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    Language - Neuro

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    Aifa Afeeqa Jamilan
    The document discusses key brain regions involved in language processing and production. Damage to Broca's area results in Broca's aphasia, characterized by non-fluent speech. Damage to Wernicke's area results in Wernicke's aphasia, characterized by fluent but nonsensical speech. The classical model posits that Broca's and Wernicke's areas are connected via the arcuate fasciculus, but the model is incomplete as many patients are unclassifiable and language involves broader neural regions.

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    Language - Neuro

    Uploaded by

    Aifa Afeeqa Jamilan
    98 views15 pages
    The document discusses key brain regions involved in language processing and production. Damage to Broca's area results in Broca's aphasia, characterized by non-fluent speech. Damage to Wernicke's area results in Wernicke's aphasia, characterized by fluent but nonsensical speech. The classical model posits that Broca's and Wernicke's areas are connected via the arcuate fasciculus, but the model is incomplete as many patients are unclassifiable and language involves broader neural regions.

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    The document discusses key brain regions involved in language processing and production. Damage to Broca's area results in Broca's aphasia, characterized by non-fluent speech. Damage to Wernicke's area results in Wernicke's aphasia, characterized by fluent but nonsensical speech. The classical model posits that Broca's and Wernicke's areas are connected via the arcuate fasciculus, but the model is incomplete as many patients are unclassifiable and language involves broader neural regions.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PPT, PDF, TXT or read online from Scribd
    Download as ppt, pdf, or txt
    98 views15 pages

    Language - Neuro

    Uploaded by

    Aifa Afeeqa Jamilan
    The document discusses key brain regions involved in language processing and production. Damage to Broca's area results in Broca's aphasia, characterized by non-fluent speech. Damage to Wernicke's area results in Wernicke's aphasia, characterized by fluent but nonsensical speech. The classical model posits that Broca's and Wernicke's areas are connected via the arcuate fasciculus, but the model is incomplete as many patients are unclassifiable and language involves broader neural regions.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PPT, PDF, TXT or read online from Scribd
    Download as ppt, pdf, or txt
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    The key takeaways are that Broca's area and Wernicke's area are the two main brain areas involved in language processing, with Broca's area responsible for language production and Wernicke's area responsible for language comprehension. However, the classical model of language localization is incomplete and many patients are unclassifiable.

    The two main brain areas involved in language processing are Broca's area, located in the frontal lobe, which is responsible for language production. Wernicke's area, located in the temporal lobe, is responsible for language comprehension.

    The typical features of Broca's aphasia include slow, effortful, fragmented speech produced in short phrases with many pauses and poorly articulated sounds. Comprehension is relatively preserved.

    Language I

    Language: Key Brain Regions

    Brocas area

    Wernickes area

    Two key brainsyndromes resultlanguage: different areas involved in from damage to the two key areas: 1. 2. Brocas aphasia - damage to Brocas area area language production Wernickes aphasia - damage to Wernickes area area language comprehension

    Broca's Aphasia: Typical Features


    In short fragments, with many pauses
    Slowed, effortful Poorly articulated
    Also called: Expressive Aphasia or Non-fluent Aphasia
    Patient JHM: Um the woman ah daydroom daybroon ah she um... not um u- understood um water water um dripping o- on- the floor and um u- un- she doesnt notice drooning um the children ah, wo-... little boy girl um s- st- stealing ah cookies ..

    Cookie Theft (Boston Diagnostic Aphasia Examination)

    Broca's Aphasia: Typical Features


    Speech sometimes telegraphic:
    Jim Hurdle: "Ah... Monday... ah Dad and Jim Hurdle... and Dad... hospital. Two... ah... doctors... and ah... thirty minutes... and yes... ah... hospital. And er Wednesday... nine o'clock. And er Thursday, ten o'clock... doctors. Two doctors... and ah... teeth."

    Comprehension relatively ok: Jim Hurdle: When the doctor discussed what a relief the weather was compared with the cold, hard winter that they had been experiencing, Jim pulled his sweater tightly around himself and imitated a shiver.

