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Language & Speech

Language & Speech. June 21, 2011. Review Quiz. Provide evidence for or against the role of vaccines in autism. Explain the formation of the notochord and/or neural tube, and why this stage of development is important.

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Language & Speech

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  1. Language & Speech June 21, 2011

  2. Review Quiz • Provide evidence for or against the role of vaccines in autism. • Explain the formation of the notochord and/or neural tube, and why this stage of development is important. • Describe the major regions (i.e., the structures you modeled with clay yesterday) of the brain and their formation.

  3. Discussion • What is Language? • Why Do We Use Speech & Language? • Are Speech & Language Unique to Humans?

  4. Create Your Own Language

  5. RadioLab Podcast Words, Part 1

  6. Wernicke’s & Broca’s Area http://www.britannica.com/EBchecked/media/3601/Lateral-surface-of-left-hemisphere-of-brain

  7. Language Lateralization • Areas important to language are primarily located on the left side of the brain. • This is determined using the Wada test. • Anesthetic is injected into one carotid artery to anesthetize one cerebral hemisphere. • If language is located here, the person will lose the ability to talk. • The left hemisphere is dominant for speech in approximately 95% of all right-handed people!

  8. So Then, the Right Hemisphere Has No Role in Speech. NO!! • There is some involvement of the right hemisphere, even though the left hemisphere is dominant. • For example, the right hemisphere is important: • Describing spatial information (maps, etc) • Forming a story • Prosody (melodical rhythm and stresses of speech)

  9. An Interesting Exception: Case J.M. • 16 y.o. white female • 8th grade level in self-paced special education classes • No movement on right side of body • Cranial deformities & extra bone in skull • Left hemisphere hypoplasia diagnosed at age 8 • Left frontal lobe missing, area occupied by fluid-filled cyst • Decreased vasculature on left temporal, parietal, and occipital lobes From Lecture by Anthony Y. Stringer, Emory University , 2006

  10. J.M.’s Brain Scan From Lecture by Anthony Y. Stringer, Emory University , 2006

  11. J.M.’s Angiograms Normal Angiogram of J.M.’s Right Hemisphere Angiogram Showing Agenesis of J.M.’s Left Middle Cerebral Artery From Lecture by Anthony Y. Stringer, Emory University , 2006

  12. J.M.’s Language Results From Lecture by Anthony Y. Stringer, Emory University , 2006

  13. Right Hemisphere and Language • May take on many language functions in response to severe left hemisphere developmental trauma • Early intractable epilepsy • Hemisphere agenesis/hypoplasia • Early left hemispherectomy • But, this comes at a cost… From Lecture by Anthony Y. Stringer, Emory University , 2006

  14. Broca’s Aphasia • Results from damage to Broca’s area and surrounding areas in the left inferior frontal lobe • Slow, labored speech with great difficulty producing words http://faculty.washington.edu/chudler/functional.html

  15. Role of Broca’s Area in Speech • May be responsible for memories of the motor muscle sequences needed for forming words • Thus, deficits are of 3 types: • Agrammatism: difficulty with grammar • Anomia: difficulty finding a word • Articulation: difficulty pronouncing words

  16. Difficulties in Broca’s Aphasia • Meaning of words is correct, but difficult to pronounce • Emphasis on content words, difficulty with function words • Find it much easier to understand speech than to produce it • “kid…kk…can…candy…cookie…candy…well I don’t know but it’s writ…easy does it…slam…early…fall…men…many no…girl. Dishes…soap…soap…water…water…falling pah that’s all…dish…that’s all.” Physiology of Behavior. 7th edition. Carlson, N.R. Needham Heights (MA): Allyn and Bacon; 2001.

  17. Other Regions in Broca's Aphasia • Left Precentral Gyrus of the Insula • When damaged, see apraxia (impaired ability to move tongue, lips, and throat) • Periaqueductal Gray of the midbrain • When damaged, see disruptions in vocalization, even to the extent of mutism • Neocortical damage in the frontal lobe • Cerebellum

  18. Wernicke’s Aphasia • Results from damage to Wernicke's area in the auditory association cortex on the left temporal lobe • Leads to difficulties in comprehending words and producing meaningful speech • Speech fluidity is maintained http://faculty.washington.edu/chudler/functional.html

  19. How Does Wernicke’s Aphasia Sound? • “Never, no mista oyge I wann tell you this happened when happened when he rent. His—his kell come down here and is—he got ren something. It happened. In thesse ropiers were with him for hi—is friend—like was. And it just happened so I don’t know, he did not bring around anything. And he did not pay it. And he roden all o these arranjen from the pedis on from iss pescid. In these floors now and so. He hadn’t had em round here.” Kertesz, 1981, p. 73 Physiology of Behavior. 7th edition. Carlson, N.R. Needham Heights (MA): Allyn and Bacon; 2001.

