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neuropsych > lesson 6 & 7 > Flashcards

lesson 6 & 7 Flashcards

1
Q

communication in humans is highly related to…

A

verbal language

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2
Q

language is not a synonym of

A

communication

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3
Q

only humans communicate through….

A

arbitrary/conventional symbols, which is different between populations and in constant evolution

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4
Q

language includes…

A

the whole set of these conventional signals and the rules to combine them

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5
Q

the complexity and sophistication of human language suggests that…

A

extensive regions of the brain must be dedicated to dealing with it

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6
Q

any communicative act through language implies

A

a sender and a receiver

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7
Q

define a sender

A

encoding of a message in a linguistic sequence

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8
Q

what does language encompass

A

language production and comprehension

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9
Q

do those cerebral hemispheres participate equality in each cognitive functions

A

no

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10
Q

which hemisphere has dominance genetically programmed for manual preference?

A

left hemisphere

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11
Q

what does the concept of dominance NOT imply

A

that one hemisphere governs the other, nor that one hemisphere presides exclusively over single integrative functions

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12
Q

where are perysilvian lesions that cause aphasia usually located?

A

left hemisphere in almost all right=handed people and ~70% of left-handed/ambidextrous people

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13
Q

when are the perysilvia lesions that aphasia ONLY SOMETIMES located?

A

1 - 5% of right handed people may have aphasia from a right hemispheric lesion

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14
Q

which hemisphere understands words and short sentences

A

right

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15
Q

which hemisphere deciphers written language

A

right

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16
Q

which hemisphere has weak capacity for retaining the auditory memory

A

right

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17
Q

which hemisphere does not have access to the expressive faculty

A

right

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18
Q

which hemisphere is responsible for knowledge of social concepts and interpretation and use of prosody

A

right

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19
Q

what abilities may a patient with right hemisphere disorders loss

A

ability to comprehend and show emotion

interpret sarcasm

manipulate prosody

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20
Q

what is the essence of what the right hemisphere does

A

deals with metalinguistic features mapped into the linguistic message

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21
Q

define prosody

A

patterns of stress and intonation in a language - the patterns of rhythm and sound used in poetry

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22
Q

brain area for seeing words

A

visual cortex

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23
Q

brain area for hearing words

A

auditory cortex, wernicke’s areas

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24
Q

brain area for speaking words

A

broca’s area, M1 (mouth)

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25
Q

aphasia

A

general term meaning disruption/loss of language function

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26
Q

syndrome

A

a number of symptoms co-occurring and characterizing a particular disease

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27
Q

do we always understand the mechanistic reason for symptom co-occurance?

A

no

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28
Q

aetiology

A

set of causes of a disease or condition

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29
Q

aphasic syndrome

A

refers to a disorder in language production and/or comprehension following a brain lesion, in patients with fully acquired language skills

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30
Q

can be production and comprehension be differently affects with aphasic syndrome?

A

yes

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31
Q

what can the deficits of aphasic syndrome NOT be due to for it to be aphasic syndrome

A

the inability to produce linguistic sounds (deficits in the phono-articulatory apparatus), perceive linguistic sounds (deafness) or mental confusion/disorientation/delusion

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32
Q

aetiology of aphasic syndrome

A

40% following a stroke condition but can be present in degenerative disorders or related to brain inflammation, tumor or head injury

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33
Q

broca’s aphasia patient and symptoms

A

patient “tan-tan”

impaired language production but spared comprehension

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34
Q

broca’s aphasia anatomy

A

lesion in left inferior frontal gyrus

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35
Q

broca’s aphasia conclusions

A

language production is localized in the left inferior fontal gyrus

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36
Q

who performed the autopsy for patient “tan-tan”

A

paul pierre broca

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37
Q

broca’s aphasa skills - abnormal

A

fluency, reptition, naming, writing

reading comprehension CAN be abnormal

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38
Q

broca’s aphasia skills - normal

A

auditory comprehension, reading comprehension CAN be normal

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39
Q

wernicke’s aphasia skills - abnormal

A

auditory comprehension, repetition, naming, reading comprehension, writing

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40
Q

wernicke’s aphasia skills - normal

A

fluency can be normal or paraphasic

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41
Q

paraphasia definition

A

substituting one word with another

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42
Q

global aphasia skills - abnormal

A

fluency, auditory comprehension, repetition, naming, reading comprehension, writing

