Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

AUDE 6240 (CAPD) > Quiz 1 Review (Lecture 1, 2 & 3 & part of 4&5 > Flashcards

Quiz 1 Review (Lecture 1, 2 & 3 & part of 4&5 Flashcards

1
Q

what is ABR a test of

A

neural synchrony
test of timing

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

what are the 3 timing signals the brain gets to understand

A

amplitude(intensity) timing and frequency

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

When there are problems with the nerve, this is why we see issues understanding speech - timing is off

A

true

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

how do we understand how the brain workds

A

from those who had strokes or some kind of trauma

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

what is the cerebral cortex

A

Extensive thin outer layer of unmyelinated gray matter of the brain covering the surface of each cerebral hemisphere

Forms gyri (convulsions) & sulci (crevices)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Has several layers of nerve cells and nerve pathways that connect them
Nerve cells here die in Alzheimer’s and other diseases that affect the brain

A

cerebral cortex

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

what is the responsibility of the cerebral cortex

A

Responsible for processes of thought, perception, reasoning & memory; also for advanced motor function, social abilities, language & problem-solving

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Organized by histology & numbers

A

cerebral cortex

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

how does information flow in the brain

A

back to front

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

what comines with what in the cortex

A

Vision combines with somatosensory - gives a sense of where one’s body is in space

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

processed sensory information makes its way to the ____
decisions are made here about what to do with various stimuli

A

frontal lobe

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

memory function
allows for recognition of visual perceptions

A

temporal lobe

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

what is executive function? where is it located? what are its divisions?

A

Higher-level cognitive skills used to control/coordinate other cognitive abilities and behaviors
Located in the frontal lobe - the prefrontal cortex
divided into organization and regulation abilities

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

organization abilities in the executive function division

A

Attention, planning, sequencing, problem-solving, working memory, cognitive flexibility, abstract thinking, selecting relevant sensory info

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

regulation abilities in the executive function division

A

Initiation of action, self-control, emotional regulation, monitoring internal and external stimuli, initiating and inhibiting context-specific behavior, moral reasoning, decision-making

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

what does the temporal lobe house

A

primary auditory cortex (Heschel’s gyrus; Broadmann’s 41) and the association areas (Broadmann’s 21 & 22)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

whhere is primary auditory cortex located

A

Heschel’s gyrus is located in the Sylvian fissure and posterior 1/3 of the superior temporal gyrus

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

what is the function of the priamary auditory cortex

A

cortical neurons in this area can precisely represent timing (temporal encoding) of phonetically important components of speech, it code rapid acoustic events needed for fine grain discrimination, and it develop concepts of auditory space for localization

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

where is the secondsry auditory area

A

Posterior superior temporal lobe

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

where is the tertiary auditory area

A

Posterior-inferior part of the temporal lobe

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

auditory association area

A

Includes Wernicke’s area - superior temporal gyrus

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

Language comprehension
receptive

A

wernicke’s

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

where is wernicke’s area

A

Located on the superior temporal gyrus in the superior portion of Broadmann’s area 22

Lies between the primary auditory cortex (Heshl’s & Broadmann’s 41), the auditory association area (area 42), and the inferior parietal lobule

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

what are the 2 regions of the inferior parietal lobule

A

Caudally - angular gyrus (area 39) and dorsally the supramarginal gyrus (area 40)
Supramarginal gyrus

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

involved in phonological and articulatory processing of words

A

supramarginal gyrus

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

involved in memory of sound, recognition of words & spoken language, contributes to language formation, reading and writing and processing involves multi-modal and multi-function integration

A

auditory association area? or Wernickes?

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

Spoken speech; Motor
Expressive

A

broca’s area

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

where is brocas area

A

Located in the inferior frontal gyrus of the frontal lobe close to the motor strip

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

Deep cleft seen in both hemispheres but more pronounced in the left
Mostly horizontal

A

sylvian/lateral fissure

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

what is the sylvian/lateral fissure

A

Separates temporal lobe from parietal and frontal lobes
Runs between Broca’s & Wernicke’s areas

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

Marker for linguistic capacity

A

Sylvian/Lateral Fissure

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

once the brain figures out the sounds of language (phonetics), it sends this information to other areas like the angular gyrus to help us understand the meaning behind those sounds

A

true

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

Region of the inferior parietal lobe of the brain involved in processing auditory and visual input and language comprehension

A

angular gyrus

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

what is teh angular gyrus? where is it?

