The Temporal Lobe and its Effects on Language Essay

This paper identifies HRB as the preferred tool to establish John's current level of cognitive function. The HRB shall start by assessing the pre-morbid level of functioning with the Wechsler Adult Intelligence Scale (Wechsler, 1958), Information, Comprehension, Similarities subtest (Reitan & Wolfson, 1986). The battery incorporates several other tests and sub-tests as illustrated in Table 1 for more detailed description and what they aim to measure. Extensive studies support the validity of HRB (Boll, 1981, Franzen, 1989) and as per Dean (1985) this is one of the most often employed battery in the United States. It had been found potent for diagnostic purposes, is able to pinpoint lesion or tumour in many cases at the front, rare, left or right side of the hemisphere (Reitan, 1968). Justification of use includes that it is a notably reliable tool to classify brain damaged patients (Reitan, 1955), which were cross validated by other studies (Vega & Parsons, 1967) and it is suitable for clinical environments. As per Lezak (1995), the biggest advantage of the test is that it prompts the necessity to measure several behavioural and cognitive functions by psychologists when dealing with neuropsychological

To review the methodology in relation to the study, a substantially precise battery of neuropsychological tasks was used to compile the data for this article. The list of neuropsychological tasks was inclusive of the following assessments:

Broca (1861) was treating a patient who had suffered a stroke and found that the patient could understand language but was unable to produce language - despite his vocal tract and other production components being intact. The individual was able to mumble some small words such as “tan” but it he no longer had the ability to create sentences. Broca identified that the left inferior frontal lobe was damaged in his patient’s brain and he labelled this the ‘Broca's area’. Similarly, Wernicke (1876) who reported a stroke victim aged 26 who had the ability to speak freely but made little sense (could produce language but was unable to comprehend language). This patient had a brain lesion in the posterior region of the superior temporal gyrus in the left hemisphere - which is now known as ‘Wernicke's area’ (as cited in Gazzaniga et al, 2014). Therefore, there is sufficient evidence to suggest a double dissociation between language production and language comprehension as they are controlled by independent parts of the

SPLP 634 - Aphasia. Aphasia is a major course in the curriculum with emphasis on acquired communication disorders, including the etiologies, characteristics, anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates. Aphasia is a graduate-level seminar-based course directed toward the study of acquired neurogenic language and cognitive disorders due to lesions of the central and peripheral nervous systems. Four major neurogenic disorders are addressed including: the aphasias, right hemisphere syndrome, traumatic brain injury (TBI), and dementia. An introduction to the language found in neurogenic psychopathology are also discussed. Etiological factors that affect varied cultural groups (e.g.,

The neuroanatomical approach to aphasia relies on the localization of lesions on the brain in addition to clinical observation in order to classify patients according to syndromes. For example, according to the neuroanatomical approach, Broca’s aphasia, which us usually associated with a lesions on the posterior inferior frontal gyrus of the brain, has cardinal features that distinguish is from other fluent and non-fluent aphasias (e.g. poor repetition, poor repetition and poor naming with good auditory comprehension).

According to the NINDS, damage to a specific portion of the brain that is responsible for language is known as aphasia, which is a neurological disorder. This disorder includes difficulty in reading and writing, not able to express oneself when speaking, and trouble understanding speech (NINDS, par.1). There are three different types of aphasia, and they depend on the portion of the brain that has been affected such as: Wernicke, Broca, and Global

The author also found the assessment a “had good predictive validity for classifying individuals as having ADHD or not”(Hauser, 2012, p.372). Another study was conducted with the test translated into Hebrew (Linder, 2010). The authors of the study found that the BRIEF translated into Hebrew was a valid assessment tool in analysis of executive function in children (Linder, 2010). Lastly, a scholarly article was reviewed concerning children with traumatic brain injury, this finding were that the BRIEF was a good tool of measurement for executive functioning in children with traumatic brain injury due to it’s real world analysis of a child’s behavior (Gioia, 2004). These studies resulted in absence of negative finding when adapting the BREIF into alternative

Fifth, psychological testing for IQ and learning disabilities are sometimes done. Finally, a recent physical exam is used. (Phelan, 1993, p63) Daniel G. Amen, M.D. has a different approach at diagnosing ADD. Amen uses an imaging technique called SPECT to measure brain blood-flow and activity patterns in the brain. He has found that the ADD brain is different, and depending on his findings, he can give appropriate treatments for ADD patients that were not helped by former treatments. (Amen, 2001, p72) Dale R. Jordan, author of Attention Deficit Syndrome, diagnoses simply by the symptoms after close evaluation of the patient in and out of the office (Jordan, 1988). The three doctors all vary slightly in their diagnosing of ADD.

