slhs 300 : exam four

spinal cord

acts as the highway for information

cerebrum

largest part of the brain

• left + right hemisphere

• responsible for our senses ( touch, visions, hearing, learning, reasoning etc. )

cerebellum ( little brain )

motor coordination and prediction

right hemisphere controls the ___ side of the body and vice versa

left

left hemisphere

• language

• verbal memory

• symbolic thought

• analytical reasoning

right hemisphere

• non-verbal sounds

• emotional thoughts

• spatial ability

• context perception

• number sequencing

WADA test

determines which hemisphere is dominant for which language

right hemisphere language abilities

• social communication

• understanding humor, sarcasm, metahors, etc.

• emotional awareness

• appropriateness

cerebral cortex

• surface of the brain : gray matter

• info from sensory organs are processed

• memory, attention, perception, etc.

neuron

nerve cels in the brain that send and receive messages

dendrite

receives messages from other neurons

cell body ( soma )

houses the neurons DNA and processes the signal from dendrites

axon

transmits messages to other neurons

grey matter

outer surface layer of the brain

• neurons, cell bodies, and dendrites

white matter

found in deeper tissue of cortex ( sub - cortex )

• connects regions of grey matter

• axons

corpus callosum

bundle of nerve fibers that connects the two hemispheres

• integrates sensory input and function responses from both sides of body

the human brain is nearly

2 ½ ft _²

gyrus ( gyri )

ridges on the cerebral surface of the brain

sulcus ( sulci )

the grooves on the surface of the brain

fissure

deep groove in the brain ( sulcus )

sylvian ( lateral ) fissure

separates the parietal and frontal lobe from the temporal lobe

central sulcus

separates the parietal and frontal lobe

frontal lobe

cognitive processes : planning, reasoning, problem solving, plan and perform movments

parietal lobe

recieved and process sensory

occipital

processes visual information

temporal

speech, auditory processing, language comprehension, emotional response, and memory

localization

specific parts of the brain control different mental function

holism

different mental function are not localized, but the brain works as a whole

auditory cortex

early processing of sound in both hemispheres

broca’s area

located in the inferior temporal gyrus

• production and other hypothesized roles ( e.g. memory )

wernicke’s area

located posterior superior temporal gyrus

• comprehension and production

middle temporal gyrys ( MTG )

word meaning

sylvian parietal temporal

sensory ( auditory ) motor integration

angular gyrus

converting visual stimuli into linguistic stimuli and vice versa

motor cortex

controls speech organ

electroencephalography ( eeg )

measures when brain activity occurs

• electrodes placed on surface of scalp & stimuli presented

• brain activity is measures

• specific responses = specific brain processes

eeg : n400 component

• occurs approximately 400ms after the effect

• when expectation are violated = larger n400 response

eeg has __ spatial resolution

low

• signal diffuses so it cant be located

iEEG

higher spatial and temporal resolution

mri

shows anatomy of the brain

• used to diagnose, identify abnormalities, etc.

functional mri ( fMRI )

technique for mapping brain activity

• uses BOLD to determine which parts of brain are most active

eeg has __ temporal resolution and __ spatial resolution

high, low

! two white matter pathways

1. corpus callosum

2. arcuate fasiulus

traumatic brain injury ( tbi )

results from the brain hitting the skull or an object piercing the skull

stroke

disruption in blood supply resulting in death of brain cells

tbi and stroke

both acquired brain disorders

brain damage in left hemisphere : aphasia

"without language”

• neurological injury to language related areas

• acquired impairment in adult language systems are language establishment

categorization based on

• location of brain damage

• language characteristics

first language acquisition

most children acquire all subsystems of language quickly and effortlessly

proposals on children acquiring language

1. parents teach language

2. kids imitate language

3. language is innate

isolated and “feral” children

show issues with language acquisition and “proper” usage

critical period for language acquisition

those exposed after : seem unable to acquire syntactic components of grammar

__ and __ are critical for determining success with language

age of acquisition, environment

grammar theory

children come to understand the rules f grammar and language on their own

stasitical learning

use of statistical regularities ( co-occurrence of phonemes, morphemes, and word boundaries ) in language to acquire language

prelinguistic stage

what can kids do before they can talk?

• e.g. recognize sounds

linguistic : babbling stage

first stage of language acquisition

• e.g. bababab

• prereq for language

• deaf babies do this with sign language

linguistic : single-word stage

~ 12 months : babies begin to segment the continuous speech stream, pick words, and use them

holophrastic sentences

one word to express a whole sentence / message

phonology simplifies

mostly monosyllabic cv utterances

linguistic : two-word stage

~2 years

• children start to put words together

  • e.g. mommy sock, doggy floor

linguistic : telegraphic stage

first utterance longer than 2 words are all missing telegrams

• what that?

• he play little car

  • Gabriel want that

mean length of utterance ( mlu )

length is counted in morphemes, not words

billingualism

use of two ( or more ) languages in everyday life

• communicate whatever you want in more than one language

language attrition

the process of losing a native or a first language

new language skills __ develop

continuosly

the complementary principle

bilinguals acquire and use their language for different purposes / aspects of life

is bilingualism bad ?

no !

early bilingualism

1. simultaneous

2. sequential

simultaneous early bilingualism

a child who learns two languages at the same time, from birth

sequential early bilingualism

a child who has already partially acquired a first language and then learns a second language early in childhood

late bilingualism

when the second language is learned after the age of 6 or seven

late bilingualism occurs

after the acquisition of the first language

late bilinguals use

the first language to learn the second language

language mode

the state of activation of the bilinguals languages

what determines the acitivation of two language bilingual minds?

• other speaker

• which lang speaker normally uses

language mode can affect

language production and perception

code-switching

when a speaker alternated between two or more languages in the context of a single conversation or situation

• e.g. mija, can you get me my lentes ?

borrowing

when a speaker takes a word from one language to replace a word in a different language

• no translation equivalent / word is unknown

langauge interaction

when speaking to a monolingual, biliguals’s try to deactivate their other language, but the other language may still interact with the one’s they are trying to speak

positive interaction

speeds up language processing and production in bilinguals

cognates

words that are similar across languages

cognate effect

cognates enhance processing in bilinguals

negative interactions

when grammatical rules, word order, phonemes etc., are incorrectly applied to the other language

phoneme interference

foreign accent

word order errors

some languages allow this, some do not

speech perception in bilingual infants

babies can distinguish between all kinds of linguistic sounds

bilingual infants demonstrate

sensitivity to vowel contrasts

bilingual children with dld

performs similar to monolingual children with dld

changing language environment

school-age children who switch to majority language for school

inhibitory control

ability to ignore information that is currently not relevant

working memory

ability to hold information in mind for a short time and manipulate itc

cognitive felxibility

ability to switch rapildy between tasks

brain activity is

different depending on when you learned the language

the brain region in charge of language switching

dorsolateral prefrontal cortex

selective

one language is partially recovered while the other is never recovered

differential

one language is recovered better than the other

successive

at first one language is recovered, then over time the other is partially recovered

antagnostic

recovery of one language progresses while other regressesa

alternative antagonism

availability shifts back and forth between one language and the other