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Biological Psychology 402 > Chapter 14 Lateralization and language and chapter 13 definitions > Flashcards

Chapter 14 Lateralization and language and chapter 13 definitions Flashcards

1
Q

Name three connections between the two hemispheres

A
  1. corpus callosum-a set of axons that exhale info between left and right hemispheres
  2. anterior commissure
  3. hippocampal commissure
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2
Q

To wich hemisphere(s) does the right visual field project? To which hemisphere(s) does the right half of both retinas project? to which hemisphere(s) does the right eye project?

A

Right visual field projects to the left side of each eye and hence to the left hemisphere of the brain.
The right half of both eyes project tot he Right hemisphere of the brain. This input info is from the left visual field.

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3
Q

To which hemisphere does the right ear project? What ability requires this distribution of input?

A

Each ear sends information to both sides of the brain because each of the brain areas that contributes to localizing sods must compare input from both ears. However each ear does pay more attention to the ear on the opposite side

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4
Q

What is the corpus callosum? Why is it sometimes severed in cases of severe epilepsy? What are the effects of such an operation on overall intelligence, motivation and gross motor coordination?

A

Corpus callosum is the axons that transmit information between each side of the brain.
It is severe in cases of epilepsy to prevent the transfer of information two hemispheres . Epilepsy is a condition characterized by repeated episodes of excessive synchronized neural activity.

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5
Q

What have we learned from split-brain humans concerning specialization of the two hemispheres? Which tasks are best accomplished by left hemisphere?

A

Each hemisphere has slightly different functions
Split brain people have no trouble planning 2 actions at once
E.g. draw U with left and C with right simultaneously.
L hemisphere understands speech better.

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6
Q

Which functions are best performed by the right hemisphere?

A

Right hemisphere–good at reading gestures and facial expressions.
Recognizing emotion in others (both pleasant and unpleasant)
-Better at spatial relationships

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7
Q

What is one simple task that can show hemispheric specialization in intact people? How large are the hemispheric differences in intact people?

A

-simple task- tapping with each hand then tapping while talking.
Talking usually decreases the tapping with R hand more than L hand
-

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8
Q

What is planum temporale and what is its significance for language?

A

A section of the temporal cortex which is larger in the L hemisphere vs right hemisphere

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9
Q

How early is the size difference in the left vs right planum temporal apparent?

A

infancy before the age of 3 months.

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10
Q

Compare the ability of 3 year olds and of 5 year olds to discriminate fabrics with either one hand or different hands. What ca we infer from this about the development of the corpus callosum?

A
  • 5 year olds did equally well with one hand or two
  • 3 year olds made 90% more errors with two hands therefore the corpus callosum matures between ages 3-5 sufficiently to facilitate compression between both hands
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11
Q

In what ways are people who never had a corpus callosum different from split-brain people

A

without the corpus callosum the brain develops differently.
Perform more slow/less accurately that avg on tasks that require co-operation between 2 hemispheres.
But do better on verbally describing why the felt on each hand and what the see on each visual field.

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12
Q

Which other major axonal connections between the two hemisphere may compensate for the lack of a corpus callosum in people born without one

A

anterior commisuure

hippocampal commissure

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13
Q

What percentage of right-handed people have left-hemisphere dominance for language? Describe the control of language in left-handed people.

A

95% for R-handed people

L handed is more variable most have L hemisphere dominance for speech, some have R hemisphere and others have mix.

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14
Q

Is the corpus callosum thicker in right or left handed people? what is the functional correlate of this increased thickness?

A

Cprous callosum is thicker in lefties.

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15
Q

What are some differences between the abilities of common chimpanzees and humans to use symbols?

A

Chimpanzees show at least moderate understanding of symbols
Used symbols to request an item–never to describe
Seldom used symbols in new original combinations.

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16
Q

what was unusual about the ability of some bonobos to learn language?

A

Understand more than they can produce
Use symbols to name and describe objects even when they are not requesting them.
They request items they do not see
Frequently make original, creative requests such as asking one person to chase another.

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17
Q

What ways do bonobos resemble humans more than common chimpanzees in language abilities?

A

Frequently make original, creative requests such as asking one person to chase another

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18
Q

What evidence is there that the non promote species can learn language?

A

Parrots are able to mimic / speak

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19
Q

Briefly discuss the proposal that our language may have developed as a by-product of overall intelligence.

A

Simplest view is that humans evolved big brains, language developed as an accidental byproduct of intelligence–this hypothesis faces series problems
But not all people with normal brain size have normal language skills.

