Biopsychology Exam 4 Lecture 18- Language and Aphasias: Language is localized and distributed (small parts of cortex and

d many regions) Paul BROCAs patient Tan: production impairment, but comprehension relatively intact (impairment because of disease); suffered from RIGHT HEMIPARESIS (weaken of right arm and leg because of damage to anterior part of left hemispheremovements are lateralized across the body) Carl WERNICKE: studied 2 patients with fluent speech, but nonsensical sound/words/sentences; damage to posterior region of superior temporal gyrus You must hear to understandprimary auditory cortex next to Wernickes Area APHASIA: disorders of language apparent in speech, writing (AGRAPHIA) or reading (ALEXIA) produced by injury to brain area specialized in these functions Impairments are not always due to aphasiasdisturbances may be due to: intellectual impairment, loss of sensory input (vision, hearing), paralysis/incoordination of muscles in mouth (ANARTHIA), or hand paralysis affecting writing PRIMARY APHASIA: problems with language-processing mechanisms (purely due to lang. input in brain) SECONDARY APHASIA: memory impairments, attention disorders, perceptual problems DISORDERS IN COMPREHENSION: 1. Poor auditory comprehension (cant understand speech) 2. Poor visual comprehension (cant read) DISORDERS IN PRODUCTION: 1. Poor articulation 2. ANOMIA: word finding deficit 3. PARAPHASIA: unintended words or phrases; errors producing specific words 4. Loss of grammar/syntax 5. Inability to repeat aurally presented material (cant repeat sentences exactly the same) 6. Low verbal fluency (ex: asked to say as many words as they can that start with f and they can only say a few) 7. AGRAPHIA 8. APROSIDIA: loss of tone in voice APHASIA CLASSIFICATION TEST PARAMETERS: 1. spontaneous speech 2. auditory comprehension (can they understand commands?) 3. verbal repetition (ask them to repeat words you just said) THREE BROAD CATAGORIES OF APHASIA: 1. NONFLUENT APHASIA: difficulties in articulation but relatively good auditory verbal comprehension (ex: Brocas severe & Brocas mild)

BROCAS APHASIA/Expressive aphasia- nonfluent speech, short phrases with lots of pauses, makes errors, repetitious errors in grammar, omits function words (verbsTELEGRAPHIC SPEECH); poor repetition; somewhat good comprehension (problems arise with differences in syntax); *can repeat some things but not others o Damage in prefrontal lobe (not due to damage in motor strip) ***LEFT FRONTAL CORTEX: language production and syntax (grammar) o Brocas area= BA44 and 45 o Video: patient 1: very impaired; saying drip, drip, drip instead of water is pouring down; patient 2: more complex wordsproblem with verbs but not nouns (problems describing action)able to use hands to show the action but cant comprehend how to say it GLOBAL APHASIA: deficit in comprehension and language production; associated with extensive left hemisphere damage (due to carbon dioxide damage, stroke, etc. effects many parts of the brain (global language deficit*)) 2. FLUENT APHASISA: fluent speech but difficulties in either auditory verbal comprehension or repetition of words, phrases, or sentences spoken by others (ex: Wernickes or sensory aphasia; Anomic) Wernickes aphasia: poor comprehension; problems with input and repetition language; fluent meaningless speech (word salad) o Paraphasias- SEMANTIC PARAPHASIAS (substituting words similar in meaningbarn with house) PHONEMIC PARAPHASIAS (substituting words similar in soundhouse with mouse); NEOLOGISMS (nonwordsex: galump) o deficit in characterization of sounds (ex: l vs. r); poor repetition; impairment in writing o Damage to temporal lobe near Heschels gyrus (primary auditory cortex) *** LEFT TEMPORAL LOBE: language comprehension (semantics) o Video: women knows she has some kind of an impairment; she says the wrong words; hard because she doesnt know how to fix it o CONDUCTION APHASIA: aphasia produced by damage to connections between Brocas and Wernickes areas; deficit in repeating what was just heard but comprehension and production intact Anomic aphasia: Amnesic aphasia; comprehend speech, fluent speech, ok repetition; cant name objects (name problems=result of damage to temporal cortex); verb finding problems (result of left frontal damage) o Problems saying the name (Anchor: know the verb (that it is used to anchor a ship) but doesn't know the noun/name (that it is called an anchor) o Video: asked to say the name of the 2 objects (sew and hammer)- patient explains sew by saying you can cut wood with it..the patient is away that she cant say itshe will start saying the word and then think she is wrong; she is able to say the word sew when not naming the object; was able to used the word sew while describing the hammer

