Exam 1 Flashcards

1
Q

The Wernicke-Lichtheim Model

A
  • There are several types of aphasia, each resulting from a lesion to a different part of the brain.
  • Lichtheim expanded Wernicke’s model and predicted 7 types of aphasia.
  • The model suggests that there are anatomical areas of the brain associated with functions, and lesions in that area results in different kinds of aphasia.
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2
Q

The Wernicke-Lichtheim Model

A

concept area
broca area Wernicke’s area
Periphery Periphery
articulatory movements Acoustic signal

Each lesion represents a different type of Aphasia

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3
Q

Aphasic Symptoms

A
Anomia
Circumlocutions
paraphasia (semantic, phonemic, remote, perseverative)
Jargon
Stereotypic utterances
agrammatism
paragrammatism
conduite d'approche
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4
Q

Anomia:

A

o Inability to produce intended word.
o Most common aspect of aphasia
o Due to word finding or retrieval problems

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5
Q

Circumlocutions

A

o Describe the intended word instead
o More common with fluent aphasia
o Example: “The thing that talks and you talk to someone”

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6
Q

Paraphasia (semantic/verbal; phonemic/literal; remote; perseverative)

A

o Produce alternative word instead of intended word

o Due to errors in word finding/retrieval

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7
Q

Semantic/Verbal paraphasia

A
  • The word produced is semantically related to the target word
  • Example: Scissors for knife
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8
Q

Phonemic/Literal paraphasia:

A
  • Phonological errors – Sounds similar to the target word
  • Can be real or invented words
  • Follow typically phonotactic rules of language. They are NOT a random mix of words.
  • Example: Fower for Flower
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9
Q

Remote paraphasia

A
  • Unrelated to target word

* Example: tractor for spoon

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10
Q

Perseverative paraphasia:

A

• Previously activated words interfere with new word finding and/or retrieval.

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11
Q

Phonemic jargon:

A

• Sound like a foreign language

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12
Q

Semantic jargon:

A

• Sound like you should be able to understand what is being said but you can’t grasp the concept

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13
Q

Stereotypic Utterances:

A
o	Sounds, syllables, words, phrases possible 
o	Example:
•	“ta ta ta”
•	“celery”, “lucky”
•	“I don’t know”, “thank you”
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14
Q

Agrammatism:

A
o	Telegraphic Speech
o	No grammar
o	Lack of function words
o	Also receptive:  Cannot analyze syntax of sentence to understand proper meaning.
o	Typical for Broca’s aphasia
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15
Q

• Paragrammatism:

A

o Incomplete sentences or 2 sentences fused together into one long inadequate sentence.
o Typical for Wernicke’s aphasia

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16
Q

Conduit d’aproche

A

: The process that a person with aphasia uses to get to the word they are trying to say.
Example: Chicken – rooster – egg – hen – when

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17
Q

The pathway of the blood from the heart to the brain

A

heart , aorta
vertebral artery +basilar artery+ posterior cerebral artery
common carotid+ external carotid
common carotid+ internal carotid + (middle cerebral artery, anterior cerebral artery, ophthalmic artery, posterior communicative artery)

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18
Q

cerebral anterior artery damage

A
  • Paralysis: Contralateral hemiplegia of leg only
  • Cognitive, emotional, personality changes: Attention, memory, judgment, reasoning, learning
  • Apraxia of gait
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19
Q

cerebral middle artery damage

A

• Contralateral hemiplegia: weakness on one side of body
o face and arms usually more affected than legs
• Cortical hypothesia :numbness in same side as motor loss
• Hemianopsia : loss of one half of the visual field in each eye
• Aphasia: if dominant hemisphere is affected
• Visual Agnosia :inability to assign meaning to what you see
• Apraxia
• Unilateral Dysarthria

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20
Q

cerebral posterior artery damage

A
  • Dyslexia: Difficulty reading or recognizing words,
  • Dyscalculia: difficulty with math
  • Memory impairments, higher cognitive functions: Cerebellar functions
  • Hemianopsia: Loss of one half of vision field in each eye
  • Visual agnosia
  • Cortical blindness
  • Ataxic dysarthria: cerebellar blood supply
21
Q

Diseases that cause stroke:

A
Ataxia of gait
•	Ataxic dysarthria
•	Dyslexia/Alexia
•	Memory loss (motor memory)
•	Dyscalculia (neurogenic)
22
Q

Multimodal model of language processing

A
  • Model oriented assessment lead to individualized treatment procedures.
  • Multimodal models can focus on specific, individual deficits to restore function and improve communication.
23
Q

Agnosia:

A

Due to disconnect between perception and stored association (object recognition unit)
• Once object I recognized as “know”, the brain searches for meaning in semantic system.