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43
Q

conduction aphasia skills - abnormal

A

repetition

naming is USUALLY abnormal,

writing

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44
Q

conduction aphasia skills - normal

A

fluence is normal or paraphasic

auditory comprehension and reading comprehension is relatively normal

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45
Q

transcortical motor aphasia skills - normal

A

auditory comprehension, repetition, and reading comprehension are relatively normal

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46
Q

transcortical motor aphasia skills - abnormal

A

fluency, naming and writing

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47
Q

transcortical sensory skills - abnormal

A

auditory comprehension, naming, reading comprehension, and writing comprehension

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48
Q

echolalia

A

the non-voluntary repetition of another indivdiual’s speech – repeat things aloud

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49
Q

transcortical sensory skills - normal

A

fluency is normal, echolalic

repetition is realtively normal

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50
Q

mixed transcortical aphasia skills - abnormal

A

fluency is abnormal, echolalic

auditory comprehension, naming, reading comprehension, writing

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51
Q

mixed transcortical aphasia skills - normal

A

repetition is relatively normal

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52
Q

anomic aphasia skills - abnormal

A

naming

reading comprehension and writing can be normal or abnormal

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53
Q

anomic aphasia skills - normal

A

fluency, repetition

auditory comprehension is relatively normal

reading comprehension and writing can be abnormal or normal

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54
Q

wernicke’s aphasia symptoms and patient

A

described a patient with ‘opposite’ symptoms as compared to broca’s

fluent, many sound errors, use of semantically inappropriate words, impaired comprehension <– “word salad”

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55
Q

“word salad”

A

speech tends to include random words and phrases thrown together

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56
Q

wernicke’s area brain area

A

posterior part of superior temporal gyrus (STG)

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57
Q

what did wernicke hypothesize for his area

A

the patient that he dealt with had damage in the “storehouse of auditory word forms” – his area’s function

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58
Q

who is carl wernicke

A

pupil of theodor maynert

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59
Q

what did wernicke say about the brain

A

the brain is organized in projection pathways and associative areas

teh whole left peri-sylvian region is responsible for language

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60
Q

first theoretical model on language neurophysiology was by

A

wernicke

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61
Q

wernicke’s arc

A

auditory images of words and motor images of words connected through arcuate fasciculus

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62
Q

auditory images of words

A

storehouse (long-term store) of auditory images of words

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63
Q

location of auditory images of words

A

superior temporal gyrus

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64
Q

lesion in superior temporal gyrus =

A

wernicke’s aphasia

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65
Q

motor images of words

A

a storehouse of motor images of words

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66
Q

wernicke’s area

A

a storehouse (LT store) of auditory images of words

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67
Q

auditory images of words is what area

A

wernicke’s area

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68
Q

location of motor images of words

A

inferior frontal gyrus

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69
Q

motor images of words is what area

A

broca’s area

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70
Q

what does a lesion in the inferior frontal gyrus cause

A

broca’s aphasia

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71
Q

broca’s area in wenicke’s arc

A

motor images of words

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72
Q

the arcuate fasciculus

A

the anatomical structure through which the auditory images of words system and motor images of words system are connected

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73
Q

through which anatomical structure are the atomical structure through which the auditory images of words system and motor images of words system connected

A

arcuate fasciculus

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74
Q

some injuries create highly-specific functional symptoms – 2 terms

A

anatomo-fuinctional correlation and anatomo-functional double dissociation

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75
Q

anatomo-fuinctional correlation

A

statistical interdependency between anatomical connectivity and functional connectivity

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76
Q

anatomo-functional correlation for brocas and healthy controls

A

Broca’s and healthy controls have high language comprehension but Broca’s has poor language production and healthy has high

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77
Q

anatomo-functional double dissociation brocas and wernickes

A

broca’s has high language comprehension and low language production

wernicke has low language comprehension and high language production

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78
Q

wernicke-lichtheim model

A

motor center, auditory center and concept center

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79
Q

motor center from concepts center =

A

production

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80
Q

what does output from motor center allow

A

articulatory planning and speech output

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81
Q

motor center

A

center for motor representation of words

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82
Q

what does auditory center input allow

A

auditory analysis of speech input

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83
Q

what does auditory center to concepts center =

A

comprehension

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84
Q

auditory center

A

center for auditory representation of words

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85
Q

concept center

A

conceptual representations

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86
Q

auditory center to motor center allows

A

repetition

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87
Q

where does transcortical motor aphasia occur in Wernicke-Lichtheim model?

