Chapter 14 Lateralization and language and chapter 13 definitions Flashcards

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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
Q

Where is Broca’s area located?

A

left frontal cortex

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26
Q

Describe the effects of damage to Broca’s area. What are closed-class words?

A

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

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27
Q

Contrast the effects of damage to Wernick’s area with those of damage to Broca’s area.

A

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.

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28
Q

What broader functions of the temporal and frontal lobes may partially explain specializations of Wernick’s and Broca’s areas

A

Music

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29
Q

What is dyslexia? How consistent are its symptoms?

A

A specific impairment inf reading in someone with adequate vision, adequate motivation and overall cognitive skills.
Pertains to difficulty inconverting symbols into sounds.

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30
Q

What are 5 possible biological causes of dyslexia?

A
  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
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31
Q

What is one method of improving the ability of dyslexics to read?

A

Teach them to attend to one word at a time

Use a paper cutout to block out other words.

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32
Q

3 major connections between the hemispheres are:

A
  1. corpus callosum
  2. anterior commissure
  3. hippocampal commisure
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33
Q

Where does the left visual field project to?

A

the R half of both retinas which in turn object to the R hemisphere

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34
Q

When drugs and simpler surgery are ineffective what surgery do they perform for epilepsy patients.

A

corpus callosum is cut.

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35
Q

What is the Wada test?

A

a test used to test hemispheric dominance for speech; sodium amytal is injected int the carotid artery on one side of the head.

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36
Q

Which hemisphere is more important for expressing and understanding emotional content of speck and facial expression, humour and sarcasm.

A

Right Hemisphere

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37
Q

Broca’s aphasia

A

known as non fluent aphasia.

Characterized by difficulty in language production and I’m omission of closed-classed grammatical forms

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38
Q

Wernick’s aphasia

A

AKA fluent aphasia, is characterized by articulate speech, combined with anomia (difficulty finding the right word) and poor comprehension of nouns and verbs.

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39
Q

temporal lobe impt for what type of memories?

A

Declarative memories especially for names and irregular verbs

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40
Q

Frontal lobe impt for what type of memories.

A

procedural memories, including rules for regular verbs

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41
Q

dyslexia

A

specific impairment of reading, together with adequate vision and other academic skills.

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42
Q

alzheimers disease

A

condition characterized by memory loss, confusion, depression, restlessness, hallucinations, delusions, sleeplessness, and loss of appetite.

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43
Q

amyloid B

A

a protein that accumulates to higher than normal levels in the brains of people with Alzheimers.

44
Q

amnesia

A

memory loss

45
Q

anterograde amnesia

A

inability to form memories for events that happened after brain damage

46
Q

classical conditioning

A

type of conditioning produced by the pairing of two stimuli, one of which evokes and automatic response

47
Q

conditioned response (CR)

A

response evoked by a conditioned stimulus after it has been paired with and unconditioned stimulus

48
Q

conditioned stimulus (CS)

A

stimulus that evokes a particular response only after it has been paired with an unconditioned stimulus

49
Q

confabulation

A

a distinctive symptom of Korsakoff’s syndrome in which patients fill memory gaps with guesses

50
Q

consolidation

A

to strenghten a memory and make it more long lasting

51
Q

declarative memory

A

deliberate recall of information that one recognizes as a memory

52
Q

delayed matching-to-sample task

A

task in which an animal sees a sample object and then after a delay must choose an object that matches the sample

53
Q

delayed nonmatching-to sample task

A

taks in which an animal sees an object and then after a delay must close an object that does not match the sample.

54
Q

delayed response task

A

assignmet in which an animal must respond not eh basis of a signal that it remembers but that is no longer present

55
Q

engram

A

physical representation of what has been learned

56
Q

episodic memory

A

memories of single personal events

57
Q

equipotentiality

A

concepts that all parts of the cortex contribute equally to complex behaviours; any part of the cortex can substitute for any other

58
Q

explicit memory

A

deliberate recall of information that one recognizes as a memory

59
Q

implicit memory

A

an influence of experience on behaviours, even if the influence is not recognized

60
Q

instrumental conditioning

A

(operant conditioning)

a type of condition in which reinforcement or punishment changes the future probabilities of a given behaviour.

