Asked to read a sentence and combine two sentences into one simple one
  • Usually struggle with writing capacity to string together a syntactical sentence
74
Q

How is background knowledge tested when evaluting dyslexia?

A

Asked common knowledge questions e.g. what colours are on the flag of the USA?

75
Q

What skills are tested when evaluating dyslexia?

A
  • Oral language
  • Reading
  • Spelling
  • Writing
  • Background Knowledge
76
Q

How are language impairments tested after a stroke?

A
  • Being asked to complete a sentence or common phrase

- Given cue words and asked to name what is being described

Development and Language (5 decks)

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