Brain and Language
Transcript of Brain and Language
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Brain and Language
Based on: Chapter 2 of the Fromkin textbook
Brain and Language
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Main themes
I Knowledge of language
I Brain structure and functions
I Lateralization and Contralateralization
I Autonomy and Modularity of language
I Language and brain development
I Language evolution
Brain and Language
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Main themes
I Knowledge of language
I Brain structure and functions
I Lateralization and Contralateralization
I Autonomy and Modularity of language
I Language and brain development
I Language evolution
Brain and Language
![Page 4: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/4.jpg)
Main themes
I Knowledge of language
I Brain structure and functions
I Lateralization and Contralateralization
I Autonomy and Modularity of language
I Language and brain development
I Language evolution
Brain and Language
![Page 5: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/5.jpg)
Main themes
I Knowledge of language
I Brain structure and functions
I Lateralization and Contralateralization
I Autonomy and Modularity of language
I Language and brain development
I Language evolution
Brain and Language
![Page 6: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/6.jpg)
Main themes
I Knowledge of language
I Brain structure and functions
I Lateralization and Contralateralization
I Autonomy and Modularity of language
I Language and brain development
I Language evolution
Brain and Language
![Page 7: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/7.jpg)
Main themes
I Knowledge of language
I Brain structure and functions
I Lateralization and Contralateralization
I Autonomy and Modularity of language
I Language and brain development
I Language evolution
Brain and Language
![Page 8: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/8.jpg)
What is knowledge of language?
I Sounds
I Words
I Grammar
I Meaning
I ...
Brain and Language
![Page 9: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/9.jpg)
What is knowledge of language?
I Sounds
I Words
I Grammar
I Meaning
I ...
Brain and Language
![Page 10: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/10.jpg)
What is knowledge of language?
I Sounds
I Words
I Grammar
I Meaning
I ...
Brain and Language
![Page 11: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/11.jpg)
What is knowledge of language?
I Sounds
I Words
I Grammar
I Meaning
I ...
Brain and Language
![Page 12: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/12.jpg)
What is knowledge of language?
I Sounds
I Words
I Grammar
I Meaning
I ...
Brain and Language
![Page 13: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/13.jpg)
Analyze this ...
I A red-headed man lives near my house
I Does the man live outside my house or inside it?
I I painted my house brown
I Which surface of my house did I paint: Interior or Exterior?
Brain and Language
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Analyze this ...
I A red-headed man lives near my house
I Does the man live outside my house or inside it?
I I painted my house brown
I Which surface of my house did I paint: Interior or Exterior?
Brain and Language
![Page 15: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/15.jpg)
Analyze this ...
I A red-headed man lives near my house
I Does the man live outside my house or inside it?
I I painted my house brown
I Which surface of my house did I paint: Interior or Exterior?
Brain and Language
![Page 16: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/16.jpg)
Analyze this ...
I A red-headed man lives near my house
I Does the man live outside my house or inside it?
I I painted my house brown
I Which surface of my house did I paint: Interior or Exterior?
Brain and Language
![Page 17: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/17.jpg)
Effect of Context
Linguistic Context: The obituary of a dentist:
Dr. Joe Hines II. died yesterday while treating a kid.So he filledhis last cavity in the evening.
What is the meaning of fill here? What is the relationship betweendentist and the verb fill?
Situational Context: The epitaph of a dentist:
This is the last cavity he filled. (RIP)
Brain and Language
![Page 18: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/18.jpg)
Effect of Context
Linguistic Context: The obituary of a dentist:Dr. Joe Hines II. died yesterday while treating a kid.
So he filledhis last cavity in the evening.
What is the meaning of fill here? What is the relationship betweendentist and the verb fill?
Situational Context: The epitaph of a dentist:
This is the last cavity he filled. (RIP)
Brain and Language
![Page 19: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/19.jpg)
Effect of Context
Linguistic Context: The obituary of a dentist:Dr. Joe Hines II. died yesterday while treating a kid.So he filledhis last cavity in the evening.
What is the meaning of fill here? What is the relationship betweendentist and the verb fill?
Situational Context: The epitaph of a dentist:
This is the last cavity he filled. (RIP)
Brain and Language
![Page 20: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/20.jpg)
Effect of Context
Linguistic Context: The obituary of a dentist:Dr. Joe Hines II. died yesterday while treating a kid.So he filledhis last cavity in the evening.
What is the meaning of fill here? What is the relationship betweendentist and the verb fill?
Situational Context: The epitaph of a dentist:
This is the last cavity he filled. (RIP)
Brain and Language
![Page 21: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/21.jpg)
Effect of Context
Linguistic Context: The obituary of a dentist:Dr. Joe Hines II. died yesterday while treating a kid.So he filledhis last cavity in the evening.
What is the meaning of fill here? What is the relationship betweendentist and the verb fill?
Situational Context: The epitaph of a dentist:
This is the last cavity he filled. (RIP)
Brain and Language
![Page 22: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/22.jpg)
Effect of Context
Linguistic Context: The obituary of a dentist:Dr. Joe Hines II. died yesterday while treating a kid.So he filledhis last cavity in the evening.
What is the meaning of fill here? What is the relationship betweendentist and the verb fill?
Situational Context: The epitaph of a dentist:
This is the last cavity he filled. (RIP)
Brain and Language
![Page 23: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/23.jpg)
Effect of Context
Linguistic Context: The obituary of a dentist:Dr. Joe Hines II. died yesterday while treating a kid.So he filledhis last cavity in the evening.
What is the meaning of fill here? What is the relationship betweendentist and the verb fill?
Situational Context: The epitaph of a dentist:
This is the last cavity he filled. (RIP)
Brain and Language
![Page 24: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/24.jpg)
Brain and Language
Philosophers of ancient Greece speculated about this 2000 yearsback
I Aristotle and Plato did NOT fully appreciate thebrain-language connection
I Hippocrates writes (377 BC):
[The brain is] the messenger of the understanding [and theorgan whereby] in an especial manner we acquire wisdom andknowledge.
Neurolinguistics: The study of the biological and neuralfoundations of language
Brain and Language
![Page 25: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/25.jpg)
Brain and Language
Philosophers of ancient Greece speculated about this 2000 yearsback
I Aristotle and Plato did NOT fully appreciate thebrain-language connection
I Hippocrates writes (377 BC):
[The brain is] the messenger of the understanding [and theorgan whereby] in an especial manner we acquire wisdom andknowledge.
Neurolinguistics: The study of the biological and neuralfoundations of language
Brain and Language
![Page 26: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/26.jpg)
Brain and Language
Philosophers of ancient Greece speculated about this 2000 yearsback
I Aristotle and Plato did NOT fully appreciate thebrain-language connection
I Hippocrates writes (377 BC):
[The brain is] the messenger of the understanding [and theorgan whereby] in an especial manner we acquire wisdom andknowledge.
Neurolinguistics: The study of the biological and neuralfoundations of language
Brain and Language
![Page 27: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/27.jpg)
Brain and Language
Philosophers of ancient Greece speculated about this 2000 yearsback
I Aristotle and Plato did NOT fully appreciate thebrain-language connection
I Hippocrates writes (377 BC):
[The brain is] the messenger of the understanding [and theorgan whereby] in an especial manner we acquire wisdom andknowledge.
Neurolinguistics: The study of the biological and neuralfoundations of language
Brain and Language
![Page 28: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/28.jpg)
Brain and Language
Philosophers of ancient Greece speculated about this 2000 yearsback
I Aristotle and Plato did NOT fully appreciate thebrain-language connection
I Hippocrates writes (377 BC):
[The brain is] the messenger of the understanding [and theorgan whereby] in an especial manner we acquire wisdom andknowledge.
Neurolinguistics: The study of the biological and neuralfoundations of language
Brain and Language
![Page 29: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/29.jpg)
Structure of the brain
I 100 billion nerve cells (neurons) and billions of fibersconnecting them
I Brain surface (cortex) or “gray matter”
I Cortex is decision-maker; Grammar said to be in “graymatter”!
I 2 hemispheres (left and right); 4 lobes (frontal, temporal,parietal, occipital)
I Corpus callosum connects the hemispheres
Brain and Language
![Page 30: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/30.jpg)
Structure of the brain
I 100 billion nerve cells (neurons) and billions of fibersconnecting them
I Brain surface (cortex) or “gray matter”
I Cortex is decision-maker; Grammar said to be in “graymatter”!
I 2 hemispheres (left and right); 4 lobes (frontal, temporal,parietal, occipital)
I Corpus callosum connects the hemispheres
Brain and Language
![Page 31: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/31.jpg)
Structure of the brain
I 100 billion nerve cells (neurons) and billions of fibersconnecting them
I Brain surface (cortex) or “gray matter”
I Cortex is decision-maker; Grammar said to be in “graymatter”!
