Lecture 18

Question 1

what is Aphasia

Answer 1

refers to a disturbance in understanding, repeating, or producing meaningful speech.
• The difficulty must not be caused by simple sensory or motor deficits or by lack of motivation.
• The deficit must be relatively isolated, such that the patient must be capable of recognizing when others are attempting to communicate. The patient must be somewhat aware of what is happening around them

Question 2

Neurons in the posterior language area seem to be responsible what

Answer 2

word comprehension.

Question 3

Neurons in the posterior language area seem to be responsible for word comprehension.
Neurons here probably activate what

Answer 3

the ensemble of neurons throughout sensory association cortex that store the representations (the meanings) of specific words. For example, activating the DOG neurons here would cause activity throughout sensory association cortices (vision, hearing, touch, smell, taste, and even motor commands like petting) that are associated with the word DOG.

Question 4

What if there is damage to the posterior language area – the region responsible for language comprehension - that is located in the posterior part of lateral fissure, near the junction of the temporal, occipital, and parietal lobes.

Answer 4

Transcortical Sensory Aphasia

Question 5

What is Transcortical Sensory Aphasia

Answer 5

Failure to comprehend the meaning of words and an inability to express thoughts with meaningful speech.
• Word perception (recognition, identification) is fine, including: – Word repetition (e.g., repeat after me…)
– Reading (e.g., read out loud…)
– Writing (e.g., write the words you hear…)
However, in all cases, you won’t actually understand the words you are saying, reading, or writing

Question 6

what is Wernicke’s area

Answer 6

involved in analysis of speech sounds and in recognition of spoken words. Region of auditory association cortex on left temporal lobe of humans.

aka it is the dictionary of the brain… you hear something and it brings everything related so you know what it is

Question 7

Being able to hear is where

Answer 7

primary auditory cortex

Question 8

is hearing, recognizing words and comprehending them all different or the same

Answer 8

Being able to hear is one thing (primary auditory cortex);
– Recognizing words is another thing (Wernicke’s Area);
– Comprehending them—understanding their meaning—is yet another thing (Posterior Language Area).

Question 9

what is the result of damage just to Wernicke’s area

Answer 9

PURE WORD DEAFNESS

Question 10

what is PURE WORD DEAFNESS

Answer 10

Pure word deafness is a disorder of auditory word recognition, an inability to comprehend or repeat spoken words.
“I can hear you, but I don’t recognize the words you are saying. I even have trouble repeating what you say.”
It is caused by damage to Wernicke’s area or disruption of auditory input to this region

Question 11

People with Pure Word Deafness can:

Answer 11

Hear just fine.
• Interpret non-speech sounds (doorbell, phone, barking).
• Read and write.
• Read lips.
• Speak intelligently, but they can’t recognize the words they are saying by listening to themselves. Over time their speech becomes a bit awkward, like when a deaf person speaks.

Question 12

whats WERNICKE’S APHASIA

Answer 12

the result of damage to both Wernicke’s area and the Posterior language area, which means you have features of transcortical sensory aphasia and pure word deafness

Question 13

what is the difference between TRANSCORTICAL SENSORY APHASIA VERSUS WERNICKE’S APHASIA

Answer 13

Patients with transcortical sensory aphasia have trouble with language comprehension, but they can repeat what other people say to them; they can recognize spoken words.
• Patients with Wernicke’s aphasia have trouble with language comprehension and are generally not capable of repeating what other people say to them.
• Both of these aphasias involve deficits in language comprehension, so the textbook says both involve damage to
the posterior language area. However, most researchers would say the posterior language area is Wernicke’s area, in which case pure word deafness and transcortical sensory aphasia reflect damage in different parts of Wernicke’s area

Question 14

The defining feature of Wernicke’s aphasia (and transcortical sensory aphasia) is what

Answer 14

poor language comprehension
These people can have fluent speech production, but what they say is meaningless and typically filled with function words

Question 15

what are function words

Answer 15

such as a, the, in, about (as opposed to content words that convey meaning, such as nouns, verbs, and adjectives).

Question 16

Their speech seems natural and is filled with intonation and emphasis (prosody). Words seem to come easy to them, but do they make sense (Wernicke’s aphasia)

Answer 16

no

Question 17

what is receptive aphasia

Answer 17

The defining feature of Wernicke’s aphasia (and transcortical sensory aphasia) is poor language comprehension. These people can have fluent speech production, but what they say is meaningless and typically filled with function words, such as a, the, in, about (as opposed to content words that convey meaning, such as nouns, verbs, and adjectives).
• Their speech seems natural and is filled with intonation and emphasis (prosody). Words seem to come easy to them, but unfortunately what they say is meaningless.
• This disorder has been characterized as a receptive aphasia, because the people have no trouble coming up with nonsense things to say; it is just that words have no meaning to them.

