Language

Question 1

memory required for language

Answer 1

phonological - sounds of words
orthographic - spelling of words
semantic - meaning of words

Question 2

sensory required for language

Answer 2

auditory processing - spoken words or music
visual processing - written words or objects or faces
tactile processing - braille

Question 3

motor required for language

Answer 3

articulation, writing, signing or drawing, moving hand, holding pen

Question 4

individual sound units

Answer 4

phoneme

Question 5

written form used to represent phonemes

Answer 5

grapheme

Question 6

smallest meaningful units of a word, in combination creates words (prefixes/suffixes)

Answer 6

morphemes

Question 7

admissable combinations of words in phrases and sentences (grammar/placement of words)

Answer 7

syntax

Question 8

the collection of all words in a given language, mental “dictionary”

Answer 8

lexicon

Question 9

the meanings that correspond to all lexical items and possible sentences

Answer 9

semantics

Question 10

study of how and why words take on certain structure and how that affects semantics and syntax

Answer 10

morphology

Question 11

social rules governing how language is used

Answer 11

pragmatics

Question 12

vocal intonation that can modify the literal meaning of words and sentences

Answer 12

prosody

Question 13

linking of sentences such that they constitute a narrative

Answer 13

discourse

Question 14

disorder of language and can be apparent in speech, writing, reading or all three

produced by injury to the brain areas specialized for the functions

key thing is deficit is not due to paralysis or intellectual delay

Answer 14

aphasia

Question 15

PAUL BROCA: language production

Answer 15

motor, expressive, non-fluent aphasia

difficulty speaking: slow, deliberate, simple grammar structure; melodically flat, comprehension intact, damage to left frontal (lower posterior)

fluent ability to put words together is lost

Question 16

CARL WERNICKE: language comprehension

Answer 16

receptive, fluent aphasia

speech production intact and flows without hesitation; appropriate innotation; comprehension impaired; speech is meaningless; damage to left temporal (superior and posterior)

Question 17

conduction aphasia

Answer 17

damage to left auditory cortex in insula

fluent speech and intact comprehension

cannot repeat words

Question 18

global aphasia

Answer 18

massive lesion in left hemisphere

impaired production, comprehension and repetition

Question 19

alexia without agraphia

Answer 19

normal speech, normal writing, poor reading

Question 20

agraphia

Answer 20

normal speech, poor writing

Question 21

word deafness

Answer 21

normal speech, poor comprehension, poor repeition

Question 22

subtests of Boston Diagnostic Aphasia Exam

Answer 22

boston naming test: patient is required to name various pictures that vary in frequency, animacy, etc.

responsive naming: answer the object that refers to the statement like “what do we tell time with”

Question 23

boston naming areas

Answer 23

circumlocation: anomic (tip of tongue phenomena; phonemic clues help)
perceptual error
semantic paraphasia (get meaning, wrong word, still english): Wernicke and transcortical sensory
phonemic paraphasia (semantically unrelated word that shares a lot of phenomes with real word): Wernicke and transcortical sensory
neologism: made up word that shares 50% phenomes with target word: Wernicke’s and transcortical sensory

Question 24

TESTS OF EXPRESSION

Answer 24

oral agility: tongue and mouth movements
verbal agility: say “tip-top, tip-top”
automatic sequences: days of week, count to 10
mean length of utterance

Question 25

TESTS OF COMPREHENSION

Answer 25

basic word discrimination: patient instructed to point to picture or body part corresponding to spoken test word commands: "tap each shoulder twice with two fingers, keeping your eyes shut" complex ideational material: patient responds to questions based on short stories and more general queries like "will a cork sink in water?"

Question 26

TESTS OF REPETITION

Answer 26

single word repetition single pesudoword repeition: some category specific deficits people could have; also tests verbal agility repeition of sentences: "he finds the keys in his pocket"

Question 27

Wernicke-Geschwind neurological model - repetition of heard word

Answer 27

auditory pathways - primary auditory cortex - Wernicke's area - arcuate fasciculus - Broca's area - primary motor cortex

Question 28

Wernicke-Geschwind neurological model - reading words

Answer 28

visual pathways - visual cortex - angular gyrus - Wernicke's area - Broca's area - primary motor cortex

Question 29

limitations of classical approach

Answer 29

based on observations of stroke patients 49% of aphasics are unclassifiable doesn't account for complexities of normal language processing and other dissociation could see more subtleties with problems in comprehension

Question 30

psycholinguistic models

Answer 30

four distinct lexicons: auditory input, phonological output, orthographic input, orthographic output cognitive system is concept for words

Question 31

double dyslexia dissociation - surface

Answer 31

inability to recognize words directly but can understand the word by sounding it out (PHONOLOGIC system preserved) does well with "dome and home" but "come" throws system off understand phonemes and can recognize and correctly pronounce words, but irregular words cause impairment

Question 32

double dyslexia dissociation - phonologic

Answer 32

inability to read non-words aloud faced with "lont" and cannot say or read it when shown irregular word like "debt" they can read it ORTHOGRAPHIC SYSTEM PRESERVED

Question 33

structural plasticity

Answer 33

physiological changes in a given area of brain in response to learning, injury or development changes in brain where function used to be

Question 34

functional plasticity

Answer 34

cortical reorganization in response to learning, injury or development (ability of brain to assume the functional role of another) new areas involved

Question 35

Evidence for structural plasticity: monolinguals vs. bilinguals grey matter density in inferior parietal cortex

Answer 35

greater in bilinguals than monolinguals but greatest in early bilinguals