This Aphasia Battery Picture Naming Test is a test that will measure whether language was recovered following therapy (See Appendix A for Picture Naming Test). Both groups will be taking this test. This test will consist of 30 items and the participants will be told to tell the examiner the name of each picture and will be given 20 seconds to identify each picture. If in the first attempt to name the picture the participant fails, the examiner may give a phonemic clue. So, overall the participants will be given two chances to correctly identify the name of the picture. Language recovery will be measured by naming 18 pictures correctly out of the 30. Through random assignment, the results from both the groups will be compared to one another to determine how quickly and which language do bilingual aphasics recovers first; their native language (L1) or their secondary language (L2), following their therapy. Furthermore, before participants leave, they will be thanked for their participation on this study, and will be given information about what the study was

One of the rarest types of aphasia includes Transcortical Sensory Aphasia (TSA) and Transcortical Motor Aphasia (TMA), which also has minimum amount of research, compared to other types of speech disorders. Patients with Transcortical Sensory and Motor Aphasias are most similar to Broca’s and Wernicke’s aphasia but differ by their repetition skills. Differentiating features including salient features, neurological relation, speech, voice, and/ or swallowing deficits, assessments, and current SLP treatments set these two Aphasias apart from other speech disorders.

At the bottom back of the brain is where the occipital lobes are located; they are covered by the visual cortex. This area of the brain is “involved in object recognition and is an area of interest in research on decoding, because it has been suggested to house a word form area. This area is a part of the visual cortex specialized for recognizing print (Hruby, Goswami, Frederiksen, & Perfetti, 2011). As we move upward, we encounter the parietal lobes. These lobes are responsible for receiving “tactile information such as temperature, pain, and pressure, and integrate this information with sights and sounds” (Wolf & Nevills, 2008). The temporal lobes, are covered by the auditory cortex. This area is responsible for taking in and interpreting auditory stimuli (Wolf & Nevills, 2008). Within the temporal lobes lies the area where speech and memory are produced. These two areas are Wernicke's area and the Hippocampus. Wernicke’s area is the semantic processing center and is a key component of conscious comprehension of the spoken words (Wolf & Nevills, 2008). The hippocampus is where short-term memory is converted to long-term memory. According to Zull (2002), the hippocampus does not store memory itself, instead it finds a way back to various parts of the cortex in a form that is susceptible to recall, or reassembly, any time later. The last lobes are the frontal lobes. The cortex covering these lobes is known as the association cortex (Wolf & Nevills,

Estabrooks, N., & Albert, M. (2014). Manual of aphasia and aphasia therapy (3rd ed.). Austin, Texas: PRO-ED.

To summarize the demands of speech-language pathologists treating individuals with right hemisphere brain damage, Margaret Blake,Tobi Frymark, and Rebecca Venedictovb conducted a review of the current literature available concerning communication treatments for these clients. A review of their study highlights specific areas needed for further research as well as important considerations that must be made when administering treatment. The study discusses important factors such as cognitive ability and word association deficits which often impact treatment. Critiquing the article provides an insight as to where more research is needed and illustrates the depth of knowledge concerning current treatments.

Each patient provided a speech describing a positive event from their past about their own life “good or pleasant memories” or non-stressful times. And on the other occasion patients had to describe an occasion that was negative in their life “bad memory “or stressful time. The topics of the speech samples were counterbalanced between the patients to maxims the accuracy of the study. The interviewer asked relevant open needed made sure to keep the participant on the correct positive or negative topic. The samples that were collected from the patients were rated according to the CDI with is related to the measures of the brains dopamine. The total of word are counted the instances of communication failures are added and the frequency of each type of comincationfailure in 100 words of speech is calculated as well. The reference failures include the confused reference where more the one possible reference is present and the correct choice is not clear. (2) The missing reference is where the referent is not provided. (3) The ambiguous word meaning where there is more than one meaning to a word and the correct choice is not clear. (4) He structural clarity where the phrase is not clear due to poor grammatical breaks down. (5) The vague reference a word or phrase with over generality causing impairing to the sentence. (6) Wrong word reference - a word that is incorrectly used in a sentence. After the data was collected from the first part of the study the participance were tested using the specific reference failures listed

The purpose of this paper is to pursue one important and fundamental aim: language and the brain are purely inseparable since it allows us to perform essential tasks such as generating, comprehending and expressing speech. With damage to the brain, individuals can no longer perform such tasks which can ultimately lead to many types of language disorders. The focus of this paper is Broca’s aphasia, a language disorder characterized by the inability to produce written and spoken speech. Damage to the brain can cause many types of speech impairments as well as comprehension deficits.