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Neuropsychology > Final 2 > Flashcards

Final 2 Flashcards

1
Q

gone for most 8 year olds

A

Letter reversals

[left parietal lobe corrects this orientation]

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2
Q

Spelling development parallels…

A

reading

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3
Q

Preschool:

A

Letter like form / symbols

Create symbolic-type forms in preschool

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4
Q

Kindergarten:

A

Letter Abbreviations; begin to link sounds with letters. Not uncommon for kids to struggle with the sound-symbol association ie. frm instead of from

Beginning phoneme-grapheme correspondence

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5
Q

First grade:

A

phonological awareness [hearing sounds of language] produce words that are phonetically equivalent.
Brot instead of brought

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6
Q

Second/third grade:

A

Spelling is accurate. still continue to have problems with sight words and exceptions. ‘Rite’ still follows a rule, but not the correct spelling

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7
Q

if letter reversal exists past age 8

A

problem with zones of overlapping that aren’t working to get letters to correct orientation; but it could also be a problem with sound-symbol association [when decoding/reading nonsense words]

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8
Q

kids that struggle with handwriting

A

write a little not a lot

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9
Q

Handwriting is distinct from…

A

written expression (written expression is similar to oral expression)

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10
Q

Handwriting is not just a motor activity it involves…

A

Have visual spatial; visual directional; somatosensory; motor; visual motor integration; and cerebellar.

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11
Q

spacing of words and letter/size of letters.

A

Right parietal

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12
Q

direction and detail – getting letters in correct orientation.

A

Left parietal

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13
Q

supplementray motor action =

A

experienced writer

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14
Q

pre-motor

A

learning to write

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15
Q

Exner’s area is important for handwriting.

A

left hemisphere supplementary motor cortex

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16
Q

Executive circuits and motor control

A

what-when

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17
Q

Cerebellar functions and motor control

A

how

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18
Q

Kids have

A

more right hemi activation when writing

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19
Q

Exner’s area

A

written expression

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20
Q

Broca’s area

A

langauge expression

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21
Q

Wernickes area

A

language comp

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22
Q

spelling can be worse than reading is because of

A

Exner’s area in the frontal lobe

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23
Q

Exner’s area in the frontal lobe

A

supplementary motor cortex in frontal lobe is important for allographic, or motor representation of letters

24
Q

Front of the brain (exner’s area) carries out

A

the letter to letter formation

25
Q

Content:

A

accuracy of words, ideas and organization of the content

26
Q

Structure:

A

can calculate a grammatical correctness and look at an error ratio

27
Q

Vocabulary

A

Diversification index: looks at number of commonly used words versus uncommonly used words in the passage.

28
Q

Syntax:

A

look at the sentence/type of sentences used/clauses are used/have thought units [how many ideas are presented in a sentence?]

29
Q

Fluency:

A

looking at automaticity of language. Oral and written expression are constrained by automaticity

30
Q

Journaling builds…

A

Fluencey

31
Q

Males do poorer with

A

orthography, spelling and handwriting, but not motor, have a hard time with cross-motor transfer. Turning things into written expression.

32
Q

Low Semantics (n = 31).

A

Left Hemi

33
Q

Low Grammar (n = 18) not a lot of words that are complex

A

Executive circuits and basal ganglia/Broca’s/Exner’s areas, insula

34
Q

Low Reading/Spelling (n = 13) (SOUND - SYMBOL)

A

Angular gyrus, Reading regions, extrastriate, angular gyrus, superior temporal lobe

35
Q

Poor Text Quality (n = 60)

A

Executive-dorsolateral for working memory, monitoring, evaluating, revising written product

36
Q

Poor writers may have

A

poor executive functions

37
Q

Frontal lobes:

A

working memory (retrieval, ordering); need to order things; definition of executive functions is the definition of a good writer. Keep track of writing and what you’re doing. Have to control your attention and focus written expression. (plan, organize, monitor, evaluate, attention, concentration)

38
Q

Left hemisphere:

A

all the facts, words, details. Knowledge base and bank of words that your frontal lobes will use to write written expression. (Detail, local, routine, crystallized, convergent/concordant)

39
Q

Right hemisphere:

A

need to be flexible when writing. Able to modify and change the sentence and think of another way to say it. Being creative to express yourself in different ways. (novel/ global/ divergent / discordant, fluid abilities)

40
Q

Simple syntax / expressive language =

A

Broca’s on the left anterior frontal

41
Q

Left anterior frontal - pre motor = & exners =

A

premotor = verbs , Exners =handwriting and spelling

42
Q

Left posterior [in temporal lobe]:

A

Semantics -need a lot of meaning

43
Q

Left posterior [in OCCIPITAL temporal lobe]:

A

Word spelling

44
Q

Right anterior [frontal lobe]:

A

complex syntax.

45
Q

Complex syntax =

A

Broca’s on the right anterior frontal lobe. Higher level writing. Need right hemisphere for poetry.

46
Q

Right posterior:

A

spatial feedback; can visualize things. Create a picture in your mind/visualize what you see going on, then write it out, or they can draw it out, or act it out.

47
Q

Right Posterior Temporal:

A

Implicit and
Complex Semantics: Multiple
Word Meanings

48
Q
  • More frontal and left hemisphere activation
  • More cerebellar and supplementary motor
  • Better executive-language-motor interactions
A

Good writers

49
Q
  • More right frontal activation and nonverbal working memory

- Poorer search and integration of thought and mechanics

A

Poor Writers

50
Q

Written expression –

A

executive function (pre frontal cortex)

51
Q

Retrieval problem / getting things out (even key words)–

A

right frontal (common in ADHD)

52
Q

PLEASE helps with this

A

Getting things out and evaluating what they know

53
Q

Tower Method

A

engages in error analysis and revisions

54
Q

verbs =

A

frontal lobe

55
Q

nouns

A

medial temporal lobe

56
Q

Scope method =

A

good for kids with cingulate disfunction - revision / proof reading method

Neuropsychology (8 decks)

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