A

Involved in auditory, vision, and speech
The location lies between the parietal, occipital, and temporal lobes

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q

angular gyurs is Connected to both Broca’s & Wernicke’s and in turn are connected to each other by

A

arcuate fasciculus (bundle of nerve fibers)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
36
Q

bundle of nerve fibers

A

arcuate fasciculus

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
37
Q

part of the brain on the left side where information from hearing, seeing, and touch comes together

A

inferior parietal lobule (which includes the angular gyrus and supramarginal gyrus)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
37
Q

what makes up the inferior parietal lobule

A

angular gyrus & supramarginal gyrus

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
38
Q

brain cells in this area can handle sounds, images, and touch signals all at the same time. Because of this, the area might help us organize and label different types of information, which is important for understanding ideas and thinking abstractly

A

inferior parietal lobule (which includes the angular gyrus and supramarginal gyrus)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
39
Q

what is the planum temporale

A

forms the heart of Wernicke’s area and is one of the most important functional areas for language and music

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
40
Q

Triangular area situated on the superior temporal gyrus just posterior to the auditory cortex (Heschl’s gyrus) within the Sylvian fissure

A

planum temporale

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
41
Q

what is meant by leftward assymetry? what happens when this is reduced

A

planum temporale Shows significant leftward asymmetry in normal individuals
Larger in the left hemisphere because it is involved in language and music
leftward asymmetry is reduced in individuals with language issues such as dyslexia and schizophrenia

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
42
Q

what is the corpus callosum

A

The largest band of white matter in the brain that is made up of myelinated axons
axons connecting one hemisphere of the brain to the other

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
43
Q

the largest collection of white matter within the brain
contains a high myelin content, which facilitates quicker transmission of information

A

corpus callosum

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
44
Q

what are the auditory functions in the CC

A

Dichotic listening (listening to different acoustic events presented to each ear simultaneously)
Binaural listening and localization
Auditory figure-ground (speech in noise)
Perception of midline fusion (when sound comes from the center vs the sides)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
45
Q

language functions in the CC

A

Phonologic processing (sarcasm or not?)
Linking of prosodic and linguistic input for judging communicative intent
Development of interhemispheric specialization
Syntactic, semantic, and pragmatic functions

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
46
Q

what happens if there is damage to the CC

A

damage/dysfunction along transcallosal pathway: impact on interhemispheric exchange of cognitive, sensory and motor information

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
47
Q

knee of cc

A

genu

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
48
Q

Transversely oriented white matter tract that connects the two temporal lobes in the midline.

A

Anterior Commissure

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
49
Q

An axon tract running transversely through the gray matter that forms the roof of the cerebral aqueduct in the midbrain.

A

posterior commissure

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
50
Q

This tract contains commissural axons interconnecting the right and left pretectal areas

A

posterior commissure

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
51
Q

grey matter

A

used for computation, thinking, memory, storage, etc.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
52
Q

used for computation, thinking, memory, storage, etc.

A

grey matter

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
53
Q

allows different parts of the brain to communicate with each other
Thalamus

A

white matter

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
54
Q

wite matter

A

allows different parts of the brain to communicate with each other
Thalamus

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
55
Q

A large mass of grey matter in the posterior forebrain that is the main relay center for the nervous system, including hearing

A

thalamus

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
56
Q

thalamus

A

A large mass of grey matter in the posterior forebrain that is the main relay center for the nervous system, including hearing

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
57
Q

Lies below the thalamus and is vital for temperature regulation, emotional states, & control over the autonomic nervous system

A

hypothalamus

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
58
Q

hypothalamus

A

Lies below the thalamus and is vital for temperature regulation, emotional states, & control over the autonomic nervous system

