Language
description
Transcript of Language
LanguageLanguageRef: Banich Ch 9 pp. 286-293Ref: Banich Ch 9 pp. 286-293
Language: Brain RegionsLanguage: Brain Regions
AphasiaAphasia
Aphasia = language deficit resulting from brain damageAphasia = language deficit resulting from brain damage
Two different “syndromes” result from damage to the Two different “syndromes” result from damage to the two key areas:two key areas:
1.1. Broca’s aphasiaBroca’s aphasia - damage to Broca’s area - damage to Broca’s area
1.1. Wernicke’s aphasiaWernicke’s aphasia - damage to Wernicke’s area - damage to Wernicke’s area
Broca's Aphasia: Typical FeaturesBroca's Aphasia: Typical Features
Production of speechProduction of speech::
• In short fragments, with many pausesIn short fragments, with many pauses
• Slowed, effortfulSlowed, effortful
• Poorly articulatedPoorly articulated
• May be May be telegraphictelegraphic::
Jim Hurdle: "Ah... Monday... ah Dad and Jim Hurdle... and Jim Hurdle: "Ah... Monday... ah Dad and Jim Hurdle... and
Dad... hospital. Two... ah... doctors... and ah... thirty minutes... Dad... hospital. Two... ah... doctors... and ah... thirty minutes...
and yes... ah... hospital. And er Wednesday... nine o'clock. And and yes... ah... hospital. And er Wednesday... nine o'clock. And
er Thursday, ten o'clock... doctors. Two doctors... and ah... er Thursday, ten o'clock... doctors. Two doctors... and ah...
teeth."teeth."
Comprehension of speechComprehension of speech::
• Largely preservedLargely preserved
Broca's Aphasia: Typical FeaturesBroca's Aphasia: Typical Features
When the doctor discussed what a relief the weather was When the doctor discussed what a relief the weather was
compared with the cold, hard winter that they had been compared with the cold, hard winter that they had been
experiencing, Jim pulled his sweater tightly around himself experiencing, Jim pulled his sweater tightly around himself
and imitated a shiver.and imitated a shiver.
Wernicke's Aphasia: Typical FeaturesWernicke's Aphasia: Typical Features
Production of speechProduction of speech::
• Fluent, well articulatedFluent, well articulated
• Function words presentFunction words present
• BUT often sounds “empty” of contentBUT often sounds “empty” of content
• Word substitution errors:Word substitution errors: phonemic paraphasiasphonemic paraphasias e.g. e.g. castlecastle -> -> "cacksel""cacksel"
semantic paraphasiassemantic paraphasias e.g. e.g. camelcamel -> -> "horse""horse"
neologismsneologisms e.g. e.g. queenqueen -> -> "robbli""robbli"
Wernicke's Aphasia: Typical FeaturesWernicke's Aphasia: Typical Features
You mean like this boy? I mean [noy], and this, uh [neoy]. This is a You mean like this boy? I mean [noy], and this, uh [neoy]. This is a
[kaynit], [kahken]. I don't say it, I'm not getting anything from it. [kaynit], [kahken]. I don't say it, I'm not getting anything from it.
I'm getting, I'm [dime] from it, but I'm getting from it. These were I'm getting, I'm [dime] from it, but I'm getting from it. These were
[eksprehsez], [ahgrashenz] and with the type of [mahnic] is standing [eksprehsez], [ahgrashenz] and with the type of [mahnic] is standing
like this... and then the... like this... and then the...
"Yes... well of course when they came there, I ... em... he came there, "Yes... well of course when they came there, I ... em... he came there,
I didn't know... there and I didn't know anything for it, any... I I didn't know... there and I didn't know anything for it, any... I
suppose we were there, when I went 1 2 3 4 5 and looked there and suppose we were there, when I went 1 2 3 4 5 and looked there and
said well so and so and so and so and so...”said well so and so and so and so and so...”