I 2 hemispheres (left and right); 4 lobes (frontal, temporal,parietal, occipital)
I Corpus callosum connects the hemispheres
Brain and Language
![Page 32: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/32.jpg)
Brain sections
Figure: Left: View from top; Right: View from front
Brain and Language
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Lateralized brain function
I Idea: Left and right hemispheres execute different functions
I This is merely a tendency (NOT absolute)
I Left dominance for language
I True for 95% of right-handers
I 18.8% of left-handers have right dominance for language
Brain and Language
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Lateralized brain function
I Idea: Left and right hemispheres execute different functions
I This is merely a tendency (NOT absolute)
I Left dominance for language
I True for 95% of right-handers
I 18.8% of left-handers have right dominance for language
Brain and Language
![Page 35: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/35.jpg)
Lateralized brain function
I Idea: Left and right hemispheres execute different functions
I This is merely a tendency (NOT absolute)
I Left dominance for language
I True for 95% of right-handers
I 18.8% of left-handers have right dominance for language
Brain and Language
![Page 36: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/36.jpg)
Phrenology
Franz Joseph Gall (early 19th century): Theory of localization(“psuedo-scientific”); Examining skull bumps
Figure: Skull model
Brain and Language
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Phrenology
Franz Joseph Gall (early 19th century): Theory of localization(“psuedo-scientific”); Examining skull bumps
Figure: Skull model
Brain and Language
![Page 38: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/38.jpg)
Contralateral brain function
I Control: Left hemisphere controls right side of body and viceversa
I Comprehension: Sensations by right side of body received byleft hemisphere
Brain and Language
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Left hemisphere functions
“Hard” aspects of life:
1. Analytical thought
2. Arithmetic calculations
3. Logic and deductive reasoning
4. Time sequences
5. Lot of language functions
Brain and Language
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Left hemisphere functions
“Hard” aspects of life:
1. Analytical thought
2. Arithmetic calculations
3. Logic and deductive reasoning
4. Time sequences
5. Lot of language functions
Brain and Language
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Right hemisphere functions
“Soft” aspects of life (first 3 below):
1. Intuitions, feelings and emotions
2. Creativity (art and music)
3. Relationships
4. Pattern matching
5. Face recognition
6. Spatial tasks
7. Right hemisphere also contributes to language!
Brain and Language
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Right hemisphere functions
“Soft” aspects of life (first 3 below):
1. Intuitions, feelings and emotions
2. Creativity (art and music)
3. Relationships
4. Pattern matching
5. Face recognition
6. Spatial tasks
7. Right hemisphere also contributes to language!
Brain and Language
![Page 43: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/43.jpg)
Right hemisphere functions
“Soft” aspects of life (first 3 below):
1. Intuitions, feelings and emotions
2. Creativity (art and music)
3. Relationships
4. Pattern matching
5. Face recognition
6. Spatial tasks
7. Right hemisphere also contributes to language!
Brain and Language
![Page 44: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/44.jpg)
Right hemisphere functions
“Soft” aspects of life (first 3 below):
1. Intuitions, feelings and emotions
2. Creativity (art and music)
3. Relationships
4. Pattern matching
5. Face recognition
6. Spatial tasks
7. Right hemisphere also contributes to language!
Brain and Language
![Page 45: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/45.jpg)
Italian polymath
Painter, sculptor, musician and writerArchitect, engineer, inventor and mathematicianAnatomist, geologist, cartographer and botanist
Brain and Language
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Italian polymath
Painter, sculptor, musician and writer
Architect, engineer, inventor and mathematicianAnatomist, geologist, cartographer and botanist
Brain and Language
![Page 47: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/47.jpg)
Italian polymath
Painter, sculptor, musician and writerArchitect, engineer, inventor and mathematician
Anatomist, geologist, cartographer and botanist
Brain and Language
![Page 48: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/48.jpg)
Italian polymath
Painter, sculptor, musician and writerArchitect, engineer, inventor and mathematicianAnatomist, geologist, cartographer and botanist
Brain and Language
![Page 49: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/49.jpg)
Italian polymath
Painter, sculptor, musician and writerArchitect, engineer, inventor and mathematicianAnatomist, geologist, cartographer and botanist
Brain and Language
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Figure: da Vinci’s sketch of a flying device
Brain and Language
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Evidence for lateralization
1. Brain disorders: Aphasia & Acquired dsylexia
2. Experimental evidence
I Split-brainsI Certain writing systemsI Brain plasticity in early lifeI Dichotic listeningI Event related potentials (ERP)
Brain and Language
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Evidence for lateralization
1. Brain disorders: Aphasia & Acquired dsylexia
2. Experimental evidence
I Split-brains
I Certain writing systemsI Brain plasticity in early lifeI Dichotic listeningI Event related potentials (ERP)
Brain and Language
![Page 53: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/53.jpg)
Evidence for lateralization
1. Brain disorders: Aphasia & Acquired dsylexia
2. Experimental evidence
I Split-brainsI Certain writing systems
I Brain plasticity in early lifeI Dichotic listeningI Event related potentials (ERP)
Brain and Language
![Page 54: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/54.jpg)
Evidence for lateralization
1. Brain disorders: Aphasia & Acquired dsylexia
2. Experimental evidence
I Split-brainsI Certain writing systemsI Brain plasticity in early life
I Dichotic listeningI Event related potentials (ERP)
Brain and Language
![Page 55: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/55.jpg)
Evidence for lateralization
1. Brain disorders: Aphasia & Acquired dsylexia
2. Experimental evidence
I Split-brainsI Certain writing systemsI Brain plasticity in early lifeI Dichotic listening
I Event related potentials (ERP)
Brain and Language
![Page 56: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/56.jpg)
Evidence for lateralization
1. Brain disorders: Aphasia & Acquired dsylexia
2. Experimental evidence
I Split-brainsI Certain writing systemsI Brain plasticity in early lifeI Dichotic listeningI Event related potentials (ERP)
Brain and Language
![Page 57: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/57.jpg)
Lateral view of left hemisphere
Brain and Language
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Evidence for Contralateralization
1. Split-brains
2. Dichotic listening
Brain and Language
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Contra-Lateral Brain Function
Brain and Language
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Broca’s Aphasia
DOCTOR: Could you tell me what you have been doing in thehospital?PATIENT: Yes, sure. Me go, er, uh, P.T. none ocot,speech . . . two times . . . read . . . r . . . ripe . . . rike . . . uhwrite . . . practice . . . get . . . ting . . . better.
Brain and Language
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Brain of Broca’s Aphasiac
Figure: Damage in left frontal region (dark gray) caused by a stroke.
Brain and Language
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First noticed by Paul Broca (circa 1860)
1. Injury/lesion to Broca’s Area (frontal lobe; left hemisphere)
2. Extreme production difficulty (agrammatic aphasia)
3. Comprehension difficulty to some degree
4. Problem forming sentences with grammar rules
5. Laboured speech lacking function words
6. Omit past tense suffixes like -ed
7. Ill-formed signs for users of sign language
Brain and Language
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First noticed by Paul Broca (circa 1860)
1. Injury/lesion to Broca’s Area (frontal lobe; left hemisphere)
2. Extreme production difficulty (agrammatic aphasia)
3. Comprehension difficulty to some degree
4. Problem forming sentences with grammar rules
5. Laboured speech lacking function words
6. Omit past tense suffixes like -ed
7. Ill-formed signs for users of sign language
Brain and Language
![Page 64: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/64.jpg)
First noticed by Paul Broca (circa 1860)
1. Injury/lesion to Broca’s Area (frontal lobe; left hemisphere)
2. Extreme production difficulty (agrammatic aphasia)
3. Comprehension difficulty to some degree
4. Problem forming sentences with grammar rules
5. Laboured speech lacking function words
6. Omit past tense suffixes like -ed
7. Ill-formed signs for users of sign language
Brain and Language
![Page 65: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/65.jpg)
First noticed by Paul Broca (circa 1860)
1. Injury/lesion to Broca’s Area (frontal lobe; left hemisphere)
2. Extreme production difficulty (agrammatic aphasia)
3. Comprehension difficulty to some degree
4. Problem forming sentences with grammar rules
5. Laboured speech lacking function words
6. Omit past tense suffixes like -ed
7. Ill-formed signs for users of sign language
Brain and Language
![Page 66: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/66.jpg)
Function vs. Content words
I Function/grammatical words
I Content/meaning words
What are some function words in English?Are function words processed differently than content words?
Brain and Language
![Page 67: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/67.jpg)
Function vs. Content words
I Function/grammatical words
I Content/meaning words
What are some function words in English?
Are function words processed differently than content words?
Brain and Language
![Page 68: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/68.jpg)
Function vs. Content words
I Function/grammatical words
I Content/meaning words
What are some function words in English?Are function words processed differently than content words?
Brain and Language
![Page 69: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/69.jpg)
Comprehension Difficulties and Broca’sAphasia (Caramazza and Zurif 1976)
Difficulties with syntactic structure (first 2 below)
I Which girl did the boy kiss?
I The cat was chased by the dog.
I Which book did the boy read?
Last example below understood more easily by Broca’s aphasiacs.Why?