A

between concept center and motor center

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88
Q

where does broca’s aphasia occur in Wernicke-Lichtheim model

A

motor center

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89
Q

where does subcortical motor aphasia occur in Wernicke-Lichtheim model?

A

output from motor center

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90
Q

what is subcortical motor aphasia also known as

A

pure motor speech disorder

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91
Q

where does conduction aphasia occur in Wernicke-Lichtheim model?

A

between auditory and motor center

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92
Q

where does transcortical sensory aphasia occur in Wernicke-Lichtheim model?

A

between concept center and auditory center

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93
Q

where does wernicke’s aphasia occur in Wernicke-Lichtheim model?

A

auditory center

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94
Q

where does subcortical sensory aphasia occur in Wernicke-Lichtheim model?

A

input for auditory center

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95
Q

what is subcortical sensory aphasia also known as

A

pure word deafness

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96
Q

what aphasia is caused by damage to the output of motor center in Wernicke-Lichtheim model?

A

subcortical motor aphasia

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97
Q

what aphasia is caused by damage to the motor center in Wernicke-Lichtheim model?

A

broca’s aphasia

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98
Q

what aphasia is caused by damage between concept center and motor center in Wernicke-Lichtheim model?

A

transcortical motor aphasia

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99
Q

what aphasia is caused by damage between auditory and motor center in Wernicke-Lichtheim model?

A

conduction center

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100
Q

what aphasia is caused by damage between concept center and auditory center in Wernicke-Lichtheim model?

A

transcortical sensory aphasia

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101
Q

what aphasia is caused by damage to auditory center in Wernicke-Lichtheim model?

A

Wernicke’s aphasia

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102
Q

what aphasia is caused by damage to input of auditory center in Wernicke-Lichtheim model?

A

subcortical sensory aphasia

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103
Q

pure motor speech disorder/subcortical aphasia definition

A

inability to program articulatory movements

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104
Q

pure word deafness/subcortical sensory aphasia definition

A

inability to analyze and discriminate (perceive) speech sounds

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105
Q

broca’s aphasia symptoms

A

deficit in production and articulation
speech is: slow, effortful, non-fluent, very simple grammatical structure
speech programming deficit
telegraphic and agrammatic speech

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106
Q

speech programming deficit

A

loss of the ability to execute speech movements (no facial or vocal muscle paralysis)

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107
Q

agrammatism

A

referes to the widespread omission of function words and inflections (“ed” or “ing”, “s”, etc) coupled with retention of content words –> effortful and telegraphic speech

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108
Q

what may patients with broca’s aphasia have

A

similar “agrammatical” problems when writing
may be ablet o use well-practiced expressions and to sing a well-known song
usually have preserved comprehension
may read aloud in a relatively unaffected way

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109
Q

what is broca’s aphasia NOT related to

A

the “mechanisms” of moving the muscles that are concerned with speech

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110
Q

example of agrammatism

A

“trees… children… run”

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111
Q

wernicke’s aphasia symptoms

A

deficit in comprehension, repetition, naming and meaningful output
speech is fluent but with little to no meaning (word salad)

production of neologism and non-words
semantic paraphasia
paragrammatism
anosognosia

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112
Q

paragrammatism

A

refers to inability to form grammatically correct sentences -> well constructed sentences with errors in grammatical morphemes and substitution of lexical items

113
Q

example of paragrammatism

A

“I’m very want it”, “ant I want everything to be so talk”

114
Q

who will most likely recover better - younger person or older person and why

A

younger person because “young” brain plasticity

115
Q

transcortical motor aphasia definition

A

similar to broca’s but with preserved repetition and spontaneous speech is absent

presence of echolalia (repeat things aloud)

116
Q

transcortical sensory aphasia definition

A

impaired comprehension, preserved repetition, and spontaneous speech

echolalia

117
Q

conduction aphasia definition

A

preserved comprehension, impaired repetition

frequency of the phonological errors in conduction aphasic patients depends on the posterior extension of the lesion, i.e., how much it impacts

118
Q

what are the two different lesions that can occur with conduction aphasia?

