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PSYB65H3 (519)
Ted Petit (310)
Lecture 10

Lecture 10.docx

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University of Toronto Scarborough
Ted Petit

Lecture 10: -severity of symptoms is going to depend on the size of the lesion and location of lesion -three major types of aphasia: 1)receptive aphasia: have problems receiving/comprehending language 2) integrative aphasia: problems with comprehension of language, as well as the formation of language 3) expressive aphasia: problems getting language out (the expression of language) - language comes into the temporal lobe (primary receptive area for sound) and decoded/integrated in Wernickes area (posterior temporal lobe), and then to produce speech, has to go to motor cortex  Brocas area is the area infront of motor cortex - problems in wernickes lead to receptive, while problems in brocas leads to expressive aphasia - testing for aphasia: ask them what objects are – purely expressive; obey commands (eg. point to the door) – determines understanding, not speech production; can ask them to read or write; ask them to repeat a word; 1) receptive aphasias: - pure word deafness: problems in relating incoming sounds into representations which allow the understanding of discourse can hear a sound, have problems deciphering/distinguishing it into language and not just sound  generally caused by some sort of brain damage in the primary receptive area in the temporal lobe  can write, read and speak; thus if can get message across through occipital cortex through writing, then individual will be able to speak to you 2)integrative aphasias: - problems in selecting and arranging meaningful units and their eventual conversion into comprehensible coherent speech - wernicke’s aphasia: often referred as “jargan aphasia”  person does not make any sense; make unintelligent statements  when asked to name objects, would say sentences that do not make sense  person does use language words, but words do not convey any meaning  still have the harmony of language – tone is intact (may be involved in right hemisphere) very severe may not sound like particular language (will not use English words), while the musical qualities of language still are there  naming: cannot name objects well, although often theyre close (eg. show them a table, they will say chair)  will use objects and utensils normally (no motor cortex problem or problems knowing what the object is used for  commands: respond poorly to commands repeating: cannot repeat what one says, unless it’s a short familiar quip (eg. good morning)  give them an IQ test, they make silly errors showing that they didn’t understand what they had to do singing: can sing, but usually invert passages or include extra words/parts  reading: little evidence of any comprehension of reading material; can read aloud well, but no comprehension  writing: they can write, but they wont write anything that makes any sense  real heart of language is in wernickes area  generally do not get upset, because they don’t really realize that they cannot speak properly - nomina
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