NAME

Question types


Start with


Question limit

of 65 available terms

Print test

65 Matching questions

  1. Some types of aphasia
  2. Damage of pole of temporal lobe
  3. Wernickies aphasia symptons
  4. Damage to posterior of occipital lobe
  5. Other areas implicated in expressive aphasia
  6. Adults have
  7. Werneckies aphasia patients are good at
  8. Bottom up vs top down processing model
  9. Top down influence on speech comprehension
  10. Aphasia
  11. Conduction aphasia
  12. Language is complicated and is
  13. People learn words in different ways
  14. Tremendous amounts of individual variation
  15. Humans learn syntax of language
  16. Identifying when somebody is speaking is complicated
  17. 3rd theory of organization TYLER
  18. Wernickies area damage can cause
  19. By age 1 babies respond to only one language phonemes
  20. Evidence for serial processingis from
  21. Mental lexicon
  22. From studying ERP we learned timing and response of
  23. Horses for example are associated with
  24. Dysarthria
  25. Patients can be awake during neurosurgery because
  26. Right hemisphere may be involved in
  27. P600 response is from
  28. Aphasia can come from
  29. Do we see differences in n400(semantic)/n600 (syntax) response deficits in different people :
  30. Information about hammers , functional tools
  31. 2 distinct process to understanding language
  32. Animate words is more common loss than inanimate
  33. Broccas Area
  34. When damage is just to werneckies area and not the underlying structure during surgery they get
  35. You can visually identify Words and search in lexicon
  36. If Damage in broccas area is limited to the cortex
  37. Strong relationship between comprehension
  38. Language comprehension process
  39. Broccas area symptoms
  40. Semantic paraphasia
  41. More evidence for serial processing
  42. Broccas is also involved in comprehension of
  43. What's going on in the brain when understanding spoken language
  44. Semantic aphasia
  45. If you don't speak the language of person with werneckies
  46. Semantic network
  47. Word forms
  48. what makes human language so special
  49. Wernekie area
  50. Inferior temporal lobes and some other regions
  51. Semantic priming effect
  52. Language production
  53. Identifying reading words
  54. Distinction between werneckies and Broccas aphasia
  55. Superior temporal sulcus(which is under the superior temporal gyrus)
  56. Another theory of organization CARMAZZA
  57. Broccas aphasia : by
  58. Wernekie area and broccas area connected by
  59. Category specific anomnia
  60. Broccas area
  61. Textbook theory on category specific anomia
  62. Syntax information
  63. Someone with Wernekie aphasia
  64. Semantic informafion
  65. Broccas Aphasia also called
  1. a Or you can sound out the word and use auditory and search lexicon through sounds ( 2 different pathways !!)
  2. b 1 Language comprehension: hearing voice to understanding , from reading to understand
    2 COMING UP WITH A CONCEPT AND HOW TO PICK THE WORDS TO EXPRESS IN SPOKEN OR WRITTEN FORM
  3. c Transient aphasia.... They can regain their comprehension abilities after swelling goes away
  4. d Features make up identifying animate vs inanimate objects , blade handle cut = knife
  5. e Picking up body language . Difficulty is comprehending spoken and written language
  6. f Has limitations when you can't make out the sound , top down also lets us get around the segmentation problems (is 2 words or 3 words or 2 1word)
  7. g Of language in people . Some people have different areas and hemispheres involved. Language is unique. All of our brains are different so this can make things difficult
  8. h Contains semantic information. Also contains syntax information & information about word forms
  9. i Semantics and syntax
    N400 response: negative deflection to ERP for semantic errors
  10. j Self monitoring system is what's the wrong part of their disfunction
  11. k Language deficit that is not due to sensory or motor issues -
  12. l expressive aphasia -
  13. m Grammar and syntax
  14. n You wouldn't know they had that condition
  15. o But you can learn more, we are wired to learn any language , as you grow up you loose this able to make distinctions of sounds in languages
  16. p EEG/EEP recording from Brocca area in brain from epilepsy patients . Showed there are 3 stages . Finding word. Finding phonetic. Then Speaking word
  17. q Understands complicated grammar in sentences . Very important for speech production
  18. r Understand the meanings
  19. s You can combine words to explain new things and meanings
  20. t When you say something that's not even a word
  21. u Caused by damage to Wernekie, dementia : language disorders
  22. v TRUE : need more specific feature to identify animate things
  23. w By exposure ... Brain seems to be hardwired to learn language
  24. x People don't develop expressive aphasia !! Shows there are other areas involved
  25. y Concepts and the associated words for those concepts are stored in different areas of brains depending on the physical vs functional characteristics of that word or object (wainwright )
  26. z Brain areas shown by fmri : left hemisphere laterized - language- primary auditory cortex is in tempral lobs (heschyls gyrus) - info spreads out to superior temporal gyrus and superior temporal sulcus (secondary auditory cortex) ---- these all process sound , other areas of the brain like prefrontal cortex process language semantics phonemes (basic components of sound )more so than acoustic sounds.
  27. aa Emotions which may be involved in grammer
  28. ab People patients who have language and comprehension deficits ( low aphasias) you get abnormal responses : brain appears to recognize the word but timing is off. (Extreme and dull?) processing is not in sync
  29. ac fluent speech
    - primary deficit is they can't comprehend the meaning of what is being said to them - incorrect word use - they cannot understand Semantic concepts and they don't know what they are saying (self monitor system)
  30. ad Object recognition areas : based on physical : Info temporal lobe occipital areas
  31. ae A huge network ! Involving many areas of the brain.
  32. af Sometimes we identify reading words by individual letters individually some times wholistically
  33. ag Left frontal lobe : insular cortex (insula) +underlying white matter basal ganglia = can cause expressive aphasia
  34. ah And expression areas
  35. ai Anomia to name people
  36. aj Strokes or aneurism
  37. ak Autographic: what do words look like - depends on language
    Phonologic : sound of words - depends on sound
  38. al Different Voice pitches , accents (reference points), some words COARTICULATE (blend in when said together )
  39. am Left hemisphere damage to the Posterior 3rd of superior temporal gyrus : damage can equal language deficits :
  40. an They feel no pain
  41. ao Receptive aphasia= werneckies aphasia = Comprehension deficit
  42. ap Might say spoon when they mean to say fork- say closely related words by accident ?
  43. aq Anomia to name tools
  44. ar Paul Brocca - the case of the lebornge 1861 - experiment showed damage was to inferior frontal lobe in left hemisphere : broccas area = we speak with our left hemisphere = yes specific functions do work in specific areas of brain
  45. as Is where you start seeing s brain region that treat language sounds differently -it doesn't know the difference between real words and fake pseudo words.- haven't identified the meaning yet
  46. at Starts with idea/concept then goes to lexicon to identify correctly select words to express. LEMMA(form of word to use before you say it run/ran) -- then have to code the word phonologically in order to speak and articulate - self monitoring system is like auto correct for speech : sometimes after before or during what u say
  47. au They can alter the size of the peak by altering the properties of a word. Size of word doesn't matter but property's do. Lexical selection , word identify. Eg work vs worked = changes in 2nd stage
    Last stage is phonological encoding = how to say words using syllables
  48. av The meaning of words
  49. aw Anomnia: Inability to name things -
  50. ax A concept of how mental lexicon is organized - words are connected by associated concepts - when one word is active associated words are active and so forth - "spreading activation"
  51. ay Top down processing- what we know about language or experiences or what we expect somebody might be saying can influence spoken or written language

