Week 2- Progressive Aphasias & MEG Flashcards

1
Q

What is primary progressive aphasia? (According to Mesulam)

A

-dominant symptom declining language for at least two years (before other symptoms set in)

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2
Q

Discuss progressive non-fluent / agrammatical aphasia (PNFA) in terms of production, comprehension, repetition atrophy and non-verbal deficits.

A

Production: Non-fluent, hesitant, agrammatic, often phonological errors, often apraxia of speech
Comprehension: Often intact for single words, simple sentences. Impaired for complex sentences.
Repetition: Impaired
Atrophy: Left posterior inferior frontal gyrus (Broca’s area)
Non-verbal deficits: working memory, executive functions

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3
Q

Discuss progressive semantic dementia in terms of production, comprehension, repetition, atrophy and non-verbal deficits.

A

Production: Fluent but with semantic errors
Comprehension: Impaired
Repetition: Intact
Atrophy: Anterior temporal lobes
Non-verbal deficits: Non-verbal deficits
Object recognition, social cognition, emotional regulation

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4
Q

Discuss progressive logopenic progressive aphasia (LPA) in terms of production, comprehension, repetition, atrophy and non-verbal deficits.

A

Production: Severe word-finding difficulties, some phonemic paraphasias
Comprehension: Mostly intact for single words and simple sentences, impaired for complex sentences.
Repetition: Usually intact for single words but impaired for sentences and sequences
Atrophy: Left posterior superior temporal gyrus (Wernicke’s area)
Non-verbal deficits: Ideomotor apraxia, calculation difficulties

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5
Q

In logopenic progressive aphasia (LPA), there is ___ in Wernicke’s area but it is not similar to Wernicke’s aphasia in what ways:

A

atrophy

- patients do not produce many phonological paraphasias and no jargon as in Wernicke’s aphasia

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6
Q

In logopenic progressive aphasia (LPA), there is ___ in Wernicke’s area but it is not similar to Wernicke’s aphasia in what ways:

A

atrophy

- patients do not produce many phonological paraphasias and no jargon as in Wernicke’s aphasia

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7
Q

SD symptoms do not occur in what type of aphasias?

A

classic aphasias

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8
Q

Discuss progressive logopenic progressive aphasia (LPA) in terms of production, comprehension, repetition, atrophy and non-verbal deficits.

A

Production: Severe word-finding difficulties, some phonemic paraphasias
Comprehension: Mostly intact for single words and simple sentences, impaired for complex sentences.
Repetition: Usually intact for single words but impaired for sentences and sequences
Atrophy: Left posterior superior temporal gyrus (Wernicke’s area)
Non-verbal deficits: Ideomotor apraxia, calculation difficulties

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9
Q

Name the three main types of primary progressive aphasia:

A
  • progressive non-fluent / agrammatical aphasia (PNFA)
  • semantic dementia (SD)
  • logopenic progressive aphasia (LPA)
  • ->logos = word, speech (from lego = say), penia = lack of, poverty
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10
Q

Another MEG study: separating semantic and syntactic processing in reading. Are semantic and syntactic processing of sentences carried out by different areas in the brain?

A
  • bilateral, pre-dominantly left, activation in the superior and middle temporal gyri, peaking at 400 ms, was sensitive to semantic anomaly: N400m
  • the left dipoles also reacted (somewhat less strongly) to word- class errors and to morpho-syntactic errors ≈ LANm?
  • more posterior bilateral, pre-dominantly right, dipoles in the temporal lobe were sensitive to syntactic but not semantic violations
  • the syntactic dipoles showed an activation pattern peaking late, between 600 and 800 ms after word presentation: P600m
  • as we read at 200–300 ms/word the P600 cannot be a response to single words
  • could it be a learning/memory response (~ LAD kicking in)?
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11
Q

Name the three main types of primary progressive aphasia:

A
  • progressive non-fluent / agrammatical aphasia (PNFA)
  • semantic dementia (SD)
  • logopenic progressive aphasia (LPA)
  • ->logos = word, speech (from lego = say), penia = lack of, poverty
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12
Q

Discuss progressive non-fluent / agrammatical aphasia (PNFA) in terms of production, comprehension, repetition and non-verbal deficits.

A

Production: Non-fluent, hesitant, agrammatic, often phonological errors, often apraxia of speech
Comprehension: Often intact for single words, simple sentences. Impaired for complex sentences.
Repetition: Impaired
Non-verbal deficits: working memory, executive functions

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13
Q

Discuss progressive semantic dementia in terms of production, comprehension, repetition and non-verbal deficits.

