1
Q
brain lateralization (1)
A
- tendency for certain cognitive functions to be more specialized in one side of brain than other
2
Q
On which hemisphere of the cerebral cortex are our language abilities located? (1)
A
- for 90% of people, the left hemisphere, though some are right-brain dominant with language
3
Q
How do some people become right-brain dominant with language and what are the implications of this? (2)
A
- early on in development brain switches things around
- doesn’t really result in any implications
4
Q
What might right side language dominant people be better at than left? (1)
A
- small correlation (very subtle) that in being more perceptive of prosody and quicker to understand metaphors
5
Q
What is prosody? (2)
A
- rhythm, tone, pitch, duration and emphasis of speech
- doesn’t express literal definitions but expresses meaning, emotion, and context beyond literal words
6
Q
What side of brain is prosody typically a function of and what happens when someone has damage to left side? (2)
A
- function of right hemisphere
- when someone has damage to left side, may not be able to understand words, but can pick up some of what’s going on based on context from prosody
7
Q
Voice recognition is a function of what side of the brain?
A
- right hemisphere
8
Q
What is phonagnosia? Where is this damage typically located? (2)
A
- a deficit in ability to recognize voices
- associated w/damage to auditory association cortex in right cerebral hemisphere
9
Q
Which side of the brain is used strongly when a metaphor is presented?
A
- right side of the brain
10
Q
What is aphasia? When can it be studied? (2)
A
- disturbance in understanding or producing meaningful speech
- generally can be studied with stroke patients
11
Q
What are the criterion for being diagnosed with aphasia? (3)
A
- deficit must be somewhat isolated
- have to be aware enough of surroundings to know that someone is trying to talk to you (if not, brain has larger damage)
- deficit cannot be related to simple inability to hear see, move mouth, or lack of motivation
12
Q
What happens with a stroke? Which blood vessel usually impacts language ability and how during a stroke? On what side of the brain is this vessel located? (3)
A
- blood flow gets disrupted or tear in blood vessels, neurons aren’t getting enough oxygen and nutrients
- middle cerebral artery –> becomes blocked or damaged
- located on left side
13
Q
To what areas could stroke damage cause aphasia? (1)
A
- either frontal lobe (Broca’s area) or sensory lobes (Wernicke’s area)
14
Q
What does damage to Broca’s area do? (2)
A
- causes deficits in speech production (through speaking, writing, and planning movements needed to speak)
- speech becomes slow, effortful and non fluent
15
Q
What does damage to Wernicke’s area do? (1)
A
- causes deficits in language comprehension
16
Q
What are the questions asked in order to diagnose aphasia? (3)
A
- Can you talk fluently?
- Do you understand when someone talks to you, do you understand words you’re reading in a book?
- Can you repeat the words I’m saying? ( if someone can repeat the words, but they clearly don’t understand the task, there is an issue with comprehension)
17
Q
Where exactly in the brain is Broca’s area (where Broca’s aphasia takes place)? (1)
A
- inferior left frontal lobe
18
Q
How does Broca’s aphasia influence intelligence? (1)
A
- it does not really represent intelligence (have good thoughts to say, but simply struggle to find the words)
19
Q
What is agrammatism and who does it typically affect? (4)
A
- the lack of use of function words like “a, then, about, in…”
- prepositions and articles of speech convey little meaning to them
- difficulty comprehending and using grammatical devices such as verb conjugations, and word order
- those with Broca’s aphasia
20
Q
Do people with agrammatism from Broca’s aphasia derive meaning from sequence of words/grammar of sentences? What does this affect? (1)
A
- no which results in some deficits language comprehension
21
Q
What happens we we hear, speak, read, or write the word DOG
A
we use all types of association cortexes to look up info of what a dog means, what episodic memories we have, and what semantic info we have of the word dog
22
Q
What happens to our neurons when we see a dog (the concept of a dog)? (3)
A
- see a pattern of light, recognize that that resembles a dog
- hear a pattern of sound, recognize that that resembles a dog
- neuronal networks are interconnected to each other and will bring up other associations about what it feels like to touch a dog, smells or sounds like, etc.
