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Psych3227A > Chp 8: Language > Flashcards

Chp 8: Language Flashcards

1
Q

What is Language?

A

includes the notion that the combination of sounds are guided by rules and apply to other sensory modalities – gestures, touches, and visual images

The word comes from langue, Anglo- French word for “tongue”, referring to language as use of sound combinations for communication

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2
Q

Components of Language (7)

A
  • phonemes
  • morphemes
  • lexicon
  • syntax
  • semantics
  • prosody
  • discourse
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3
Q

phonemes

A

Fundamental language sounds

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4
Q

morphemes

A

Smallest meaningful units of
words (undoing)

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5
Q

lexicon

A

collect of all the words in a language

like dictionary

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6
Q

syntax

A

rules of grammar

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7
Q

semantics

A

Meaning of words and sentences

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8
Q

Prosody

A

Vocal intonations
Varying:

  • Stress, pitch, rhythm
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9
Q

Discourse

A

Stringing sentences together to form a meaningful narrative

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10
Q

Components of Language - Production (5)

A
  • Air is exhaled from lungs
  • drives oscillations of vocal folds/vocal chords
  • located in larynx. also referred to as the voice box

Sound energy from larynx, filtered by vocal tract, produce final sound output

Oscillations:
- 100 Hz – men
- 150 – 250 Hz - women
- 500 Hz – children

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11
Q

Core Language Skills (4)

A
  • Categories
  • Labelling categories
  • Sequencing behaviours
  • Mimic
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12
Q

Categories (3)

A
  • Designation of certain qualities to specific concepts
  • Example: Plant category or animal category
  • Makes it easier to perceive and retrieve information
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13
Q

Labelling categories

A

Attachment of words to different concepts

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14
Q

Sequencing behaviours

A

In humans, this would be ordering vocalizations and hand movements that are used in language

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15
Q

Mimic (3)

A

Infants
- Prefer to listen to speech
- Can make sounds used in all languages

Mirror neurons in the frontal cortex may help children mimic sounds they hear

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16
Q

Broca aphasia background (4)

A
  • Disorders of production
  • Important to remember that patients may present unique symptoms that may not fit neatly into classification schemes
  • may not represent the classical presentation of Broca’s aphasia
  • should consider generalizations as a starting point for considering the brain and language
17
Q

Broca Aphasia Features (9)

A
  • Non-fluent aphasia
  • expressive aphasia (meaningful)
  • comprehension is good
  • speech production is poor
  • telegraphic speech
  • include content words (nouns, verbs, adjectives)
  • omit function words (articles, pronouns, conjunctions)
  • pause to search for words, repeat “overlearned” things, difficulty repeating words
  • anomia: difficulty “finding” words
18
Q

Cerebral Vascular Accident (Stroke) (2) types

A

Interruptions of blood flow to the brain
- Hemorrhagic Stroke (more rare)
- Ischemic Stroke

19
Q

Infarct (stroke)

A

the region the tissue is destroyed

20
Q

Hemorrhagic Stroke

A

hemorrhage/blood leaks into brain tissues

21
Q

Ischemic Stroke

A

Clot stops blood supply to an area of the brain

22
Q

Core Warning Signs of Stroke

A

Approximately 25-50% of people who experience a stroke will present aphasia as a primary symptom

23
Q

Hand gestures (3)

A

Important to communication

e.g. increasing no. of studies look at teach gesture

Increasing comprehension in material
Neural rehabilitation

24
Q

Constraint-induced aphasia therapy

A

If they want to communicate, must force them to use oral communication

Vs. Multimodal communication

= Suggest they are equally efficacious

25
Q

Examining a genetic basis for an Inherited Speech and Language Disorder (5)

A
  • KE family
  • Severe speech disorder in about half of the family
  • Deficit in sequencing articulation patterns
  • Genetic mutation of the gene FOXP2 – a gene for language?
  • Brain abnormalities

(Sensory areas has an increase in size and function
Motor production areas has a decrease)

26
Q

What does the FOXP2 do? (4)

A

When is expressed in the brain, is a transcription factor

  • Element control whether other genes are turned on
  • Regulate expression of more than 300 genes
  • song-learning
  • ultrasonic vocalisation
  • singing
27
Q

Wernicke aphasia (6)

A

Fluent aphasia

  • comprehension is poor
  • speech production is good
  • memories of sounds that make up words
  • Mixture of clarity and gibberish, undisturbed by sound of own or other’s speech
  • correct words in incorrect sequence, incorrect word similar to correct word
28
Q

Wernicke’s area

A

Back half of superior temporal gyrus

29
Q

Broca’s area

A

inferior frontal gyrus

30
Q

Connection Between Broca’s
and Wernicke’s Areas

A

Arcuate fasciculus: Bundle of fibres that connect the 2 areas

31
Q

Wernicke-Geschwind Model of Language Processing

A

Arcuate fasciculus

  • “bow-shaped bundle”
  • white matter tract between Broca’s area and Wernicke’s area
32
Q

Conduction Aphasia (5)

A

What happens if the 2 regions are disconnected?

  • speech is fluent
  • comprehension is good
  • little difficulty expressing their own thoughts,
  • difficulty repeating words (can’t get forwarded to Broca’s)
  • Repetition substitutes/omits words, cannot repeat function, nonsense words, polysyllabic words, paraphasic errors
33
Q

Repeating a spoken word: process (5)

A
  1. Auditory Cortex
  2. Wernicke’s Area
  • to repeat the need
  1. Arcuate fasciculus
  2. Broca’s area
  3. Motor cortex
  • move mouth, lips, efferent, afferent signals
34
Q

Rebecca: reading after stroke

A

Alexia: without reading

Affects the left angular gyrus

  • Spatial cognition
  • Lang
  • Memory
  • Numbers
35
Q

Repeating a written word: process (6)

A
  1. Primary visual cortex
  • have to look at the word
  1. angular gyrus
  • information to be deconstructed, and connect them to the auditory
  1. Wernicke’s area
  • for comprehension
  1. Arcuate fascicles
  2. Broca’s area
  3. Motor cortex
36
Q

Learning to write after brain injury (Rebecca)

A

Agraphia: without writing, lost ability

Damage: left parietal lobe, inability to rmb how to spell words

Psych3227A (11 decks)

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