Examples:Examples:
Wernicke's Aphasia: Typical FeaturesWernicke's Aphasia: Typical Features
Comprehension of speechComprehension of speech::
• ImpairedImpaired
• Can't follow conversationsCan't follow conversations
• Can't obey simple commands Can't obey simple commands
– e.g. " Put the pencil on the e.g. " Put the pencil on the
card"card"
Classical Model of LanguageClassical Model of Language
• Broca's area = production ("Broca's area = production ("articulatory imagesarticulatory images" of words)" of words)
• Wernicke's area = comprehension ("Wernicke's area = comprehension ("auditory imagesauditory images")")
• Info is transmitted between the two:Info is transmitted between the two:
Two Problems with Classical ModelTwo Problems with Classical Model
• Problem 1: Predicted Patterns Never "Absolute“Problem 1: Predicted Patterns Never "Absolute“
• Broca's aphasics have some comprehension Broca's aphasics have some comprehension
problems:problems: e.g. Reversible sentence comprehension:e.g. Reversible sentence comprehension:
"I have to pay attention more carefully to what people are "I have to pay attention more carefully to what people are
saying now, because sometimes I miss things”saying now, because sometimes I miss things”
““The boy is chasing the dog”The boy is chasing the dog”
Two Problems with Classical ModelTwo Problems with Classical Model
Wernicke's aphasics have production problems:Wernicke's aphasics have production problems:
• Speech may sound “empty” of contentSpeech may sound “empty” of content
• Word substitution errors:Word substitution errors:
phonemic paraphasiasphonemic paraphasias e.g. e.g. castlecastle -> -> "cacksel""cacksel"
semantic paraphasiassemantic paraphasias e.g. e.g. camelcamel -> -> "horse""horse"
neologismsneologisms e.g. e.g. queenqueen -> -> "robbli""robbli"
Problem 2: Symptoms of each syndrome Problem 2: Symptoms of each syndrome dissociatedissociate
• Broca's aphasia:Broca's aphasia:articulation problems vs. sentence comprehension articulation problems vs. sentence comprehension impairmentimpairment
• Wernicke's aphasia:Wernicke's aphasia:neologisms vs. semantic paraphasiasneologisms vs. semantic paraphasias
Two Problems with Classical ModelTwo Problems with Classical Model
Current View of LanguageCurrent View of Language • Linguistics and Cognitive Psychology: Linguistics and Cognitive Psychology: language language
seen as a seen as a complex hierarchical systemcomplex hierarchical system. .
• Can describe language at a number of levels:Can describe language at a number of levels:
1.1. PhonologicalPhonological: what are the basic : what are the basic phonemes (phonemes (sound sound units) used to build wordsunits) used to build words??
2.2. SyntacticSyntactic: what are the rules for combining words into : what are the rules for combining words into sentences? sentences?
3.3. SemanticSemantic: what are the meanings of words, and how : what are the meanings of words, and how does meaning change when words are combined in does meaning change when words are combined in sentences?sentences?
Current View of LanguageCurrent View of Language
• By this view, speech production and comprehension not By this view, speech production and comprehension not
unitary processes, but involve multiple components.unitary processes, but involve multiple components.
For example:For example:
• ProductionProduction = syntactic planning, word selection, retrieval = syntactic planning, word selection, retrieval
of phonemes, articulatory programmingof phonemes, articulatory programming
• ComprehensionComprehension = auditory processing, access to word = auditory processing, access to word
meanings, syntactic processing.meanings, syntactic processing.
Current View of LanguageCurrent View of Language
• Each of these components can become Each of these components can become selectively selectively
impairedimpaired in aphasia in aphasia
• Some components located close together, so are more Some components located close together, so are more
likely to be simultaneously affectedlikely to be simultaneously affected
• So, if you average across P’s, “syndromes” will emergeSo, if you average across P’s, “syndromes” will emerge
• BUT minor damage can affect just one componentBUT minor damage can affect just one component
Current View of LanguageCurrent View of Language
• For many individuals, syndromes don’t workFor many individuals, syndromes don’t work
• Therefore, some researchers now prefer the terms Therefore, some researchers now prefer the terms FluentFluent and and NonfluentNonfluent Aphasia:Aphasia:
Nonfluent aphasiaNonfluent aphasia: :
• Anterior damage (usually)Anterior damage (usually)
• Covers Broca’s aphasia, as well as P’s with just one or Covers Broca’s aphasia, as well as P’s with just one or two featurestwo features
Fluent aphasiaFluent aphasia::
• Posterior damage (usually)Posterior damage (usually)
• Covers Wernicke’s aphasia, as well as P’s with just one Covers Wernicke’s aphasia, as well as P’s with just one or two featuresor two features
Some Language ComponentsSome Language Components
Anterior (around Broca’s area)Anterior (around Broca’s area)::
• Articulation of speechArticulation of speech
• Understanding syntactic relationshipsUnderstanding syntactic relationships
Posterior (around Wernicke’s area):Posterior (around Wernicke’s area):