    Bottom up is the opposite which isn't the case
  52. az Arcuate fascicules .. Weneckie area sends the pathways
  53. ba Hear words or read them first .. Auditory and vision .. Then words go into mental lexicon .. Corresponding word(closest fit is found): then semantics are evaluated by concept in the sentence. (Concept is u have to extract the language and identify the words)(then words have to be understood in grammatical sense in context of the sentence)
  54. bb Functional categorical organization
  55. bc Pars triangularis + pars opercularis
  56. bd Difficulty controlling muscles involved in articulation
  57. be Wernickies predicted this could occur before he saw it was discovered - caused by damage to acuate fascicules- allows us to monitor what we are saying - also can't repeat back what was said to them
  58. bf Evidence from experiment showing slower to respond if words are not associated but faster to respond if they are - rose : flower
  59. bg How words are combined to form meanings
  60. bh Probably up to 50 thousand words , hardly don't use that much
  61. bi Are stored in motor areas and tactile sensory areas
  62. bj Syntax deviation, grammatical errors
  63. bk Physically using the word (: Hammer) vs physical properties of the word (buildings)
  64. bl Non fluent or telegraphic speech (most common ones) --- dysarthria : difficulty controlling muscles involved in articulation --- comprehension is normal except for grammar (agrammertism: failure to comprehend meaning from grammar)
  65. bm People with werneckies don't know they are making those mistakes - they think they are saying things fine.