Language

LanguageLanguageRef: Banich Ch 9 pp. 286-293Ref: Banich Ch 9 pp. 286-293

Language: Brain RegionsLanguage: Brain Regions

AphasiaAphasia

Aphasia = language deficit resulting from brain damageAphasia = language deficit resulting from brain damage

Two different “syndromes” result from damage to the Two different “syndromes” result from damage to the two key areas:two key areas:

1.1. Broca’s aphasiaBroca’s aphasia - damage to Broca’s area - damage to Broca’s area

1.1. Wernicke’s aphasiaWernicke’s aphasia - damage to Wernicke’s area - damage to Wernicke’s area

Broca's Aphasia: Typical FeaturesBroca's Aphasia: Typical Features

Production of speechProduction of speech::

• In short fragments, with many pausesIn short fragments, with many pauses

• Slowed, effortfulSlowed, effortful

• Poorly articulatedPoorly articulated

• May be May be telegraphictelegraphic::

Jim Hurdle: "Ah... Monday... ah Dad and Jim Hurdle... and Jim Hurdle: "Ah... Monday... ah Dad and Jim Hurdle... and

Dad... hospital. Two... ah... doctors... and ah... thirty minutes... Dad... hospital. Two... ah... doctors... and ah... thirty minutes...

and yes... ah... hospital. And er Wednesday... nine o'clock. And and yes... ah... hospital. And er Wednesday... nine o'clock. And

er Thursday, ten o'clock... doctors. Two doctors... and ah... er Thursday, ten o'clock... doctors. Two doctors... and ah...

teeth."teeth."

Comprehension of speechComprehension of speech::

• Largely preservedLargely preserved

Broca's Aphasia: Typical FeaturesBroca's Aphasia: Typical Features

When the doctor discussed what a relief the weather was When the doctor discussed what a relief the weather was

compared with the cold, hard winter that they had been compared with the cold, hard winter that they had been

experiencing, Jim pulled his sweater tightly around himself experiencing, Jim pulled his sweater tightly around himself

and imitated a shiver.and imitated a shiver.

Wernicke's Aphasia: Typical FeaturesWernicke's Aphasia: Typical Features

Production of speechProduction of speech::

• Fluent, well articulatedFluent, well articulated

• Function words presentFunction words present

• BUT often sounds “empty” of contentBUT often sounds “empty” of content

• Word substitution errors:Word substitution errors: phonemic paraphasiasphonemic paraphasias e.g. e.g. castlecastle -> -> "cacksel""cacksel"

semantic paraphasiassemantic paraphasias e.g. e.g. camelcamel -> -> "horse""horse"

neologismsneologisms e.g. e.g. queenqueen -> -> "robbli""robbli"


You mean like this boy? I mean [noy], and this, uh [neoy]. This is a You mean like this boy? I mean [noy], and this, uh [neoy]. This is a

[kaynit], [kahken]. I don't say it, I'm not getting anything from it. [kaynit], [kahken]. I don't say it, I'm not getting anything from it.

I'm getting, I'm [dime] from it, but I'm getting from it. These were I'm getting, I'm [dime] from it, but I'm getting from it. These were

[eksprehsez], [ahgrashenz] and with the type of [mahnic] is standing [eksprehsez], [ahgrashenz] and with the type of [mahnic] is standing

like this... and then the... like this... and then the...

"Yes... well of course when they came there, I ... em... he came there, "Yes... well of course when they came there, I ... em... he came there,

I didn't know... there and I didn't know anything for it, any... I I didn't know... there and I didn't know anything for it, any... I

suppose we were there, when I went 1 2 3 4 5 and looked there and suppose we were there, when I went 1 2 3 4 5 and looked there and

said well so and so and so and so and so...”said well so and so and so and so and so...”

