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PSYC 351B > Language > Flashcards

Language Flashcards

1
Q

What are the 8 areas of the perisylvian language arc?

A
  • auditory senses
  • cranial nerve VIII
  • Pons
  • Primary auditory cortex (Heschl’s gyrus/41)
  • Secondary auditory cortex (Wernickes)
  • arcuate fasiculus
  • Broca’s area (44/45)
  • Motor areas (face area, speech motor area)
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2
Q

What happens if you damage the auditory aparatus?

A
  • ear or both ears

- unable to hear/deaf

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3
Q

What happens if you damage the auditory nerve?

A
  • hearing loss/deaf
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4
Q

What happens if you damage the Heschl’s gyrus?

A
  • hearing loss/deaf categorized as cortical deafness
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5
Q

What happens if you damage Wernicke’s area?

A
  • receptive language problems
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6
Q

What happens if you damage Broca’s area?

A
  • language production problems
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7
Q

What happens if you damage the arcuate fasciculus?

A
  • understandable language, repetition difficulties (phonemic paraphasias)
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8
Q

What are the four core language skills?

A
  • categorization
  • labeling categories
  • sequencing behaviour
  • mimicry
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9
Q

What is categorization important for?

A
  • designates certain qualities to specific concepts

- makes it easier to perceive information and retrieve it later when needed

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10
Q

What is labeling categorization important for?

A
  • attaches words to different concepts
  • categorization system can stimulate word forms about that concept
  • words can also cause the brain to evoke concepts
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11
Q

What is sequencing behaviour important for?

A
  • left hemi helps order vocal movements used in speech

- can also sequence face, body and arm/hand movements used to produce nonverbal language

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12
Q

What is mimicry important for?

A
  • fosters language development
  • infants prefer to listen to speech
  • can make sounds used in all languages
  • mirror neurons in the frontal cortex help children mimic sounds they hear
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13
Q

What are the components of sound-based language?

A
  • phonemes
  • morphemes
  • syntax
  • lexicon
  • semantics
  • prosody
  • discourse
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14
Q

What are phonemes?

A
  • smallest sound units
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15
Q

What are morphemes?

A
  • smallest meaningful units of a word
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16
Q

What is syntax?

A
  • admissible combo of words in phrases and sentences (grammar)
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17
Q

What is semantics?

A
  • meanings that correspond to lexical items
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18
Q

What is prosody?

A
  • vocal intonation
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19
Q

What is discourse?

A
  • linking sentences to constitute a narrative
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20
Q

What are the steps in the Wernicke-Geschwind?

A
  • comprehension is extracted from sounds in Wernicke’s area
  • passed over the arcuate fasiculus pathway
  • to Broca’s area to be articulated as speech
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21
Q

What is the dual language pathway?

A
  • dorsal language pathways (phonemes)

- ventral language pathways (semantics)

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22
Q

What can transcranial magnetic stimulation (TMS) do in speech?

A
  • interfere with speech
  • prime neurons to enhance reaction times
  • evaluate connections
  • be used to map speech regions in the brain
  • aid in cortical contributions to language
  • examine neural changes after damage
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23
Q

What components are more ventral and more dorsal in broca’s area?

A
  • semantic processing is more ventral

- phonological processing is more dorsal

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24
Q

What is the left hemispheres role in language?

A
  • parts/details
  • learned information
  • explicit language
  • grammar/syntax
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25
Q

What is the right hemispheres role in language?

A
  • global/hollistic
  • novel information
  • implicit language (tone/melody)
  • complex understanding
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26
Q

What brodmann areas are nouns located?

A
  • 21 20 37
27
Q

What subcortical areas are associated with language?

A
  • basal ganglia
  • thalamus (left): pulvinar and ventrolateral
  • cerebellum
28
Q

What is aphasia and dyphasia?

A
  • partial or total loss of the ability to articulate ideas or comprehend spoken or written language resulting from damage to brain
  • language not developed properly
29
Q

What is agraphia?

A
  • unable to communicate in writing
30
Q

What is alexia?

A
  • unable to read
31
Q

What is anomia?

A
  • unable to recall names
32
Q

What is apraxia?

A
  • difficulties with producing language
33
Q

What is agrammatism?

A
  • without grammar knowledge
34
Q

What are the Traditional types of aphasia?

