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PSYC311: Human Cognition and the Brain > Lecture 8 and 9: Language Disorders > Flashcards

Lecture 8 and 9: Language Disorders Flashcards

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1
Q

What is Aphasia?

A
  • Disorder affecting language and that is caused by damage to the brain
  • Can involve problems with written and spoken language
  • There are two types:
    • Language
    • Speech
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2
Q

What is Language Aphasia?

A

Language Aphasia refers to the disorder of language such that the output is linguistically incorrect.

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3
Q

What is Speech Aphasia?

A

Disorder of language where the muscles are weak or uncoordinated such that it impaires the language output.

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4
Q

Who was Paul Broca, and what did he do?

A
  • Paul Broca was the first to demonstrate that aphasia was linked to specific lesions.
    • Lesions primarily on the left hemisphere
  • Broca’s Aphasia
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5
Q

What is another name to refer to Broca’s Aphasia?

A

Nonfluent Aphasia or Expressive aphasia

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6
Q

Broca’s Aphasia

A
  • Affects the output:
    • Reduced speech production
      • slow, effort speech
      • not fluent
      • poor articulation
    • No grammatical structure (aggrammation)
    • Problems with syntac
    • Similar deficits in writing
    • Sometimes paralysis of the right side of the body
  • Keeps :
    • Comprehension
    • Musical capasities
    • Word searching
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7
Q

Wernicke’s Apahasia

A
  • Speech is empty
    • converts no meaning
  • Failure to understand language written or spoken
  • Lost semantic meaning of words
  • No paralysis
  • The speech output unaffected
  • Neologisms: made up words
  • Paraphasia
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8
Q

What is another name to refer to Wernicke’s Aphasia?

A

Receptive Aphasia

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9
Q

What is Paraphasia?

A

Error in word usage.

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10
Q

What are two types do Paraphasia?

A
  • Phonemic Paraphasia
  • Verbal Paraphasia
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11
Q

What is a phonemic paraphasia?

A

When you change 1 sound of a word.

Examples. Spoot instead of spoon

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12
Q

What is a verbal paraphasia?

A

Change the whole word

ex) Spoon instead of fork

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13
Q

What was Wernicke Theory?

A
  • According to Wernicke:
    • Broca’s Area Contains the rules and code for articulation
      • Located in front of motor areas for face, tongue, lips, etc
    • Wernicke’s Area Involved in the recognition of the patterns of spoken language.
      • Located next to the hearing area
    • The two areas MUST be connectected.
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14
Q

What is Fluent Aphasia?

A
  • No problem producing speech
  • No problem comprehending language
  • Sentences has no meaning
  • Contrary of nonfluent aphasia (Broca’s Aphasia)
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15
Q

What is Conduction Aphasia?

A
  • Fluent speech
  • Have some paraphasia
  • Writing is fluent
  • Comprehension intact
  • Deficits:
    • Sentence repetition
  • Cause:
    • Disconnection between Wernicke and Broca’s (Posterior temporal areas and inferior frontal areas)
    • Damage to the arcuate fasciculus
  • Broca’s and Wernicke’s areas are intact
  • Lesions:
    • inferior parietal lobe near the supramarginal gyrus
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16
Q

What happens if you as a question to a patient with conductive aphasia?

A
  • They will understand and will be able to answer
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17
Q

What happens if you ask a patient with Conductive Aphasia to repeat a sentence?

A

They will have problems to repeat it.

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18
Q

Describe the experiment by Weiler that tested the ability of aphasic patients to map articulation with sound.