Examples:Examples:


Comprehension of speechComprehension of speech::

• ImpairedImpaired

• Can't follow conversationsCan't follow conversations

• Can't obey simple commands Can't obey simple commands

– e.g. " Put the pencil on the e.g. " Put the pencil on the

card"card"

Classical Model of LanguageClassical Model of Language

• Broca's area = production ("Broca's area = production ("articulatory imagesarticulatory images" of words)" of words)

• Wernicke's area = comprehension ("Wernicke's area = comprehension ("auditory imagesauditory images")")

• Info is transmitted between the two:Info is transmitted between the two:

Two Problems with Classical ModelTwo Problems with Classical Model

• Problem 1: Predicted Patterns Never "Absolute“Problem 1: Predicted Patterns Never "Absolute“

• Broca's aphasics have some comprehension Broca's aphasics have some comprehension

problems:problems: e.g. Reversible sentence comprehension:e.g. Reversible sentence comprehension:

"I have to pay attention more carefully to what people are "I have to pay attention more carefully to what people are

saying now, because sometimes I miss things”saying now, because sometimes I miss things”

““The boy is chasing the dog”The boy is chasing the dog”


Wernicke's aphasics have production problems:Wernicke's aphasics have production problems:

• Speech may sound “empty” of contentSpeech may sound “empty” of content

• Word substitution errors:Word substitution errors:

phonemic paraphasiasphonemic paraphasias e.g. e.g. castlecastle -> -> "cacksel""cacksel"

semantic paraphasiassemantic paraphasias e.g. e.g. camelcamel -> -> "horse""horse"

neologismsneologisms e.g. e.g. queenqueen -> -> "robbli""robbli"

Problem 2: Symptoms of each syndrome Problem 2: Symptoms of each syndrome dissociatedissociate

• Broca's aphasia:Broca's aphasia:articulation problems vs. sentence comprehension articulation problems vs. sentence comprehension impairmentimpairment

• Wernicke's aphasia:Wernicke's aphasia:neologisms vs. semantic paraphasiasneologisms vs. semantic paraphasias


Current View of LanguageCurrent View of Language • Linguistics and Cognitive Psychology: Linguistics and Cognitive Psychology: language language

seen as a seen as a complex hierarchical systemcomplex hierarchical system. .

• Can describe language at a number of levels:Can describe language at a number of levels:

1.1. PhonologicalPhonological: what are the basic : what are the basic phonemes (phonemes (sound sound units) used to build wordsunits) used to build words??

2.2. SyntacticSyntactic: what are the rules for combining words into : what are the rules for combining words into sentences? sentences?

3.3. SemanticSemantic: what are the meanings of words, and how : what are the meanings of words, and how does meaning change when words are combined in does meaning change when words are combined in sentences?sentences?

Current View of LanguageCurrent View of Language

• By this view, speech production and comprehension not By this view, speech production and comprehension not

unitary processes, but involve multiple components.unitary processes, but involve multiple components.

For example:For example:

• ProductionProduction = syntactic planning, word selection, retrieval = syntactic planning, word selection, retrieval

of phonemes, articulatory programmingof phonemes, articulatory programming

• ComprehensionComprehension = auditory processing, access to word = auditory processing, access to word

meanings, syntactic processing.meanings, syntactic processing.


• Each of these components can become Each of these components can become selectively selectively

impairedimpaired in aphasia in aphasia

• Some components located close together, so are more Some components located close together, so are more

likely to be simultaneously affectedlikely to be simultaneously affected

• So, if you average across P’s, “syndromes” will emergeSo, if you average across P’s, “syndromes” will emerge

• BUT minor damage can affect just one componentBUT minor damage can affect just one component


• For many individuals, syndromes don’t workFor many individuals, syndromes don’t work

• Therefore, some researchers now prefer the terms Therefore, some researchers now prefer the terms FluentFluent and and NonfluentNonfluent Aphasia:Aphasia:

Nonfluent aphasiaNonfluent aphasia: :

• Anterior damage (usually)Anterior damage (usually)

• Covers Broca’s aphasia, as well as P’s with just one or Covers Broca’s aphasia, as well as P’s with just one or two featurestwo features

Fluent aphasiaFluent aphasia::

• Posterior damage (usually)Posterior damage (usually)

• Covers Wernicke’s aphasia, as well as P’s with just one Covers Wernicke’s aphasia, as well as P’s with just one or two featuresor two features

Some Language ComponentsSome Language Components

Anterior (around Broca’s area)Anterior (around Broca’s area)::

• Articulation of speechArticulation of speech

• Understanding syntactic relationshipsUnderstanding syntactic relationships

Posterior (around Wernicke’s area):Posterior (around Wernicke’s area):

