Lecture 1: Language and the Brain Flashcards Preview

🚫 JLP374H1S: Psychology of Language with R. Tollan > Lecture 1: Language and the Brain > Flashcards

Flashcards in Lecture 1: Language and the Brain Deck (22)
Loading flashcards...
1
Q

Kirby et al. (2008) (4)

A
  • Human speech tends towards structure.
  • AI learning task with multiple iterations.
  • Participants matched words to a ball’s color, shape, and motion.
  • After 100 iterations, produced a pattern similar to language.
2
Q

special populations (1)

A
  • Groups of individuals who have some sort of language impairment.
3
Q

double dissociation (2)

A
  • In psycholinguistics: when language is impaired but other cognitive skills are normal, or when language is normal despite impairment of other cognitive functions.
  • Provides evidence for brain modules/specialization.
4
Q

aphasia (1)

A
  • Any language disruption or deficit caused by brain damage (either from stroke or external puncture).
5
Q

Broca’s aphasia (5)

A
  • Aphasia characterized by halting speech and difficulty in choosing words, but good comprehension.
    • Often simplify consonant clusters, use consonant fortition and telegraphic speech, and unable to judge acceptability of sentences.
  • Caused by lesion to left inferior frontal gyrus (Broca’s area).
  • Perception and comprehension are (mostly) intact.
  • Patients are aware of deficit and it’s often frustrating.
6
Q

Wernicke’s aphasia (4)

A
  • Aphasia associated with fluent, well-articulated speech that’s often nonsensical, and difficulty understanding language.
    • Phonological production (prosody, consonants/vowels, syntax) all fine.
  • Caused by lesion to posterior part of the superior temporal gyrus (Wernicke’s area).
  • Patients generally unaware of the deficit.
7
Q

Broca-Wernicke model (4)

A
  • Language is in the left side of the brain.
    • Lesions to the right hemisphere analogs of Broca’s and Wernicke’s areas rarely (if ever) result in language deficits.
  • Extremely simple compared with complexity involved in human language processing and production.
  • Current models propose broader, more distributed networks of language areas.
8
Q

brain lateralization (1)

A
  • The specialization of the brain’s right and left cerebral hemispheres for different functions.
9
Q

dichotic listening (3)

A
  • Subjects listen to spoken words over headphones, with a different word spoken into each ear.
  • Demonstrates brain lateralization in non-split-brain patients.
  • right ear advantage (REA): Hearing info in the right ear more easily—since it travels to the left hemisphere (the presumed seat of language).
10
Q

Kimura (1961) (2)

A
  • Normal and lesioned participants listen to sequence of 6 digits in either left or right ear.
  • Recalled digits; normal participants have higher accuracy when info is presented through the right ear.
11
Q

split-brain patients (4)

A
  • Epileptic patients often have corpus callosum severed to treat seizures.
  • Left and right hemispheres can’t communicate.
  • Unable to name pictures or read aloud words presented to right hemisphere.
  • Can communicate identity of object using left hand.
12
Q

language in the right hemisphere (3)

A
  • Intonation, prosodic and melodic aspects, metaphors and jokes, and language in social context are processed by right side.
  • 40% of lefties have bi-lateralized language.
  • Damage to left hemisphere as infant → neuroplasticity relocates functions to right hemisphere.
13
Q

domain-specific perspective (4)

A
  • Processes and representations in language specific to language (i.e. not shared with other domains).
  • Evidence for domain-specificity;
    • SLI and Family K: disorders in language abilities where cognition stays intact.
    • WMS: cognitive impairment where language abilities stay intact.
    • But the data isn’t so clear-cut.
14
Q

domain-general perspective (1)

A
  • Processes and representations in language not specific to language (i.e. shared with memory, attention, vision, IQ, etc.).
15
Q

specific language impairment (SLI) (5)

A
  • Children fail to develop language normally without neurological damages, cognitive impairment, or hearing loss, and no abnormal home environment that could explain this failure.
  • Often produce language later than peers.
  • Difficulties at multiple levels of linguistic representations/processes.
  • Similarities to Broca’s aphasia: 1) simplify consonant clusters, 2) can’t phonologically decompose words, 3) can’t perceive subtle differences in sounds.
  • Broad category of language deficits; doesn’t necessarily mean cognitive deficits.
16
Q

wug test (2)

A
  • “This is a wug. Now there are two of them. There are two ____.”
  • Children with SLI can’t answer this.
17
Q

Family K (5)

A
  • A case of SLI in adults; SLI usually disappears after childhood.
  • Around 30 family members over three generations, some had speech deficits (to varying degrees) while others didn’t.
  • Those affected displays symptoms typical of SLI.
  • Discovered that there was a disorder on Chromosome 7 with the FOXP2 gene.
    • But this gene controls many other developmental pathways too, which means that we can’t necessarily call it the “language gene.”
18
Q

Williams syndrome (WMS) (3)

A
  • Genetic syndrome (anomaly on Chromosome 7); language function relatively preserved despite more seriously impairments in other areas of cognitive function.
  • Have difficulty with numerical terms, spatial organization, everyday tasks, and have an IQ around 50-55.
  • Can still produce complex sentence structures with no grammatical or phonological errors.
19
Q

Bellugi (2000) (4)

A
  • Compared adolescent WMS patients to Down syndrome patients; found overall scores on IQ and cognitive functioning similar.
    • WMS group had trouble with numbers.
    • WMS patients often have cognitive capabilities of a 6 year old, yet still have very mature-sounding speech.
  • WMS patients only seem to do well because: 1) other abilities are much worse, making linguistic seem better; 2) can use certain smart-sounding words without full control or understanding; 3) Down syndrome patients tend to underperform
20
Q

event-related potential (ERP) (2)

A
  • Change in electrical voltage (potential) over large numbers of brain neurons, measured with EEG and lined up with the presentation of a relevant stimulus (the event).
  • Tell us about the relative timing of linguistic processes, not whereabouts in the brain they occur.
21
Q

N400 (4)

A
  • Processing of meaning (semantic deviants).
  • Garden path sentences → brains show more intense activity moving toward a negative voltage and peaking at 400 ms after the odd word was presented.
  • A word doesn’t have to be nonsensical in order to trigger the N400, just improbable or unpredictable.
    • Also found for uncommon words, even when they’re sensible within their sentence frames, and non-linguistic stimuli that are inconsistent with real-world knowledge (e.g. unfamiliar faces).
22
Q

P600 (4)

A
  • Marker of processing syntactic structure.
  • A positive peak at 600 ms when there is a grammar problem in the sentence (e.g. The spoiled child throw the toys on the floor).
  • Occurs when a sentence uses an uncommon structure, or if the structure that’s being built strains working memory.
  • Also involved in musical “ungrammaticalities,” i.e. most people can tell when a note is out of place even if they’re not a musician.