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SHS 485 > exam 1 > Flashcards

exam 1 Flashcards

1
Q

dorsal vs. ventral

A

top vs. bottom

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2
Q

superior vs. inferior

A

above vs. below

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3
Q

anterior vs. posterior (rostral vs. caudal)

A

front vs. back

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4
Q

lateral vs. medial

A

closer to outside vs. closer to middle

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5
Q

contralateral vs. ipsilateral

A

opposite side vs. same side

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6
Q

proximal vs. distal

A

closer vs. farther away

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7
Q

sagittal cut

A

into left and right side

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8
Q

coronal cut

A

into front and back

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9
Q

axial cut

A

into top and bottom

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10
Q

myelin

A

insulating layer (or sheath) that forms around the nerves
-allows electrical impulses to transmit quickly along the nerve cells

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11
Q

what is the function of the neuron

A

perform computation, transmitting information

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12
Q

aspects of a neuron

A

dendrites - input component (“summing” the information)
axon hillock - integration component
axon - transmission component (comes off the cell body to communicate with other neurons)
synapse - output component (between cell body and axon)

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13
Q

gyrus

A

protruding rounded surfaces

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14
Q

sulcus

A

smaller creases

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15
Q

cortex

A

outer layer
-contains gray matter in the brain

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16
Q

subcortex

A

everything under the outer layer
-contains white matter (in brain), subcortical nuclei, and ventricles

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17
Q

gray matter

A

within brain - outer layer
within spinal cord - “under” the white matter (cell bodies and dendrites)

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18
Q

white matter

A

within brain - “under” the gray matter
within spinal cord - outer layer

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19
Q

3 pathways of white matter

A

descending, ascending, and cortico-cortical
-cortico-cortical has both ipsilateral and contralateral ways

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20
Q

primary cortex

A

first stop in or last stop out
-visual, auditory, somatic, and motor
- topographically organized (retinotopy, tonotopy, somatotopy, and critical magnification)

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21
Q

primary visual

A

being aware of what is being seen
-calcarine sulcus (needs midline view to see it)

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22
Q

primary auditory

A

being consciously aware of what is being heard
-heschl’s gyrus (its inside temporal lobe, cannot be seen from lateral view)
-2 sides

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23
Q

primary somatic

A

sensory information
-postcentral sulcus

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24
Q

primary motor

A

allows to make movements and motor functions
-precentral gyrus
-if damaged, cannot make certain motor functions

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25
Q

non primary cortex

A

everything that is NOT the first or last stop
-often called the association cortex
-unimodal (premotor) : processes one sense, one modality
-multimodal (prefrontal) : processes more than one modality

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26
Q

aspects of the brain

A

brainstem, cerebellum, diencephalon

27
Q

brainstem

A

includes medulla, pons, and midbrain
-helps with simple things that keep us alive such as respiration, heart rate, sleep wake cycle, and arousal

28
Q

cerebellum

A

integrates information about the body and motor commands to modify motor outflow
-2 hemispheres
-motor control (postural adjustments and fine tuning movements)
-higher cognitive functions including language
-inputs : from parts of the brain with motor and sensory processing
-ascending output : to thalamus THEN onto motor and premotor cortex

29
Q

diencephalon

A

hypothalamus, subthalamus, thalamus

30
Q

thalamus

A

incoming sensory information relays here before entering the cerebral cortex
-sensory, motor, and cognitive functions
-the relay station

31
Q

connectivity

A

almost all connections in the brain are reciprocal (give info, get info)
-hierarchical : processing in stages with building on computations from previous or earlier stages (ex. we see the light, THEN we put that into shapes THEN can recognize)
-parallel : we do things at the same time (ex. within a conversation)

32
Q

laminar organization

A

6 layers of laminae (neocortex)
-each layer is doing something different based on the function it will have a different thickness

33
Q

stroke

A

disruption of blood flow to the brain leading to focal neurologic deficits
-ischemic and hemorrhagic stroke

