Dil bilimi

1. Language
and
the Brain

2. Language areas in the brain
 The most important parts are in areas
above the left ear

3. Neurolingustics
 The study of the relationship between
language and the brain
 Studies the physical structure of the brain as it
relates to language production and
comprehension.
• M Mr. Gage suffered the type of injury from which,
it was assumed, no one could recover.
• However, a month later, he was up and about, with
no apparent damage to his senses or speech r.
Gage suffered the type of injury from which, it was
assumed, no one could recover.
• Ha month later, he was up and about, with no
apparent damage to his senses or speech.

4.  A construction foreman, Phineas P. Gage was
at work, some gunpowder accidentally
exploded and sent a three and a half foot
long tamping rod up through his upper left
cheek and out from the top of his forehead.

5. This medical marvel clearly denotes that
while language may be situated in the brain,
it clearly is not situated right at the front.

6. • This medical marvel clearly denotes that while
• language may be situated in the brain, it clearly This
medical marvel clearly denotes that while language
may be situated in the brain, it clearly is not situated
right at the front. It is not situated right at the
front.

9. Broca’s area
A region of the brain with functions linked to speech
production
 Paul Broca,a French surgeon,reported in the 1860s
that damage to this specific part of the brain was
related to extreme difficulty in producing speech

10. Wernicke’s area
 It is involved in the understanding of written and
spoken language
 Carl Wernicke was a German doctor who,in the
1870s,reported that damage to this part of the brain
was found among patients who had speech
comprehension difficulties

11. The motor cortex
 An area that generally controls
movement of the muscles

13. Arcuate fasciculus
 A bundle of nerve fibers that connects
the temporal and parietal lobes of the
brain
 It connects Wernicke's area to Broca's
area

14. The localization view
 It is tempting to conclude that specific
aspects of language ability can be
accorded specific locations in the
brain

16. Tip of the Tongue Phenomenon
• Tip of the tongue phenomenon is the subjective feeling
that people have of being confident that they know the
target word for which they are searching, yet they cannot
recall this word.
• They are somewhat able to recall words of similar
sounds and meaning, but never the actual word they are
seeking.
• TOT is an experience with memory recollection
involving difficulty retrieving a well-known word or
familiar name. Tip of the tongue phenomenon is one kind of
metacognition.

17. Slips of the tongue
 Slips of the tongue are errors involving
the uttering or hearing or writing or
reading of a word and
which entail an involuntary parody of
the word, assuming the word is
known.

18. The tip of the tongue
phenomenon
 The failure to retrieve a word from
memory, combined with partial recall
and the feeling that retrieval is
imminent
 We know the word but it just won’t
come to the surface

19. Slips of the tongue
• Metacognition is the knowledge and thoughts
about one's own cognitive processes, as well
as control of those cognitive processes.
• Another term related to this phenomenon is
the feeling of knowing, which is the prediction
about whether you could correctly recognize the
correct answer to a question.
• This effect is more conscious meaning one
thoughtfully assesses whether one could
recognize the answer if one was given several
options.

20. • Slips of the tongue are speech errors in which intended
utterances are rearranged between other words or
sounds.
• There are three types of slip-of-the-tongue errors.
• These types include sound errors, morpheme errors,
and word errors.
• A sound error occurs when the sounds in words close
by are exchanged.
• For example, instead of saying "flower pot," one says
"power flot." A morpheme error occurs when morphemes,
which are the smallest meaningful units in language, are
switched in words close by.

21. Slips of the ear
 An error of misunderstanding in listening: mistaking
a word or phrase for a similar-sounding word or
phrase in speech or conservation.
• An error of misperception in listening :
mistaking a word or phrase for a similar-
sounding word or phrase
in speech or conversation.
• Slips of the ear provide researchers with
insights into the ways in which words are
recognized in connected speech.

24. Aphasia
 It is the disturbance in formulation and
comprehension of language
 This class of language disorder
ranges from having difficulty
remembering words to being
completely unable to speak, read, or
write
 Aphasia is usually linked to brain
damage, most commonly by stroke

25.  Aphasia : Aphasia from ancient
Greek "speechlessness“ is the disturbance in
formulation and comprehension of language

27. Broca's aphasia
 Inability to speak, or to produce
spontaneous speech, as a result of an
injury to the area of the brain that
produces language. This area is
known as Broca's area. Although
people with Broca's aphasia cannot
speak, they can understand others
 Also Known As: Motor Aphasia

28. Wernicke's aphasia
 Wernicke's aphasia is a language
disorder that impacts language
comprehension and the production of
meaningful language. The disorder is
related to damage to the Wernicke's
area. Individuals with Wernicke's
aphasia have difficulty understanding
spoken language but are able to
produce sounds, phrases, and word
sequences.

29. Conduction aphasia
 A form of aphasia in which
there is ability to speak and write but
words are skipped,repeated, or
substituted for one another
 Also called associative aphasia

30. Signs and symptoms
• inability to comprehend language
• inability to pronounce, not due to muscle
paralysis or weakness
• inability to speak spontaneously
• inability to form words
• inability to name objects
• poor enunciation
• excessive creation and use of
personal neologisms
• inability to repeat a phrase
• persistent repetition of phrases

31. • incomplete sentences
• inability to read
• inability to write
• limited verbal output
• difficulty in naming
• Speech disorder

33. ACUTE APHASIA
This aphasia type is chronic one.
 Acute aphasia disorders usually develop quickly
as a result of head injury or stroke, and
progressive forms of aphasia develop slowly
from a brain tumor, infection, or dementia.