A
  • Fluent aphasias
  • Nonfluent aphasias
  • Global aphasia
35
Q

What is fluent aphasia?

A
  • there is fluent speech but difficulties in auditory verbal comprehension or in the repetition of words, phrases or sentences spoken by others
36
Q

What is nonfluent aphasia?

A
  • when there is difficulty in articulating but relatively good auditory verbal comprehension
37
Q

What is global aphasia?

A
  • when there are difficulties with understanding and producing speech
38
Q

What are the fluent aphasias?

A
  • wernicke’s
  • conduction
  • transcortical/sensory
  • anomic
39
Q

What are the nonfluent aphasias?

A
  • broca’s

- transcortical/motor

40
Q

What are the clinical manifestations of Wernicke’s aphasia?

A
  • major disturbance in auditory comprehension
  • fluent speech with disturbances of sounds and structures of words (word salad)
  • disturbances in writing
41
Q

What is the hypothetical deficit of Wernickes?

A
  • disturbances of the permanent representations of the sound structures of words
42
Q

What is the clinical manifestation of Broca’s aphasia?

A
  • major disturbance in speech production with sparse halting speech
  • words often misarticulated
43
Q

What is the hypothetical deficit of Broca’s aphasia?

A
  • disturbances in the speech planning and production mechanisms
44
Q

What are the clinical manifestations of conduction aphasia?

A
  • disturbance of repetition and spontaneous speech

- most cases are able to speak easily, name objects and understand speech

45
Q

What is the hypthetical deficit of conduction aphasia?

A
  • disconnection between the sound patterns of words and the speech production mechanism
46
Q

How is the fluency, repetition comprehension and reading/writing in Broca’s aphasia?

A
  • fluency: confluent, agrammatical
  • repetition: impaired
  • comprehension: normal
  • reading/writing: agrammatical/misspellings
47
Q

How is the fluency, repetition, comprehension, reading/writing in wernicke’s aphasia?

A
  • Fluency: normal, word salad
  • repetition: abnormal
  • comprehension: poor
  • reading/writing: inaccuracies
48
Q

How is fluency, repetition, comprehension, and reading/writing in conduction aphasia?

A
  • fluency: normal, phonemic errors
  • repetition: abnormal
  • comprehension: intact
  • reading/writing: abnormal
49
Q

What is the exception in aphasia for left-handed patients?

A
  • more variability of distribution of language areas between the two hemispheres
50
Q

What are the three issues with aphasia conceptualizations?

A
  • heterogeneity of symptoms within same syndrome
  • lesion sites are not well correlated with symptoms
  • label lacks specificity
51
Q

What is the psycholinguist approach to aphasias?

A
  • attempts to determine the location of language processors
  • deficit is defined in terms of language processing components
  • areas of the brain outside of the traditional areas are involved in language
52
Q

What do brain-imaging studies demonstrate about language?

A
  • most areas of the brain take part in language
53
Q

What are most studied patients aphasia’s caused by?

A
  • strokes to the middle cerebral artery
54
Q

What happens immediately after the stroke/damage and after time passed to patients with aphasia?

A
  • worse immediately, but improve as time passes
55
Q

What happens in multilingual aphasia patients?

A
  • one or both languages can be affected
56
Q

What is acquired dyslexia and developmental dyslexia?

A
  • acquired: reading impairment after brain damage

- developmental: failure to learn to read during development

57
Q

What is the model-building approach?

A
  • objective approach to studying reading
  • views reading as composed of skills or subsystems
  • correlate impairment with locus of damage
58
Q

What is attentional dyslexia?

A
  • difficulties naming letters when more than one is present

- difficulties reading when more than one word is present

59
Q

What is neglect dylexia?

A
  • misreading of the first or second half of a word
60
Q

What is letter-by–letter reading (dyslexia)?

A
  • read only by spelling words out to themselves
61
Q

What is deep dyslexia?

A
  • semantic errors are key symptoms
  • easier to read concrete rather than abstract words
  • completely unable to read nonsense words
  • impaired at writing and short term verbal memory
62
Q

What is phonological dyslexia?

A
  • inability to read non words aloud

- otherwise reading is nearly flawless

63
Q

What is surface dyslexia?

A
  • read by sounding words out
  • have trouble with irregular words (must be memorized)
  • spelling impaired but phonetically correct

PSYC 351B (14 decks)

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