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
59
Q

what is the function of the cerebellum

A

to coordinate movements related to the exact timing
Internal clock

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
60
Q

internal clocks

A

cerebellum

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
61
Q

whata happens with damage to the cerebellum

A

can lead to issues with slurred or unclear speech; ataxia (most characteristic feature of damage here)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
62
Q

most characteristic feature of damage in teh cerebellum

A

ataxia

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
63
Q

they do not have connectivity, support cells

A

glial cells

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
64
Q

in the immune system

A

neutrophil

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
65
Q

have the connectivity

A

neurons

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
66
Q

dominant for language function in the majority of people

A

left hemisphere

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
67
Q

involved in the perception of nonlinguistic stimuli

A

right hemisphere

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
68
Q

describe the differences between left and right hemispheres

A

Left is dominant for language function in the majority of people
Primarily involved in (understanding & creating sentences, figuring out word meanings, breaking down sounds in speech, telling the difference between sounds, & remembering & finding the right words to use)

right: involved in the perception of nonlinguistic stimuli
Rhythm - like in music or speech
Stress - emphasis on certain words
Nonlinguistic acoustic parameters - nonverbal sounds like music or noises
Perception of acoustic contours - understanding changes in sound patterns
Discrimination and ordering of tonal stimuli - recognizing and organizing different tones or pitches
Prosodic elements of speech - rhythm, intonation, and stress in how we speak

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
69
Q

both hemispheres are used to understand music

A

true

previously left was thought to be for langauge and right for music but now it might be connected to onse side more but not the whole function being separated

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
70
Q

The brain structures around the Sylvian fissure help with auditory and language repetition

A

true

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
71
Q

Auditory signals get processed in

A

Heschl’s gyrus

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
72
Q

describe the connection between audition and language

A

Hearing new words repeatedly strengthens your brain’s ability to remember them.
When you hear words often, even if you don’t know their meaning at first, your brain forms memory traces.
With hearing loss (HL), you miss out on this repetition, making it harder to understand language because you’re not getting the repeated exposure needed for memory.

Brain processes sound of speech (phonemic analysis) in Wernicke’s area to help us understand what we heard. Then Broca’s area takes the understood speech and helps us produce our own speech by directing parts of the brain controlling muscles needed for speech
Wernicke’s helps us understand speech and Broca’s helps us talk

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
73
Q

wernickes helps us ______ speech and brocas helps us _______

A

understand
talk

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
74
Q

Damage to any of the regions near the Sylvian fissure impairs language repetition and is the hallmark of

A

perisylvian aphasias

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
75
Q

describe how speech is processed in wernickes

A

receptive (gets speech, understands what is said, and based on memory and understanding goes to Broca’s to respond)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
76
Q

describe how speech is processed in brocas

A

expressive (gets what is understood from wernickes and produces a response)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
77
Q

what is aphasia

A

Language disorder is caused by damage to specific areas of the brain, often after a stroke or brain injury (brain tumor, head trauma, infections like encephalitis, dementia, MS, etc.), and affects a person’s ability to speak, understand, read or write depending on where the damage is

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
78
Q

what are the types of aphasia

A

brocas
wernickes
global

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
79
Q

what is broca’s aphasia

A

non-fluent; difficulty speaking but their understanding is mostly intact with broken or slow speech

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
80
Q

what is wernickes aphasia

A

fluent; speech is smooth but doesn’t make sense with trouble understanding language

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
81
Q

what is global aphasia

A

severe form; both understanding and speech are heavily impacted

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
82
Q

what is the perisylvian zone

A

speech area of the brain

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
83
Q

other names for brocas aphasia

A

nonfluent/motor or expressive aphasia

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
84
Q

controls speech production

A

brocas area

85
Q

Damage to the cerebellum leads to

A

ataxia (slurred or unclear speech)

86
Q

what is ataxia

A

a condition that affects a person’s coordination, balance, and ability to control their movements
may appear unsteady when walking, have trouble with fine motor tasks (like writing), or experience slurred speech

87
Q

primary cortex & cerebellum is involved with this aphasia

A

broca’s

88
Q

what is global aphasia

A

When strokes or other conditions affects extensive portions of front and back regions in the left hemisphere

Characterized by: difficulty understanding words and sentences, difficulty in forming words and sentences, understanding some words but not others, they are able to utter a few words at a time, having severe s/l difficulties that prevent them from communicating effectively

89
Q

what is anomia

A

Aphasia resulting from cortical or subcortical strokes or cerebral insults
characterized by: issues remembering the right word to describe something (more noticeable with words not used every day or often), circumlocutions are common (more words than necessary are used to identify something - like “fuzzy things you wear on your feet in the winter” instead of “fuzzy socks”