Brain and Language
![Page 70: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/70.jpg)
Comprehension Difficulties and Broca’sAphasia (Caramazza and Zurif 1976)
Difficulties with syntactic structure (first 2 below)
I Which girl did the boy kiss?
I The cat was chased by the dog.
I Which book did the boy read?
Last example below understood more easily by Broca’s aphasiacs.Why?
Brain and Language
![Page 71: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/71.jpg)
Comprehension Difficulties and Broca’sAphasia (Caramazza and Zurif 1976)
Difficulties with syntactic structure (first 2 below)
I Which girl did the boy kiss?
I The cat was chased by the dog.
I Which book did the boy read?
Last example below understood more easily by Broca’s aphasiacs.Why?
Brain and Language
![Page 72: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/72.jpg)
Comprehension Difficulties and Broca’sAphasia (Caramazza and Zurif 1976)
Difficulties with syntactic structure (first 2 below)
I Which girl did the boy kiss?
I The cat was chased by the dog.
I Which book did the boy read?
Last example below understood more easily by Broca’s aphasiacs.Why?
Brain and Language
![Page 73: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/73.jpg)
Comprehension Difficulties and Broca’sAphasia (Caramazza and Zurif 1976)
Difficulties with syntactic structure (first 2 below)
I Which girl did the boy kiss?
I The cat was chased by the dog.
I Which book did the boy read?
Last example below understood more easily by Broca’s aphasiacs.Why?
Brain and Language
![Page 74: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/74.jpg)
Wernicke’s Aphasia
PATIENT: The only thing that I can say again is madder ormodder fish sudden fishing sewed into the accident to miss in thepurdles.
First noticed by Carl Wernicke (circa 1870)
1. Injury/lesion to Wernicke’s Area (temporal lobe; lefthemisphere)
2. Fluent, but meaningless speech (jargon aphasia)
3. Problems with auditory comprehension
4. Difficulty naming things (anomia)
5. So produce nonsense words or lexical substitutions
6. Nonsense signs for users of sign language
Brain and Language
![Page 75: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/75.jpg)
Wernicke’s Aphasia
PATIENT: The only thing that I can say again is madder ormodder fish sudden fishing sewed into the accident to miss in thepurdles.
First noticed by Carl Wernicke (circa 1870)
1. Injury/lesion to Wernicke’s Area (temporal lobe; lefthemisphere)
2. Fluent, but meaningless speech (jargon aphasia)
3. Problems with auditory comprehension
4. Difficulty naming things (anomia)
5. So produce nonsense words or lexical substitutions
6. Nonsense signs for users of sign language
Brain and Language
![Page 76: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/76.jpg)
Wernicke’s Aphasia
PATIENT: The only thing that I can say again is madder ormodder fish sudden fishing sewed into the accident to miss in thepurdles.
First noticed by Carl Wernicke (circa 1870)
1. Injury/lesion to Wernicke’s Area (temporal lobe; lefthemisphere)
2. Fluent, but meaningless speech (jargon aphasia)
3. Problems with auditory comprehension
4. Difficulty naming things (anomia)
5. So produce nonsense words or lexical substitutions
6. Nonsense signs for users of sign language
Brain and Language
![Page 77: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/77.jpg)
Wernicke’s Aphasia
PATIENT: The only thing that I can say again is madder ormodder fish sudden fishing sewed into the accident to miss in thepurdles.
First noticed by Carl Wernicke (circa 1870)
1. Injury/lesion to Wernicke’s Area (temporal lobe; lefthemisphere)
2. Fluent, but meaningless speech (jargon aphasia)
3. Problems with auditory comprehension
4. Difficulty naming things (anomia)
5. So produce nonsense words or lexical substitutions
6. Nonsense signs for users of sign language
Brain and Language
![Page 78: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/78.jpg)
Wernicke’s Aphasia
PATIENT: The only thing that I can say again is madder ormodder fish sudden fishing sewed into the accident to miss in thepurdles.
First noticed by Carl Wernicke (circa 1870)
1. Injury/lesion to Wernicke’s Area (temporal lobe; lefthemisphere)
2. Fluent, but meaningless speech (jargon aphasia)
3. Problems with auditory comprehension
4. Difficulty naming things (anomia)
5. So produce nonsense words or lexical substitutions
6. Nonsense signs for users of sign language
Brain and Language
![Page 79: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/79.jpg)
Brain of Wernicke’s Aphasiac
Figure: Area of damage in left posterior temporal and lower parietalregion (dark gray) caused by a stroke
Brain and Language
![Page 80: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/80.jpg)
Aphasia Studies: Tentative Conclusions
1. Modular organization of language in the brain
2. The substitution of semantically or phonetically related wordstell us about neural connections between such words
3. Words are not mentally represented as a list but ratherorganized network of connections.
4. Language impairment does not cause other cognitive orintellectual deficits
Agrammatic signs by sign language speakers having injury toBroca’s areaIncoherent signs by sign language speakers having injury toWernicke’s area
Brain and Language
![Page 81: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/81.jpg)
Aphasia Studies: Tentative Conclusions
1. Modular organization of language in the brain
2. The substitution of semantically or phonetically related wordstell us about neural connections between such words
3. Words are not mentally represented as a list but ratherorganized network of connections.
4. Language impairment does not cause other cognitive orintellectual deficits
Agrammatic signs by sign language speakers having injury toBroca’s areaIncoherent signs by sign language speakers having injury toWernicke’s area
Brain and Language
![Page 82: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/82.jpg)
Aphasia Studies: Tentative Conclusions
1. Modular organization of language in the brain
2. The substitution of semantically or phonetically related wordstell us about neural connections between such words
3. Words are not mentally represented as a list but ratherorganized network of connections.
4. Language impairment does not cause other cognitive orintellectual deficits
Agrammatic signs by sign language speakers having injury toBroca’s areaIncoherent signs by sign language speakers having injury toWernicke’s area
Brain and Language
![Page 83: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/83.jpg)
Aphasia Studies: Tentative Conclusions
1. Modular organization of language in the brain
2. The substitution of semantically or phonetically related wordstell us about neural connections between such words
3. Words are not mentally represented as a list but ratherorganized network of connections.
4. Language impairment does not cause other cognitive orintellectual deficits
Agrammatic signs by sign language speakers having injury toBroca’s areaIncoherent signs by sign language speakers having injury toWernicke’s area
Brain and Language
![Page 84: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/84.jpg)
Aphasia Studies: Tentative Conclusions
1. Modular organization of language in the brain
2. The substitution of semantically or phonetically related wordstell us about neural connections between such words
3. Words are not mentally represented as a list but ratherorganized network of connections.
4. Language impairment does not cause other cognitive orintellectual deficits
Agrammatic signs by sign language speakers having injury toBroca’s areaIncoherent signs by sign language speakers having injury toWernicke’s area
Brain and Language
![Page 85: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/85.jpg)
Aphasia in History
I Ancient Greek physicians reported loss of speech and paralysisof right side of body
I Psalm 137: If I forget thee, Oh Jerusalem, may my righthand lose its cunning and my tongue cleave to the roof of mymouth.
I Pliny the Elder (AD 23-79): Athenian who “forgot his lettersat the stroke of a stone”
I Carl Linnaeus published a case study of jargon aphasiac (1745)
Brain and Language
![Page 86: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/86.jpg)
Aphasia in History
I Ancient Greek physicians reported loss of speech and paralysisof right side of body
I Psalm 137: If I forget thee, Oh Jerusalem, may my righthand lose its cunning and my tongue cleave to the roof of mymouth.
I Pliny the Elder (AD 23-79): Athenian who “forgot his lettersat the stroke of a stone”
I Carl Linnaeus published a case study of jargon aphasiac (1745)
Brain and Language
![Page 87: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/87.jpg)
Aphasia in History
I Ancient Greek physicians reported loss of speech and paralysisof right side of body
I Psalm 137: If I forget thee, Oh Jerusalem, may my righthand lose its cunning and my tongue cleave to the roof of mymouth.
I Pliny the Elder (AD 23-79): Athenian who “forgot his lettersat the stroke of a stone”
I Carl Linnaeus published a case study of jargon aphasiac (1745)
Brain and Language
![Page 88: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/88.jpg)
Aphasia in History
I Ancient Greek physicians reported loss of speech and paralysisof right side of body
I Psalm 137: If I forget thee, Oh Jerusalem, may my righthand lose its cunning and my tongue cleave to the roof of mymouth.
I Pliny the Elder (AD 23-79): Athenian who “forgot his lettersat the stroke of a stone”
I Carl Linnaeus published a case study of jargon aphasiac (1745)
Brain and Language
![Page 89: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/89.jpg)
Carl Linnaeus
Figure: 1707 to 1778
Brain and Language
![Page 90: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/90.jpg)
Dyslexia
What is dyslexia?
Figure: Ten variations of the word Teapot as written by dyslexics
Brain and Language
![Page 91: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/91.jpg)
Dyslexia
What is dyslexia?