A

the posterior part of the superior temporal gyrus and the neighboring posterior parietal cortex (supramarginal gyrus)

OR

white matter connecting it to the frontal regions (arcuate fasciculus)

119
Q

anomic aphasia clinical manifestations

A

disturbance in the production of single words, most marked for common nouns - intact comprehension and repetition

120
Q

anomic aphasia hypothetical deficit

A

distburances of concepts and/or sound patterns of words

121
Q

anomic aphasia classical lesion location

A

inferior parietal lobe or connection between parietal lobe and temporal lobe – can follow many lesions

122
Q

global aphasia clinical manifestations

A

major disturbance in all language functions

123
Q

global aphasia hypothetical deficit

A

disruption of all language processing component

124
Q

global aphasia classical lesion location

A

large portion of perisylvian association cortex

125
Q

isolation of language zone clinical manifestations

A

disturbance of both spontaneous speech (sparse, halting speech) and comprehension, with some preservation of repetition; echolalia common

126
Q

isolation of the language zone hypothetical deficit

A

disconnection between concepts and both representations of word sounds and the speech production mechanism

127
Q

isolation of the language zone classical lesion location

A

cortex just outside the perisylvian association cortex

128
Q

why is the fact that the model implies a dichotomy a limit of the ‘classical’ aphasic syndromes classification

A

because most aphasic patients show deficits in both language comprehension and production

129
Q

how is the model implies a dichotomy limitation “fixed”?

A

partially replaced by the classification in fluent vs. non-fluent aphasia forms

130
Q

why is the association between symptoms and lesions not so reliable?

A

the brain regions involved in language are much more than those identified by the classical Wernicke-Lichtheim model

131
Q

what does the Wernicke-Lichtheim model classification not consider

A

the analysis of deficits in the different areas of linguistics (phonological, morphological, lexical, syntactic level) which allows a better classification of symptoms and their co-occurrence

132
Q

what does the Wernicke-Lichtheim model not explain

A

the pattern of dissociations found in aphasic patients, e.g., dissociations between deficits in different grammatical classes (e.g., nouns or verbs) or lexical categories

133
Q

what does the Wernicke-Lichtheim model not allow explaining

A

the behavior of some aphasic patient sin tasks like reading and writing and repetition of non-words

134
Q

what does the Wernicke-Lichtheim model not provide

A

the possibility of processing non-lexical sequences (non-words)

135
Q

non-word

A

a sequence of letters or sounds that is not accepted as a word by speakers of a specific language, used especially in (neuro)psychological or linguistic experiments

136
Q

what does the fluent vs. non-fluent aphasia classification maintain

A

the dichotomy between anterior vs. posterior lesions leading (most likely) to different types of disturbances (fluent vs. non-fluent aphasia), but the differences between the two does not regard production vs. comprehension: they are characterized by a qualitatively different speech

137
Q

fluent aphasia

A

no articulatory deficits nor effortful speech: no agrammatism (BUT paragrammatism)

smooth and abundant speech, long sentences but possible phonological erros, neologisms and semantic errors and anomie

138
Q

neologisms

A

phonological deficits

139
Q

anomie

A

semantico-lexical deficits

140
Q

what kinds of aphasia are usually fluent aphasia

A

wernicke’s and conduction

141
Q

where is fluent aphasia usually seen

A

more frequent in the elderly

142
Q

non-fluent aphasia

A

possible presence of articulatory deficits and agrammatism, short sentences, reduced speech