34
Q

ischemic stroke

A

blockage of blood flow in an artery
-focal and cleaner
-affected tissue is relatively easier to identify

35
Q

hemorrhagic stroke

A

rupture of an artery
-complex
-more difficult to know effects of the bleeding, deficits are often

36
Q

trauma (traumatic brain injury)

A

physical force to head
-open head vs. closed head injury

37
Q

open head injury

A

penetrating wound (skull is cracked)
-more focal to say on average

38
Q

closed head injury

A

skull remains intact, but brain is damaged due to :
-compression
-stretching
-tearing
-pressure release
-more diffuse on average

39
Q

brain tumor

A

abnormal tissue growth
-cells are growing at an atypical rate (meninges and glial cells)
-affects the brain due to compression

40
Q

how do brain tumors affect the brain

A

on the level of the cells : takes away space and resources from neurons
on the level of compression : pushing on healthy tissues and disrupting blood flow to healthy cells

41
Q

degenerative disease

A

progressive, diffuse damage
-diffuse impairment
-can start somewhere or can be global
-whole brain impact

42
Q

fMRI

A

measures regional changes in blood flow
-helps understand underlying causes of deficits

43
Q

EEG

A

measuring electrical signals inside the brain when you think
-can be used to asses brain’s response to language tasks
-can be used to look at overall baseline alertness and function

44
Q

direct cortical stimulation

A

delivery of a small electric current directly on the cortical surface
-determines regions necessary for language
-will be awake for stimulation

45
Q

TMS

A

method for producing temporary focal brain lesion through stimulation with a magnetic field
-can stimulate certain areas of the brain

46
Q

language

A

broken into lexicon and grammar
-lexicon : mental dictionary
-grammar : linguistic experimentation

47
Q

language is NOT

A

-communication
-thought
-speech

48
Q

language is complex because

A

based around the idea that computers are still bad with recognizing speech
-very smart animals cannot do it, except for humans

49
Q

language processing can be complex but …

A

-every child acquires sophisticated linguistic competence before age 5
-learning occurs by exposure to language

50
Q

phrenology

A

theory that different parts of the brain have different functions
-good : the theory is sound
-bad : methods and how they measured it was debunked and not sound

51
Q

aphasia

A

lack of language in people with some sort of brain damage or change that have speech or language impairment

52
Q

broca’s aphasia

A

damage to motor area
-effortful, non-fluent production, good comprehension, aware of deficit

53
Q

wernicke’s aphasia

A

damage to auditory/input area
-fluent production, frequency errors, poor comprehension, unaware of deficit
-can still have some comprehension abilities

54
Q

conduction aphasia

A

idea that auditory and motor areas are not able to “communicate” to each other
-fluent production, frequent with phonemic errors, good comprehension, aware of deficit
-repetition is impaired

55
Q

classic house model

A

concept representation - widely distributed
motor word images - broca’s area
what is spoken - output
auditory word images - wernicke’s area
what is heard - input

56
Q

what would happen is there was damage to motor word image area

A

would create impaired production
-goes to output
-C to M to mouth must be clear for fluent production

57
Q

what would happen if there was damage to the auditory word area

A

create comprehension problems
-input goes here first
-pathway from ear to A to C must be clear for comprehension

58
Q

repetition routes

A

upper : input - A - C - M - output (works for speech that you have a concept for)
lower : input - A - M - output (can handle everything)

59
Q

main difference between old and new thoughts of aphasia

A

-localization of function
-fuller description of the disorder

60
Q

problems with the house model

A

-anomia : inability to name things
-agrammatism : what comes out lacks grammar
-some comprehension errors with conduction and broca’s aphasia
-non parallel production deficits in conduction vs. wernicke’s
-conduction aphasia terminology

61
Q

phonemic paraphasias

A

phoneme based errors

62
Q

verbal/semantic paraphasia

A

incorrect word selection
-often related in meaning

63
Q

paragrammatism

A

running speech that is incoherent
-some bits and words are okay, but the order is not right

SHS 485 (2 decks)

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