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Neuropsychology and Psychopharmacology > Neuropsychology: The Speaking Brain > Flashcards

Neuropsychology: The Speaking Brain Flashcards

1
Q

Which steps are involved in speech comprehension?

A

-Speech sound heard
-Early auditory processing
-Recognize speech sounds
-Recognize spoken words
-Retrieve word meaning and parse and comprehend sentences
-Integrate with knowledge about speaker and word

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2
Q

What two concepts are important in spoken word recognition?

A

-Phonological lexicon
-Lexical acces

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3
Q

What is phonological lexicon?

A

-Concept in spoken word recognition
-Store of abstract speech sounds that make up known words

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4
Q

What is lexical acces?

A

-Concept in spoken word recognition
-Process of matching perceptual description of word on to stored memory description of that word

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5
Q

What is the cohort model of speaking?

A

Model for recognizing spoken words
-All candidates considered in parallel
-Candidates eliminated as more evidence available in speech input
-Uniqueness point occurs when only 1 candidate remains
-Uncommon words activated less (speech > species)
-However: semantic context does not alter pattern
-Suggests semantics occurs late (after spoken word recognition)

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6
Q

What neural evidence is there for semantics coming after word recognition?

A

-N400 in ERPs
-N400: negative value that occurs 400msecs after stimulus onset
-Results
–>Lowest N400 in semantically correct sentence
–>Highest N400 in semantically incorrect sentence
-Explains why semantic context has not much effect on spoken word recognition

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7
Q

What is semantic memory?

A

-Important in recognition of language
-Represents conceptual knowledge of world: meaning of words and objects, factual knowledge
-Central role in human cognition: at interface of language, memory and perception

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8
Q

What are characteristics of models of semantic memory?

A

All models propose that concepts are comprised of constellation of constituent features, models of semantic memory differ ito:
-What format do features take: amodal vs grounded
-How features are organised: hierarchical vs non-hierarchical
-How category info is represented: in addition to feature level info vs purely emergent properties of features

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9
Q

What format of features can the semantic memory have?

A

-Amodal concepts
-Grounded/embodied concepts
-Combination: Hub-and-Spoke model

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10
Q

What are amodal concepts of the semantic memory?

A

-Amodal representations: representations of concepts exist independent from perception of concepts and independent of input/output modality
-Originally theories of semantic memory thought that semantic memory was amodal
-Symbol grounding-problem
–>Concepts not defined in terms of each other
–>Concepts defined in terms of experiences and interactions with world

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11
Q

What are grounded/embodied concepts of the semantic memory?

A

-Grounded representations: representations of concepts exist in terms of experiences and interactions with world
–>Reaction to symbol grounding problem with amodal representations
-Perceptual systems distributed in brain, so semantic knowledge also distributed
-Not necessarily linked to innate knowledge, but rather to shared experience
-Problem for grounded/embodied concepts: abstract concepts, but some concepts can be explained
–>Claim that number and time concepts are processed spatially
–>Emotions may be embodied feeling states linked to certain contexts/stimuli

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12
Q

What is the Hub-and-Spoke model of the semantic memory?

A

Patterson et al. (2007)
-Combination of amodal and grounded concepts
–>Amodal semantic hub in anterior temporal lobes, important for atypical features
–>Grounded/embodied semantic spokes in rest of brain, sustain typical categorization
-People with damage in hub can have semantic dementia

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13
Q

What is semantic dementia?

A

-Damage to anterior temporal lobe (“hub” of semantic memory)
–>”Spokes” sustain typical feature probabilities, but not knowledge of exceptions
-In drawings: omitting features of model important for distinction
-In categorization: errors in atypical examples of categories

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14
Q

What is Collins & Quinlan’s (1969) model of semantic memory?

A

-Early, (amodal) hierarchical model of semantic memory
-Distance effects: faster in classifying robin as bird than as animal
-Criticism
(image)

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15
Q

What criticism is there for the Collins & Quinlan’s (1969) model of semantic memory?

A

-Distance effects could depend on frequency of co-occurrence rather than hierarchy
-Not all concepts have hierarchical relationship

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16
Q

What clear effects of hierarchy have been seen in brain activity in fMRI-studies?

A

Rogers et al. (2006): sub-ordinate and super-ordinate info in brain (substrates)
-fMRI study of naming and categorisation
-Processing at specific level activates anterior temporal pole (same region as in semantic dementia), but other levels activate posterior temporal lobes
-Patients with ATL (anterior temporal lobe) damage: retain ability in superordinate classification, but struggle more with item and subordinate-level classifications

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17
Q

What different views are there on category specificity in semantic knowledge?

A

-Animate-inanimate category specificity
-Sensory-functional distinction

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18
Q

What evidence is there for animate-inanimate category specificity in semantic knowledge?

A

-Warrington & McCarthy (1983): patient with good knowledge of animals, foods and flowers, but not good knowledge of inanimate objects
-Warrington & Shallice (1984): patients with good knowledge of inanimate objects, but not good knowledge of animals, foods and flowers
-Amodal deficits: impairments found at comprehending pictures and words, naming pictures and matching pictures with words
-Explained using sensory-functional distinction: certain regions process certain features, so no categoric selective regions
-Animals defined by sensory properties, inanimate objects (especially tools) defined by function

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19
Q

What evidence is there against sensory-functional distinction in semantic knowledge?

A

-Evidence:
–>Some patients with category-specific impairments don’t show difference between knowledge of sensory vs functional facts
–>Some patients have selective difficulties in comprehending sensory properties, but don’t have category-specific impairments
–>Some patients with particularly selective deficits for 1 category
-Suggests categories and features are represented separately (and can be damaged separately) rather than 1 being based upon other

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20
Q

What characteristics are important for understanding and producing sentences?