143
Q

what kinds of aphasia are non-fluent aphasia

A

broca’s and global

144
Q

where is non-fluent aphasia usually seen

A

more frequent in young subjects

145
Q

linguistics

A

scientistic study of language and its manifestations

146
Q

how is language organized

A

hierarchically organized

147
Q

phonetics studies

A

studies how humans produce and perceive sounds (phonetic tracts)

148
Q

phonology studies

A

how language/dialects systematically organize their sounds in words

149
Q

morphology describes

A

the rules applied to combine phonemes in words

150
Q

syntax describes

A

the rules applied to combine words in sentences

151
Q

semantics describes

A

the association between words and meanings

152
Q

grammar describes

A

the rules to combine units in hierarchical structures

153
Q

pragmatics studies

A

the language in a context, how it is used in social interactions

154
Q

psycholinguistics

A

the study of the psychologucal/cognitive processes at the basis of language

155
Q

what does psycholinguistics study

A

the interrelation between linguistic factor and psychological aspects

156
Q

what does psycholinguistics concern

A

the mechanisms by which language is processed and represented in the mind and brain (neurolinguistics)

157
Q

what do psycholinguistics and neurolinguistics study

A

the psychological and neurobiological factors that enable humans to acquire, use, comprehend and produce language

158
Q

phonological units

A

distinctive units that allow the identification of words and are composed by phonetic tracts

159
Q

phonetic tracts

A

how sounds are produced by the phono-articulatory apparatus and perceived by the auditory one

160
Q

morphemes definition

A

the elementary units of words conveying information

161
Q

some morphemes combine to…

A

create words (ex: prefixes like sub-, pre-, anti-)

162
Q

words combine to…

A

create sentences

163
Q

phonetic units =

A

phonetic tracts

164
Q

phonetics deal with…

A

the physical features of verbal communication

165
Q

what are the physical features of verbal communication

A

articulatory phonetics, and auditory phonetics

166
Q

articulatory phonetics definition

A

how speech sounds are produced

167
Q

auditory phonetics definition

A

classification of speech sounds based on how they are perceived

168
Q

phonological units allow…

A

the identification of words and are composed by phonetics tracts

169
Q

vowels

A

speech sounds are produced by an open configuration of the vocal tract, with vibration of the vocal cords but without audible friction (no obstacles in the flux of air)

170
Q

consonants

A

speech sounds articulated with complete or partial closure (obstruction) of the vocal tract

171
Q

voiced consonants

A

pronounced with the same vocal murmur (vibration of the vocal cords) that is heard in vowels (e.g. b, d, g, l, r, m, n, z)

172
Q

voiceless consonants

A

produced without a vibration of the vocal cords and lack this murumur

173
Q

what are the two types of consonants?

A

voiced (sonant) or voiceless (surd)

174
Q

how can consonants be classified in addition to voiced/voiceless

A

depending on place of articulation

175
Q

place of articulation

A

where in the vocal tract the obstruction of the consonant occurs, and which speech organs are involved

176
Q

bilabial consonants

A

involve both lips

177
Q

velar consonants

A

involve the tongue against soft palate

178
Q

types of place of articulation consonants

A

bilabial consonants, and velar consonants

179
Q

phonological selection errors (production)

A

result in the production of incorrect phonemic sequences, easily recognizable when they constitute neologisms

180
Q

what is a phonological deficit characterized by in aphasic patients

A

the presence of phonemic paraphasias even phonetic neorlogisms

180
Q

elaborate on including specific sounds of the patient’s language in phonological selection errors (production)

A

phoneme perception is categorical
we can primarily distinguish (and systemically produce) the speech sounds that we have learned through linguistic development (mother tongue)
once these categorical boundaries are learned they cannot be forgotten

180
Q

two crucial features of phonological selection errors (production)

A

include specific sounds of patient’s language

neologisms follow the same phonemic rules of patient’s language (e.g., no sequences of consonants)

181
Q

phonemic paraphasias

A

substitutions, omissions, additons and transpositions of phonetic units

182
Q

phonetic neologisms

A

multiple phonemic paraphasias that make the target words unrecognizable

183
Q

conduits d’approche

A

often the patient tries to corect the phonemic erros produced by means of spontaneous corrections, sometimes repeated in trials