61
Q

Korsakoff’s syndrome

A

brain damage caused by prolonged thiamine deficiency

62
Q

lateral interpositus nucleus (LIP)

A

a nucleus of the cerebellum that is essential for learning

63
Q

long-term memory

A

memory of envenoms that occurred further back in time.

64
Q

mass action

A

concept that the cortex works as a whole and the more cortex the better

65
Q

Morris water maze

A

a procedure used to test for spatial memory in nonhumans

66
Q

procedural memory

A

the development of motor skills and habits; a special kind of implicit memory

67
Q

punishment

A

an event that suppresses the frequency of the preceding response

68
Q

radial maze

A

an apparatus used to test spatial memory in non humans

69
Q

reconsolidation

A

restrenthening of a memory by a similar later experience

70
Q

reinforcer

A

any event that increases the future probability of the preceding response

71
Q

retrograde amnesia

A

loss of memory for events that occurred before brain damage

72
Q

semantic dementia

A

a loss of semantic memory

73
Q

tau protein

A

part of the intracellular support structure of axons

74
Q

unconditioned response (UCR)

A

response automatically evoked by an unconditioned response

75
Q

unconditioned stimulus (UCS)

A

stimulus that automatically evokes and unconditioned response

76
Q

working memory

A

a way we store information whiles we are working with it.

77
Q

anomia

A

difficulty recalling names of objects

78
Q

aphasia

A

difficulty speaking

79
Q

Broca’s aphasis

A

non fluent aphasis

brain damage that causes impaired language

80
Q

Language acquisition device

A

a built in mechanisms for acquiring language

81
Q

productivity

A

ability of language to produce new signals to represent new ideas

82
Q

Wernicke’s aphasia

A

Fluent aphasia

conditions characterized by poor language comprehension and impaired ability to remember the names of objects

83
Q

Wernicke’s area

A

portion of the brain located newer the auditory cortex, associated with language comprenhension

84
Q

Williams syndrome

A

condition in which the person has relatively good language abilities in spite of their impairments in other regards.

85
Q

anterior commisure

A

bundle of axons that connects the two hemispheres of the cerebral cortex

86
Q

backward masking

A

a brief visual stimulus after another brief visual stimulus that leads to failure to remember the first

87
Q

conscious

A

capable of reporting the presence of a stimulus

88
Q

Corpus callosum

A

bundle of axons that connects the two hemispheres of the cerebral cortex

89
Q

dualism

A

belief that mind and body are different kinds of substance that exist independently

90
Q

epilepsy

A

a condition characterized by repeated episodes of excessive synchronized neutral activity

91
Q

focus

A

point in brain where the seizure starts

92
Q

hard problem

A

philosophical question as to why and how brain activity becomes conscious

93
Q

Identity position

A

view that mental processes and certain kinds of brain processes are the same thing, described in different terms

94
Q

lateralization

A

division of labour between two hemispheres

95
Q

masking

A

use of one stimulus to block perception of another

96
Q

materialization

A

view that everything that exists is material or physical

97
Q

mentalism

A

view that only the mind really exists and that the physical world could not exist unless some mind were aware of it

98
Q

Mind–brain problem (or mind–body problem)

A

question about the relationship between mental experience and brain activity

99
Q

Monism

A

belief that the universe consists of only one kind of substance

100
Q

Optic chiasm

A

area where axons from each eye cross to the opposite side of the brain

101
Q

Phi phenomenon

A

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
Q

Planum temporale

A

section of the temporal cortex that is larger in the left hemisphere

103
Q

spatial neglect

A

a tendency to ignore the left side of the body or the left side of objects

104
Q

Split brain people

A

people who have undergone surgery to the corpus callosum

105
Q

Stroop effect

A

the difficulty of saying the color of ink of a word instead of reading the word itself

106
Q

Visual field

A

area of the world that an individual can see at any time