    Wernickes Aphasia: Typical Features


    Speech fluent, well articulated; function words present BUT speech may be empty or nonsensical
    Also called: Receptive Aphasia or Fluent Aphasia
    Patient LR: Its got the pig here. Why, what do you want? [Ex: Just everything you can see] its uh everythings fine I I can see whats going can be out there mmm, well its there, there being out out begging the gars shes there oh yea shes wonnawot head round on the floor it s a ba- , bess, bu-, basin? [Ex gestures to the girl] I m not sh- sleet-, chlorine, cronckers , oh god [Ex gestures to the stool] yea I show, showed you the right part, falling over

    Cookie Theft (Boston Diagnostic Aphasia Examination)

    Wernicke's Aphasia: Typical Features


    Different individuals make different kinds of errors:
    Phonemic paraphasias e.g expressions -> eksprehsez a) Patient CB (Buckingham, Neologisms e.g. kaynit 1981)
    You mean like this boy? I mean noy , and this, uh, neoy . This is a kaynit , kahken . I dont say it, Im not getting anything from it. Im getting, Im dime from it, but Im getting from it. These were eksprehsez , ahgrashenz and with the type of mahkanic is standing like thisand then theI dont know what she goin other than. And this is deli this one is the one and this one and this one and I dont know.

    Semantic paraphasias e.g. children -> boys b) Patient AM (Goodglass & Kaplan, 1983).
    Other her work out ohere Well this ismother is away here workingword substitutions to get her better, but when shes looking, the two boys looking in the other part. On their small tile into her time here. Shes working another time because shes getting, too. So the two boys work together an one is sneaking around here, making hiswork an his further funnas his time he had. He an the other fellow were running around the work here, while mother another time she was doing that without everything wrong here... Omission of content words, empty speech c) Patient HG (Hillis, 1998) Its what you do. Its about that that I see. I didnt know what that what its about. Im sorry. Its not here. Today what youre thinking maybe I can understand what you did. I can know what youre talking, but theres something.

    Wernicke's Aphasia: Typical Features


    Comprehension of speech: Impaired Can't follow conversations Can't obey commands ("Put the pencil on the card)

    Impaired on simple yes-no questions:


    Will a cork sink in water? Is a hammer good for cutting wood? Do two pounds of flour weigh more than one? Will water go through a good pair of rubber boots?

    Classical Model of Language


    Broca's area = production Wernicke's area = comprehension Info is transmitted between the two:
    Connecting fibre tract = Arcuate Fasiculus Brocas area

    Wernickes area

    Support for Classical Model


    Damage to connecting fibres and angular gyrus will affect word repetition

    Conduction aphasia, a repetition disorder


    Angular gyrus Brocas area

    Wernickes area

    The Boston Diagnostic Aphasia Examination


    Based on classical aphasia subtypes Also categorises syndromes into broader classes: - fluent (e.g. Wernicke's, conduction) vs nonfluent (e.g. Brocas) Diagnosis depends on: 1. Characteristics of speech (conversation, Cookie Theft picture) Phrase length Articulatory agility Proportion function vs. content words Number of outright errors 2. Auditory comprehension (words, sentences, short stories) 3. Ability to repeat phrases (e.g. I got home from work)

    Classification of the Aphasias


    Fluent Fluency Nonfluent

    Good

    Poor

    Comprehension

    Good

    Poor

    ok

    poor

    ok

    poor

    Repetition

    ok

    poor

    ok

    poor

    Anomia

    Transcortical Sensory Conduction Wernickes Transcortical Motor

    Brocas
    Transcortical Mixed

    Global

    Boston Diagnostic Aphasia Examination


    Intonation Phrase length

    Brocas aphasia
    Articulatory agility Grammatical form Outright errors Repetition Content/function wds Auditory compn.

    Boston Diagnostic Aphasia Examination


    Intonation Phrase length Articulatory agility Grammatical form Outright errors

    Wernickes aphasia
    Repetition
    Content/function wds Auditory compn.

    BUT:
    Aphasia can result from damage outside these key areas

    Actually, about 40% of aphasic patients unclassifiable on BDAE!

    Conclusions so far
    Classical model is broadly correct but hugely incomplete:

    Based on nave model of language (auditory vs articulatory processing of words)


    Many patients not classifiable Actually, vast regions of (usually left) cortex involved in language processing By decomposing language into its cognitive components, we can build a richer model of language organisation in the brain.

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