Figure: Ten variations of the word Teapot as written by dyslexics
Brain and Language
![Page 92: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/92.jpg)
Acquired dyslexia
Stimulus Response Stimulus Responsewitch witch which no!hour time our no!eye eyes I no!
hymn bible him no!wood wood would no!
What type of words induce processing difficulties?
Function words
Brain and Language
![Page 93: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/93.jpg)
Acquired dyslexia
Stimulus Response Stimulus Responsewitch witch which no!hour time our no!eye eyes I no!
hymn bible him no!wood wood would no!
What type of words induce processing difficulties?Function words
Brain and Language
![Page 94: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/94.jpg)
Writing systems of some languages
2 writing systems for Japanese:
1. Kanji: Symbol=picture of a word (Borrowed Chinesecharacters)
2. Kana: Symbol=syllable2 types: Hiragana & Katakana
Brain and Language
![Page 95: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/95.jpg)
Writing systems of some languages
2 writing systems for Japanese:
1. Kanji: Symbol=picture of a word (Borrowed Chinesecharacters)
2. Kana: Symbol=syllable2 types: Hiragana & Katakana
Brain and Language
![Page 96: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/96.jpg)
kanji (red), hiragana (black), kana (blue)
Translation:
Capsule HotelA simple hotel where each room is capsule-shaped. Whenbusinessmen miss the last train home, they can stayovernight very cheaply instead of paying a lot of moneyto go home by taxi.
Brain and Language
![Page 97: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/97.jpg)
kanji (red), hiragana (black), kana (blue)
Translation:
Capsule HotelA simple hotel where each room is capsule-shaped. Whenbusinessmen miss the last train home, they can stayovernight very cheaply instead of paying a lot of moneyto go home by taxi.
Brain and Language
![Page 98: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/98.jpg)
Brain and Language
![Page 99: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/99.jpg)
What are the deficits caused by damange in different hemispheres?
I Left hemisphere damaged Japanese patients cannot read kana(syllable)
I Right hemisphere damaged Japanese patients cannot readkanji (picture)
I Unimpaired people: Right hemisphere better and faster atreading kanji, and vice versa.
Brain and Language
![Page 100: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/100.jpg)
What are the deficits caused by damange in different hemispheres?
I Left hemisphere damaged Japanese patients cannot read kana(syllable)
I Right hemisphere damaged Japanese patients cannot readkanji (picture)
I Unimpaired people: Right hemisphere better and faster atreading kanji, and vice versa.
Brain and Language
![Page 101: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/101.jpg)
What are the deficits caused by damange in different hemispheres?
I Left hemisphere damaged Japanese patients cannot read kana(syllable)
I Right hemisphere damaged Japanese patients cannot readkanji (picture)
I Unimpaired people: Right hemisphere better and faster atreading kanji, and vice versa.
Brain and Language
![Page 102: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/102.jpg)
What are the deficits caused by damange in different hemispheres?
I Left hemisphere damaged Japanese patients cannot read kana(syllable)
I Right hemisphere damaged Japanese patients cannot readkanji (picture)
I Unimpaired people: Right hemisphere better and faster atreading kanji, and vice versa.
Brain and Language
![Page 103: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/103.jpg)
Wernicke-Geschwind Model
Figure: Brain areas of the left hemisphere that are part of the model oflanguage comprehension and production
Brain and Language
![Page 104: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/104.jpg)
Early life: Brain plasticity and lateralization
Studies on babies:
I Wernickes area is visibly distinctive in the foetus by the 26thgestational week
I 1 week old infants show a greater electrical response in the lefthemisphere to language and in the right hemisphere to music
I Smiling: Left side of mouth had greater opening
I Babbling sounds (mamamama, gugugu): Right side of mouthhad greater opening
I Epileptic babies: Removed left hemisphere
I Initial aphasia, then normal language acquisition
I Left hemisphere localization for language
I Right hemisphere’s ability for language early in life (but NOTlater)
Brain and Language
![Page 105: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/105.jpg)
Early life: Brain plasticity and lateralization
Studies on babies:
I Wernickes area is visibly distinctive in the foetus by the 26thgestational week
I 1 week old infants show a greater electrical response in the lefthemisphere to language and in the right hemisphere to music
I Smiling: Left side of mouth had greater opening
I Babbling sounds (mamamama, gugugu): Right side of mouthhad greater opening
I Epileptic babies: Removed left hemisphere
I Initial aphasia, then normal language acquisition
I Left hemisphere localization for language
I Right hemisphere’s ability for language early in life (but NOTlater)
Brain and Language
![Page 106: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/106.jpg)
Early life: Brain plasticity and lateralization
Studies on babies:
I Wernickes area is visibly distinctive in the foetus by the 26thgestational week
I 1 week old infants show a greater electrical response in the lefthemisphere to language and in the right hemisphere to music
I Smiling: Left side of mouth had greater opening
I Babbling sounds (mamamama, gugugu): Right side of mouthhad greater opening
I Epileptic babies: Removed left hemisphere
I Initial aphasia, then normal language acquisition
I Left hemisphere localization for language
I Right hemisphere’s ability for language early in life (but NOTlater)
Brain and Language
![Page 107: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/107.jpg)
Early life: Brain plasticity and lateralization
Studies on babies:
I Wernickes area is visibly distinctive in the foetus by the 26thgestational week
I 1 week old infants show a greater electrical response in the lefthemisphere to language and in the right hemisphere to music
I Smiling: Left side of mouth had greater opening
I Babbling sounds (mamamama, gugugu): Right side of mouthhad greater opening
I Epileptic babies: Removed left hemisphere
I Initial aphasia, then normal language acquisition
I Left hemisphere localization for language
I Right hemisphere’s ability for language early in life (but NOTlater)
Brain and Language
![Page 108: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/108.jpg)
Early life: Brain plasticity and lateralization
Studies on babies:
I Wernickes area is visibly distinctive in the foetus by the 26thgestational week
I 1 week old infants show a greater electrical response in the lefthemisphere to language and in the right hemisphere to music
I Smiling: Left side of mouth had greater opening
I Babbling sounds (mamamama, gugugu): Right side of mouthhad greater opening
I Epileptic babies: Removed left hemisphere
I Initial aphasia, then normal language acquisition
I Left hemisphere localization for language
I Right hemisphere’s ability for language early in life (but NOTlater)
Brain and Language
![Page 109: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/109.jpg)
Right hemisphere contributions to language
I Right hemisphere contributes to processing of intonation
I Understanding jokes, puns, metaphors
I Processing of writing (espl for logographic scripts)
Childhood brain lesions in right hemisphere results in delay inbabbling and vocabulary learning
Brain and Language
![Page 110: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/110.jpg)
Right hemisphere contributions to language
I Right hemisphere contributes to processing of intonation
I Understanding jokes, puns, metaphors
I Processing of writing (espl for logographic scripts)
Childhood brain lesions in right hemisphere results in delay inbabbling and vocabulary learning
Brain and Language
![Page 111: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/111.jpg)
Orientational Metaphors
Adapted from Metaphors We Live By by George Lakoff and MarkJohnson (2003):
1. HAPPY IS UP; SAD IS DOWN
I I’m feeling up. That boosted my spirits.I My spirits rose. You’re in high spirits.I Thinking about her always gives me a lift.I I’m feeling down. I’m depressed. He’s really low these days.I I fell into a depression. My spirits sank.
2. Physical basis: Drooping posture typically goes along withsadness and depression, erect posture with a positiveemotional state.
Brain and Language
![Page 112: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/112.jpg)
Orientational Metaphors
Adapted from Metaphors We Live By by George Lakoff and MarkJohnson (2003):
1. HAPPY IS UP; SAD IS DOWN
I I’m feeling up. That boosted my spirits.
I My spirits rose. You’re in high spirits.I Thinking about her always gives me a lift.I I’m feeling down. I’m depressed. He’s really low these days.I I fell into a depression. My spirits sank.
2. Physical basis: Drooping posture typically goes along withsadness and depression, erect posture with a positiveemotional state.
Brain and Language
![Page 113: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/113.jpg)
Orientational Metaphors
Adapted from Metaphors We Live By by George Lakoff and MarkJohnson (2003):
1. HAPPY IS UP; SAD IS DOWN
I I’m feeling up. That boosted my spirits.I My spirits rose. You’re in high spirits.
I Thinking about her always gives me a lift.I I’m feeling down. I’m depressed. He’s really low these days.I I fell into a depression. My spirits sank.
2. Physical basis: Drooping posture typically goes along withsadness and depression, erect posture with a positiveemotional state.
Brain and Language
![Page 114: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/114.jpg)
Orientational Metaphors
Adapted from Metaphors We Live By by George Lakoff and MarkJohnson (2003):
1. HAPPY IS UP; SAD IS DOWN
I I’m feeling up. That boosted my spirits.I My spirits rose. You’re in high spirits.I Thinking about her always gives me a lift.
I I’m feeling down. I’m depressed. He’s really low these days.I I fell into a depression. My spirits sank.
