Karteikarten
04. Neuropathologies
Karten in diesem Stapel (14)
- 1What is a neuropathology?The pathology (diseases) of the nervous system
- 2Neuropathology and language discorders (List them)There are a number of different neuropathologies that can cause language disorders, which can selectively damage regions of the brain that we rely on. Among the most common are:
• cerebrovascular problems (e.g. stroke, aneurysm – can be temporary)
• neoplastic disorders (e.g. tumours)
• degenerative disease (e.g. Alzheimer’s, Parkinson’s)
• toxic conditions (e.g. alcohol)
• demyelinating disorders (e.g. MS)
• infectious diseases (e.g. meningitis) - 3Cerebrovascular problems- cerebrovascular problems (e.g. stroke, aneurysm – can be temporary): Swelling of a blood vessel in the brain because the vessel walls get weakened. The walls can’t hold the pressure, presses against brain tissue and compromises oxygen flow. Can be temporary change in function. Can lead to word finding difficulties and confusion.
- 4neoplastic disorders- neoplastic disorders (e.g. tumours): Tumour inside the scull, and as it grows presses against the brain tissue, damaging it.
- 5degenerative disease- degenerative disease (e.g. Alzheimer’s, Parkinson’s): Can produce difficulties with language processing. Cause more wide-spread damage which is not localized to a particular hemisphere or particular area such as Broca’s area. Usually not patterns of aphasia, but more general problems such as word finding difficulties (they can’t be produced on demand when the individual needs them)
- 6How lesions correlate with function• The brain is supplied by several major arteries. These arteries can suffer from blockage, build up of plaque etc., causing a stroke (a sudden or gradual stop of blood supply to the brain).
• There are a number of different systems of arteries to the brain and it is difficult to predict from a scan how a brain is served by certain arteries (in ways which are not too invasive).
• There are big individual differences in how and which arteries supply blood to different parts of the brain which, for example, explains how there are more women with strokes than aphasia.
• However, other behaviours (e.g. smoking) are also involved in this. Because of individual differences, the same lesion can cause different types of damage to functional areas of the brain. - 7What is aphasia?• Aphasia is the loss or impairment of language function caused by damage to language and association areas, i.e. it is the acquired deficit in capacity to interpret and formulate language symbols.
- Aphasia is multi-modal, so it affects speaking, reading and writing due to a reduction in ability to decode (comprehend) and encode (produce) meaningful linguistic elements. Relative impairment differs across syndromes but all aphasics show some loss in comprehension and production. - 8Which are the most common types of aphasia?- The most common types of aphasia:
Broca’s aphasia
Wernicke’s aphasia - 9Distinguish these types of aphasia from other diseases• Dysarthria, which is often something that accompanies aphasia. It is a group of speech disorders resulting from interference with basic motor processes involved in speech production (e.g. respiration, phonation, resonance, articulation, prosody). Different types of dysarthria result from damage to the cerebrum, brainstem or cerebellum.
• Apraxia of speech, which is the disruption of the motor program which determines the sequence of muscle contractions required to produce individual sounds and words. It usually occurs due to a cerebral lesion in the speech motor area of the cortex.
1. Primary symptoms: Errors of articulation
2. Secondary: Pauses, rate, stress - 10Distinguish between production and comprehension errors1. The individual can produce the word and is shown pictures where only one of the pictures displays the thing. The individual is unable to identify which is the correct one. Then, one may assume that getting the word form right works fine, but that there is something about the meaning that is failing.
2. An individual is able to identify and understand the word but has trouble articulating the word. Then, there might be a breakdown in Broca’s area or maybe in the motor cortex, or both. - 11How to test for Broca's aphasia- Broca’s area is responsible for structure (grammatical rules / sequencing of words in a correct manner / syntactic function) and is located net to articulation centers on the motor cortex.
• How to test: Ask the patient to recall / repeat a story as a memory reproduction task with two levels of analysis – reproducing the smaller units and the larger overall form, e.g. “tell the story of Red Riding Hood”. Broca’s aphasics leave out the details but get the overall form right. In contrast, children with right hemisphere lesions were less successful when it came to overall form but more successful with details. - 12How to test for Wernicke's aphasia- Wernicke’s area is responsible for connecting symbols to their referents and is located behind the auditory projection zone (temporal lobe).
• The speech is rapid, fairly well-formed but empty of meaning. Comprehension is severely impaired, even though they can get complex sentences right. There is a high degree of automaticity but it’s with the control processes (planning and accessing meaning) where it goes wrong.
• How to test: Ask patients to describe a simple cartoon, e.g. a sequence of cartoon animals (in a describe what you see kind of manner). Patients will find it difficult to connect what they see to the correct word form. They know what they’re aiming at and don’t hesitate much, but they also know that they have used the wrong word. - 13Explain the notion of double dissociationDuring Broca’s aphasia, speech production is impaired but comprehension good. During Wernicke’s aphasia, speech production is good but comprehension is impaired. This pattern of sparing and impairment is an example of double dissociation; different mental processes (production, comprehension) disrupted by lesions in different locations. When we observe this, we can infer that these processes are, in important ways, separate processes.
- 14Demonstration: Do aphasics communicate better than they speak?• A map task was conducted in order to find what affects performance in communication / interactions. Two people sat at opposite sides of a table so that they could only see what was on their own side. Both were presented with labelled landmarks. One individual describes the pathway that was added to their own side. The other person had to produce the pathway as well as possible. • Every individual (aphasic or not) performed both roles.
• Aphasics were not as accurate overall but were equally good whether they were the giver or the follower. Even though they had troubles in expression, they were still equally as good at giving instructions despite the hypothesis that they would be worse. An engineer aphasic even made up his own coordinate system.
• This gave insight into what people can do and what sorts of compensation strategies may work in therapy.
• Berndt (1990): One has “the impression that the patient is attempting to communicate a maximum of information using a minimum of words” but aphasics probably do not communicate better than they speak.
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- Psychology 2A (Cognitive Psychology) Karteikarten am 04. Neuropathologies, erstellt von Nina Olsson am 25/07/2018.
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- Nina Olsson
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