  20. Wernicke’s Comprehension • When asked to use nonverbal cues to respond to questions, responses of patients reveal that they do not comprehend the question. • They are often unaware of their deficits. • Receptive aphasia • Wernicke’s area contains memories of sequences of sounds that make up words

  21. Difficulties in Wernicke’s Aphasia • Recognition: • Pure word deafness, the inability to understand a word even when it is heard • Comprehension: • Transcortical sensory aphasia, damage to posterior language areas affects the ability to understand words even when recognized • Repetition: • Conduction aphasia, poor repetition even when speech is fluent and meaningful

  22. Other Regions in Wernicke’s Aphasia • Primary auditory cortex • Interruption of delivery to Wernicke’s area • Damage causes pure word blindness • Posterior Language Area • Region located near the junction of the temporal, occipital, and parietal lobes • Damage causes transcortical sensory aphasia • Arcuate Fasciculus • Axon passage between Wernicke’s area and Broca’s area • Damage causes conduction aphasia

  23. Aphasia Subtypes From Lecture by Anthony Y. Stringer, Emory University , 2006

  24. Voices of Aphasia

  25. Coloring Diagrams

  26. RadioLab Podcast Words, Part 2

  27. Brainstorming • What other factors affect our use of speech and language?

  28. McGurk Effect Experiment

  29. Is Language Human Specific?

  30. Do Animals Have Language? • Talking with Kanzi the Bonobo • Introduction to the Gorilla Foundation: Koko’s Sign Language • Goodbye to Alex the Parrot

  31. Writing Assignment • What defines language? • Is it unique to humans? • What experiments would you do to identify language correlates in animals?

  32. Reading Neuroscience

  33. Speech Similarities • The speech symptoms of people with aphasia tend to be mimicked in their reading symptoms. • Agrammatical speech—Agrammatical writing • Patients with Broca’s aphasia comprehend what they read, but have difficulty reading it aloud.

  34. Associated with visual cortex and posterior corpus callosum lesions Maintain the ability to write, but not read Perceptual disorder Dear Dr. Warrington, Thank you for your letter of September 16th. I shall be pleased to be at your office between 10 & 10:30 am on Friday 17th October. I still find it very odd to be able to write this letter but not to be able to read it back a few minutes later. I much appreciate the opportunity to see you. Yours sincerely, Harry X Pure Alexia

  35. Pathways in Pure Alexia • Damage only to the left primary visual cortex • Right visual field is blind; info from the left visual field passes to the right visual cortex • Information passes to the extrastriate cortex, crosses over the corpus callosum • Processed in left speech areas, making reading possible but difficult • Damage to the left visual cortex and corpus callosum • Patient cannot read: right visual field is blind, and information from the left visual field cannot pass over the corpus callosum to the left speech areas • What about damage to the posterior corpus callosum?

  36. Hemialexia • Inability to read words that are located only in the left visual field • Words in the right visual field are read normally

  37. Dyslexia • Can be developmental or acquired • Surface dyslexia • Deficit in whole-word reading • Associated with damage to left lateral temporal lobe • Errors are related to visual appearance, not meaning • Phonological dyslexia • Deficit in sounding out words phonetically • Caused by damage to left frontal lobe

  38. Other Dyslexias • Word-Form & Spelling Dyslexia • Inability to recognize or sound out words, but able to read slowly • Direct Dyslexia • Cannot understand words that they are reading aloud • For example, may read a word aloud correctly, but cannot match the appropriate picture for the meaning of the word.

  39. Writing Disorders • Phonological Dysgraphia • Inability to write words phonetically based on sounding them out • Orthographic dysgraphia • Ability to write words only when sounding them out • Difficulty writing words that are not spelled the way they sound

  40. Decoding Phonemes Experiment

  41. Concept Mapping • Reading Disorders • Alexia • Dyslexia • Etc • How would you help people with these disorders learn to read?

  42. Improving Your Language Skills

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