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Neuropsychology > Language > Flashcards

Language Flashcards

1
Q

memory required for language

A

phonological - sounds of words
orthographic - spelling of words
semantic - meaning of words

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2
Q

sensory required for language

A

auditory processing - spoken words or music
visual processing - written words or objects or faces
tactile processing - braille

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3
Q

motor required for language

A

articulation, writing, signing or drawing, moving hand, holding pen

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4
Q

individual sound units

A

phoneme

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5
Q

written form used to represent phonemes

A

grapheme

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6
Q

smallest meaningful units of a word, in combination creates words (prefixes/suffixes)

A

morphemes

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7
Q

admissable combinations of words in phrases and sentences (grammar/placement of words)

A

syntax

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8
Q

the collection of all words in a given language, mental “dictionary”

A

lexicon

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9
Q

the meanings that correspond to all lexical items and possible sentences

A

semantics

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10
Q

study of how and why words take on certain structure and how that affects semantics and syntax

A

morphology

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11
Q

social rules governing how language is used

A

pragmatics

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12
Q

vocal intonation that can modify the literal meaning of words and sentences

A

prosody

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13
Q

linking of sentences such that they constitute a narrative

A

discourse

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14
Q

disorder of language and can be apparent in speech, writing, reading or all three

produced by injury to the brain areas specialized for the functions

key thing is deficit is not due to paralysis or intellectual delay

A

aphasia

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15
Q

PAUL BROCA: language production

A

motor, expressive, non-fluent aphasia

difficulty speaking: slow, deliberate, simple grammar structure; melodically flat, comprehension intact, damage to left frontal (lower posterior)

fluent ability to put words together is lost

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16
Q

CARL WERNICKE: language comprehension

A

receptive, fluent aphasia

speech production intact and flows without hesitation; appropriate innotation; comprehension impaired; speech is meaningless; damage to left temporal (superior and posterior)

17
Q

conduction aphasia

A

damage to left auditory cortex in insula

fluent speech and intact comprehension

cannot repeat words

18
Q

global aphasia

A

massive lesion in left hemisphere

impaired production, comprehension and repetition

19
Q

alexia without agraphia

A

normal speech, normal writing, poor reading

20
Q

agraphia

A

normal speech, poor writing

21
Q

word deafness

A

normal speech, poor comprehension, poor repeition

22
Q

subtests of Boston Diagnostic Aphasia Exam

A

boston naming test: patient is required to name various pictures that vary in frequency, animacy, etc.

responsive naming: answer the object that refers to the statement like “what do we tell time with”

23
Q

boston naming areas

A

circumlocation: anomic (tip of tongue phenomena; phonemic clues help)
perceptual error
semantic paraphasia (get meaning, wrong word, still english): Wernicke and transcortical sensory
phonemic paraphasia (semantically unrelated word that shares a lot of phenomes with real word): Wernicke and transcortical sensory
neologism: made up word that shares 50% phenomes with target word: Wernicke’s and transcortical sensory

24
Q

TESTS OF EXPRESSION

A

oral agility: tongue and mouth movements
verbal agility: say “tip-top, tip-top”
automatic sequences: days of week, count to 10
mean length of utterance

25
Q

TESTS OF COMPREHENSION

A

basic word discrimination: patient instructed to point to picture or body part corresponding to spoken test word

commands: “tap each shoulder twice with two fingers, keeping your eyes shut”

complex ideational material: patient responds to questions based on short stories and more general queries like “will a cork sink in water?”

26
Q

TESTS OF REPETITION

A

single word repetition
single pesudoword repeition: some category specific deficits people could have; also tests verbal agility
repeition of sentences: “he finds the keys in his pocket”

27
Q

Wernicke-Geschwind neurological model - repetition of heard word

A

auditory pathways - primary auditory cortex - Wernicke’s area - arcuate fasciculus - Broca’s area - primary motor cortex

28
Q

Wernicke-Geschwind neurological model - reading words

A

visual pathways - visual cortex - angular gyrus - Wernicke’s area - Broca’s area - primary motor cortex

29
Q

limitations of classical approach

A

based on observations of stroke patients

49% of aphasics are unclassifiable

doesn’t account for complexities of normal language processing and other dissociation

could see more subtleties with problems in comprehension

30
Q

psycholinguistic models

A

four distinct lexicons: auditory input, phonological output, orthographic input, orthographic output

cognitive system is concept for words

31
Q

double dyslexia dissociation - surface

A

inability to recognize words directly but can understand the word by sounding it out (PHONOLOGIC system preserved)

does well with “dome and home” but “come” throws system off

understand phonemes and can recognize and correctly pronounce words, but irregular words cause impairment

32
Q

double dyslexia dissociation - phonologic

A

inability to read non-words aloud

faced with “lont” and cannot say or read it

when shown irregular word like “debt” they can read it

ORTHOGRAPHIC SYSTEM PRESERVED

33
Q

structural plasticity

A

physiological changes in a given area of brain in response to learning, injury or development

changes in brain where function used to be

34
Q

functional plasticity

A

cortical reorganization in response to learning, injury or development (ability of brain to assume the functional role of another)

new areas involved

35
Q

Evidence for structural plasticity: monolinguals vs. bilinguals grey matter density in inferior parietal cortex

A

greater in bilinguals than monolinguals but greatest in early bilinguals

Neuropsychology (3 decks)

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