A
  • 100 aphasic patients
  • Procedure:
    • Tested mapping sound to articulation
  • Results:
    • 2 types (dorsal vs ventral):
      • Parietal lesions (supramarginal gyrus):
        • Speech is not perfect
          • paraphasias
          • comprehension was problematic
        • Concluded that paraphasias resulted from disconnection
      • Damage anterior and intermediate temporal areas:
        • Sound to meaning problems
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19
Q

Julia’s Case

A
  • Had a stroke
  • Can talk but there are things she can’t name
  • Comprehension is good
  • Problems with linking words and saying the words that she is thinking about
  • Lesion:
    • Parietal cortex
  • Parietal lobe is the dorsal pathway for language (sound-to-meaning mapping)
  • Arcuate and SLF
  • Problem with repeating sentences
  • Activation of ventral pathway, show they are intact
  • She has problems with the motor aspect
20
Q

What was something curious about Julia’s case?

A
  • It was noticed that the anterior part of the temporal lobe was more activated
    • this is the area associated with memory
    • She was relying more on the meaning to be able to say it
21
Q

What is Apraxia of speech?

A
  • Impairment with articulation
    • Impairments in the coordination and planning of speech movements
  • Symptoms:
    • Articulatory errors
  • Lesion:
    • Insula (left precentral gyrus of the insula)
  • Intact:
    • Ability to perceive sounds
22
Q

What was the study that Donkers did to study Apraxia of speech?

A
  • 25 stroke patients with apraxia of speech
  • Procedure:
    • Scanned brains to find the common lesion site
      • Insula
  • Conclusion:
    • Role of the insula in articulatory planning
      • More specifically the precentral gyrus of the insula
23
Q

True or False

The Insula is separated into many gyri?

A

True! It has its own precentral gyrus which is important for articulation planning

24
Q

What happens if you isolate the speech area?

A
  • Somewhat the contrary of the Conduction area
  • Peri-Sylvian language areas were separated and disconnected from the rest of the brain.
    • Components of Peri-Sylvian area were intact
  • No language comprehension
  • No spontaneous speech production
  • Able to repeat perfectly what was said to them
  • Able to complete sentences
  • Able to learn new words (hippocampus)
  • Note:
    • Rest of Temporal lobe is involved in comprehension of more complex language
      • So in this case, the comprehension areas of the temporal lobe are not connected to the STG which transmit the auditory information to produce language in the frontal lobe via the FTexcF
    • Inferior Parietal lobe:
      • Role in syntactic and phonological processing
      • Connections between Parietal and Frontal lobes allows word retrieval
25
Q

How can you isolate the speech area?

A

By Carbon monoxide poisoning, it affects myelin and could kill cells and cause permanent damage.

26
Q

What are the components of the Peri-Sylvian language areas?

A
  • Around the Sylvian fissure
    • Broca
    • Wernicke
    • Arcuate Fasciculus
    • Hippocampus
27
Q

What do lesions on the right hemisphere causes?

A
  • Patients understand what is said but not how it is said (intonation)
  • Music perception
  • Problems:
    • Prosody or cadence and intonation of speech and pragmatics
    • Flat intonation
    • Fail to comprehend emotional nuances
      • sarcasm
      • irony
      • humour in speech
28
Q

True or False

Right-handed people can have the language function on the right hemisphere.

A

True, 4% of right-handed people. The other 96% have the language function on the left side.

29
Q

True or False

Left handed people will never have language functionality in both hemispheres.

A

False, 15% of left handed have language functionality bilateral. The rest 15% and 70% are on the right side and left side respectively

30
Q

True or False

In young children, you can already see the lateralization of language. In other words, if they damage their non-dominant hemisphere, they would not show language deficits.

A

False, damage in either hemisphere can cause language deficits in young children.

31
Q

True or False

If a young child has great damage on their left hemisphere, they will never be able to develop their language functionality to that of a normal child.

A

False, even if they severely damage their left hemisphere, young patients can recover language functionality

32
Q

Here is an image of the development of Sentence comprehension. Notice how the lateralization occurs…

A
33
Q

What is Dyslexia?

A
  • Difficulties in the acquisition of literacy
  • Impairments:
    • speech processiong on taks that require manipulation and memory of speech sounds
    • low-level visual procession
      • ex: fast moving objects
  • Cause:
    • Unknown for the moment
34
Q

What is Developmental Dyslexia?