184
Q

what can phonemic errors result in sometimes

A

in words that actually exist and thus simulate a lexical rather than phonological substitution

185
Q

phonemic paraphasia refers to

A

the substitution of a word with a word or a nonword that preserved at least half of the segments and/or number of syllables of the intended word

186
Q

phonemic paraphasia examples

A

anticipatory errors, paradigmatic errors, substitution errors, epenthetic errors, metathetical errors

187
Q

anticipatory errors

A

a syllable later in the word replaces a syllable from earlier in the word –> “papple” for apple or “lelephone” for telephone

188
Q

paradigmatic erros

A

based on similarity in how the sounds are formed –> “marmer” for barber = lips-related consonants

189
Q

subsittution errors

A

involve a clear phonological substitution –> “ragon” for wagon

190
Q

epenthetic errors

A

the insertion of a segment into the target –> “plants” for pants

191
Q

metathetical errors

A

the full exchange of segments –> “deks” for desk

192
Q

phonological decoding (comprehension)

A

when listening to spoke words

193
Q

factors of phonological decoding (comprehension)

A

frequency effect and lexical status

194
Q

frequency effect

A

higher frequency phonemes and phonological sequences are more easily identified

195
Q

lexical status

A

real vs. non-words –> people make more errors when listening to non-words than words and tend to interpret acoustically ambiguous phonemes in the form that is semantically congruent

196
Q

sentences convey

A

relationships between the meaning of words

197
Q

morpho-syntax aspects are the set of the

A

propositional content of a sentence

198
Q

morphology

A

describes the rules applied to combine phonemes in words

199
Q

derivation

A

the formation of a word by changing the form of the base or by adding affixes/suffixes to it

200
Q

morphology describes

A

the class of each word (noun, pronoun, verb, adjective, preposition)

and how to conjugate verbs and create derivations

201
Q

syntax describes

A

the rules applied to combine words in sentences

the order of words, how to organize subordinates

how to use functional words, pronouns, modal verbs, determiners, prepositions and conjunctions

202
Q

morpho-syntax describes

A

the relationship between morphology and syntax, e.g., rules applied to achieve agreement between nouns and verbs

203
Q

syntactic structures describe

A

how indidivudal words can be arbitrarily combined to convey propositional content –> express one of the several equally likely relationships

204
Q

most aphasic patients have troubles

A

in understanding/using the sybtactic structure to convey/determine sentence meaning

205
Q

patietns with broca’s aphasia show

A

more errors in understanding sentences with reversable roles (where semantics cannot ‘help’) –> the syntactic structure is the only source of info

206
Q

syntactic structures are studied by linguistics as

A

syntactic trees

207
Q

syntactic trees allow for rules

A

to describe how meaning can be derived from syntactic structures –> identification of thematic roles (= who does what)

208
Q

syntactic structures are crucial for

A

understanding co-reference (pronouns, reflexives), passive sentences

209
Q

sentence production is a process including

A

three major stages

210
Q

aphasic disturbances can affect

A
  1. the production of grammatical vocabulary elements
  2. the ability to generate syntactic forms
  3. the ability to assign thematic roles (severely affected patients)
211
Q

the production of grammatical vocabulary elements being affected by aphasic results in

A

agrammatism and paragrammatism

212
Q

the ability to generate syntactic forms being impacted by aphasia results in

A

impoverishment of syntactic structures in spontaneous speech (simplification)

213
Q

the premise of the neuroanatomy of syntactic processing

A

deficits in syntactic comprehension and production often co-occur in agrammatic patients but can also dissociate and the severity of the deficit does not correlate

214
Q

what is the premise of neuroanatomy of syntactic processing essentially?

A

deficits in syntactic comprehension and production do not appear to depend on a single functional impairment

215
Q

syntactic processing involves (neuroanatomy)

A

the whole left perisylvian associative cortex

216
Q

perisylvian associative cortex includes

A

inferior frontal gyrus, angular gyrus, supramarginal gyrus, superior temporal gyrus

217
Q

how does the neuroanatomy of syntactic processing work?