23
Q
What happens to our neurons when we see the word “dog”? What neural network do we have in this case, and what does it do? Is it the same as the concept of a dog? (3)
A
- separate but parallel idea from concept of a dog
- language network –> pattern of visual light where you recognize what word dog looks like, pattern of auditory info where you learn how to recognize sound of the word dog, think of how to say word dog
- all interconnected areas for neural network related to symbol of dog
24
Q
What is the posterior language area? For what is critical?
A
- hub between language symbols we use and what the symbols represent
- critical for language comprehension
25
How does the posterior language area work with the word "dog"? (2)
- brings up parallel neural network that shows actual representation of these symbols
- When we hear word dog we first hear sound and process it as a spoken word, then we have to go look up what that spoken word means
26
Wernicke's area (2) What does it do and where is it located?
- spoken word perception
- part of auditory association cortex (in left temporal lobe)
27
Does everything we take in have to go to posterior language area (give an example)? When do you need it? (2)
- not necessarily, you could do this all without knowledge of what the words mean, when you read books to little kids for example, your brain kind of goes on autopilot
- if you want to know though at any point what these words mean it has to go through this interface
28
Is it likely that one can have posterior language area damage & why/why not? (1)
- no, due to it's unique shape -- not impossible, but very rare
29
transcortical sensory aphasia (3) What can you do, what can't you do with it? Is it comprehensible? Can ppl with TSA repeat words?
- can talk, can write, can hear, but don't know literal definitions/meanings of words
- use of language sounds normal, but it doesn’t make much sense
- may repeat a lot
30
How does transcortical sensory aphasia occur? (1)
- occurs when damage to the left temporal lobe (often caused by stroke or TBI) surrounds but does not destroy Wernicke's area, disrupting connections between language comprehension area and other brain networks
31
Wernicke's Aphasia (3) What can you do, what can't you do with it? Is it comprehensible? Can ppl with WA repeat words? What becomes damaged? (4)
- Wernicke's area is damaged
- causes people to be unable to recognize sounds as words (poor language comprehension)
- spoken words become uninterpretable, incomprehensible
- because sounds cannot be recognized as words, they cannot repeat after others
32
With Wernicke's aphasia, is ability to produce speech easy/not easy? How is prosody relevant? Is speech meaningful? What words are dropped and which are often kept in speech? (3)
- speech is fluid and natural, filled with intonation and emphasis (prosody)
- words come easy but speech is meaningless
- content words are often dropped, but functions of speech (a, and, a, the, in about) may be used often or random phrases but makes no sense
33
Are people with WA aware of their deficits, and why or why not does this matter to them? What does this imply about neurons? (3)
- often unaware of deficits, largely unbothered by the situation
- when words lose meaning, it's like they never had any meaning in first place, so to person it seems like nothings has changed
- neurons are dead but all memories of surrounding word comprehension neurons are also dead, so nothing to them feels to be changed
34
Can one with WA improve?
- yes, but will never get to 100%
35
What is pure word deafness, why does it occur, is it rare or common? What can people with PWD hear? (4)
- an inability to comprehend or repeat spoken words
- can hear sounds just fine and can interpret non-speech sounds normally, such as doorbell, phone, or dog bark
- a type of auditory agnosia, occurs when there is damage to Wernicke’s area but not the posterior language area
- rare
36
How is pronunciation affected when speaking with pure word blindness? (1)
- can speak intelligently, but their pronunciation gets increasingly awkward over time since they can no longer judge whether they are saying the words correctly
37
What is conduction aphasia (1)?
- Can talk fluently, can understand, just can't repeat exact words you say
38
What causes conduction aphasia? What does this mean for one's abilities? (2)
- Caused by damage to fiber paths that interconnect Wernicke’s area and Broca’s area --> main pathway is the arcuate fasciculus
- can't go directly from hearing a word to speaking it
39
What happens when someone with conduction aphasia is asked to repeat a nonsense word? Why does this happen? (2)
- When asked to repeat a nonsense word like “blaynge” or “blick” the person will be unable to
– disconnect in this pathway when which they usually use to go from meaning of word --> speaking, when they go to look up meaning of a nonsense word, it wouldn't be there
40
What is anomia aphasia? What does this cause a person to typically do?