90
Q

loss of memory after trauma

A

amnesia

91
Q

occurs when both Heschl’s are damaged or if the subcortical areas are damaged that leads to the cortical areas

A

central deafness

92
Q

CAPD Hx

A

Aphasia was already known but there was a subset of people who could hear but not identify things

Over time this concept, first studied in brain-injured adults, was applied to non-brain injured children with normal hearing who had
Difficulty separating auditory foreground (the speaker or signal you want to attend to) from auditory background (noise, etc.)
Difficulties hearing in noise - characteristic of CAPD
Poor language and academic skills

93
Q

present until around 12 yrs old

A

right ear advantage REA

94
Q

what are the two assessment approaches to CAPD

A

audiological or psychoeducational

95
Q

what is the audiological approach to capd

A

Initially studied patients with brain injuries and then applied the findings to kids
We can diagnose CAPD
Current CAPD tests: SCAN-3C test, Staggered spondaic Words (SSW) test, Pediatric speech intelligibility (PSI) test

96
Q

what is the psychoeducational approach to capd

A

Based on the concept of discrete auditory perceptual disabilities; adopted by many audiologists

97
Q

waht is the differences between the psychoeductional and audiological appraches

A

audiological focuses on auditory processing abilities through objective testing and psychoeducational broadly looks at how auditory processing impacts learning and behavior and involves various assessments by educational professionals

98
Q

he who stretches, thief

A

procrustes

99
Q

what is bottom-up sensory perception

A

all sensory perceptions, they then go to the brain and it analyzes what is going on

Hearing is this
Without hearing, spoken language is not possible
Without strong language development, efficient learning cannot occur

100
Q

what is the one disorder we can diagnose

A

capd

101
Q

Since 40’s and 50’s debate has continued with some stating we lack a clear framework for conceptualizing

A

CAPD

102
Q

None of these paths have yet solved the diagnostic problems of (C)APD

A

true

103
Q

To date for capd as a profession

A

No standardized definition for CAPD is accepted by all
No gold standard or universally agreed upon diagnostic test or criteria for assessment/diagnosis of CAPD
No evidence-based or standardized management techniques for CAPD

104
Q

the point at which nerve fibers interact

A

synapses

105
Q

postsynaptic membrane potentials decrease allowing the cell to fire

A

excitatory synapses

106
Q

postsynaptic membrane potentials increase making it less likely for the cell to fire

A

inhibitory synapses

107
Q

put the signal into code at the cochlea level; happens at the cochlear level
Timing, frequency, & intensity - how the brain makes sense of what it heard
The tonotopic organization is a part of this code

A

encoding

108
Q

cortical primary and association areas break down the auditory signal into its constituent parts; code is broken at the cortical level (also association areas)
Gives an idea of what exactly that sound was

A

decoding

109
Q

CANS neural transmisssion

A

Different regions receive the same acoustic information source but respond differently to it
Some have complex temporal properties, some are binaurally sensitive, some are sensitive to ILD (HFs), and some are sensitive to ITDs (LFs)

110
Q

primarily composed of areas that receive input from the medial geniculate nucleus in the thalamus.

A

auditory association cortex

111
Q

what areas of sound processing is the auditory association cortex involved in

A

Perceiving sound pitch
Localization
Identifying a sound source
Recognizing speech-related characteristics

112
Q

3 main areas of auditory association cortex

A

core
belt
parabelt

113
Q

Located in Heschl’s gyrus in the superior temporal lobe, including the primary auditory cortex

A

core (a1)

114
Q

Surrounds the core area

A

belt (a2)

115
Q

what is the core (A1)

A

Has a precise tonotopic organization, meaning neurons are arranged according to their response to specific sound frequencies (characteristic frequency - CF)
Responsible for conscious awareness of sound, like waking up to noise
Receives direct input from the ventral division of the medial geniculate complex

116
Q

Surrounds the core area

A

belt (a2)

117
Q

what is the belt (a2)

A

Receives input from the core and other parts of the medial geniculate nucleus but is less organized tonotopically
Shows frequency tuning and responds to tones and narrow-band noises

118
Q

Located next to the belt (adjacent to the lateral side of the belt)

A

parabelt (a3)

119
Q

what is the parabelt (a3)