A

distributed function with distributed sub-functions

218
Q

agrammatism and paragrammatism: a cortical double dissociation revealed by lesion-symptom mapping - subjects and task

A

53 right-handed patients with aphasia following chronic left-hemisphere stroke

retelling the cinderella story

219
Q

agrammatism and paragrammatism: a cortical double dissociation revealed by lesion-symptom mapping - methods

A

lesion-symptom mapping was used to investigate the degree to which the lesion correlates of agrammatism and paragrammatism overlap or dissociate

four expert raters assessed videos - discussed what kind of grammatical deficit they had if any

each subject’s lesion was manually drawn on a high-resolution MRI and lesion-symptom mapping analyses were performed

220
Q

agrammatism and paragrammatism: a cortical double dissociation revealed by lesion-symptom mapping - results

A

damage to Broca’s area was significantly associated with agrammatism but not paragrammatism

damage to left posterior superior and meddle temporal gyri was significantly associated with paragrammatism but not agrammatism —> double dissociation

221
Q

lexical semantics

A

branch of linguistics concerned with the systematic study of word meanings

222
Q

lexicon

A

refers to teh store of language labels assocaited with concepts

223
Q

semantic lexicons are made up of

A

lexical entries

224
Q

lexical entries are

A

semantic (not orthographic) and are interconnected with semantic relations

225
Q

deficits in the semantic system or in the lexical retrieval (lexicon)

A

lead to similar behaviors

226
Q

organization of the lexicon has been studied by psycholinguistics using

A

computational modeling

227
Q

computational modeling via

A

artificial systems mimicking the behavior of patients and healthy subjects

provide hypotheses on the organization of both cognitive and neural system (‘artificial’ neural networks)

228
Q

phonological input lexicon

A

translates acoustic to semantic representations

229
Q

what does phonological input lexicon allow for

A

understanding the meaning of words

230
Q

phonological output lexicon

A

translates a concept into spoken word

231
Q

lexicon

A

connections between domains –> coherent with a distributed view of linguistic representations in the brain

232
Q

words that are acquired earlier in development are…

A

more resistant = less prone to errors (in absence of a neurological disorder)

233
Q

during early learning of words

A

connection strength changes are large

234
Q

as knowledge accumulates during word learning

A

connection strength changes become smaller

235
Q

deficits at teh sematnic-lexical level

A

anomia, anomic latency, error in choice of words, paraphasias

236
Q

anomia

A

a difficulty in retrieving words

237
Q

anomic latency

A

in the case of a simple delay in recalling a target word – words not recalled can sometimes be repalced by circumlocutions

238
Q

error in choice of words

A

for which there are substitutions with terms of similar meaning (semantic paraphasias; “glass” for “bottle”) or with words without a relation of meaning (verbal paraphasias; “tablecloth” for “telephone”)

239
Q

paraphrasias

A

confusion of words or the replacement of one word by another real word – length of word is often not preserved

240
Q

categorical paraphasias

A

same category –> tiger for lion, car for van

241
Q

associative paraphasias

A

replace the target word with one that is related to the target but not of the same category –> foot with shoe

242
Q

superordinate paraphrasias

A

replace a specific target word with a more generalized group to which the target word involves –> pear with fruit

243
Q

subordinate paraphrasias

A

replace the target word with one that is more specific –> flower with rose

244
Q

verbal stereotypy

A

nonpropositional utterance characterized by repetition of a syllable, word, or phrase (e.g., bababa, yep, bloody hell, wait a minute, etc.), typically used in high frequencies and as emotional exclamations

245
Q

anomia

A

deficit at the semantic-lexical level, difficulty in retrieving words

246
Q

anomic latency

A

simply delay in recalling a target word

247
Q

circumlocutions

A

a description of the word in place of the target word

248
Q

phonemic paraphasias

A

substitutions, omissions, additions, and transpositions of phonemes in a word

249
Q

conduites d’approche

A

effort to correct the phonemic errors produced by repeated spontaneous corrections

250
Q

semantic paraphasias

A

substitutions of the target word with another semanticlaly related

251
Q

verbal paraphasias

A

substitutions of the target word with another not semantically related

252
Q

sum of frequent symptoms in aphasic patients

A

verbal stereotypy, anomia, anomic latency, circumlocutions, phonemic paraphasias, phonetic neologisms, conduites d’approche, semantic paraphasias, verbal paraphasias, agrammatism vs. paragrammatism