- Anomia characterized by inability to recall words, names, numbers but have all other language abilities intact
- can understand spoken words and speak just fine, but they describe things in roundabout ways (circumlocution) because they struggle to think of the word they want to say, sometimes weird expressions used
41
What is circumlocation? What type of person uses it?
- defined as using many words when fewer would do (generally bc someone can't think of the word, often seen in foreign language learning when a word is unknown)
- those with anomia
42
In what types of people does anomia occur? By what is it caused?
- common symptom of all aphasias, especially Broca’s aphasia
- can be caused by damage to nearly any part of cerebral cortex
43
What happens when we take corners out of a picture/word versus when we take a middle part out of a picture/word? (2)
- corners = becomes very hard to tell what you’re looking at or what the word is, that’s what our brain focuses on to extract visual info
- middle part = brain just quickly fills it in, we care about vertices, angles, junctions – lines are continuing no problem
44
What is the visual word form area? (1)
- where we process info as written words
45
What is phonetic reading? (1)
- learning how individual letters sound when we first learn to read
46
What is sight-reading? (1)
- ability to recognize whole words
47
How might it be more difficult to recognize whole words in foreign languages that are similar to one another than in one's native language?
- Difference between seeing cars and ears, as an english speaker we instantly can tell there is a difference between the tiny little line in these two words
- in a different language, it is much harder to tell a difference in whole words
48
What is surface dyslexia? What generally causes it? What languages are thus harder/easier to learn? (3)
- ability to recognize whole word becomes damaged
- usually due to a stroke
- languages with irregular spelling becomes very difficult bc when you’re sounding out words by the individual letter it becomes a nightmare (sew, pint, yacht)
49
What is phonological dyslexia? What usually falls in this category? Is it hereditary?
- might be able to recognize whole words if you’ve learned them since youth, but you can’t sound out new words phonetically
- generally developmental dyslexia falls into this category
- largely hereditary
50
When can Japanese, in particular, become difficult to read? Why? (2)
- Kanji characters represent whole words, kana characters represent individual letters
- damage to visual word form area can make it difficult to read one or the other or both
51
What causes pure alexia? What does pure alexia inhibit? What is another word for pure alexia? (3)
- Dramatic damage to visual word-form area association cortex
- Makes it impossible to perceive written words and written letters
- aka pure word blindness, can see things but can’t make sense of them being words
52
Does pure alexia disrupt a person's ability to be able to write?
- does not disrupt person’s ability to write from memory (motor memory), but cannot read what they write – overtime then writing becomes increasingly illegible bc they can’t receive useable feedback about how they write
53
Where is the visual word form area and for what is this location of the VWFA critical? (2)
- VWFA is in the fusiform gyrus in left hemisphere
- Fusiform gyrus in right hemisphere critical for perceiving faces
54
(refer to last part of notes in this lec) - Two people who both had strokes have damage to their primary visual cortex in the left hemisphere, but the damage does not extend to the VWFA. They can still see in their left visual field bc the right hemisphere is undamaged. Why might a one of these people (L) be able to read, but the other one (R) cannot?
- Person on left sees what’s in visual field goes to right side fusiform gyrus and the info is processed as not a face then it crosses over to left side where, circuitry makes it so that person on left can read
- Person on right issue is info cannot go through corpus callosum bc damage is slightly stronger, when info tries to cross over to corpus callosum, it can’t really pass over, even though they have visual word form area it’s not effective bc that info can’t get to it
psyc 211
flashcards
Decks in class (9)
# Cards
-
vision I & II lec 9 - 1085
-
types of learning and memory lec 1777
-
language lec 1854
-
genetic predispositions lec 2047
-
emotions lec 1982
-
schizophrenia & autism lec 21 type shi6767676767666969676666969696969676767666676721212121272
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Stress, Anxiety, OCD, Addiction, ADHD Lec 2477
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neurological problems - lec 2284
-
mood disorders & neurodegenerative disease lec 2356