A

Gets input from the belt and connects to auditory association areas of the brain involved in memory and decision-making
More responsive to complex sounds, like speech, rather than simple tones like pure tones
Proximity to Wernicke’s area suggests it plays a role in processing language

120
Q

where are neurons found in the cortex

A

Inferior frontal lobe (where Wernicke’s area connects to Broca’s area for speech production)
Inferior parietal lobe
Anterior occipital lobe

121
Q

other areas of the brain that processes auditory info but doens’t primarly receive input from the medial geniculate complex

A

temporal lobe, superior temporal sulcus, intraparietal sulcus, and prefrontal cortex

122
Q

auditory related areas of the context

A

temporal lobe, superior temporal sulcus, intraparietal sulcus, and prefrontal cortex

123
Q

There isn’t just one area in the brain responsible for auditory processing. why is this a good thing

A

This is beneficial because if one area is damaged, other areas can help with sound processing, ensuring that we maintain our auditory abilities.

124
Q

an auditory association area

A

Wernicke’s Area (Broadman’s 22)

125
Q

what is the auditory association cortex involved in

A

Memory of sound, therefore, recognition of words and spoken language
Contributes to language formation
Reading and writing
Processing involves multi-modality and multi-function integration

126
Q

primary auditory cortex receives input from the auditory nuclei in the ________ of the thalamus after extensive processing

A

medial geniculate complex

127
Q

primary auditory cortex receives input from the auditory nuclei in the medial geniculate complex of the thalamus after extensive processing by

A

Brainstem nuclei including the cochlear nuclei
Superior olivary complex
Lateral lemniscus
Inferior colliculus

128
Q

In the cerebral cortex, the primary auditory area is flanked by ________ and _______ regions that cover much of the superior temporal gyrus and are connected to other areas of the brain

A

belt and parabelt

129
Q

In the cerebral cortex, the primary auditory area is flanked by belt and parabelt regions that cover much of the superior temporal gyrus and are connected to other areas of the brain
These areas are sites of multiple auditory integration where ____, ______. &______ cortices overlap
These inputs contribute to the interactive effects of______, ______, & ______

A

auditory, visual, and somatosensory

audition, vision, and somatosensation

130
Q

This area of the brain responds to both verbal cues (like words) and nonverbal cues (like gestures, eye movements, and facial expressions). It’s sensitive to many different types of information, not just one.

A

superior temporal gyrus

131
Q

As we move away from the primary auditory cortex (A1), the brain becomes better at processing speech.

A

true

132
Q

The early auditory cortex (which includes parts of the auditory cortex but isn’t the primary area) can be influenced by

A

attention

133
Q

what is the role of A1 in speech
Historically, it’s been hard to see how A1 is involved in speech perception because:

A

A1 is very adaptable and depends on context.
It identifies constant sound properties but needs information from both incoming sounds and previous knowledge.
A1 relies on an ascending auditory path and top-down modulation information
Cells extracting constant properties of sound show a heterogeneous response
Neurons in A1 show varied responses to sounds.
If A1 is damaged, people can hear pure tones but have difficulty processing speech, showing it does play a role in understanding speech.f

134
Q

part of the brain that processes sound

A

auditory cortex

135
Q

what is the involvement of areas outside of the temporal lobe

A

Language processing areas in the angular and inferior frontal gyrus.
Semantic processing areas in the medial frontal cortex.
Nonlinguistic executive function and attention areas in the frontal lobe and right parietal lobe.

136
Q

Language processing areas in

A

angular gyrus & inferior frontal gyrus

137
Q

Semantic processing areas are in

A

medial frontal cortex

138
Q

Nonlinguistic executive function and attention areas are
in

A

frontal lobe and right parietal lobe.

139
Q

what is meant by top down processing

A

Our prior knowledge influences how we process speech

140
Q

how can top down knowledge happen

A

automatically or deliberately

141
Q

when we predict what will be said.

A

automatic

142
Q

when we focus on understanding speech in noisy environments

A

deliberate

143
Q

what is suppressive binaural interaction

A

Some neurons work by suppressing (reducing) the sound from one ear while responding to sounds from the other ear.
For example, a neuron might get a strong signal from the right ear (contralateral ear) and a weak or inhibited signal from the left ear (ipsilateral ear).
This process helps focus on sounds from one side while ignoring sounds from the other.

