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neuropsych > lesson 9 > Flashcards

lesson 9 Flashcards

1
Q

the heterogeneity of multilingual individuals is…

A

The number of languages the individual knows

What order they learned them and thus have them stored in the brain

The age at which they learned them

How frequently each language is used

How proficient the individual is in using those languages

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2
Q

language features

A

regularity, coordinates in reading and writing, morphosyntactic rules, etc

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3
Q

Classification of multilingual individuals:

A

Compound bilingual, Coordinate, Subcoordinate, Bimodal

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4
Q

Compound bilingual

A

in early years of life –> person developed 2 or more linguistic codes simultaneously and in the same environment

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5
Q

Coordinate bilingual

A

the individual acquires the two languages in different contexts (home and school, etc) so the words of the two languages belong to separate and independent systems

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6
Q

Subcoordinate bilingual

A

learning other language(s) filtering from native language (e.i. translating)

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7
Q

Bimodal bilinguals

A

people who can speak one sign langauge and one oral language

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8
Q

Age of acquisition

A

Early learners (compound bilingual), Late learners (coordinate bilingual)

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9
Q

Early learners (compound bilingual) - age

A

before school

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10
Q

The ‘critical period’

A

children’s brains have more positive brain plasticity and use both cerebral hemispheres –> lateralization and brain dominance for language in a later stage of development

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11
Q

recruitment of broca’s and wernicke’s area for early learners

A

similar parts for both languages (but other studies do not confirm these results)

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12
Q

Late learners (coordinate bilingual) - age

A

after 10

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13
Q

Late learners (coordinate bilingual) - recruitment of broca’s and wernicke’s

A

different parts depending on language (but other studies do not confirm these results)

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14
Q

An individual who resides in a bilingual society is

A

more likely to be highly proficient in both languages as opposed to one living in a dominantly monolingual community

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15
Q

Higher language proficiency =

A

higher ability in phonological working memory and language switching

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16
Q

Thus, language proficiency is another factor affecting

A

the neuronal organization of language processing in bilinguals

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17
Q

PET study shows that brain regions active during translation

A

are outside classical language areas (i.e. anterior cingulate and bilateral putamen and head of caudate nucleus)

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18
Q

Optimal use of brain network related to these cognitive skills

A

(ex: involving the left insula, the left inferior frontal gyrus, and supramarginal gyrus) is associated with higher second language acquisition

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19
Q

Structural Differences

A

bilinguals have more gray matter volume

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20
Q

Before 1960s, bilingualism was considered

A

a handicap that slowed a child’s development by forcing them to spend too much energy in distinguishing between different languages

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21
Q

Recent studies showed that compared to monolingual individuals, for multilingual patients

A

Alzheimer’s disease and dementia may be delayed up to 5 years

Have shown to have better recovery (better cognitive outcomes) after a stroke

In healthy subjects: higher rate of errors and slower RTs in bilingual students during interlinguistic tests

22
Q

The effort and attention needed to switch between languages needs a

A

higher activation in dorsolateral prefrontal cortex

23
Q

what does this higher activation in the dorsolateral prefrontal cortex do

A

reinforces the executive functions (problem solving, switching between tasks, and focus abilities

24
Q

bilingualism affects

A

the structure (higher gray matter density + increased myelination of some white matter tracts) and function of the brain

25
Q

Language learning boosts

A

brain plasticity and brain’s ability to code new information

26
Q

Recent hypothesis

A

bilingual brain is a protective factor for some neurological disorders and cognitive reserve (adaptability that helps to explain differential susceptibility of cognitive abilities or day-to-day function to brain aging, pathology or trauma

27
Q

bilingualism is Not smarter but brain

A

seems to be more healthy, complex, actively engaged and with more resources

28
Q

Two primary theoretical approaches to studying multilingual aphasics:

A

Localizationist approach and Dynamical theory (or shared representation)

29
Q

Localizationist approach

A

different languages are stored in different regions of the brain, explaining why multilingual aphasics may lose one language but not another

30
Q

in localizationist approach loss of one language occurs because

A

the patient’s languages are represented in different brain areas or in different hemispheres —> if one area is damaged, only the language represented there would suffer

31
Q

Dynamical theory (or shared representation)

A

the language system is supervised by a dynamic equilibrium between the existing language capabilities and constant alteration and adaption to the communicative requirements of the environment

32
Q

dynamic theory views

A

the representation and control aspects of the language system as compromised because of brain damage to the brain’s language region

33
Q

the dynamic theory explains

A

the various recovery times of each of the languages the patient has had impaired or lost because of brain damage

34
Q

In the past, assessment of aphasia in bilinguals/multilinguals was

A

only available in the language of the hospital – therefore misjudged the patient’s recovery progress in the non-native languages

35
Q

Bilingual Aphasia Test (BAT)

A

test is available in many different languages and is designed to be culturally and linguistically equivalent

Response of patients are recorded and processed with computer programs that indicate the percentage of correct answers for each linguistic skill

36
Q

Assessment of aphasia

A

allows a direct comparison of the knowledge and performance of each of the patient’s lanaguegs to determine the severity of the aphasia

37
Q

BAT consists of 3 major sections:

A

Part A: evaluation of patient’s multilingual history

Part B: assessment

Part C: assessment of translation

38
Q

Part B

A

systematic and comparable assessment of language disorder in ech language known by subject (472 items in each known language); examines language performance in (1) hearing, (2) speaking, (3) reading, (4) writing, at the word, sentence and paragraph level patient is tested on level of linguistic skill (phonological, morphological syntactic, lexical, semantic)

39
Q

Part C

A

assessment of translation abilities and interference detection in each language pair (58 items each); used to assess ability of subject and translate material between given pairs of their known language

40
Q

hwo many patterns of recovery have been outlined

A

selective recovery, parallel, successive, differential, alternating, alternating antagonistic, blending

41
Q

Selective recovery

A

one language remains impaired and the other recovers, the activation threshold for the impaired language is permanently increased

42
Q

Parallel recovery

A

both impaired languages improve to a similar extent and concurrently

43
Q

Successive recovery

A

complete recovery of one precedes the recovery of the other

44
Q

Differential recovery

A

there is a greater inhibition of one language than of another

45
Q

Alternating recovery

A

the language that was first recovered will be lost again due to the recovery of the other language

46
Q

Alternating antagonistic recovery

A

the language that was not used for a time becomes the currently used language (one day the patient is able to speak in one language while the next day only in the other)

47
Q

Blending recovery

A

pathological mixing of two language (elements of the two languages are involuntarily mixed during language production)

48
Q

Research that compared the prevalence of the different recovery patterns generally shows that the most common pattern of recovery is

A

parallel recovery, followed by differential, blended, selective, and successive recovery.

49
Q

Patient: JRC, Male, right-handed, 55, born in argentine - L1 and L2

A

Native language (L1): spanish; secondary language at age 17 (L2): italian — high proficiency for both languages

50
Q

Patient: JRC, Male, right-handed, 55, born in argentine stroke

A

Stroke: left subcortical hemorrhage, severe aphasia that developed within a few days into a fluent aphasia (main deficit = anomia); in acute/post-acute stage, L1 spontaneously recovered better than L2

neuropsych (25 decks)

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