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Neurophysiology And Neuroanatomy 24/25 > Speech And Communication Disorders beyond Aphasia > Flashcards

Speech And Communication Disorders beyond Aphasia Flashcards

1
Q

Neuroanatomical structure involved in speech

A
  • Broca’s are
  • arcuate fasiculus
  • supramarginal gyrus
  • primary auditory cortex
  • secondary auditory cortex
  • Wernicke’s area
  • angular gyrus
  • Language areas: mostly irrespective of medium (speech, writing, reading, hand gesturing) –> distinct areas for those functions
  • elements of communication: rules (grammar), order (syntax), emotional valence (prosody)

=> language network is distributed through brain
- left hemisphere emphasis for majority

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2
Q

What does Broca’s area do?

A
  • speech production
  • fluency and action
  • planning and initiation
  • sequencing and corrdination
  • monitoring and fine tuning
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3
Q

What does the arcuate fasiculus do?

A
  • information transfer between Wernicke’s (angular gyrus, supra marginal gyrus) and Broca’s area
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4
Q

What does the supramarginal gyrus do?

A
  • phonological processing
  • verbal working memory
  • mapping sounds to meaning
  • assist Broca’s area in speech production
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5
Q

What does the primary auditory cortex do?

A
  • detection and processing of sound waves
  • feature analysis
  • frequency mapping
  • indirect contribution to language comprehension
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6
Q

What does the secondary auditory cortex do?

A
  • processing complexities of speech
  • language learning
  • sound differences in phonemes
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7
Q

What does Wernicke’s area do?

A
  • comprehension
  • decoding sound
  • associating sound with meaning
  • integrating information
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8
Q

What does the angular gyrus do?

A
  • semantic integration
  • multisensory integration
  • reading comprehension
  • inferencing
  • pragmatics
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9
Q

Language and basal ganglia

A

Speech initiation
- Parkinson patients experience problems in starting speech and also speaking loud and clearly (muted, slurred speech)

Priming
- word are contextualised and the brain anticipates what words may follow as a result of experience
- Parkinson patients may have difficulties with words that have more than one meaning because of increased ambiguity (waker contextualisation

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10
Q

Language and amygdala

A
  • recognising emotional content of speech
  • particularly related to fear
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11
Q

Language and cerebellum

A
  • parsing of heard speech
  • coordination of the vocal apparatus
  • cerebellar deficits may cause ‘scanning speech’
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12
Q

Frontal cortex

A
  • has many functions serving selection, planning and execution of appropriate behaviours
    –> especially in contexts, and maintaining ‘personality’
  • input from sensory, motor and remporal association cortices
    –> resulting in appreciation of self within the world
  • damage to PFC can lead to impaired recognition of social cues and awkward or impulsive behaviour
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13
Q

Amygdala, emotion and arousal

A
  • is connected to several cortical areas (orbital and medial aspect of the frontal lobe)
  • projects to mediodorsal thalamus and ventral portions of basal ganglia
  • links together cortical and subcortical brain regions involved in emotion processing

–> networks are likely to influence selection and initiation of behaviours aimed at obtaining rewards and avoiding punishment - short and long term

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14
Q

What is a disorder?

A

= a group of symptoms involving abnormal behaviours or physiological conditions, persistent or intense distress or a disruption of physiological functioning

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15
Q

What is social cognition?

A

= cognition in which people perceive, think about, interpret, categorise and judge their own social behaviours and those of others

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16
Q

What is communication?

A

= transmission of information, which may be by verbal (oral or written) or nonverbal means (see nonverbal communication)
- humans communicate to relate and exchange ideas, knowledge, feelings, and experiences and for many other interpersonal social purposes

17
Q

What is Autism?

A

= a neurodevelopmental disorder associated with deficits in soical communication

This includes deficits in:
- social-emotional reciprocity
- non-verbal communication
- developing and maintaining relationships

Other symptoms may include:
- restricted patterns or behaviours or interests
- repetitive motor movements
- differences in sensory processing

18
Q

Neurobiology of autism

A

no singular ‘cause’ known –> BUT genetic factors play a role

ASD
- in children (age ~2-3 years): increased grey and white matter volume with particularly enlarged frontal lobes
- linked to enlarged amygdala
–> size of amydala is associated with severity of social symptoms
–> abnormal eye contact, recognising emotion in faces and empathy could be related to amygdala dysfunction
- associated with elevated levels of blood serotonin and abnormalities in the serotonin transporter protein

19
Q

Autism and language

A

TD children: first words soon after first birthday

ASD children: first words on average at 3 years old
–> grammatical development at usual pace

  • language abilities range from non-verbal to very fluent and articulate
  • ASD primarily impacts pragmatic aspects of language
    –> dominance of semantic (literal meaning) interpretation
20
Q

What is Theory of Mind (ToM)?