144
Q

what is binaural input

A

Most neurons in the auditory cortex (the part of the brain that processes sound) are affected by hearing from both ears. This helps us recognize where sounds are coming from in space (spatial recognition)

145
Q

This process helps focus on sounds from one side while ignoring sounds from the other.

A

suppressive binaural interaction

146
Q

This helps us recognize where sounds are coming from in space

A

binaural input specifically spatial recognition

147
Q

where do suppressive interactions happen in the brain

A

likely happen in specific areas of the brain that are located within the same hemisphere (half) of the brain

148
Q

Intra-hemispheric

A

contralateral

149
Q

Inter-hemispheric

A

ispi

150
Q

what does inter hemispheric mean

A

connections between two hemispheres

151
Q

what does intra hemispheric mean

A

connections that occur in a wingle hemisphere

152
Q

what hemisphere dominates with spatial information

A

intra-hemispheric
contralateral
connections in one hemisphere are mainly influenced by sounds coming from the opposite hemisphere

153
Q

how many channels do we use to process spatial information

A

two
Each channel tunes in to sounds coming from either the left or right side, with some overlap in the center (midline)

154
Q

For sounds that are located close to the center (midline), both channels work together.

A

true

155
Q

For sounds that are farther to the left or right, processing is mainly managed by one channel or the other.

A

true

156
Q

stronger indicators of where sound is coming from

A

contralateral pathways

157
Q

if sounds come from the same side then the ipsi pathways might be stronger
If they are coming from the opposite sides the contras might be stronger

A

true

158
Q

in front of the nose, 0 deg, need input from both sides and it has to be somewhat equal; midline neurons are the most dominant here

A

midline

159
Q

All neurons do not respond the same way → depends on the location, nature, etc of sound

A

true

160
Q

why do we have two ears?

A

helps us to localize and this is needed for understanding speech in noise

161
Q

The perceptual benefit of a 90 deg separation between speech and noise is ~ ____ dB if speech and noise are in the same acoustic hemifield

A

1.3
slightly easier to hear speech over noise

162
Q

The perceptual benefit of a 900 separation between speech and noise is ~ ____ dB if speech and noise are located on opposite sides of the midline

A

8.6
significantly easier to hear speech over noise

163
Q

When speech and noise are in the same areas, the brain can focus better on the speech, leading to improved hearing.

A

false
separate areas

164
Q

function of the efferent pathways

A

help control various auditory functions, allowing for both excitatory (increasing) and inhibitory (decreasing) activities in the auditory system

165
Q

may play a role in helping us identify signals, especially when there’s background noise.

A

efferent pathways

166
Q

what is the olivocochlear bundle

A

a group of fibers that extend from the superior olivary complex (SOC) to the hair cells in the cochlea, mainly affecting outer hair cells (OHCs).

167
Q

may help with focusing attention on certain sounds

A

OCB

168
Q

what is OAE suppression

A

medial part of the OCB is thought to help suppress otoacoustic emissions (OAE), which are sounds produced by the inner ear. This suppression is important for hearing well in noisy environments.

169
Q

will you see suppression in normal auditory systems

A

yes

170
Q

when might you not see suppression in the auditory system

A

ANSD

171
Q

how do we measure OAE suppresion

A

To test this suppression, noise is played in one ear (the opposite ear) while measuring the otoacoustic emissions in the other ear. If the emissions decrease in amplitude, it shows that suppression is happening.

172
Q

what is psychoacoustics

A

study of how humans perceive sound
Branch of psychophysics
relationship between stimulus and perception of it by the listener

173
Q

what happens when we hear a sound

A

Our perception changes → We hear and interpret the sound (e.g., recognizing a loud noise or a soft one)
Our personal biases affect our response → We might react differently based on our expectations or experiences (e.g., expecting a sound to be louder, so we “hear” it that way)
you hear a sound (stim) and how we perceive stimulus is different for everybody meaning that Heschl’s s not the only place in the brain that is perceiving sound

174
Q

they heard it and there was a stimulus

A

hit
true positive

175
Q

there was a stimulus and they didn’t hear it

A

miss
false negative

176
Q

when there is no stimulus but they say they heard it; happens close to threshold most and is normal

A

false alarm
false positive

177
Q

no stimulus and they will not respond

A

true negative
correct rejection

178
Q

sensitivity and formula

A

The ability of the test to correctly identify those with the disease
Hit ÷ (Hit + miss) x 100 = sensitivity
Or TP ÷ (TP + FN) x 100

179
Q

what does high sensitivity mean and an ex

A

few false negatives
need a cancer screening test and it says its ok but you do have cancer… dangerous and not a good test… not picking up a disease that has the disease

180
Q

what question does sensitivity answer

A

If PT has the disease how likely will they have a positive test?