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20
Q

How well do the correlations between intelligence and brain size or between brain intelligence and brain to body ration hold up? How is this a problem for the view that language evolved was a product of large brains and intelligence?

A

doesn’t correlate–there are people who have normal brain size but severe language deficits.

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21
Q

Describe the pattern of abilities and disabilities in the family with a genetic mutation that produces language deficits. How is this a problem for the view that language evolved as a product of large brains and intelligence?

A

16 of 30 people over 3 generations show severe language deficits despite normal intelligence in other regard.
Does not support large brains = intelligence and language

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22
Q

Describe Williams syndrome. How does this relate to the evolution of language as a product of general intelligence?

A

Williams syndrome.–mental retardation but can speak grammatically and fluently

  • poor#’s, visual motorskills and spatial perception
  • good language (relatively), interpretation of facial expressions, social behaviours and some aspects of music
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23
Q

What is an alternative hypothesis regarding the evolution of language and intelligence?

A

humans have evolved as a specialized brain mechanism

language acquisition device-i.e. a built in mechanism for acquiring language.

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24
Q

Is there a critical period for language learning? What are some ways of testing this idea

A

early childhood–starting at age 2-12

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25
Where is Broca's area located?
left frontal cortex
26
Describe the effects of damage to Broca's area. What are closed-class words?
Aphasia-language impairment If damage only to Broca's area=brief language impairment -comprehension deficits if damage is major( (including surrounding areas too) When they speak=> slow awkward, omit pronouns etc. Closed class words are prepositions, conjunctions, helping verbs
27
Contrast the effects of damage to Wernick's area with those of damage to Broca's area.
Wernickes- Poor language comprehension and impaired ability to remember the names of objects-also known as fluent aphasia because the person can still speak smoothly whereas Broca's is language impairment. Articulate speech-grammatical but often non sensical. Difficultly finding right words (anomia) Poor language comprehension.
28
What broader functions of the temporal and frontal lobes may partially explain specializations of Wernick's and Broca's areas
Music
29
What is dyslexia? How consistent are its symptoms?
A specific impairment inf reading in someone with adequate vision, adequate motivation and overall cognitive skills. Pertains to difficulty inconverting symbols into sounds.
30
What are 5 possible biological causes of dyslexia?
1. bilaterally symmetric cerebral cotex 2. several brain areas in the parietal and temporal cortex have less than average fray matter in children with dyslexia 3. possible auditory problems 4. others immured control of eye movement 5. impairment or abnormalities in their attention
31
What is one method of improving the ability of dyslexics to read?
Teach them to attend to one word at a time | Use a paper cutout to block out other words.
32
3 major connections between the hemispheres are:
1. corpus callosum 2. anterior commissure 3. hippocampal commisure
33
Where does the left visual field project to?
the R half of both retinas which in turn object to the R hemisphere
34
When drugs and simpler surgery are ineffective what surgery do they perform for epilepsy patients.
corpus callosum is cut.
35
What is the Wada test?
a test used to test hemispheric dominance for speech; sodium amytal is injected int the carotid artery on one side of the head.
36
Which hemisphere is more important for expressing and understanding emotional content of speck and facial expression, humour and sarcasm.
Right Hemisphere
37
Broca's aphasia
known as non fluent aphasia. | Characterized by difficulty in language production and I'm omission of closed-classed grammatical forms
38
Wernick's aphasia
AKA fluent aphasia, is characterized by articulate speech, combined with anomia (difficulty finding the right word) and poor comprehension of nouns and verbs.
39
temporal lobe impt for what type of memories?
Declarative memories especially for names and irregular verbs
40
Frontal lobe impt for what type of memories.
procedural memories, including rules for regular verbs
41
dyslexia
specific impairment of reading, together with adequate vision and other academic skills.
42
alzheimers disease
condition characterized by memory loss, confusion, depression, restlessness, hallucinations, delusions, sleeplessness, and loss of appetite.
43
amyloid B
a protein that accumulates to higher than normal levels in the brains of people with Alzheimers.
44
amnesia
memory loss
45
anterograde amnesia
inability to form memories for events that happened after brain damage
46
classical conditioning
type of conditioning produced by the pairing of two stimuli, one of which evokes and automatic response
47
conditioned response (CR)
response evoked by a conditioned stimulus after it has been paired with and unconditioned stimulus
48
conditioned stimulus (CS)