A

= ability to make inferences about another person’s mental states and understand that someone else’s experiences, beliefs and desires differ from their own

21
Q

Pragmatics and autism

A
  • impaired ToM abilities

Sally-Anne task tests the ability to represent the belief-sates of others even when they are false
- TD children and children with Down’s syndrome typically make the right guess –> expect Sally to look for her marble in the place where she put it

  • ASD children usually guess that Sally will look in the place where Anne put the marble (Sally cannot know, but children witnessed)

In conversation –> social norms (truthful, efficient, relevant): cooperative principle

  • speakers often use conversational implicatures
    –> ASD children more likely interpret content literally and are less likely to recognise conversational implicatures are valid responses
    —> BUT those that are able to recognise them, are also able to pass the Sally-Anne task
22
Q

Other langauge impairments in autism

A
  • ASD also impacts sensory processing
    –> TD children more sensitive to human speech compared to other sounds BUT ASD children often lack this bias
  • Syntax is not particularly impaired but some studies found restricted set of syntactic structures in children with ASD
  • people with ASD have often difficulty with sponatenously producing speech and give delayed responses
  • common symptom is echolalia = automatic repetition of another’s speech
    –> may have pragmatic function: take a ‘turn’ without having to produce original speech
23
Q

What is William syndrome?

A

= a genetic disorder characterised by severe intellectual impairment, but expceptional language skills

  • caused by a deletion in Chromosome 7, band q11.23 –> including genes involved in neurotransmitter release
24
Q

Characteristics of Williams Syndrome

A

Particularly impaired:
- spatial reasoning, mathematics, coordination

Particularly pronounced:
- highly expressive language, large vocabularies and exaggerated prosody
- extreme friendliness towards strangers, high empathy, musicial ability (common)

Distincitve facial features
- wide mouth, upturned noses, puffy cheeks, large eyes with a starburst pattern

  • also causes cardiac issues and hypercalcemia
  • reduced brain volume –> in particular occipital lobe is small
  • enlarged superior temporal gyrus, amygdala and cerebellum
  • greater neural response to spoken words than healthy controls (EEG)
25
Q

What is schizophrenia?

A

= neurocognitive disorder characterised by abnormal brain activity and specific changes in neuronal oscillations
- also affects how the brain processes information, perception and emotions

Affected neurological areas:
- frontal lobe
- temporal lobe
- parietal lobe
- cerebellum

Pathological profile
- loss of reality
- delusions and hallucinations
- disturbances of self-experience
- formal thought disorder
- disorganised thinking
- affective disorders eg emotional flatness
- difficulties in processing contextual information
- psychomotor disorders and drive disorders
- language disorders

26
Q

Schizophrenia: language disorders

A
  • acoustic and phonological disorders
  • syntactic simplifications/syntactic processing
  • restricted semantic associations
  • altered language dominance
  • verbal hallucinations
  • verbality and word production
  • verbal flow
  • pragmatic abilities
27
Q

Schizophrenia: Oscillopathy

A
  • neural oscillations are rhythmic fluctations in the brain’s electrical activity
  • occur at various frequencies and are responsible for information processing (eg language processing)

Abnormal brain waves:
1) Theta waves (4-8Hz)
- often reduced, especially in occipital and frontal regions
–> indicated difficulties: information integration, memory retrieval

2) Alpha waves (8-12Hz)
- reduced in the left frontal lobe
–> indicated difficulties: inefficient processing, filtering out linguistic distractions

3) Beta waves (12-30Hz)
- reduced in the left frontal lobe
–> indicated difficulties: processing complex syntactic structures, eg embedded sentences

4) Gamma waves (30Hz an higher)
- reduced in frontal lobe during semantic taks + overconnectivity in other regions
–> indicated difficulties: semantic processing and inefficient information processing

28
Q

Schizophrenia: genes and language

A
  • many candidate genes in schizophrenia are overrepresented in gene sets considered important for langauge development

significant candidates
- ZNF804A
- FOXP2
- DISC1
- COMT
- NRG1
- GRM3

Neurophysiology And Neuroanatomy 24/25 (15 decks)

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