2. Physical basis: Drooping posture typically goes along withsadness and depression, erect posture with a positiveemotional state.
Brain and Language
![Page 115: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/115.jpg)
Orientational Metaphors
Adapted from Metaphors We Live By by George Lakoff and MarkJohnson (2003):
1. HAPPY IS UP; SAD IS DOWN
I I’m feeling up. That boosted my spirits.I My spirits rose. You’re in high spirits.I Thinking about her always gives me a lift.I I’m feeling down. I’m depressed. He’s really low these days.
I I fell into a depression. My spirits sank.
2. Physical basis: Drooping posture typically goes along withsadness and depression, erect posture with a positiveemotional state.
Brain and Language
![Page 116: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/116.jpg)
Orientational Metaphors
Adapted from Metaphors We Live By by George Lakoff and MarkJohnson (2003):
1. HAPPY IS UP; SAD IS DOWN
I I’m feeling up. That boosted my spirits.I My spirits rose. You’re in high spirits.I Thinking about her always gives me a lift.I I’m feeling down. I’m depressed. He’s really low these days.I I fell into a depression. My spirits sank.
2. Physical basis: Drooping posture typically goes along withsadness and depression, erect posture with a positiveemotional state.
Brain and Language
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Orientational Metaphors
Adapted from Metaphors We Live By by George Lakoff and MarkJohnson (2003):
1. HAPPY IS UP; SAD IS DOWN
I I’m feeling up. That boosted my spirits.I My spirits rose. You’re in high spirits.I Thinking about her always gives me a lift.I I’m feeling down. I’m depressed. He’s really low these days.I I fell into a depression. My spirits sank.
2. Physical basis: Drooping posture typically goes along withsadness and depression, erect posture with a positiveemotional state.
Brain and Language
![Page 118: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/118.jpg)
1. CONSCIOUS IS UP; UNCONSCIOUS IS DOWN
I Get up. Wake up. I’m up already.I He rises early in the morning.He fell asleep.I He dropped off to sleep. He’s under hypnosis.I He sank into a coma.
2. Physical basis: Humans and most other mammals sleep lyingdown and stand up when they awaken.
3. MORE IS UP; LESS IS DOWN
I The number of books printed each year keeps going up. Hisdraft number is high. My income rose last year.
I The amount of artistic activity in this state has gone down inthe past year.
I The number of errors he made is incredibly low.I His income fell last year. He is underage. If you’re too hot,
turn the heat down.
4. Physical basis: If you add more of a substance or of physicalobjects to a container or pile, the level goes up.
Brain and Language
![Page 119: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/119.jpg)
1. CONSCIOUS IS UP; UNCONSCIOUS IS DOWN
I Get up. Wake up. I’m up already.
I He rises early in the morning.He fell asleep.I He dropped off to sleep. He’s under hypnosis.I He sank into a coma.
2. Physical basis: Humans and most other mammals sleep lyingdown and stand up when they awaken.
3. MORE IS UP; LESS IS DOWN
I The number of books printed each year keeps going up. Hisdraft number is high. My income rose last year.
I The amount of artistic activity in this state has gone down inthe past year.
I The number of errors he made is incredibly low.I His income fell last year. He is underage. If you’re too hot,
turn the heat down.
4. Physical basis: If you add more of a substance or of physicalobjects to a container or pile, the level goes up.
Brain and Language
![Page 120: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/120.jpg)
1. CONSCIOUS IS UP; UNCONSCIOUS IS DOWN
I Get up. Wake up. I’m up already.I He rises early in the morning.He fell asleep.
I He dropped off to sleep. He’s under hypnosis.I He sank into a coma.
2. Physical basis: Humans and most other mammals sleep lyingdown and stand up when they awaken.
3. MORE IS UP; LESS IS DOWN
I The number of books printed each year keeps going up. Hisdraft number is high. My income rose last year.
I The amount of artistic activity in this state has gone down inthe past year.
I The number of errors he made is incredibly low.I His income fell last year. He is underage. If you’re too hot,
turn the heat down.
4. Physical basis: If you add more of a substance or of physicalobjects to a container or pile, the level goes up.
Brain and Language
![Page 121: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/121.jpg)
1. CONSCIOUS IS UP; UNCONSCIOUS IS DOWN
I Get up. Wake up. I’m up already.I He rises early in the morning.He fell asleep.I He dropped off to sleep. He’s under hypnosis.
I He sank into a coma.
2. Physical basis: Humans and most other mammals sleep lyingdown and stand up when they awaken.
3. MORE IS UP; LESS IS DOWN
I The number of books printed each year keeps going up. Hisdraft number is high. My income rose last year.
I The amount of artistic activity in this state has gone down inthe past year.
I The number of errors he made is incredibly low.I His income fell last year. He is underage. If you’re too hot,
turn the heat down.
4. Physical basis: If you add more of a substance or of physicalobjects to a container or pile, the level goes up.
Brain and Language
![Page 122: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/122.jpg)
1. CONSCIOUS IS UP; UNCONSCIOUS IS DOWN
I Get up. Wake up. I’m up already.I He rises early in the morning.He fell asleep.I He dropped off to sleep. He’s under hypnosis.I He sank into a coma.
2. Physical basis: Humans and most other mammals sleep lyingdown and stand up when they awaken.
3. MORE IS UP; LESS IS DOWN
I The number of books printed each year keeps going up. Hisdraft number is high. My income rose last year.
I The amount of artistic activity in this state has gone down inthe past year.
I The number of errors he made is incredibly low.I His income fell last year. He is underage. If you’re too hot,
turn the heat down.
4. Physical basis: If you add more of a substance or of physicalobjects to a container or pile, the level goes up.
Brain and Language
![Page 123: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/123.jpg)
1. CONSCIOUS IS UP; UNCONSCIOUS IS DOWN
I Get up. Wake up. I’m up already.I He rises early in the morning.He fell asleep.I He dropped off to sleep. He’s under hypnosis.I He sank into a coma.
2. Physical basis: Humans and most other mammals sleep lyingdown and stand up when they awaken.
3. MORE IS UP; LESS IS DOWN
I The number of books printed each year keeps going up. Hisdraft number is high. My income rose last year.
I The amount of artistic activity in this state has gone down inthe past year.
I The number of errors he made is incredibly low.I His income fell last year. He is underage. If you’re too hot,
turn the heat down.
4. Physical basis: If you add more of a substance or of physicalobjects to a container or pile, the level goes up.
Brain and Language
![Page 124: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/124.jpg)
1. CONSCIOUS IS UP; UNCONSCIOUS IS DOWN
I Get up. Wake up. I’m up already.I He rises early in the morning.He fell asleep.I He dropped off to sleep. He’s under hypnosis.I He sank into a coma.
2. Physical basis: Humans and most other mammals sleep lyingdown and stand up when they awaken.
3. MORE IS UP; LESS IS DOWN
I The number of books printed each year keeps going up. Hisdraft number is high. My income rose last year.
I The amount of artistic activity in this state has gone down inthe past year.
I The number of errors he made is incredibly low.I His income fell last year. He is underage. If you’re too hot,
turn the heat down.
4. Physical basis: If you add more of a substance or of physicalobjects to a container or pile, the level goes up.
Brain and Language
![Page 125: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/125.jpg)
1. CONSCIOUS IS UP; UNCONSCIOUS IS DOWN
I Get up. Wake up. I’m up already.I He rises early in the morning.He fell asleep.I He dropped off to sleep. He’s under hypnosis.I He sank into a coma.
2. Physical basis: Humans and most other mammals sleep lyingdown and stand up when they awaken.
3. MORE IS UP; LESS IS DOWN
I The number of books printed each year keeps going up. Hisdraft number is high. My income rose last year.
I The amount of artistic activity in this state has gone down inthe past year.
I The number of errors he made is incredibly low.I His income fell last year. He is underage. If you’re too hot,
turn the heat down.
4. Physical basis: If you add more of a substance or of physicalobjects to a container or pile, the level goes up.
Brain and Language
![Page 126: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/126.jpg)
1. CONSCIOUS IS UP; UNCONSCIOUS IS DOWN
I Get up. Wake up. I’m up already.I He rises early in the morning.He fell asleep.I He dropped off to sleep. He’s under hypnosis.I He sank into a coma.
2. Physical basis: Humans and most other mammals sleep lyingdown and stand up when they awaken.
3. MORE IS UP; LESS IS DOWN
I The number of books printed each year keeps going up. Hisdraft number is high. My income rose last year.
I The amount of artistic activity in this state has gone down inthe past year.
I The number of errors he made is incredibly low.
I His income fell last year. He is underage. If you’re too hot,turn the heat down.
4. Physical basis: If you add more of a substance or of physicalobjects to a container or pile, the level goes up.
Brain and Language
![Page 127: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/127.jpg)
1. CONSCIOUS IS UP; UNCONSCIOUS IS DOWN
I Get up. Wake up. I’m up already.I He rises early in the morning.He fell asleep.I He dropped off to sleep. He’s under hypnosis.I He sank into a coma.