Question 18

what is CONDUCTION APHASIA

Answer 18

the result of damage to the connection between Wernicke’s area and Broca’s area known as the arcuate fasciculus

characterized by inability to repeat words that are heard. The ability to comprehend speech and speak normally is fine.
It is caused by damage to and around the arcuate fasciculus, a bundle of axons that connects Wernicke’s area with Broca’s area.

Characterized by an inability to repeat the exact words you hear. Other than that, you are fine, that is you have meaningful, fluid speech and good speech comprehension.
• When asked to repeat the word ‘house’, the person may say “home”.
• When asked to repeat a nonsense word like ‘blaynge’, the person will be unable to do it. They will just say I didn’t hear you.

AKA they hear something, they have to go into their brain and see what the definition is/wha it is associated with, and then they will say the word back.. not necessarily ‘repeating’ because they cannot repeat words that are not real and the example of house/home

Question 19

what are DISORDERS OF READING

Answer 19

PURE ALEXIA

Question 20

what is PURE ALEXIA

Answer 20

Damagetothevisualword-formarea(VWFA) disrupts the ability to perceive written words

Question 21

People with this damage (Pure Alexia o rPure Word Blindness) cannot read,, why

Answer 21

they cannot recognize written words. However, they can write just fine. They just can’t read what they write.

Question 22

what does Reading involve

Answer 22

Reading involves at least two different processes: direct recognition of the word as a whole and sounding it out letter by letter

Question 23

what is Whole- word reading

Answer 23

Reading by recognizing a word as a whole; “sight reading

Question 24

what is Phonetic reading

Answer 24

Reading by decoding the phonetic significance of letter strings; “sound reading

Question 25

Fusiform face area of right hemisphere has ability to quickly recognize unique configurations of people's eyes, noses, lips, and other features of their faces even when differences between two people's faces are very similar • For example, parents and close friends of identical twins can see at a glance which twin they are looking at • Similarly, VWFA of left hemisphere can do what

Answer 25

recognize word even if it closely resembles another one such as the small difference between car and ear

Question 26

define Dyslexia

Answer 26

means “faulty reading”

Question 27

People with dyslexia have difficulty doing what

Answer 27

reading

Question 28

what is developmental dyslexia

Answer 28

in which children have great difficulty learning to read and never become fluent readers, even though they are otherwise intelligent. This problem is largely genetic (and usually of the subtype of dyslexia known as phonological dyslexia).

Question 29

There are also dyslexias produced from brain damage, what is the most severe form

Answer 29

Pure alexia (pure word blindness) is the most severe form of dyslexia

Question 30

Pure alexia (pure word blindness) is the most severe form of dyslexia. It encompasses two subtypes of dyslexia:

Answer 30

Surface dyslexia | • Phonological dyslexia

Question 31

what is Surface dyslexia:

Answer 31

An inability to recognize whole-words. The person can only read words phonetically. Irregularly spelled words are difficult for these people to perceive, because sounding them out doesn’t work: •Pair, pear, pare,.... •Sew, pint, yacht,....

Question 32

what is Phonological dyslexia:

Answer 32

Reading disorder in which a person can read familiar words but has difficulty reading unfamiliar words or nonwords. • Blint, trisk, juff,....

Question 33

what is direct dyslexia

Answer 33

an inability to understand written words while maintaining the ability to read out loud.

Question 34

The most important cues to object recognition (which is the primary task of the visual system) are what

Answer 34

those that | remain relatively constant even when objects are viewed from different angles

Question 35

The most important cues to object recognition (which is the primary task of the visual system) are those that remain relatively constant even when objects are viewed from different angles • Most reliable of these cues are what

Answer 35

ways that lines meet at vertices, forming junctions with particular shapes, such as L, T, and X

Question 36

where is Broca's area

Answer 36

region of inferior left frontal lobe

Question 37

Damage to Broca's area (a region of inferior left frontal lobe) does what

Answer 37

disrupts ability to speak

Question 38

Damage to Broca's area (a region of inferior left frontal lobe) disrupts ability to speak. • This deficit is known as wwhat

Answer 38

Broca's aphasia

Question 39

what is Broca's aphasia characterized by

Answer 39

characterized by slow, laborious, and nonfluent speech

Question 40

people with Broca's aphasia have what

Answer 40

have something to say, but have trouble saying it. They are well aware of their condition

Question 41

Broca’s aphasia encompasses three semi-distinct issues:

Answer 41

articulation problems • agrammatism | • anomia

Question 42

what is Articulation

Answer 42

Movement of tongue, lips, jaw, and other speech organs to make speech sounds. Articulation problems might make it hard for someone to hear the words you are saying. Or, it could cause a sequencing problem: lipstick-->likstip

Question 43

what is Agrammatism

Answer 43

A difficulty in comprehending or using grammatical devices, such as verb endings (-ed) and word order (man bit dog). People with agrammatism typically do not derive meaning from the sequence of words or the grammar of sentences. Thus, they almost exclusively use content words (nouns, adjectives, verbs, etc.) without any function words (the, on, about, etc.).

