Lecture 6 - Reading, Language and the Brain Flashcards
(lecture):
Is grapheme-phoneme conversion as fast as lexical identification?
If a word is regular, do we always go for this route?
(lecture):
No
See slide 7-8
(lecture):
What is the Greek translation of dyslexia and aphasia?
(lecture):
See slide 9.
(lecture):
What is acquired dyslexia and how is this caused?
(lecture):
Difficulty with reading as a result of brain damage in adults
Not developmental
Damage to left hemisphere
(lecture):
What is deep dyslexia?
(lecture):
see slide 11-12
(lecture):
What is surface dyslexia?
(lecture):
see slide 13
(lecture):
What is phonological dyslexia?
(lecture):
see slide 14
(lecture):
Read slides 15-20
(lecture):
(lecture):
The two sides of the brain don’t work together, read slides 21-28
(lecture):
(lecture):
Language is mostly in the left or right hemisphere?
(lecture):
left (see slide 28)
(reading Harley 218):
(reading Harley 218):
Make notes if you want or just read.
(reading Harley 220-226):
(reading Harley 220-226):
Make notes if you want or just read.
(reading Harley 67-70):
(reading Harley 67-70):
Make notes if you want or just read.
(lecture review exercises):
What evidence is there that language is a left-brain activity?
(lecture review exercises):
Idk the answer, there isn’t one.
(lecture review exercises):
Compare and contrast Broca’s and Wernicke’s aphasias.
(lecture review exercises):
Idk the answer, there isn’t one.
(lecture review exercises):
Describe the patterns of impairment observed in two kinds of acquired dyslexia, and explain how each pattern can be explained in terms of the dual route model of reading aloud.
(lecture review exercises):
Idk the answer, there isn’t one.
