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30 Cards in this Set
- Front
- Back
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Angular gyrus
(location and associated function) |
-in the parietal lobe, that lies near the superior edge of the temporal lobe, and immediately posterior to the supramarginal gyrus
-involved in the processing of auditory and visual input and in the comprehension of language -Geschwind proposed that written word is translated to internal monologue via the angular gyrus. |
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Exner’s writing area
(location and associated function) |
left frontal convexity (i.e. Broca's and Exner's area)
-writing and reading |
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Dual Route Model
(basic assumptions) |
Mental Lexicon (dictionary) -> Direct route (For familiar words) “Reading by eye” -> Whole word reading “dog”
Spelling to sound conversion -> Phonological Route -> “Reading by ear” Sounding out |
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Acquired dyslexia/dysgraphia
(basic characteristics and types of errors they make) |
Normal reading is affected by stroke, disease, or TBI
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Surface dyslexia/dysgraphia
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***Associated with left temporal/parietal lobes
-Heavily rely on phonological rules -They “sound out” everything (Cat, game, tell) ^^Regular words are intact^^ (Steak, have, island) ^^Irregular words are affected^^ Errors reflect phon. Rules Broad (“brode”) Steak (“Steek”) Island (“eyesland”) (Nabe, reag, popple, bool) ^^Nonwords are intact—they use spelling & sound rules to say words (Grean, stail, rale, rime) ^^Nonword homophones seem fine to them! |
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Phonological dyslexia/dysgraphia
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***Associated with left superior temporal lobe damage
***Wernike’s area (exclusively relying on what the word looks like to know how to say it) -Rely on recognizing words -They can’t use phonological rules (cannot sound out words, but can recognize words they know) -affects unfamiliar words & nonwords |
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Deep dyslexia/dysgraphia
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***Associated with extensive LH lesions (usually from left CVA)
Most severe form of acq. Dyslexia -Visual errors-visually similar to words Quarrel -> “squirrel” Angel -> “angle” Sword ->”words” -Semantic errors- related words Daughter -> ”sister” Hot -> “cold” Rose -> “flower” -Visual + Semantic errors Sympathy -> “orchestra” Favor -> “taste” Charter -> “map” -Nonword errors They cannot read nonwords Teep -> “sweets” Reading of nonwords is impaired Class effect (nouns more intact than verbs) “Concrete” nouns are more intact (Tulip, green vs. idea, usual -Errors show same semantic & visual errors (When asked to write) |
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Developmental dyslexia
(basic characteristics and how developmental is different from acquired) |
Difficulties in developing normal reading skills.
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Dyseidetic Dyslexia
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***Possible angular gyrus dysfunction
-Deficit in analyzing/memory for symbols Characterized by: -Letter order confusion Read/spell “dose” for “does” “on” for “no” -Heavy reliance on sounding out Extreme difficulty with irregular words Ex: “laugh” is read as “log” spelled “laff” “business” is spelled “bisnis” -Common irregular words cause the most trouble “was” “said” “does” -Similar to surface dyslexia |
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Dysphonetic Dyslexia
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-Difficulty with what & where sounds are in words
Characterized by: -Dependency on sight vocabulary -Trouble with phonics (sounding out words) -Spellings may be bizarre because they don’t follow phon. Rules -Guessing based on context (not letters) -He was riding the donkey. May read “horse” -Unknown words are hardest “farm” for “familiar” “lap” for “lamp” -Similar to phonological dyslexia |
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Dysphoneidectic (mixed) Dyslexia
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*Difficulty with what & where sounds are in words
Characterized by: -Dependency on sight vocabulary -Trouble with phonics (sounding out words) -Spellings may be bizarre because they don’t follow phon. Rules -Guessing based on context (not letters) ~"He was riding the donkey." ~May read “horse” -Unknown words are hardest ~“farm” for “familiar” ~“lap” for “lamp” -Similar to phonological dyslexia |
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What language can the RH process?
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-RH can only process:
•Familiar, concrete nouns •Simple syntax -language processing, in particular at the level of word meaning -competence on semantic (i.e., conceptual) tasks such as understanding synonyms and categorical (e.g., cat → animal) and functional (e.g., pencil → writing tool) relationships as well as more abstract language and conceptual abilities such as understanding metaphorical relationships. |
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Aprosodia
(what is it? How is production/comprehension of prosody affected?) |
neurological condition characterized by the inability of a person to properly convey prosody in language referring to the ranges of rhythm, pitch, stress, intonation, etc.
-cueing the listener as to whether the utterance is a statement, question, or command and differentiates lexical meaning -happy, sad, angry |
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Emotional processing
(production and comprehension deficits from RHD) |
-Emotional content in voice (emotional prosody)
-RH damage can cause deficits in: Expressing or judging emotion in speech RH is dominant in processing emotion RHD can result in deficits in Making emotional expressions Recognizing emotional expressions |
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Brain areas associated with production and comprehension of emotion in voice and face
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Right parietal temporal area
Perception of emotion in faces/voices Right parietal area Expression of emotion in faces/voices |
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How RHD affects discourse
(spontaneous speech and conversations) |
-Discourse appropriateness and organization in production
-Many RHD patients show disrupted spontaneous speech •Can be excessive, rambling, repetitive, use a lot of words but give little info, have trouble judging relevance |
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Agnosia
(characteristics of the condition) |
The inability to recognize objects despite intact sensory modalities (vision)
Not a sensory deficit, but a recognition deficit Can occur in any modality, but visual is most common Recognition in any other modality (touch, hearing) is intact Two types: • Apperceptive • Associative |
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Ventral visual pathway
(occipital to temporal areas) |
Dorsal stream (How? Where?)
Occipital to parietal Ventral pathway (what?) Occipital to temporal *need more info |
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Apperceptive Agnosia
(what patients can and cannot do) |
Due to faulty perception:
•Can’t integrate visual info into a stable representation •Often have “parts” but not he “whole” They can’t: •Recognize objects, words, or faces •Match by shape •Copy drawings They can: See there’s an object there Correctly reach for objects Can tell colors Identify objects by touch/hearing Some patients are assumed blind until they avoid objects while walking |
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Associative Agnosia
(what patients can and cannot do) |
They can’t:
•Name items (or their own drawings) •Match by use or category •Match drawings to objects Usually caused by temporal damage along temporal pathway they can: -ID objects by touch.hearing -Copy drawings -Match by shape |
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Face recognition in healthy individuals
(RH dominant, upright vs. upside faces, etc.) |
Face recognition is right hemisphere dominant
Recognize faces when upright, when sideways we tend to turn our heads |
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Fusiform face area
(location and associated function) |
-Inferior temporal lobe
-associated with face recognition |
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Acquired prosopagnosia
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- caused by brain damage
o Often occurs with agnosia o VERY rare |
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Developmental prosopagnosia
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- born with it, “poor with faces”
o Highly variable o More common than previously thought o “Mr. Magoo” syndrome • With faces, we do more “whole” than “parts” processing. • People have trouble processing upside down faces. • We try to look at faces upright! *by turning head, angling • Some prosopagnosics do better with upside down faces. |
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Explicit/Direct tests of memory
-characteristics, how is memory accessed? |
-Memory expressed with awareness
Memory is directly tested- we know it’s a memory test • Recall-learn the material & reproduce it later -School tests are explicit memory tests. |
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3 types of recall tests & the recognition test
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• Recall-learn the material & reproduce it later
o Serial recall- “Recall in order” o Free recall- “Recall in any order” o Cued recall- word(s) is given as a cue. Part of a study pair: eye-head •Recognition test – Which are “old” items? ***Cued recall & recognition can show memory when free recall does not. o If so, it’s a retrieval problem! |
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Implicit/Indirect tests of memory
-characteristics, how is memory accessed? |
-Memory expressed without awareness
-Indirectly measure memory- We don’t know memory is tested. -Previous exposure improves responses in another task -No memory strategies are used. Improvement -> Memory Even if we don’t “remember” it. |
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Different types of implicit/indirect tests
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Repetition Effects:
-Items are presented in a task (e.g., reading, ID, etc.) -Later, the task is repeated with some items repeated. -As repetition, performance gets better! Word Completion: -After study, the person fills in incomplete words. -Previously seen words are more likely to be solved Fragment completion of words/pictures. -After study, one tries to identify items from partial info. Stem completion: -Words are presented. -Later, the person completes word “stems” -More likely to be completed with “old” words. |
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Indirect and explicit memory test performance in healthy individuals
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Tulving et al. (1982)
-People were tested 1 hour or 1 week later. -Test was explicit (recog.) or implicit (frag. Completion) *Implicit performance stays consistant *Explicit declines over time |
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Indirect and explicit memory test performance in amnesiacs (plus, other implicit effects in amnesiacs)
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Explicit Test:
Amnesiac don’t do as well as controls in Free recall & recognition tests Implicit Tests: Controls and amnesiacs showed same results as controls on Word Fragment and Word Stem tests! Other Implicit Effects: -Previously heard melodies are rated as more pleasant. *radio, people, brand name items, commercials- after repeated exposure, you tend to like it more! -Demonstrating implicit memory for environment *when HM had to consciously had to retrieve info, couldn’t |