Question 44

what is Anomia

Answer 44

Trouble coming up with (remembering) the precise word you want to use.

Question 45

SPEECH PRODUCTION AND COMPREHENSION: BRAIN MECHANISMS what are they

Answer 45

Speech Production content word function word

Question 46

what is speech production and how does it relate to broca's aphasia

Answer 46

Damage to Broca’s area in the (left) inferior frontal lobe makes it difficult for patients to express themselves verbally

Question 47

what is Content word and how does it relate to broca's aphasia

Answer 47

Noun, verb, adjective, or adverb that conveys meaning. People with Broca’s aphasia have trouble coming up with content words, but that is how they communicate. They rarely use function words

Question 48

what is Function word

Answer 48

Preposition, article, or other word that conveys little meaning but is important for the grammatical structure of a sentence (a, the, in).

Question 49

can People with Broca's aphasia comprehend speech

Answer 49

People with Broca's aphasia can comprehend speech much better than they can produce it, but there usually are some comprehension deficits

Question 50

what is ANOMIC APHASIA

Answer 50

difficulty with MEMORY OF WORDS

Question 51

what are some parts to ANOMIC APHASIA

Answer 51

Anomia Anomic aphasia Circumlocution

Question 52

what is Anomia

Answer 52

Difficulty in finding (remembering) the appropriate word to describe object, action, or attribute; one of symptoms of Broca’s aphasia

Question 53

what is Anomic aphasia

Answer 53

People with anomic aphasia have a hard time thinking of the word they want to say. They can understand what other people say just fine. And they basically talk just fine, but they often describe things in roundabout ways (circumlocution).

Question 54

what is Circumlocution

Answer 54

Strategy by which people with anomia find alternative ways to say something when they are unable to think of most appropriate word

Question 55

what are subvocal articulations

Answer 55

When we talk to ourselves in our head (our inner monologue), there is often subvocal articulations (very slight movements of the muscles involved in speech that do not actually cause obvious movement).

Question 56

• When we talk to ourselves in our head (our inner monologue), there is often subvocal articulations (very slight movements of the muscles involved in speech that do not actually cause obvious movement). a person is asked to look at a pair of drawings and say whether names of items show rhyme, functional imaging shows increased activation where

Answer 56

in region of Broca's area because the person 􏰀says􏰁 the two words subvocally

Question 57

Speech disorder characterized how

Answer 57

by frequent pauses, prolongations of sounds, or repetitions of sounds, syllables, or words that disrupt the normal flow of speech

Question 58

Speech disorder characterized by frequent pauses, prolongations of sounds, or repetitions of sounds, syllables, or words that disrupt the normal flow of speech These people do have the ability to speak without a stutter, as is typically seen when they sing, speak aloud with another person, or read in cadence with a rhythmic stimulus. Stuttering appears to be a problem of what

Answer 58

selecting, initiating, and executing the motor sequences required for fluent speech.

Question 59

what is stuttering the result of

Answer 59

to be influenced by genetic factors and affects approximately 1 percent of population; three times more prevalent in men than in women

Question 60

There is some data that suggests stutterers have abnormal auditory feedback what is the proof of this

Answer 60

When non-stutterers use head phones that introduce a short delay, such that their own voice is heard on a 100ms delay, they start to stutter. • When stutterers use these head phones, they stutter less

Question 61

Writing depends on knowing what

Answer 61

the words you want to use • proper grammatical structure • specific motor commands that control the hand

Question 62

There can be very specific deficits in motor programs caused by brain damage. For example, people can have trouble writing:

Answer 62

Letters but not numbers » Lowercase but not uppercase letters » Vowels but not consonants » Print but not cursive » Letters in the correct order

Question 63

Trouble with writing is called what

Answer 63

dysgraphia

Question 64

what is dysgraphia

Answer 64

Trouble with writing

Question 65

When writing a word, spelling it can be accomplished by what 2 possible ways

Answer 65

Phonetically sounding out the word | Visually imagining the word

Question 66

what is Phonological dysgraphia

Answer 66

condition where people cannot spell words by sounding them out (common in Broca’s aphasia). They can only write words by imagining how they look. Thus, they have to be very familiar with how the word looks or they cannot write it. They cannot write non-words that sound fine, like blint or vak.

Question 67

what is Orthographic dysgraphia

Answer 67

a condition where people cannot spell words by visualizing them (common in people with damage to VWFA). They can only sound words out, which means they cannot correctly spell any words that have an irregular spelling (halfàhaff; busyàbizzy).