35. Types of aphasia
Expressive Aphasia: Expressive Aphasia (non-
fluent aphasia), is characterized by the loss of
the ability to produce language (spoken or
written).
Expressive aphasia differs from dysarthria,
which is typified by a patient's inability to
properly move the muscles of the tongue and
mouth to produce speech. Expressive aphasia
contrasts with receptive aphasia.

36. 2. Receptive Aphasia, also known as Wernicke’s
aphasia, fluent aphasia, or sensory aphasia, is
a type of aphasia traditionally associated with
neurological damage to Wernicke’s area in the
brain.
People with receptive aphasia can speak with
normal grammar, syntax, rate, intonation, and
stress, but they are unable to understand
language in its written or spoken form.

37. 3. Conduction Aphasia: Conduction aphasia, also
called associative aphasia, is a relatively rare
form of aphasia. An acquired language disorder,
it is characterized by intact auditory
comprehension, fluent (yet paraphasic) speech
production, but poor speech repetition.
They are fully capable of understanding what
they are hearing but they will have difficulty
repeating what was actually said.

38. They will also be aware of their errors, and will
show significant difficulty correcting them.
Conduction aphasia usually is the result of damage
to the left brain hemisphere, such as by stroke.

39. 4.Anomic Aphasia, also known as dysnomia, nominal
aphasia, and amnesic aphasia; is a severe problem
with recalling words or names.
Anomic aphasia (anomia) is a type
of aphasia characterized by problems recalling
words or names.
patients are able to speak with correct grammar;
the main problem is finding the appropriate word
to identify an object or person.

40. 5.Global Aphasia: Global aphasia is total
reduction of all aspects of spoken and written
language.
It involves a "left side blowout" which
includes Broca's area, Wernicke's area and
the Arcuate fasciculus.

41. 6.Primary Progressive Aphasia (PPA): A speech
disorder seen with certain degenerative brain
diseases, consisting of deterioration of speech
and language ability over a period of years
without significant loss of memory or ability to
understand language.

42. TREATMENT OF APHASIA
• Sometimes, people who have aphasia can be
treated in hospital.
• This disease is treated by a speech therapist.
• In this process , therapists teach patients
basic information like a child.

44. Dichotic listening test
• Dichotic Listening is a psychological test
commonly used to investigate selective
attention within the auditory system and is a
subtopic of cognitive
psychology and neuroscience.

45. In other words, Dichotic listening is a situation in
which people hear different kind of sounds
from each ear.

46. Dichotic listening
 An exprimental technique that has
demonstrated a left hemisphere
domiance for syllable and word
processing.

47. The critical period

48. The critical period
 In general, a critical period is a limited
time in which an event can occur, usually to
result in some kind of transformation.
 It is compulsory for the development of
a particular skill.
 If the organism does not receive the
appropriate stimulus during this "critical
period", it may be difficult, ultimately less
successful, or even impossible, to develop
some functions later in life.

49.  In general, a critical period is a limited
time in which an event can occur, usually to
result in some kind of transformation.
 It is compulsory for the development of
a particular skill.
 If the organism does not receive the
appropriate stimulus during this "critical
period", it may be difficult, ultimately less
successful, or even impossible, to develop
some functions later in life.

50.  This is fundamentally different than
the sensitive period, which is a more
extended period of time during
development when an individual is more
receptive to specific types of
environmental stimuli, usually because
nervous system development is
especially sensitive to certain sensory
stimuli. This makes the individual more
predisposed to learning.

51. • The critical period for the
development of a human
child's binocular vision is thought to
be between three and eight months,
with sensitivity to damage extending
up to at least three years of age.
• Further critical periods have been
identified for the development
of hearing and the vestibular system.

52. Lateralization (One Sidedness)
A person uses his left hemisphere for language
in a particular period in his life. This is
described as Lateralization or One sidedness.
If a person does not expose his language in this
period, he will not acquire that language.
Even if that person tries to learn his language
later, he cannot learn this language very well.

53. Genie

54. Genie
 Genie was discovered in 1970 at the age
of thirteen and seven months in a Los
Angeles suburb.
 She was confined up until that point by
her controlling father, who abused her
regularly.
 Because she had not acquired language
up until that point, linguists used her to
test the critical period theory.

55.  When Genie was first found, they
couldn’t tell at first whether or not she
had already acquired language and simply
wasn’t using it or if she indeed had not
acquired language.
 Because she did not respond to simple
commands but did respond to words that
were clearly out of the context of their
environment, it was determined that
Genie truly had not yet acquired language.

56.  Genie’s first basic ‘words’ were
monosyllabic consonant-vowel sequences.
 After five months, she began to use single
words spontaneously.
 Her early vocabulary was different from
the first words of regular children which
are typically nouns, plus particles like up
and down.

57.  When she was first discovered, most of
the sounds that came out of her mouth
were voiceless.
 Normal people learn very early in life
how to speak and breathe at the same
time. Genie, however, never learned how
to do so.