Language disorders, Apuntes de Psicolingüística

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P S Y C H O L I N G U I S T I C S , E N G L I S H

L A N G U A G E A C Q U I S I T I O N A N D

L E A R N I N G

A N A L A U R A R O D R Í G U E Z R E D O N D O

Language disorders

Language disorders

• Introduction
  • Aphasia:
    • language deficits acquired after brain damage
    • Affects the production or comprehension of speech and the ability

to read or write.

• injury to the brain-most commonly from:
  • a stroke
  • head trauma
  • brain tumors
  • infections
• Not all aphasics have the same symptoms
• Language difficulties without cognitive impairment

Summary of Aphasias

Type of Aphasia

Spontaneo us speech

Para- phasias

Comprehensi on

Repetiti on Naming Lesion site

Broca’s Poor, Nonfluent

- Good Poor Poor anterior

Wernicke’s Aphasia

**Fluent, empty

• Poor Poor Poor posterior**

Conduction Fluent + Good Poor Poor arcuate fasciculus

Anomic

Fluent, with circumlocu tions

+ Good Good Poor anywhere

Global Virtually none

- Poor Poor Poor large

Transcortic al motor

Nonfluent, little

- Good Good Not bad Outside in frontal lobe

Transcortic al sensory Fluent + Poor Good Poor Outside in parietal lobe

Language disorders

 Agraphia

 disorder of language apparent in writing

 Alexia

 disorder of language apparent in reading

 Anarthria

 Disturbances of language due to:

 severe intellectual impairment

 loss of sensory input (especially vision and hearing)

 paralysis

 in coordination of the musculature of the mouth or hand

 It is not considered an aphasic disturbance per se

Summary of Symptoms

• Disorders of

Comprehension

• Poor auditory comprehension
• Poor visual comprehension
  • Disorders of Production
    • Poor articulation
    • Word-finding deficit

( anomia )

• Unintended words of

phrases ( paraphasia )

• Loss of grammar or syntax
• Inability to repeat aurally

presented material

• Low verbal fluency
• Inability to write

( agraphia )

• Loss of tone in voice

( aprosidia )

Language disorders

 Three broad categories according to: spontaneous speech,

auditory comprehension, and verbal repetition

 Nonfluent aphasias – there are difficulties in articulating but

relatively good auditory verbal comprehension (e.g., Broca ’s severe, Broca’s mild)

 Fluent aphasias – fluent speech but difficulties either in

auditory verbal comprehension or in the repetition of words, phrases, or sentences spoken by others (e.g., Wernicke ’s or sensory aphasia; Anomic )

 “Pure” aphasias – there are selective impairments in reading,

writing, or the recognition of words (e.g., agraphia , alexia without agraphia)

Wernicke’s aphasia

 Patient is asked what brought him to the hospital.

 “Is this some of the work that we work as we did before? …

All right … From when wine [why] I’m here. What’s wrong

with me because I … was myself until the taenz took

something about the time between me and my regular time

in that time and they took the time in that time here and

that’s when the the time took around here and saw me

around in it’s started with me no time and I bekan [began]

work of nothing else that’s the way the doctor find me that

way…” (Obler & Gjerlow 1999:43)

Wernicke’s aphasia

 Phonemic paraphrasias

 Substitutions of individual phonemes

 include

 Addition

 Omission

 Change in position

 trable for table

 pymarid for pyramid (Damasio, 1992:535)

 The more such phonemic paraphasias accumulate in a word, the

harder it is to understand it

 Neologism

 Non-words where the target word is unrecognizable

 hipidomateous for hippopotamus.

 Wernicke aphasia 1

 You tube

http://www.youtube.com/watch?v=4o9La8cn7DI

Wernicke’s aphasia

 Semantic paraphrasias ( empty speech )

 Failure in the selection of the proper words with which to convey her ideas

 This deficit can be compensated for by the usage of paraphrases.

 They are often quite simple:

 E.g. relying on generic terms like thing or stuff to stand in for the more specific words

Wernicke’s aphasia

 Circumlocution

 Talk around missing words

 For example:

 A moderate Wernicke’s aphasia patient attempting to tell

the examiner what she had had for breakfast that

morning:

 Patient: “This morning for – that meal – the first thing this

morning – what I ate – I dined on – chickens, but little –

and pig – pork – hen fruit and some bacon, I guess.”

(Brookshire 2003:156)

Wernicke’s aphasia

 Logorrhea or press of speech

 an overabundance of speech

 Probably because:

 They produce speech easily

 Their circumlocution, and their deficient self-monitoring may

contribute to their inclination to run on when they talk.

The Cookie Theft picture

The Cookie Theft picture of the Boston Diagnostic Aphasia Examination

Broca’s aphasia

 Examiner : Describe this picture.

 Patient : kid … kk … can … cookie … caandy …well I don’t know

but it’s writ … easy does it … slam … early … fall … men … many … no … girl. Dishes … soap … water … … water … falling pah that’s all … dish … that’s all. Cookies … can … candy … cookies cookies … he … down … That’s all. Girl … slipping water … water … and it hurts … much to do. Her … clean up. Dishes … up there … I think that’s doing it

 Examiner : What is she doing with the dishes?

 Patient: discharge no … I forgot … dirtying clothes [?] dish {?}

water …

 Examiner : What about it?

 Patient : slippery water … [?] scolded … slipped

(Obler & Gjerlow 1999:41)