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Biopsychology > Exam 4 - Lateralization, Language, and the Split Brain > Flashcards

Exam 4 - Lateralization, Language, and the Split Brain Flashcards

1
Q

Language

A

System of words, word meanings, and rules for combining words into phrases and sentences

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2
Q

What are the 3 functions of language?

A
  1. communication of ideas
  2. facilitate the thinking process
  3. enables us to write down our experiences and ideas
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3
Q

What are the 4 structural units of language?

A
  1. phoneme
  2. morpheme
  3. phrase
  4. sentence
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4
Q

Phoneme

A

simplest functional speech sound (English has 45 of these)

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5
Q

Morpheme

A

smallest meaningful unit of language (words, prefixes, suffixes)

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6
Q

Phrase

A

group of two or more related words that, when combined, express a single thought

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7
Q

Sentence

A

group of two or more phrases that convey an assertion, question, command, wish, or exclamation

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8
Q

What are the two rules of language use?

A

phonology and syntax

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9
Q

Phonology

A

study of the sound system of a language that prescribes how phonemes can be combined into morphemes

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10
Q

Syntax

A

system of rules for combining words into meaningful phrases and sentences

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11
Q

Semantics

A

linguistic analysis of the meaning of language
- a sentence contains a “doer” and a “done to”

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12
Q

What was Noam Chomsky’s theory of human language acquisition?

A

instinctive, the universal sequence of language develops from nonsense sounds to the generation of complex sentences

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13
Q

What is the language acquisition device?

A

part of Noam Chomsky’s theory, a language generating mechanism that children are born with

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14
Q

What was the first model of language?

A

The Wernicke-Geschwind model of Language

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15
Q

What is the Wernicke-Geschwind model of Language?

A
  • comprehension of language is the function of the Wernicke’s area
  • once meaning is understood, Wernicke’s area generates a representation of a verbal response, which is transferred to the arcuate fasciculus, which generates speech production
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16
Q

What is the arcuate fasciculus?

A

bundle of fibers that connect Wernicke’s area and Broca’s area

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17
Q

What is the first system of the current model of language?

A

Language implementation system - includes Broca’s, Wernicke’s, and the insular cortex. Analyzes incoming auditory signals and ensures that outgoing responses are grammatical and well articulated.

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18
Q

What is the second system of the current model of language?

A

Mediational system - surrounds the implementation system and includes regions in the temporal, parietal, and frontal association areas. Acts as a go-between for the implementation system and the conceptional system

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19
Q

What is the third system of the current model of language?

A

Conceptional system - includes regions in the higher-order association cortices, and is involved in conceptual knowledge like learning and memory

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20
Q

Hemispheric lateralization

A

differentiation of functions between the right and left sides of the brain (ex: language is L hemisphere dominant)

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21
Q

What are the two hemispheres connected by?

A

the corpus callosum

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22
Q

Explain Roger Sperry’s study

A
  • severed the cerebral commissures, corpus callosum, and the optic chiasm in cats
  • put a patch on one eye, had them learn one task, and then switched eyes, and found that the cats had to relearn the task
  • cats showed no evidence that info stored in one hemisphere was available to the other
  • behaviors learned by one hemisphere could not be performed by the other hemisphere
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23
Q

What is the left hemisphere in control of?

A

language and analytical functions, and right handedness

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24
Q

What is the right hemisphere in control of?

A
  • nonverbal, visual-spatial functions
  • left-handedness
  • understanding figurative or nonliteral aspects of language
  • comprehending and expressing humor
25
Q

Where is language lateralized?

A

the left hemisphere

26
Q

In normal people, the connection between the two hemispheres allows the two to work together rather than independently. But what if the corpus callosum does not develop?

A

this is called callosal agenesis, humans can compensate to some extent by using other forebrain connections

27
Q

What is the possible purpose of lateralization?

A

to process different aspects of the environment separately (ex: when we are listening to someone, the L hemisphere processes what is said, and the R hemisphere processes the way it is said)

28
Q

What can damage to the language areas in the left hemisphere cause?

A

development of right hemisphere language abilities

29
Q

Right-handed people showed dominance for language in which hemisphere?

A

right

30
Q

Left-handed people showed dominance for language in which hemisphere? What does this mean if there is damage done to these areas?

A
  • both hemispheres
  • damage can cause impairment in langauge
31
Q

What are communciative disorders? What are the types?