181
Q

specificity and formula

A

The ability of the test to correctly identify those without the disease
Correct rejection ÷ (false alarm + correct rejection) x 100
Or TN ÷ (TN + FP) x 100

182
Q

what does high specificity mean and an ex

A

few false positives
Ex → go in for a mammogram and it says you have lumps bu

183
Q

what question does specificity answer

A

If PT doesn’t have the disease how likely will they have a negative test?

184
Q

are sensitivity and specificity equal

A

NO
one is higher than the other

185
Q

if a test is close to 50%, is it a good test

A

not so good

186
Q

What causes changes in specificity and sensitivity?

A

Strict criteria → high specificity and low sensitivity
Lax criteria → high sensitivity and low specificity
Which one we want depends on the disease we are testing

187
Q

what is validity

A

accuracy of a test → what it is the test is supposed to measure → is the test measuring what it is supposed to be measuring → is this test the right test for what I need to know

188
Q

example of validit

A

tymp - what is the site it is measuring? ME status
if you think they have Meniere’s would you use a tymp? no so it is not a valid measure for IE problems

189
Q

what is the underlying component of validity

A

sensitivity and specificity

190
Q

If a test is not sensitive then it is not valid either

A

true

191
Q

what is predictive value

A

likelihood that a positive test result indicates disease or that a negative test result excludes disease
Does a positive result mean that the patient actually has it

192
Q

PV of a positive test decreases with increasing sensitivity and specificity

A

falsae
increases

193
Q

what is positive predictive value

A

tells you how likely it is that someone actually has a condition if they tested positive for it; it’s the probability that a positive test result is correct.

194
Q

PPV of a test increases with increasing _______ in a population

A

disease prevalence

195
Q

what is prevalence

A

total number of cases of a particular condition or disease in a population at a specific point in → time tells you how widespread the condition is within that population.

196
Q

what is stronger for more common diseases

A

PPV

197
Q

what happens as prevalence rises

A

PPV rises
NVP fals

198
Q

what is an example of predictive value use

A

Comparing a new test to the Gold Standard (best single test or combination of tests considered the current preferred method of diagnosing a particular disease
New tests have to have high PPV (as close to 100 as possible) to be as good as the gold standard

199
Q

Questions clinicians are more likely to ask

A

If PT has a +ve test, how likely will they have the disease?
For example, +ve test for the BRCA1 and BRCA2, breast cancer genes
If PT has a -ve test, how likely will they not to have the disease?
For example, -ve test for the BRCA1 and BRCA2, breast cancer genes

200
Q

NPV is high with common diseases

A

false
with rare

201
Q

PPV is high with rare diseases

A

false
common

202
Q

what does ROC stand for

A

Receiver Operating Characteristic curve

203
Q

The conventional approach of the evaluation of tests uses sensitivity and specificity as measures of accuracy in comparison to the gold standard status

A

true

204
Q

what varies across different thresholds of test results

A

specificity and sensitivity

205
Q

what is ROC

A

when sensitivity versus specificity is plotted

206
Q

what is AUC

A

area under the curve

207
Q

what is ROC considered

A

Effective measure of accuracy and meaningful interpretation of test results
Plays a role in evaluating the diagnostic ability of tests to discriminate true state of subjects (diseased vs not-diseased)
Finds cut off values for normal vs abnormal results
Compares two alternative diagnostic tasks when each task is performed on the same subject

208
Q

ROC is created from

A

2x2 matrix

209
Q

what is on the y axis of the roc

A

hit rate/sensitivity

210
Q

what is on the x axis of the roc

A

false alarm rate (false positive)/specificity

211
Q

Upper left quadrant =

A

best tests

AUDE 6240 (CAPD) (5 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions