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34 Cards in this Set
- Front
- Back
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When does the brain begin to develop? |
18 days of conception, 3 weeks. All neurons by 2nd trimester-Lacks organization. You need experience to organize neurons. Some neurons die off. Cells pick up action if you have brain damage. |
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Mylenation |
Turns brain into mind Myelin sheath around the nerves speeds soma. Language is last place for myelin to mature (usually in late 20s). Higher cognitive function-longer it takes to mature. |
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Synaptogenisis |
Firing synapse- Signals go through neurons. This is how we organize the brain. |
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Synapse |
Electric nerve impulses. Signal travels through. |
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Axon |
One end of dendrite to another. |
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Soma |
Grey quarter inch thick, made of cell body. Surface=cortex of the brain. |
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Cerebrum |
Top of brain |
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Cerebellum |
Back of brain |
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Proper sequence of linguistic processing: comprehension |
Hesch’s area->Broca’s Area ->Wernicke’s area |
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Executive function |
Oversees all four steps of information processing |
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Components of language |
Form, content, use |
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Right side of the brain |
Visual processing, simultaneous process [quick and dirty]. Ex. Looks at cookie and decides the person wants something when being offered a cookie |
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Left side of the brain |
Sequential, processing. Takes info. |
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Executive function |
Very front of frontal lobe |
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Motor cortex |
Back part of frontal lobe-sends signals to muscles Ready to produce words, but also repeats what is being said |
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Sensory cortex |
Directly behind motor cortex in parietal lobe (big place where language is stored) |
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Occipital lobe |
where parts of language are put together |
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Actuate fascicus |
Connective tissue |
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Position emission tomography (PET) |
Light up tracking in the brain |
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Grammar->words |
Produce as individual sounds Comprehension-dynamic production |
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More surface areas-cortex increase |
Organization of the brain takes stimulation-related processes take over |
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Why do we conduct child language research? |
To confirm general linguistic principles, To discover principles of language development, to clarify relationship of language to other areas of development, and to provide a theoretical description of language development |
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Principles |
More likely to imitate the last thing they hear |
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Research considerations |
Method of data collecting, sample size and variability, naturalness and representativeness, collection procedures, and analysis procedures |
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Why do we conduct cross language studies? |
To investigate universal principles, language specific principles, relative difficulty, and acquisitional principles |
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Neuroanatomy-where |
Relies on neuroimaging/video |
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Neurophysiology |
How |
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Neurolinguistics |
Study of neuroanatomy, physiology, and biochemistry |
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What percentage of energy is in your brain? |
20% to 25% CNS-Brain/spinal cord-Neurons 85% of CNS PNS-Everything else 100 billion in your body |
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Collection of neurons |
Nerves |
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Working memory->greater working memory More Accurate comprehension |
-Meaning/understanding; -Analyze/hold info while processing it.Central executive, temporary storage devices, phonological. -Short term memory-important Word learning devices that match sound to meaning Example: child helps identify distribution of all properties or regularities of input. |
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Heschl’s Area |
On left and right side of the brain. -60% goes here-divides linguistic Left-Broca’s Area 1. Holds info while figuring out what it means 2. More concentrated 3. Working memory Right Broca's area- paralinguistic (more diffuse) |
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Wernicke’s area- Analysis and language decoding |
1. Angular gyrus- allows access to word meaning. 2. Supramarginal gyrus- allows access to phonological processing (spoken/written language/emotional response). Send info back and forth to Broca’s area |
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Method of information processing |
1. listening 2. attention 3. discrimination 4. organization 5. memory Far Transfer- When you don’t know very much Near transfer- When you don’t know enough |