2. Physical basis: Humans and most other mammals sleep lyingdown and stand up when they awaken.
3. MORE IS UP; LESS IS DOWN
I The number of books printed each year keeps going up. Hisdraft number is high. My income rose last year.
I The amount of artistic activity in this state has gone down inthe past year.
I The number of errors he made is incredibly low.I His income fell last year. He is underage. If you’re too hot,
turn the heat down.
4. Physical basis: If you add more of a substance or of physicalobjects to a container or pile, the level goes up.
Brain and Language
![Page 128: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/128.jpg)
1. CONSCIOUS IS UP; UNCONSCIOUS IS DOWN
I Get up. Wake up. I’m up already.I He rises early in the morning.He fell asleep.I He dropped off to sleep. He’s under hypnosis.I He sank into a coma.
2. Physical basis: Humans and most other mammals sleep lyingdown and stand up when they awaken.
3. MORE IS UP; LESS IS DOWN
I The number of books printed each year keeps going up. Hisdraft number is high. My income rose last year.
I The amount of artistic activity in this state has gone down inthe past year.
I The number of errors he made is incredibly low.I His income fell last year. He is underage. If you’re too hot,
turn the heat down.
4. Physical basis: If you add more of a substance or of physicalobjects to a container or pile, the level goes up.
Brain and Language
![Page 129: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/129.jpg)
1. HAVING CONTROl (FORCE IS UP); BEING SUBJECT TOCONTROL (FORCE IS DOWN)
I I have control over her. I am on top of the situation. He’s in asuperior position.
I He’s at the height of his power. He’s in the high command.He’s in the upper echelon. His power rose.
I He is under my control. He fell from power. His power is onthe decline.
2. Physical basis: Physical size typically correlates with physicalstrength, and the victor in a fight is typically on top.
3. HIGH STATUS IS UP; LOW STATUS IS DOWN
I He has a lofty position. She’ll rise to the top. He’s at the peakof his career.
I He’s climbing the ladder. He has little upward mobility.I He’s at the bottom of the social hierarchy. She fell in status.
4. Social and physical basis: Status is correlated with (social)power and (physical) power is up.
Brain and Language
![Page 130: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/130.jpg)
1. HAVING CONTROl (FORCE IS UP); BEING SUBJECT TOCONTROL (FORCE IS DOWN)
I I have control over her. I am on top of the situation. He’s in asuperior position.
I He’s at the height of his power. He’s in the high command.He’s in the upper echelon. His power rose.
I He is under my control. He fell from power. His power is onthe decline.
2. Physical basis: Physical size typically correlates with physicalstrength, and the victor in a fight is typically on top.
3. HIGH STATUS IS UP; LOW STATUS IS DOWN
I He has a lofty position. She’ll rise to the top. He’s at the peakof his career.
I He’s climbing the ladder. He has little upward mobility.I He’s at the bottom of the social hierarchy. She fell in status.
4. Social and physical basis: Status is correlated with (social)power and (physical) power is up.
Brain and Language
![Page 131: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/131.jpg)
1. HAVING CONTROl (FORCE IS UP); BEING SUBJECT TOCONTROL (FORCE IS DOWN)
I I have control over her. I am on top of the situation. He’s in asuperior position.
I He’s at the height of his power. He’s in the high command.He’s in the upper echelon. His power rose.
I He is under my control. He fell from power. His power is onthe decline.
2. Physical basis: Physical size typically correlates with physicalstrength, and the victor in a fight is typically on top.
3. HIGH STATUS IS UP; LOW STATUS IS DOWN
I He has a lofty position. She’ll rise to the top. He’s at the peakof his career.
I He’s climbing the ladder. He has little upward mobility.I He’s at the bottom of the social hierarchy. She fell in status.
4. Social and physical basis: Status is correlated with (social)power and (physical) power is up.
Brain and Language
![Page 132: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/132.jpg)
1. HAVING CONTROl (FORCE IS UP); BEING SUBJECT TOCONTROL (FORCE IS DOWN)
I I have control over her. I am on top of the situation. He’s in asuperior position.
I He’s at the height of his power. He’s in the high command.He’s in the upper echelon. His power rose.
I He is under my control. He fell from power. His power is onthe decline.
2. Physical basis: Physical size typically correlates with physicalstrength, and the victor in a fight is typically on top.
3. HIGH STATUS IS UP; LOW STATUS IS DOWN
I He has a lofty position. She’ll rise to the top. He’s at the peakof his career.
I He’s climbing the ladder. He has little upward mobility.I He’s at the bottom of the social hierarchy. She fell in status.
4. Social and physical basis: Status is correlated with (social)power and (physical) power is up.
Brain and Language
![Page 133: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/133.jpg)
1. HAVING CONTROl (FORCE IS UP); BEING SUBJECT TOCONTROL (FORCE IS DOWN)
I I have control over her. I am on top of the situation. He’s in asuperior position.
I He’s at the height of his power. He’s in the high command.He’s in the upper echelon. His power rose.
I He is under my control. He fell from power. His power is onthe decline.
2. Physical basis: Physical size typically correlates with physicalstrength, and the victor in a fight is typically on top.
3. HIGH STATUS IS UP; LOW STATUS IS DOWN
I He has a lofty position. She’ll rise to the top. He’s at the peakof his career.
I He’s climbing the ladder. He has little upward mobility.I He’s at the bottom of the social hierarchy. She fell in status.
4. Social and physical basis: Status is correlated with (social)power and (physical) power is up.
Brain and Language
![Page 134: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/134.jpg)
1. HAVING CONTROl (FORCE IS UP); BEING SUBJECT TOCONTROL (FORCE IS DOWN)
I I have control over her. I am on top of the situation. He’s in asuperior position.
I He’s at the height of his power. He’s in the high command.He’s in the upper echelon. His power rose.
I He is under my control. He fell from power. His power is onthe decline.
2. Physical basis: Physical size typically correlates with physicalstrength, and the victor in a fight is typically on top.
3. HIGH STATUS IS UP; LOW STATUS IS DOWN
I He has a lofty position. She’ll rise to the top. He’s at the peakof his career.
I He’s climbing the ladder. He has little upward mobility.I He’s at the bottom of the social hierarchy. She fell in status.
4. Social and physical basis: Status is correlated with (social)power and (physical) power is up.
Brain and Language
![Page 135: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/135.jpg)
1. HAVING CONTROl (FORCE IS UP); BEING SUBJECT TOCONTROL (FORCE IS DOWN)
I I have control over her. I am on top of the situation. He’s in asuperior position.
I He’s at the height of his power. He’s in the high command.He’s in the upper echelon. His power rose.
I He is under my control. He fell from power. His power is onthe decline.
2. Physical basis: Physical size typically correlates with physicalstrength, and the victor in a fight is typically on top.
3. HIGH STATUS IS UP; LOW STATUS IS DOWN
I He has a lofty position. She’ll rise to the top. He’s at the peakof his career.
I He’s climbing the ladder. He has little upward mobility.I He’s at the bottom of the social hierarchy. She fell in status.
4. Social and physical basis: Status is correlated with (social)power and (physical) power is up.
Brain and Language
![Page 136: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/136.jpg)
1. HAVING CONTROl (FORCE IS UP); BEING SUBJECT TOCONTROL (FORCE IS DOWN)
I I have control over her. I am on top of the situation. He’s in asuperior position.
I He’s at the height of his power. He’s in the high command.He’s in the upper echelon. His power rose.
I He is under my control. He fell from power. His power is onthe decline.
2. Physical basis: Physical size typically correlates with physicalstrength, and the victor in a fight is typically on top.
3. HIGH STATUS IS UP; LOW STATUS IS DOWN
I He has a lofty position. She’ll rise to the top. He’s at the peakof his career.
I He’s climbing the ladder. He has little upward mobility.
I He’s at the bottom of the social hierarchy. She fell in status.
4. Social and physical basis: Status is correlated with (social)power and (physical) power is up.
Brain and Language
![Page 137: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/137.jpg)
1. HAVING CONTROl (FORCE IS UP); BEING SUBJECT TOCONTROL (FORCE IS DOWN)
I I have control over her. I am on top of the situation. He’s in asuperior position.
I He’s at the height of his power. He’s in the high command.He’s in the upper echelon. His power rose.
I He is under my control. He fell from power. His power is onthe decline.
2. Physical basis: Physical size typically correlates with physicalstrength, and the victor in a fight is typically on top.
3. HIGH STATUS IS UP; LOW STATUS IS DOWN
I He has a lofty position. She’ll rise to the top. He’s at the peakof his career.
I He’s climbing the ladder. He has little upward mobility.I He’s at the bottom of the social hierarchy. She fell in status.
4. Social and physical basis: Status is correlated with (social)power and (physical) power is up.
Brain and Language
![Page 138: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/138.jpg)
1. HAVING CONTROl (FORCE IS UP); BEING SUBJECT TOCONTROL (FORCE IS DOWN)
I I have control over her. I am on top of the situation. He’s in asuperior position.