o Video: asked to explain the cookie theft picture: used this a lot instead of the noun **no visual impairment!- recognized the words but can't name them (has the knowledge but can't label the object/noun they are describing) PURE APHASISA: selective impairment in reading, writing, or recognition of words [[*just cant do one of the thing]] (ex: agraphia, alexia without agraphiacant read but can write) CONCEPT CENTER: place where meanings are stored (store language knowledge meaningful words) **effecting different centers=different deficits o TRANSCORTICAL MOTOR APHASIA: deficit in retrieving information from concept center to Brocas area Comprehension and repetition are preserved (Wernickes can access concept center), but speech is non-fluent o TRANSCORTICAL SENSORY APHASIA: deficit inputting information from Wernickes area to concept center Repetition is preserved (do not need to understand what is being repeated), speech is fluent, but comprehension is impaired o ARCUATE FALSICULUS/CONDUCTION APHASIA: deficit receiving information in Brocas area from Wernickes area 2 WAYS OF READING: reading by sound AND reading by image/pictures (dissociation) PSYCHOLIGUISTS: dont breakdown language into production and comprehension language has 3 parts: PHONOLOGY, SYNTAX, and SEMANTICS PHONOLOGY: sounds that comprise language and the rules governing their combinations PHONEMES: smallest unit of sound that can signal meaning (ex: /b/ in /bat/ and /p/ in /pat/) People with Wernickes aphasia produce the wrong phoneme (phoneme substitutionmight substitute /p/ but /b/) ALLOPHONES: different representations of the same phoneme (ex: /p/ in /pill/ vs. /p/ in /spill) People with Brocas aphasia have problems producing correct allophone of a phoneme (lack of fine control mispronunciation of phoneme) SYNTAX: grammar; admissible combination of words or phrases and sentences People with Brcoas aphasia (damage to anterior part of brain)=difficulties with syntax Brocas patients impaired syntax; often omit function words (ex: verbs) o Not only problems with productionproblems with comprehending syntax too (able to understand simple speech, but when complex=difficult) People with Wenickes aphasia= relatively unimpaired syntax (their sentences contain syntactic markers: verb endings, prepositions, etc.) o

SEMANTICS: meaning of words and word combinations; sentences may have different structures but the same meanings Wernickes aphasia patients= impaired; semantic deficits (problem understanding meaning of words) Brocas aphasia patients= relatively intact semantic processing (only problems when syntax is important) **NEUOLOGICAL AND PSYCHOLOGICAL PERSEPECTIVE: o anterior region (frontal lobe)=speech production and syntax o posterior region (temporal and parietal lobes)=important for comprehension and semantic processing *HUMANS SPEAK AT A YOUNG AGE: able to detect language impairments right away (function that is easily observed) Problems with lesion studies: we record how people perform WITHOUT particular region, we don't directly observe what the missing part actually does (we make inferences that are sometimes misleading) DIACHISIS: damage to one part of the brains can create problems for another Disconnection syndrome PET STUDY: look at effects of focal lesions BEYOND damaged region; one part of the brain is damage but it affects a different part of the brain (making the other region not functional); resting state of aphasics show hypometabilism in temproparietal region WADA TEST: testing left hemispheres role in language; technique using sodium amobarbital; inject an drugs to understand language function in an individual, then ask them to repeat and name things and see what regions are used (usually left hemisphere and sometimes crosses over) CROSSED APHASIA: aphasia arising fro right hemisphere damage (*early in life, brain has a lot of plasticity) People with epilepsy in some cases must have part of their brain removed in order for them to surviveif language a function of left hemisphere, they try to only operate on the right half of brain ELECTRICAL STIMULATION STUDIES: Penfield and Roberts AND Ojemann (more recent); expose epileptic patients brain and electrically stimulate different regions to see were which electrical stimuli effected speech Data doesnt support strict localizationist model of language because effect on BOTH anterior and posterior speech function zones were similar Neocortex far beyond Wernickes and Brocas areas disrupted speech function Stimulation of speech zones affected more than just talkingmade deficits in voluntary motor control of facial muscles, short-term memory, and reading