• Retrieval of phonemes for productionRetrieval of phonemes for production

• Selection of words for productionSelection of words for production

• Access to semantic info about wordsAccess to semantic info about words

All of these can become selectively impaired:All of these can become selectively impaired:

i. Articulation of speechi. Articulation of speech

Effects of DamageEffects of Damage::

• Speech is halting, effortfulSpeech is halting, effortful

• Words may sound distortedWords may sound distorted

• P knows the sounds in words, but can't articulateP knows the sounds in words, but can't articulate

Function of this ComponentFunction of this Component::

• Generation of motor programs Generation of motor programs or articulating wordsor articulating words

Location:Location:

• Overlaps with Broca’s areaOverlaps with Broca’s area

ii. Retrieval of phonemesii. Retrieval of phonemes


• Retrieval of stored info. about Retrieval of stored info. about the sounds that make up wordsthe sounds that make up words

LocationLocation::

• Posterior: close to (partially Posterior: close to (partially overlapping?) Wernicke’s areaoverlapping?) Wernicke’s area


• P can articulate well P can articulate well

• BUT don't know which sounds to articulateBUT don't know which sounds to articulate

• Phonemic paraphasiasPhonemic paraphasias in all speech situations….. in all speech situations…..

Examples of phonemic paraphasiasExamples of phonemic paraphasias::

other examples: castle -> cackselapron -> abenrefrigerator -> redjerfredjer

ii. Retrieval of phonemes (cont.)ii. Retrieval of phonemes (cont.)

um.. tornet, no that's not right.. um.. tornet, no that's not right..

t-.. turry-.. no.. turkey.. no... oh t-.. turry-.. no.. turkey.. no... oh

gosh.. tur-.. turk-... turking.. gosh.. tur-.. turk-... turking..

that's wrong what's the end that's wrong what's the end

part?.. um.. I can't remember...part?.. um.. I can't remember...

iii. Access to semantic infoiii. Access to semantic info


• Accessing word meaningsAccessing word meanings

• Involved in both production and comprehensionInvolved in both production and comprehension


• P can’t define wordsP can’t define words

• Can’t match a word to its meaningCan’t match a word to its meaning

• Semantic paraphasiasSemantic paraphasias in speech... in speech...

LocationLocation::

• Posterior -> temporal lobe, some Posterior -> temporal lobe, some overlap with Wernicke’s areaoverlap with Wernicke’s area

iii. Access to semantic info (cont.)iii. Access to semantic info (cont.)

a. Poor word definition:a. Poor word definition:

bed: "Bed, bed, I don't bed: "Bed, bed, I don't know what that is"know what that is"

swan: "Swan, that swan: "Swan, that sounds familiar, I'm sounds familiar, I'm sure I once knew it“sure I once knew it“

b. Failure at word-picture b. Failure at word-picture matching: matching: Which is a picture of a newspaper? Which is a picture of a newspaper?

c. Semantic paraphasias in speech and naming:

other examples: camel -> horseson -> daughterwalking ->

running

That’s some kind of animal, isn’t That’s some kind of animal, isn’t

it. A seal, is it?it. A seal, is it?

iii. Access to semantic info (cont.)iii. Access to semantic info (cont.)

Anterior vs. posterior language areasAnterior vs. posterior language areas

• This is broken here!This is broken here!

e.g.e.g. phoneme retrieval - posterior region, but affects outputphoneme retrieval - posterior region, but affects output

more examples in later lectures…more examples in later lectures…

• How do we explain this?How do we explain this?

The general ruleThe general rule::

• Anterior = outputAnterior = output

• Posterior = inputPosterior = input

Anterior vs. posterior areas (cont.)Anterior vs. posterior areas (cont.)

AnteriorAnterior regions are involved in: regions are involved in:

Generation of new combinationsGeneration of new combinationse.g.e.g. sentences (novel combinations of words)sentences (novel combinations of words)

articulation (must be done afresh each time)articulation (must be done afresh each time)

PosteriorPosterior language regions (LH) are involved in: language regions (LH) are involved in:

Storage/retrieval of familiar, well-learned relationshipsStorage/retrieval of familiar, well-learned relationships

e.g.e.g. phoneme sequences of common wordsphoneme sequences of common words

meanings of common wordsmeanings of common words

More about anterior/posterior differences in upcoming lectures…More about anterior/posterior differences in upcoming lectures…

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