24
Q

The semantic system is often conceptualized as 2 parts:

A
  1. Concept knowledge:

2. Lexical semantics

25
Q

Concept knowledge

A

o Includes an amodal (the perception of a whole thing) representation of everything we know about an item.
• Includes general knowledge and personal knowledge
o Defining features – lexical semantics: Related to the type of semantic information that is crucial to retrieve a word.
o Patients that have a disruption or degradation of the amodal general and personal knowledge often result in dementia.

26
Q

Lexical semantics:

A

o The defining features – “semantic features”

27
Q

Three different routes for reading out loud

A

Lexical route; Phonological route;Orthographic – phonologic convertion

28
Q

Lexical route:

A

Reading with comprehension
Allows the person to read the word and understand its meaning
Graphemes, Visual input Lexicon, Semantic Lexicon, Phonologic output Lexicon, Phonemes, speech

29
Q

Phonological route:

A
Reading without comprehension,  the semantic system is evaded the person can read the word, but does not understand its meaning.
Graphemes
Visual input Lexicon,
Phonologic output Lexicon
phoneme
speech
30
Q

Orthographic – phonologic convertion:

A

Reading by sounding out.
When the semantic system, visual input, and phonologic output system is evaded the person can sound out the word, but does not understand its meaning and makes mistakes with irregular words.
Reading is slow and breaks down as words become long.
Graphemes
Phonemes
Speech

31
Q

3 types of dyslexia:

A
  1. Deep dyslexia
  2. Phonological dyslexia
  3. Surface dyslexia / Alexia
32
Q

Deep dyslexia

A

o Uses lexical route
o Has to deal with damage visual input and semantic system
o Semantic errors • Ex: steak for grill
o Can read with high frequency & concrete words much better than low frequency and abstract words.
o Difficulty with function words
o Uses phonological route as a compensatory strategy → Reading by sight vocabulary
• Visual errors due to underspecified targets ex: Moose for mouse
o Can’t use orthographic – phonological conversion ex: Can’t sound out words.

33
Q

neighborhood density

A

number of semantically related words

34
Q

frequency

A

how frequent

35
Q

high versus low imageability

A

(high=concrete mental picture of cup) versus (low) abstract = no mental picture of charity

36
Q

length

A

how long is the word

37
Q

variables that affect word retrieval

A

neighborhood density, frequency, high versus low imaginability & lenght

38
Q

Phonological dyslexia:

A

o Problem in orthographic – phonologic conversion
o Lexicality effect:Real words are significantly better read out loud than pseudowords
o Uses lexical route
o Orthographic input lexicon damaged
o Real words that are low in frequency are more difficult to read
• Visual errors
• Moose for mouse, maggot for magnet, bribe for bride

39
Q

Surface dyslexia / Alexia

A
o	Impaired lexical route 
o	Reading via grapheme without comprehension- phoneme conversion (letter by letter reading)
o	Regularity effect 
•	Errors with irregular words
•	Example: choir, phlegm, aisle, island.
o	Can read pseudowords (made-up words)
40
Q

What are the 3 types of dysgraphia

A
  1. Deep dysgraphia/ agraphia
  2. Phonological dysgraphia
  3. Surface dysgraphia
41
Q

Deep dysgraphia/ agraphia

A

o Semantic lexicon damaged
• Semantic errors
• Example: writes clock for watch
o Cannot use grapheme – phoneme conversion

42
Q

Phonological dysgraphia

A
o	Output lexicon damaged
•	Visual errors ex: Writes look for lock
o	Function words are often missing
o	Cannot use grapheme – phoneme conversion
•	Cannot write a non-sense
43
Q

Surface dysgraphia

A

o Only via phonologic – orthographic conversions
• Regularity effect
• Error with irregular words
o Example: cough → cuff, choir → kwiar

44
Q

Semantic system input exercise

A
Show the patient pictures of –cat, dog, chair, and giraffe and ask them to find outliers 
Ask the patient if these are similar: 
Book, pencil
•	Sheet, paper
•	Table, chair
•	Car, vehicle
•	Shoes, socks
45
Q

Semantic system output:

A

Make a word list of things you find in the kitchen/bathroom/park…

46
Q

Phonologic input:

A

Ask the patient to determine whether it is:
• Same or different (syllables, words look at the for not the semantic) ex: bat, bad; sheet, sheath, cheat.
• Real or made up ex: Point to the real word → tub, tup, tib; mach, much, mash; touth, toth, tooth

Rhymes or not (auditory only) ex: mine, mind; cat, bat; shore, sore
• Pointing to pictures →ex: use pictures of different shapes
• Finding errors hose
• Crosswords hose

47
Q

Graphemic input (exercise):

A
Which word is correct?
Leeves, leaves
Kight, kite, kayt, cite 
Fotograf, photograf, photograph
House, howz,howse
Chear, chair, chare 
Car, kar
48
Q

Graphemic output (exercise)

A

Ask client to spell aloud a list of long words

Dictation