I He’s at the height of his power. He’s in the high command.He’s in the upper echelon. His power rose.
I He is under my control. He fell from power. His power is onthe decline.
2. Physical basis: Physical size typically correlates with physicalstrength, and the victor in a fight is typically on top.
3. HIGH STATUS IS UP; LOW STATUS IS DOWN
I He has a lofty position. She’ll rise to the top. He’s at the peakof his career.
I He’s climbing the ladder. He has little upward mobility.I He’s at the bottom of the social hierarchy. She fell in status.
4. Social and physical basis: Status is correlated with (social)power and (physical) power is up.
Brain and Language
![Page 139: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/139.jpg)
Split-brain patients
Also evidence for contralateralization
I For split-brains, info from the left side is received only by theright hemisphere
I Pencil placed on left hand of patient (eyes closed)
I Person can use pencil, but can’t name it
I Pencil placed on right hand of patient (eyes closed)
I Person can name and describe pencil
Brain and Language
![Page 140: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/140.jpg)
Split-brain patients
Also evidence for contralateralization
I For split-brains, info from the left side is received only by theright hemisphere
I Pencil placed on left hand of patient (eyes closed)
I Person can use pencil, but can’t name it
I Pencil placed on right hand of patient (eyes closed)
I Person can name and describe pencil
Brain and Language
![Page 141: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/141.jpg)
Split-brain patients
Also evidence for contralateralization
I For split-brains, info from the left side is received only by theright hemisphere
I Pencil placed on left hand of patient (eyes closed)
I Person can use pencil, but can’t name it
I Pencil placed on right hand of patient (eyes closed)
I Person can name and describe pencil
Brain and Language
![Page 142: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/142.jpg)
Split-brain patients
Also evidence for contralateralization
I For split-brains, info from the left side is received only by theright hemisphere
I Pencil placed on left hand of patient (eyes closed)
I Person can use pencil, but can’t name it
I Pencil placed on right hand of patient (eyes closed)
I Person can name and describe pencil
Brain and Language
![Page 143: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/143.jpg)
Contra- vs. Ipsi- Lateral Connections
Brain and Language
![Page 144: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/144.jpg)
Dichotic listening
Subjects hear two different sounds signals simultaneously
I curl in one ear; girl in the other
I coughing sound in one ear; laughing sound in the other
I Perception accuracy: Linguistic sounds to the right ear
I Perception accuracy: Non-verbal stimuli to the left ear
I No need to cross the corpus callosum in the contralateral case
I Also evidence for contralateralization
Brain and Language
![Page 145: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/145.jpg)
Dichotic listening
Subjects hear two different sounds signals simultaneously
I curl in one ear; girl in the other
I coughing sound in one ear; laughing sound in the other
I Perception accuracy: Linguistic sounds to the right ear
I Perception accuracy: Non-verbal stimuli to the left ear
I No need to cross the corpus callosum in the contralateral case
I Also evidence for contralateralization
Brain and Language
![Page 146: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/146.jpg)
Dichotic listening
Subjects hear two different sounds signals simultaneously
I curl in one ear; girl in the other
I coughing sound in one ear; laughing sound in the other
I Perception accuracy: Linguistic sounds to the right ear
I Perception accuracy: Non-verbal stimuli to the left ear
I No need to cross the corpus callosum in the contralateral case
I Also evidence for contralateralization
Brain and Language
![Page 147: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/147.jpg)
Dichotic listening
Subjects hear two different sounds signals simultaneously
I curl in one ear; girl in the other
I coughing sound in one ear; laughing sound in the other
I Perception accuracy: Linguistic sounds to the right ear
I Perception accuracy: Non-verbal stimuli to the left ear
I No need to cross the corpus callosum in the contralateral case
I Also evidence for contralateralization
Brain and Language
![Page 148: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/148.jpg)
Dichotic Listening
Brain and Language
![Page 149: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/149.jpg)
Event Related Potential (ERP) evidence
I ERP: Electrical signals emitted from brain in response todifferent stimuli
I Greater response from left hemisphere to speech (as opposedto non-verbal stimuli)
I Variation in response to:*The man admired Don’s headache of the landscapeThe man admired Don’s sketch of the landscape
I Sign language is localized in the brain
Brain and Language
![Page 150: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/150.jpg)
Event Related Potential (ERP) evidence
I ERP: Electrical signals emitted from brain in response todifferent stimuli
I Greater response from left hemisphere to speech (as opposedto non-verbal stimuli)
I Variation in response to:*The man admired Don’s headache of the landscapeThe man admired Don’s sketch of the landscape
I Sign language is localized in the brain
Brain and Language
![Page 151: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/151.jpg)
Event Related Potential (ERP) evidence
I ERP: Electrical signals emitted from brain in response todifferent stimuli
I Greater response from left hemisphere to speech (as opposedto non-verbal stimuli)
I Variation in response to:*The man admired Don’s headache of the landscapeThe man admired Don’s sketch of the landscape
I Sign language is localized in the brain
Brain and Language
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Autonomy of language
Is language an autonomous module in the brain?
Evidence:
1. Normal cognitive functions, but deficient language
2. Normal language, but impaired cognition
Sources of evidence:
1. Evidence from impairment
2. Evidence from acquisition
Brain and Language
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Autonomy of language
Is language an autonomous module in the brain?Evidence:
1. Normal cognitive functions, but deficient language
2. Normal language, but impaired cognition
Sources of evidence:
1. Evidence from impairment
2. Evidence from acquisition
Brain and Language
![Page 154: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/154.jpg)
Autonomy of language
Is language an autonomous module in the brain?Evidence:
1. Normal cognitive functions, but deficient language
2. Normal language, but impaired cognition
Sources of evidence:
1. Evidence from impairment
2. Evidence from acquisition
Brain and Language
![Page 155: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/155.jpg)
Left Hemisphere of Human Cerebral Cortex (side view)
Figure: Broca’s Area (B); Wernicke’s Area (W); Motor (M); Auditory(A); Visual (V) areas (approx)
Brain and Language
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Specific Language Impairment (SLI)
I Problems with function words
I Past tense marker production: 27% of the time
I Plural marker production: 9% of the time
I Normal children produce these 95% of the time
I Issues with word orders:Mother is hard to please
I Normal intelligence and other cognitive functions
Brain and Language
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Specific Language Impairment (SLI)
I Problems with function words
I Past tense marker production: 27% of the time
I Plural marker production: 9% of the time
I Normal children produce these 95% of the time
I Issues with word orders:Mother is hard to please
I Normal intelligence and other cognitive functions
Brain and Language
![Page 158: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/158.jpg)
Specific Language Impairment (SLI)
I Problems with function words
I Past tense marker production: 27% of the time
I Plural marker production: 9% of the time
I Normal children produce these 95% of the time
I Issues with word orders:Mother is hard to please
I Normal intelligence and other cognitive functions
Brain and Language
![Page 159: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/159.jpg)
Specific Language Impairment (SLI)
I Problems with function words
I Past tense marker production: 27% of the time
I Plural marker production: 9% of the time
I Normal children produce these 95% of the time
I Issues with word orders:Mother is hard to please
I Normal intelligence and other cognitive functions
Brain and Language
![Page 160: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/160.jpg)
Specific Language Impairment (SLI)
I Problems with function words
I Past tense marker production: 27% of the time
I Plural marker production: 9% of the time
I Normal children produce these 95% of the time
I Issues with word orders:Mother is hard to please
I Normal intelligence and other cognitive functions
Brain and Language
![Page 161: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/161.jpg)
Language vs. Other cognitive abilities
Is linguistic ability independent of other cognitive abilities?
I Idiot savants
I Genetic disorders
Brain and Language
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Idiot savants
I Textbook case studies: Laura and Christopher
I Laura produced complex sentences like He was saying that Ilost my watch that I loved ...
I Christopher was a polyglot
I People with good linguistic abilities
I Cognitive deficiencies like arithmetic and social skills
Brain and Language
![Page 163: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/163.jpg)
Idiot savants
I Textbook case studies: Laura and Christopher
I Laura produced complex sentences like He was saying that Ilost my watch that I loved ...
I Christopher was a polyglot
I People with good linguistic abilities
I Cognitive deficiencies like arithmetic and social skills
Brain and Language
![Page 164: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/164.jpg)
Idiot savants
I Textbook case studies: Laura and Christopher
I Laura produced complex sentences like He was saying that Ilost my watch that I loved ...