253
Q

deficiency in natural objects lesion

A

left inferior temporal lesion

254
Q

deficiency in artificial objects lesion

A

left parietal lesions

255
Q

category-specific deficits - 2 hypothesis

A
  1. separate organization at lexical output level
  2. different organization of conceptual knowledge –> natural objects have visual representations (left occipital-temporal cortex), artificial objects have functional representation (left parietal cortex)
256
Q

deficit in noun lesion

A

intermediate part of second temporal gyrus

257
Q

deficit in verbs lesion

A

left premotor frontal lesions for nonfluent aphasia

left posterior temporal and inferior parietal lesions for fluent aphasia

258
Q

grammatical classes - double dissciation hypotheses

A
  1. noun and verbs have different relative weight of perceptual features –> verbs have less sensory information
  2. based on a peripheral lexical level, where lexical labels are represented separately
259
Q

how to test a patient with language impairments

A

general medical history and history of language, spontaneous speech, systematic evaluation of language abilities in the different areas (phonological, lexical/semantic, morphological, syntactic errors)

260
Q

general medical history and history of language

A

left-handed or right-handed, bilingual, reading and writing, evolution of the linguistic disorder

261
Q

spontaneous speech (during the clinical interview)

A

the general ability to interact and communicate is tested while asking the patient to provide details related to pathology, disturbances, family situation, habits, etc.

262
Q

systematic evaluation of language abilities in the different areas (phonological, lexical/semantic, morphological, syntactic errors)

A

can be done at very different degrees of precision/detail

263
Q

international language batteries

A

importance of the aetology of the aphasic syndrome: stroke, tumor, degenerative process (dementia)?

264
Q

evaluation of language abilities

A

object naming, repetition tasks, oral comprehension, other related syndromes

265
Q

object naming or object picture test

A

to assess lexical retrieval ability

possible presence of anomia, anomic latency, circumlocutions

generally, the non-retrieved word is not lost at all, it is not accessibly to the patient in the moment, but it can be facilitated through more automatic sentences or expressions, or be found on other occasions

266
Q

repetition tasks

A

phenomic paraphasias, phonemic neologisms, conduites d’approche

to test repetition ability, stimuli of different length and complexity are used: starting with bisyllabic words with a simple structure (alternation consonant-vowel) and continues with progressively longer and more complex words and sentences

267
Q

oral comprehension

A
  1. execution of verbal orders: best to avoid most obvious ones
  2. recognition of objects: patient is presented with a series of common objects, examiner names one and asks patient to indicate it
  3. repetition of words, phrases, said by examiner
268
Q

other related sundromes

A

alexia, agraphia, acalculia

269
Q

in different phases of stroke and related aphasia disorder (acute vs. chronic),…

A

a different therapeutic approach is suitable due to the different neurophysiological mechanisms underpinning each phase

270
Q

treatments

A
  1. behavioral protocols
  2. computerized aphasia therapies derives via computers, smartphones, or tablets
  3. NIBS,
271
Q

behavioral protocosl

A

semantic feature analysis, verb network strengthening treatment, treatment of underlying forms, constraint-induced language therapy, melodic intonation therapy

272
Q

computerized aphasia therapies

A

allows for long-term and low-cost therapy options

273
Q

NIBs - upregulation

A

upregulate neural activity in perilesional brain areas of the affected hemisphere through excitatory stimulation protocols –> perilesional regions of the left hemisphere are recruited to subserve the reorganization and gain of language

274
Q

NIBs - downregulate

A

downregulate neural activity in contralesional brain regions through inhibitory stimulation protocols –> based on the “interhemispheric competition model”

275
Q

interhemispheric competition model

A

there exists a mutual and balanced inhibition between the brain hemispheres - stroke-induced damage to one hemisphere disrupts this balance leading to reduced inhibition from the affected to the unaffected hemisphere

276
Q

rTMS can be delivered _____, tDCS should always be _____

A

alone

associated ot a behavioral speech and language therapy

neuropsych (25 decks)

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