A

Production: Fluent but with semantic errors
Comprehension: Impaired
Repetition: Intact
Non-verbal deficits: Non-verbal deficits
Object recognition, social cognition, emotional regulation

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14
Q

Discuss progressive logopenic progressive aphasia (LPA) in terms of production, comprehension, repetition and non-verbal deficits.

A

Production: Severe word-finding difficulties, some phonemic paraphasias
Comprehension: Mostly intact for single words and simple sentences, impaired for complex sentences.
Repetition: Usually intact for single words but impaired for sentences and sequences
Non-verbal deficits: Ideomotor apraxia, calculation difficulties

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15
Q

LPA: ____ in Wernicke’s area but patients do not produce many phonological paraphasias and no jargon as in Wernicke’s aphasia

A

atrophy

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16
Q

SD symptoms do not occur in ___ aphasias

17
Q

What is an MEG?

A

Magnetoencephalography (MEG) is a functional neuroimaging technique for mapping brain activity by recording magnetic fields produced by electrical currents occurring naturally in the brain, using very sensitive magnetometers.

18
Q

In event-related potentials, different responses have been found to be sensitive to different types of
sentence anomalies: the ___ to semantic anomalies, the____ to major syntactic anomalies, and the ____ to local (morpho-)syntactic anomalies

A

N400, P600, (E)LAN

19
Q

Another MEG study: separating semantic and syntactic processing in reading. Are semantic and syntactic processing of sentences carried out by different areas in the brain?

A

-bilateral, pre-dominantly left, activation in the superior and middle temporal gyri, peaking at 400 ms, was sensitive to semantic anomaly: N400m
-the left dipoles also reacted (somewhat less strongly) to word- class errors and to morpho-syntactic errors ≈ LANm?
more posterior bilateral, pre-dominantly right, dipoles in the temporal lobe were sensitive to syntactic but not semantic violations

20
Q

Another MEG study: separating semantic and syntactic processing in reading. Are different areas responsible for sentence-level syntax based on phrase structure on the one hand and finer tuned syntax based on morpho-syntax on the other?

A
  • the syntactic dipoles showed an activation pattern peaking late, between 600 and 800 ms after word presentation: P600m
  • as we read at 200–300 ms/word the P600 cannot be a response to single words
  • could it be a learning/memory response (~ LAD kicking in)?
21
Q

What is apraxia?

A

inability to perform particular purposive actions, as a result of brain damage.

22
Q

What is brain atrophy?

A

a loss of neurons and the connections between them

23
Q

What is cortical atrophy?

A

gradual and progressive degeneration of the outer layer of the brain (the cortex) in the part of the brain located in the back of the head (posterior)

24
Q
First reports of primary progressive aphasia:
Arnold Pick (1892):
A

-a man with progressive aphasia and amnesia, who became mute (Pick’s disease)

25
First reports of primary progressive aphasia: | Paul Sérieux (1893):
- woman with slow deterioration of word comprehension but without loss of memory or intelligence – first pure case of progressive aphasia - cortical atrophy in both temporal lobes
26
First reports of primary progressive aphasia: | Warrington (1975):
-three patients with progressive word- finding difficulties, declining understanding of words and pictures
27
Pathophysiological processes target ___, cerebro-vascular accidents target areas affected by ____
networks, arteries
28
MEG version of PMN/N400 study in dyslexia. What was the stimuli?
- auditory sentences presented one word at a time four - types of ending words: - correct: When the power went out the room became dark. - anomalous: When the power went out the room became herrings. - phonologically similar beginning: When the power went out the room became darling. - improbable: When the power went out the room became quiet.
29
MEG version of PMN/N400 study in dyslexia. What was the stimuli?
- auditory sentences presented one word at a time four - types of ending words: - correct: When the power went out the room became dark. - anomalous: When the power went out the room became herrings. - phonologically similar beginning: When the power went out the room became darling. - improbable: When the power went out the room became quiet.
30
MEG version of PMN/N400 study in dyslexia. What were the results?
- dyslexics show abnormal neural responses related to both integration of similarities between the consecutive stimuli and the ability to detect incongruent stimuli - Semantic priming seems relatively intact in dyslexics, however neural responses to contextual incongruency are delayed