A
  • Symptoms:
    • unexpected difficulty with reading in children and adults
  • Cause:
    • Due to different reasons
35
Q

What is the difference in brain activation between normal people and dyslexic people?

A

By taking PET scans of the reading related area of the brain, it was noticed that there was less activation of the area 44/6 (articulation) and in the ventral occipito-temporal areas

36
Q

What happens when we read?

A
  • The information comes from a visual stimuli
  • The visual structures are then transformed and sent to a specialized area for reading: Visual Word Form area
    • Temporal lobe:
      • sentence comprehension (both for reading and hearing)
    • Ventral occipitotemporal area (Visual Word Form area):
      • Activates when written words are presented to adults
37
Q

What is Alexia?

A
  • Symptoms:
    • the lost ability to read and write
    • Good vision
    • No aphasia
  • Lesion:
    • Angular Gyrus
38
Q

What is Agraphia?

A
  • Impairment to write
39
Q

What is Pure Alexia?

A
  • Symptoms:
    • Can’t read
    • Can write, can’t read what they wrote
    • Right visual field defect
  • Lesion:
    • Left visual cortex + posterior portion of the CC
40
Q

Who studies Pure Alexia?

A
  • Dejerine
  • Conclusion:
    • written language can only reach the right hemisphere and there was no transfer to the language hemisphere.
41
Q

Who studied Alexia?

A
  • Dejerine
  • Conclusion:
    • Two paths for:
      • “Seeing language”:
        • Retina → Striate cortex →Secondary visual areas → Angular gyrus (where the visual information is presented in space)
      • “Hearing language”:
        • Ears → Primary Auditory Area → Wernicke’s Area
42
Q

What is VWFA? And what happens when there is a lesion on the VWFA?

A
  • Location:
    • Occipito-temporal area
    • Proximity and connections to spoken language areas
  • Function:
    • Activates when written words are presented to adults
  • Why?
    • This area has a preference for high-resolution shapes
    • Sensitivity for line configurations
  • Lesion:
    • Pure Alexia
43
Q

Who is Stanislas Dehaene? And what did they do?

A
  • Studied kids that were non-readers
    • When presented with words, the same object recognition areas would be activated
  • 6-year-old kids who are readers:
    • Start to see activation in the fusiform area which gets bigger and bigger as you get expertise in reading
      • Gets specialized for words
  • He had this recycling hypothesis which involves the fusiform area to become more active in reading as you gain expertise
44
Q

Here is an image showing the modern vision of the cortical networks for readings:

A
45
Q

What is Developmental Dysgraphia?

A
  • Acquisition of writing skills
  • Developped
  • Symptoms:
    • Handwriting impairments
    • Can also affect spelling
  • Lesions:
    • Supramarginal gyrus
      • Phonological agraphia
        • inability to write nonwords when dictated
    • Angular gyrus
      • Lexical agraphia
        • better spelling of nonwords and regular words compared to non-regular words
    • Superior parietal lobule
      • Apraxic agraphia
        • Movement plans of writing
46
Q

What is agraphia?

A
  • Acquired disorder: lesion
  • Impairment in writing
  • Lesion:
    • Two sources:
      • Don’t remember how to write
      • Motor aspect
        • Apraxic agraphia
47
Q

Lesions in certain areas and writing disorders:

A
  • Superior Parietal Lobe:
    • Spatial agraphia or afferent agraphia
      • Spatial disorganization of writing
  • Supramargina gyrus:
    • apractic agraphia
      • shape of written characters
      • recognizable
  • Suplementary Motor Area
    • Motor agraphia
      • hesitations, trembling, self-corrections
      • shape of characters are often unrecognizable
  • Insula:
    • Complex planification
    • linguistic errors and impairment in the motor aspects of writing
    • Problems with planning of motion

PSYC311: Human Cognition and the Brain (26 decks)

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