• Retrieval of phonemes for productionRetrieval of phonemes for production
• Selection of words for productionSelection of words for production
• Access to semantic info about wordsAccess to semantic info about words
All of these can become selectively impaired:All of these can become selectively impaired:
Some Language ComponentsSome Language Components
Anterior (around Broca’s area)Anterior (around Broca’s area)::
• Articulation of speechArticulation of speech
• Understanding syntactic relationshipsUnderstanding syntactic relationships
Posterior (around Wernicke’s area):Posterior (around Wernicke’s area):
• Retrieval of phonemes for productionRetrieval of phonemes for production
• Selection of words for productionSelection of words for production
• Access to semantic info about wordsAccess to semantic info about words
All of these can become selectively impaired:All of these can become selectively impaired:
i. Articulation of speechi. Articulation of speech
Effects of DamageEffects of Damage::
• Speech is halting, effortfulSpeech is halting, effortful
• Words may sound distortedWords may sound distorted
• P knows the sounds in words, but can't articulateP knows the sounds in words, but can't articulate
Function of this ComponentFunction of this Component::
• Generation of motor programs Generation of motor programs or articulating wordsor articulating words
Location:Location:
• Overlaps with Broca’s areaOverlaps with Broca’s area
ii. Retrieval of phonemesii. Retrieval of phonemes
Function of this ComponentFunction of this Component::
• Retrieval of stored info. about Retrieval of stored info. about the sounds that make up wordsthe sounds that make up words
LocationLocation::
• Posterior: close to (partially Posterior: close to (partially overlapping?) Wernicke’s areaoverlapping?) Wernicke’s area
Effects of DamageEffects of Damage::
• P can articulate well P can articulate well
• BUT don't know which sounds to articulateBUT don't know which sounds to articulate
• Phonemic paraphasiasPhonemic paraphasias in all speech situations….. in all speech situations…..
Examples of phonemic paraphasiasExamples of phonemic paraphasias::
other examples: castle -> cackselapron -> abenrefrigerator -> redjerfredjer
ii. Retrieval of phonemes (cont.)ii. Retrieval of phonemes (cont.)
um.. tornet, no that's not right.. um.. tornet, no that's not right..
t-.. turry-.. no.. turkey.. no... oh t-.. turry-.. no.. turkey.. no... oh
gosh.. tur-.. turk-... turking.. gosh.. tur-.. turk-... turking..
that's wrong what's the end that's wrong what's the end
part?.. um.. I can't remember...part?.. um.. I can't remember...
iii. Access to semantic infoiii. Access to semantic info
Function of this ComponentFunction of this Component::
• Accessing word meaningsAccessing word meanings
• Involved in both production and comprehensionInvolved in both production and comprehension
Effects of DamageEffects of Damage::
• P can’t define wordsP can’t define words
• Can’t match a word to its meaningCan’t match a word to its meaning
• Semantic paraphasiasSemantic paraphasias in speech... in speech...
LocationLocation::
• Posterior -> temporal lobe, some Posterior -> temporal lobe, some overlap with Wernicke’s areaoverlap with Wernicke’s area
iii. Access to semantic info (cont.)iii. Access to semantic info (cont.)
a. Poor word definition:a. Poor word definition:
bed: "Bed, bed, I don't bed: "Bed, bed, I don't know what that is"know what that is"
swan: "Swan, that swan: "Swan, that sounds familiar, I'm sounds familiar, I'm sure I once knew it“sure I once knew it“
b. Failure at word-picture b. Failure at word-picture matching: matching: Which is a picture of a newspaper? Which is a picture of a newspaper?
c. Semantic paraphasias in speech and naming:
other examples: camel -> horseson -> daughterwalking ->
running
That’s some kind of animal, isn’t That’s some kind of animal, isn’t
it. A seal, is it?it. A seal, is it?
iii. Access to semantic info (cont.)iii. Access to semantic info (cont.)
Anterior vs. posterior language areasAnterior vs. posterior language areas
• This is broken here!This is broken here!
e.g.e.g. phoneme retrieval - posterior region, but affects outputphoneme retrieval - posterior region, but affects output
more examples in later lectures…more examples in later lectures…
• How do we explain this?How do we explain this?
The general ruleThe general rule::
• Anterior = outputAnterior = output
• Posterior = inputPosterior = input
Anterior vs. posterior areas (cont.)Anterior vs. posterior areas (cont.)
AnteriorAnterior regions are involved in: regions are involved in:
Generation of new combinationsGeneration of new combinationse.g.e.g. sentences (novel combinations of words)sentences (novel combinations of words)
articulation (must be done afresh each time)articulation (must be done afresh each time)
PosteriorPosterior language regions (LH) are involved in: language regions (LH) are involved in:
Storage/retrieval of familiar, well-learned relationshipsStorage/retrieval of familiar, well-learned relationships
e.g.e.g. phoneme sequences of common wordsphoneme sequences of common words
meanings of common wordsmeanings of common words
More about anterior/posterior differences in upcoming lectures…More about anterior/posterior differences in upcoming lectures…