I Christopher was a polyglot
I People with good linguistic abilities
I Cognitive deficiencies like arithmetic and social skills
Brain and Language
![Page 165: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/165.jpg)
Genetic disorders
I Turner’s syndrome: Good linguistic skills, but poorspatial-visual skills
I Williams syndrome: Good linguistic skills, but moderateretardation
I Klinefelter syndrome: Good intelligence, but poor grammar
I SLI runs in families
Brain and Language
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Genetic disorders
I Turner’s syndrome: Good linguistic skills, but poorspatial-visual skills
I Williams syndrome: Good linguistic skills, but moderateretardation
I Klinefelter syndrome: Good intelligence, but poor grammar
I SLI runs in families
Brain and Language
![Page 167: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/167.jpg)
Genetic disorders
I Turner’s syndrome: Good linguistic skills, but poorspatial-visual skills
I Williams syndrome: Good linguistic skills, but moderateretardation
I Klinefelter syndrome: Good intelligence, but poor grammar
I SLI runs in families
Brain and Language
![Page 168: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/168.jpg)
Genetic disorders
I Turner’s syndrome: Good linguistic skills, but poorspatial-visual skills
I Williams syndrome: Good linguistic skills, but moderateretardation
I Klinefelter syndrome: Good intelligence, but poor grammar
I SLI runs in families
Brain and Language
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Language and brain development
1. Normal brain development depends on regular EARLYexposure to language
2. Late exposure alters brain organization for language
Brain and Language
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Language and brain development
1. Normal brain development depends on regular EARLYexposure to language
2. Late exposure alters brain organization for language
Brain and Language
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Critical age hypothesis
1. Language is biologically based (innate)
2. Triggered by experience in a natural “window of oppurtunity”
Brain and Language
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Critical age hypothesis
1. Language is biologically based (innate)
2. Triggered by experience in a natural “window of oppurtunity”
Brain and Language
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Critical Period: Window of oppurtunity
Critical period: (between birth and age 12). Evidence:
1. True for sign language speakers also
2. Experiments in nature: “Wolf” children (e.g. Genie)
3. Duckling waddle
4. Bird songs
Brain and Language
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Critical Period: Window of oppurtunity
Critical period: (between birth and age 12). Evidence:
1. True for sign language speakers also
2. Experiments in nature: “Wolf” children (e.g. Genie)
3. Duckling waddle
4. Bird songs
Brain and Language
![Page 175: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/175.jpg)
Critical Period: Window of oppurtunity
Critical period: (between birth and age 12). Evidence:
1. True for sign language speakers also
2. Experiments in nature: “Wolf” children (e.g. Genie)
3. Duckling waddle
4. Bird songs
Brain and Language
![Page 176: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/176.jpg)
Critical Period: Window of oppurtunity
Critical period: (between birth and age 12). Evidence:
1. True for sign language speakers also
2. Experiments in nature: “Wolf” children (e.g. Genie)
3. Duckling waddle
4. Bird songs
Brain and Language
![Page 177: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/177.jpg)
Wolf children: Genie and Victor
Both children did not acquire language before age 12. After criticalperiod:
I Genie was able to acquire large vocabulary (incl shapes,objects, colours)
I After critical period, Genie picked up some content words
I No auxilliary verbs, agreement, past tense markers, prounouns
I Genie’s language lateralized to the right hemisphere
I NO grammar acquisition after critical period
Brain and Language
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Wolf children: Genie and Victor
Both children did not acquire language before age 12. After criticalperiod:
I Genie was able to acquire large vocabulary (incl shapes,objects, colours)
I After critical period, Genie picked up some content words
I No auxilliary verbs, agreement, past tense markers, prounouns
I Genie’s language lateralized to the right hemisphere
I NO grammar acquisition after critical period
Brain and Language
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Wolf children: Genie and Victor
Both children did not acquire language before age 12. After criticalperiod:
I Genie was able to acquire large vocabulary (incl shapes,objects, colours)
I After critical period, Genie picked up some content words
I No auxilliary verbs, agreement, past tense markers, prounouns
I Genie’s language lateralized to the right hemisphere
I NO grammar acquisition after critical period
Brain and Language
![Page 180: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/180.jpg)
Wolf children: Genie and Victor
Both children did not acquire language before age 12. After criticalperiod:
I Genie was able to acquire large vocabulary (incl shapes,objects, colours)
I After critical period, Genie picked up some content words
I No auxilliary verbs, agreement, past tense markers, prounouns
I Genie’s language lateralized to the right hemisphere
I NO grammar acquisition after critical period
Brain and Language
![Page 181: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/181.jpg)
Wolf children: Genie and Victor
Both children did not acquire language before age 12. After criticalperiod:
I Genie was able to acquire large vocabulary (incl shapes,objects, colours)
I After critical period, Genie picked up some content words
I No auxilliary verbs, agreement, past tense markers, prounouns
I Genie’s language lateralized to the right hemisphere
I NO grammar acquisition after critical period
Brain and Language
![Page 182: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/182.jpg)
Genie’s Speech
Man motorcycle have.Genie full stomach.Genie bad cold live father house.Want Curtiss play piano.Open door key.
I No prounouns, articles, auxiliary verbs, tense markers
I Similar to Broca’s Aphasiacs and SLI cases
I Genie was a powerful non-verbal communicator
Brain and Language
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Genie’s Speech
Man motorcycle have.Genie full stomach.Genie bad cold live father house.Want Curtiss play piano.Open door key.
I No prounouns, articles, auxiliary verbs, tense markers
I Similar to Broca’s Aphasiacs and SLI cases
I Genie was a powerful non-verbal communicator
Brain and Language
![Page 184: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/184.jpg)
Genie’s Speech
Man motorcycle have.Genie full stomach.Genie bad cold live father house.Want Curtiss play piano.Open door key.
I No prounouns, articles, auxiliary verbs, tense markers
I Similar to Broca’s Aphasiacs and SLI cases
I Genie was a powerful non-verbal communicator
Brain and Language
![Page 185: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/185.jpg)
Genie’s Speech
Man motorcycle have.Genie full stomach.Genie bad cold live father house.Want Curtiss play piano.Open door key.
I No prounouns, articles, auxiliary verbs, tense markers
I Similar to Broca’s Aphasiacs and SLI cases
I Genie was a powerful non-verbal communicator
Brain and Language
![Page 186: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/186.jpg)
Critical Period and Brain Lateralization
I Genie’s language was lateralized to the right hemisphere
I Chelsea’s brain revealed equal brain response to language inboth hemispheres
I Non-signing deaf adults do not show same cerebral assymetryas either hearing adults or deaf signers
I Language areas atrophy on inadequate linguisticstimulation
Brain and Language
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Critical Period and Brain Lateralization
I Genie’s language was lateralized to the right hemisphere
I Chelsea’s brain revealed equal brain response to language inboth hemispheres
I Non-signing deaf adults do not show same cerebral assymetryas either hearing adults or deaf signers
I Language areas atrophy on inadequate linguisticstimulation
Brain and Language
![Page 188: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/188.jpg)
Critical Period and Brain Lateralization
I Genie’s language was lateralized to the right hemisphere
I Chelsea’s brain revealed equal brain response to language inboth hemispheres
I Non-signing deaf adults do not show same cerebral assymetryas either hearing adults or deaf signers
I Language areas atrophy on inadequate linguisticstimulation
Brain and Language
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Critical Period and Brain Lateralization
I Genie’s language was lateralized to the right hemisphere
I Chelsea’s brain revealed equal brain response to language inboth hemispheres
I Non-signing deaf adults do not show same cerebral assymetryas either hearing adults or deaf signers
I Language areas atrophy on inadequate linguisticstimulation
Brain and Language
![Page 190: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/190.jpg)
Bird songs
I Critical period for songs of chaffinches, white-crownedsparrows and zebra finches
I Simple song initially to complex song later
I Chaffinch unable to learn new song elements after 10 months
I Moral: Innate faculty triggered by input within a certain timewindow
Brain and Language
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Bird songs
I Critical period for songs of chaffinches, white-crownedsparrows and zebra finches
I Simple song initially to complex song later
I Chaffinch unable to learn new song elements after 10 months
I Moral: Innate faculty triggered by input within a certain timewindow
Brain and Language
![Page 192: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/192.jpg)
Bird songs
I Critical period for songs of chaffinches, white-crownedsparrows and zebra finches
I Simple song initially to complex song later
I Chaffinch unable to learn new song elements after 10 months
I Moral: Innate faculty triggered by input within a certain timewindow
Brain and Language
![Page 193: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/193.jpg)
Bird songs
I Critical period for songs of chaffinches, white-crownedsparrows and zebra finches
I Simple song initially to complex song later
I Chaffinch unable to learn new song elements after 10 months
I Moral: Innate faculty triggered by input within a certain timewindow
Brain and Language
![Page 194: Brain and Language](https://reader037.fdocuments.us/reader037/viewer/2022090905/613c8bdfa9aa48668d4a381d/html5/thumbnails/194.jpg)
Language Evolution
Language evolution: Evolution of vocal tract and earContinuity vs. Discontinuity views
I Pinker’s “Language instinct” view: Darwininan naturalselection
I Chomsky-Jay Gould view: Sudden brain size increase gave itcomplex faculties
Brain and Language
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Language Evolution
Language evolution: Evolution of vocal tract and earContinuity vs. Discontinuity views
I Pinker’s “Language instinct” view: Darwininan naturalselection
I Chomsky-Jay Gould view: Sudden brain size increase gave itcomplex faculties
Brain and Language