A

-Broca’s area and sentence processing
-Relation between syntax and semantics

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21
Q

What is syntax?

A

-Part of parsing process: putting words into sentences
-Syntax: structure

22
Q

What is semantics?

A

-Part of parsing process: putting words into sentences
-Semantics: meaning

23
Q

How is Broca’s area related to sentence processing?

A

-Broca’s area important for syntax (not related to speech production)
-Broca’s aphasia
-Posterior regions of Broca’s: important for complex syntax
-Anterior regions of Broca’s: important for working memory and control of complex semantics

24
Q

What is Broca’s aphasia?

A

-Damage in Broca’s area
-Impairment in speech comprehension and production, but only when syntax is crucial
-Syntax problems (structure), also in non-language syntax
-Linked to symptom of agrammatism

25
Q

What is agrammatism?

A

Halting speech production that is devoid of function words, bound morphemes and often verbs

26
Q

What relation is there between syntax and semantics?

A

-Interaction between syntax and semantics important for creating sentences
-Bias in humans: considering most logical sentence given what has been read
–>Problem with garden path sentence
–>Bias in humans: semantics can bias syntax

27
Q

What is the problem with garden path sentences?

A

-Early part biases wrong interpretation
-Involves syntactic reanalysis on encountering unexpected word
-In EEG: P600 linked to these words
–>N400 linked to unexpected semantic context

28
Q

What is P600 in an EEG?

A

-Positive value that occurs 600msecs after onset stimulus
-Stronger P600 activation in
–>Ungrammatical sentences
–>Grammatical but unexpected/challenging (garden path) sentences
–>Even when sentence semantically meaningless
-Might reflect syntactic analysis or reanalysis

29
Q

What is Levelt’s discrete stages model for phonological code for retrieving and producing spoken words?

A

-After forming communication intention to speak, person has to decide which words to select: 3 stages
-Discrete stages have no interaction

30
Q

What 3 stages are there in Levelt’s discrete stages model?

A

-Lexicalization
-Lemma retrieval
-Lexeme retrieval

31
Q

What is lexicalization according to Levelt’s discrete stages model?

A

-Selecting single word based on meaning person wishes to convey
-Choosing semantic concept

32
Q

What is lemma retrieval according to Levelt’s discrete stages model?

A

-Choosing grammatical properties of word
-Access syntactic properties

33
Q

What is lexeme retrieval according to Levelt’s discrete stages model?

A

-Choosing actual word form
-Phonological encoding (syllabification, prosodification)

34
Q

What evidence is there in favor of Levelt’s discrete stages model?

A

-Explains tip-of-tongue phenomenon
-Explains patients with anomia
-Discrete stages because: sheep primes goat (competition at semantic level), goat primes goal (competition at phonological leven), but sheep doesn’t prime goal (two stages of competition don’t interact)

35
Q

How does Levelt’s discrete stages model explain the tip-of-the-tongue phenomenon?

A

-Retrieval of lemma completed
-Partial or no retrieval of lexeme

36
Q

What is anomia?

A

-Pathological word-finding problems
-Problem with choosing specific word: distinguishing between concepts
-Problem with articulation: unable to retrieve phonological info

37
Q

What evidence is there against Levelt’s discrete stages model?

A

High proportion of mixed errors
-With both semantic and phonological characteristics
-Suggests interaction between levels
-Explained by Dell’s interactive stages model: interactivity between stages causes errors

38
Q

What problem can there be with articulation?

A

Verbal dyspraxia

39
Q

How is Broca’s area involved in speech production?

A

-Involved in over and covert planning of speech production, but no motor commands reside there
-Evidence for mirror neurons in Broca’s could be consistent with this

40
Q

What is verbal dyspraxia?

A

-Apraxia of speech: can sound like foreign accent sometimes
-Articulation problems
-Lesions in insula and basal ganglia (NOT Broca’s)

41
Q

What are characteristics of aphasia?

A

-Encountered a lot in clinical practice
-Inability to comprehend or formulate language due to brain damage
-Different criteria for diagnosis
-Exclusion criteria
-Language problems
-Distinction in common types of aphasia

42
Q

What criteria are there for a diagnosis of aphasia?

A

-Acquired language disorder caused by localized brain damage
-Problems with understanding/producing language
-Involves multiple modalities and multiple linguistic components

43
Q

What exclusion criteria are there for aphasia?

A

-No developmental disorder: specific language impairment
-No general psychological factors, no diffuse deficit: dementia
-No specific speech production disorder

44
Q

What language problems can there be in aphasia?

A

-Word finding problems
-Omission or substitution of words: production of paraphasia
-Deficits in fluency, grammar, comprehension, repetition, reading and writing

45
Q

What word finding problems can there be in aphasia?

A

-Semantic anomia: deficit in activating lemma’s
-Word form anomia: deficit in activating phonological form

46
Q

What problems in omission or substitution of words can there be in aphasia?

A

Production of paraphasia
-Lexical/verbal paraphasia: substitution with existing word
-Phonological paraphasia (stoon instead of spoon)
-Neologism: new words

47
Q

What distinction can be made in common types of aphasia?

A

-Fluent aphasia: Wernicke’s aphasia
-Nonfluent aphasia: Broca’s aphasia
-Global aphasia

48
Q

What is fluent or Wernicke’s aphasia?

A

-Ability to speak in complete but nonsense sentences, with paraphasias and neologisms
-Difficulty in understanding speech
-Damage in left temporal lobe

49
Q

What is nonfluent or Broca’s aphasia?

A

-Ability to speak with short phrases, but grammatical mistakes and omissions
-Damage in left frontal cortex
-Often also motor problems

50
Q

What is global aphasia?

A

Problems in all aspects of language

Neuropsychology and Psychopharmacology (21 decks)

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