A
  • impairments in speech, hearing, and/or language
  • aphasia, apraxia of speech, auditory-verbal agnosia, alexia, agraphia
32
Q

Aphasia

A
  • acquired impairment in the use of language
  • caused by traumatic damage to neural areas involved in receiving and/or expressing language
33
Q

Nonfluent aphasia

A
  • difficulty producing fluent, well-articulated, and self-initiated speech
  • includes Broca’s, Global, and Transcortical motor aphasia
34
Q

What is Anomia?

A
  • occurs during Broca’s aphasia
  • difficulty selecting the correct word for either written or spoken language
35
Q

What is Broca’s aphasia?

A
  • nonfluent aphasia
  • inability to initiate well-articulated conversational speech after experiencing damage to the left cerebral hemisphere
36
Q

What is Global aphasia?

A
  • nonfluent aphasia
  • severe depression of all language funcitoning; poor speech comprehension, difficulty repeating words and remembering names, words are rarely used in a functional/meaningful way, do not understand the language of others. Occurs after experiencing damage extending beyond Broca’s into Wernicke’s
37
Q

What is Transcortical motor aphasia?

A
  • nonfluent aphasia
  • sparse, self-initiated speech with relatively good language comprehension. But when speech does occur, it tends to be nonfluent and agrammatical.
38
Q

Fluent aphasia

A
  • inability to understand the language of others and the production of less meaningful speech than normal
  • includes Wernicke’s, conduction, anomic, and transcortical sensory
39
Q

Wernicke’s aphasia

A
  • fluent aphasia
  • inability to comprehend language, meaning that they can speak fluently but the speech is less meaningful
  • due to damage to the posterior portion of the superior and middle temporal gyrus and the temporoparietal cortex
40
Q

What is paragrammatical speech?

A
  • occurs during Wernicke’s aphasia
  • speech characterized by the use of inappropriate morphemes (like trying to say fork, but saying pork)
41
Q

Conduction aphasia

A
  • fluent aphasia
  • difficulty repeating verbal information
42
Q

What is paraphasia?

A

occurs during conduction aphasia, an error in speaking

43
Q

What is phonemic paraphasia?

A

occurs during conduction aphasia, substitution of a similar sounding word (using pipe for pike)

44
Q

Anomic aphasia

A
  • fluent aphasia
  • consistent difficulty finding names and substituting indefinite nouns and pronouns for substantive words
  • damage at the left temporo-occipital junction
45
Q

Transcortical sensory aphasia

A
  • fluent aphasia
  • characterized by fluent speech, poor comprehension, and anomia, along with an unusual tendency to repeat verbal stimuli (echolalia)
  • caused by damage to areas that surround and include Wernicke’s area
46
Q

Apraxia

A
  • inability to plan and sequence movements for producing speech
  • cannot voluntarily control the muscle movement necessary for speech production
47
Q

Auditory-verbal agnosia

A
  • inability to identify spoke words, but not other auditory stimuli
  • also referred to as pure word deafness
48
Q

Visual-verbal agnosia

A
  • inability to recognize printed words, but not spoken words
  • caused by damage that isolates the visual cortex from cortical language areas
49
Q

Alexia

A

inability to read

50
Q

Agraphia

A

inability to write

51
Q

Pure alexia

A
  • inability to read, but no difficulty writing
  • also called alexia without agraphia
  • caused by a separation of the angular gyrus from visual input
52
Q

Dyslexia

A

difficulty with reading

53
Q

Word-form dyslexia

A

person does not immediately recognize words, but if given sufficient time to sound them out, is able to read

54
Q

Phonological dyslexia

A

person can identify familiar words but is unable to sound out and read unfamiliar words, even if given plenty of time

55
Q

Dysgraphia

A

difficulty with writing

56
Q

Orthographic dysgraphia

A
  • difficulty in using visuall based writing, meaning that they can only spell out regular words that sound the way they are spelled
  • associated with damage to the inferior parietal lobe
57
Q

Phonological dysgraphia

A
  • person can write familiar words, but not unfamiliar words that must be sounded out
  • associated with damage to the superior temporal lobe
58
Q

What are some causes of aphasias?

A
  • brain damage via stroke
  • head trauma
  • tumor
  • infection
  • exposure to toxic substances
  • metabolic disorders
  • obstructive hydrocephalus
59
Q

Recovery and neuroplasticity of language areas of the brain

A

speech-language training after brain damage facilitates a neural reorganization that leads to the recovery of some linguistic ability

Biopsychology (12 decks)

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