stimulus that evokes a particular response only after it has been paired with an unconditioned stimulus
49
confabulation
a distinctive symptom of Korsakoff's syndrome in which patients fill memory gaps with guesses
50
consolidation
to strenghten a memory and make it more long lasting
51
declarative memory
deliberate recall of information that one recognizes as a memory
52
delayed matching-to-sample task
task in which an animal sees a sample object and then after a delay must choose an object that matches the sample
53
delayed nonmatching-to sample task
taks in which an animal sees an object and then after a delay must close an object that does not match the sample.
54
delayed response task
assignmet in which an animal must respond not eh basis of a signal that it remembers but that is no longer present
55
engram
physical representation of what has been learned
56
episodic memory
memories of single personal events
57
equipotentiality
concepts that all parts of the cortex contribute equally to complex behaviours; any part of the cortex can substitute for any other
58
explicit memory
deliberate recall of information that one recognizes as a memory
59
implicit memory
an influence of experience on behaviours, even if the influence is not recognized
60
instrumental conditioning
(operant conditioning) | a type of condition in which reinforcement or punishment changes the future probabilities of a given behaviour.
61
Korsakoff's syndrome
brain damage caused by prolonged thiamine deficiency
62
lateral interpositus nucleus (LIP)
a nucleus of the cerebellum that is essential for learning
63
long-term memory
memory of envenoms that occurred further back in time.
64
mass action
concept that the cortex works as a whole and the more cortex the better
65
Morris water maze
a procedure used to test for spatial memory in nonhumans
66
procedural memory
the development of motor skills and habits; a special kind of implicit memory
67
punishment
an event that suppresses the frequency of the preceding response
68
radial maze
an apparatus used to test spatial memory in non humans
69
reconsolidation
restrenthening of a memory by a similar later experience
70
reinforcer
any event that increases the future probability of the preceding response
71
retrograde amnesia
loss of memory for events that occurred before brain damage
72
semantic dementia
a loss of semantic memory
73
tau protein
part of the intracellular support structure of axons
74
unconditioned response (UCR)
response automatically evoked by an unconditioned response
75
unconditioned stimulus (UCS)
stimulus that automatically evokes and unconditioned response
76
working memory
a way we store information whiles we are working with it.
77
anomia
difficulty recalling names of objects
78
aphasia
difficulty speaking
79
Broca's aphasis
non fluent aphasis | brain damage that causes impaired language
80
Language acquisition device
a built in mechanisms for acquiring language
81
productivity
ability of language to produce new signals to represent new ideas
82
Wernicke's aphasia
Fluent aphasia | conditions characterized by poor language comprehension and impaired ability to remember the names of objects
83
Wernicke's area
portion of the brain located newer the auditory cortex, associated with language comprenhension
84
Williams syndrome
condition in which the person has relatively good language abilities in spite of their impairments in other regards.
85
anterior commisure
bundle of axons that connects the two hemispheres of the cerebral cortex
86
backward masking
a brief visual stimulus after another brief visual stimulus that leads to failure to remember the first
87
conscious
capable of reporting the presence of a stimulus
88
Corpus callosum
bundle of axons that connects the two hemispheres of the cerebral cortex
89
dualism
belief that mind and body are different kinds of substance that exist independently
90
epilepsy
a condition characterized by repeated episodes of excessive synchronized neutral activity
91
focus
point in brain where the seizure starts
92
hard problem
philosophical question as to why and how brain activity becomes conscious
93
Identity position
view that mental processes and certain kinds of brain processes are the same thing, described in different terms
94
lateralization
division of labour between two hemispheres
95
masking
use of one stimulus to block perception of another
96
materialization
view that everything that exists is material or physical
97
mentalism
view that only the mind really exists and that the physical world could not exist unless some mind were aware of it
98
Mind–brain problem (or mind–body problem)
question about the relationship between mental experience and brain activity
99
Monism
belief that the universe consists of only one kind of substance
100
Optic chiasm
area where axons from each eye cross to the opposite side of the brain
101
Phi phenomenon
tendency to see something as moving back and forth between positions when in fact it is alternately blinking on and off in those positions
102
Planum temporale
section of the temporal cortex that is larger in the left hemisphere
103
spatial neglect
a tendency to ignore the left side of the body or the left side of objects
104
Split brain people
people who have undergone surgery to the corpus callosum
105
Stroop effect
the difficulty of saying the color of ink of a word instead of reading the word itself
106
Visual field
area of the world that an individual can see at any time

Biological Psychology 402 (15 decks)

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