Meta-Analytic Connectivity Modeling of Brodmann Area 37
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Chemoreception
Senses 5 SENSES live version • discussion • edit lesson • comment • report an error enses are the physiological methods of perception. The senses and their operation, classification, Sand theory are overlapping topics studied by a variety of fields. Sense is a faculty by which outside stimuli are perceived. We experience reality through our senses. A sense is a faculty by which outside stimuli are perceived. Many neurologists disagree about how many senses there actually are due to a broad interpretation of the definition of a sense. Our senses are split into two different groups. Our Exteroceptors detect stimulation from the outsides of our body. For example smell,taste,and equilibrium. The Interoceptors receive stimulation from the inside of our bodies. For instance, blood pressure dropping, changes in the gluclose and Ph levels. Children are generally taught that there are five senses (sight, hearing, touch, smell, taste). However, it is generally agreed that there are at least seven different senses in humans, and a minimum of two more observed in other organisms. Sense can also differ from one person to the next. Take taste for an example, what may taste great to me will taste awful to someone else. This all has to do with how our brains interpret the stimuli that is given. Chemoreception The senses of Gustation (taste) and Olfaction (smell) fall under the category of Chemoreception. Specialized cells act as receptors for certain chemical compounds. As these compounds react with the receptors, an impulse is sent to the brain and is registered as a certain taste or smell. Gustation and Olfaction are chemical senses because the receptors they contain are sensitive to the molecules in the food we eat, along with the air we breath. -
Classification of Aphasic Phenomena
LE JOURNAL CANAD1EN DES SCIENCES NEUROLOG1QUES Classification of Aphasic Phenomena ANDREW KERTESZ SUMMARY: A brief but comprehensive Most clinicians will agree that al tions cover the same phenomenon. survey of classifying aphasia reveals though aphasic disability is complex, In Table I the various terms are that most investigators describe at least many patients are clinically similar shown to overlap and those describ four major groups, conveniently labelled and may be classified into identifi ing the same disturbance appear un Broca's, Wernicke's, anomic and global. able groups. There are many classi derneath each other. Four columns Conduction and transcortical aphasias fications indicating that none is al appear to represent the entities that are less generally described and mod ality specific syndromes rarely, if ever, together satisfactory. Nevertheless, almost everybody identifies: exist purely. The controversy between this effort is useful and even neces 1. What Broca (1861) described as unifiers and splitters continues but ob sary to diagnose and treat aphasics aphemia, Wernicke (1874) called jective numerical taxonomy may solve and to understand the phenomena. motor aphasia. Marie (1906) did not some of the problems of classification. The opponents of classification consider Broca's aphemia true point out the numerous disagree aphasia. Pick (1913) labelled it ex ments among observers, the many pressive aphasia with agrammatism RESUME: Line etude breve, mais com exceptions that cannot be fitted into and Weisenburg & McBride (1935) prehensive, de la classification de categories and the frequent evolu popularized "expressive aphasia" I'aphasic revile que la plupart des cher- cheurs decrivent au moins 4 groupes tion of certain types into others. -
Prosopagnosia by B
J. Neurol. Neurosurg. Psychiat., 1959, 22, 124. PROSOPAGNOSIA BY B. BORNSTEIN and D. P. KIDRON From the Department of Neurology, Beilinson Hospital, Petah Tiqva, Israel "And what is the nature of this knowledge or recollection? I mean to ask, Whether a person, who having seen or heard or in any way perceived anything, knows not only that, but has a conception of something else which is the subject, not of the same but of some other kind of knowledge, may not be fairly said to recollect that of which he has the conception?" "And when the recollection is derived from like things, then another consideration is sure to arise, which is, Whether the likeness in any degree falls short or not of that which is recollected?" "The Philosophy of Plato " Phaedo (the Jowett translation). Does visual agnosia exist in a partial or isolated bances in sensation time, in adaptation time, in form, in which certain qualities only are affected, visual acuity, and in brightness discrimination. as opposed to generalized visual agnosia? Many Ettlinger (1956) rejected Bay's contentions. After workers cast doubt on this concept, maintaining analysing 30 cases of head injury, he showed that that partial visual agnosia is no more than a com- some patients had neither field nor perceptual bination of defects in vision, memory, and orienta- defects, others had field but not perceptual defects, tion, appearing together. and only in eight of the 30 patients were field and The clinical elucidation of partial visual agnosia perceptual defects found together. It is true that is likely to be affected by the patient's intellectual visual agnosia is frequently associated with homony- capacity, his mental state at the time of examination, mous hemianopsia, but despite this there are cases and his ability to cooperate without being influenced of hemianopsia without gnostic defects. -
Neurobiology of Language Steven L
CHAPTER 1 The Neurobiology of Language Steven L. Small1 and Gregory Hickok2 1Department of Neurology, University of California, Irvine, CA, USA; 2Department of Cognitive Sciences, Center for Language Science, Center for Cognitive Neuroscience, University of California, Irvine, CA, USA 1.1 HISTORY For many centuries, the biological basis of human thought has been an important focus of attention in medi- cine, with particular interest in the brain basis of language sparked by the famous patients of Pierre Paul Broca in the mid 19th century (Broca, 1861a,c). The patient Louis Victor LeBorgne (Domanski, 2013)presentedtotheHoˆpital Biceˆtre in Paris with severe difficulty speaking, purport- edly only uttering the syllable “tan,” sometimes as a pair “tan, tan,” and often accompanied by gestures (Domanski, 2013). The diagnosis was not clear until autopsy, when Broca found on gross inspection that some neurological process (he reported a resulting collection of serous fluid) had destroyed a portion of the left posterior inferior frontal FIGURE 1.1 The exterior surface of the brain of LeBorgne (“tan”). gyrus (Broca, 1861c)(Figure 1.1). A subsequent patient, LeLong, had a similar paucity of speech output (five Wernicke (1874), the diagram-making of Lichtheim words were reported) with a lesion not dissimilar to that (1885) (Figure 1.2) and Grashey (1885), the anatomy of of LeBorgne (Broca, 1861a). Given the ongoing debates at De´jerine (1895), and of course many other contributors. the time about brain localization of language, including In the past century, Norman Geschwind recapitulated attribution of the “seat of language” to the frontal and added to the language “center” models that pre- lobes (Auburtin, 1861; Bouillaud, 1825; Gall & ceded him and presented a reconceptualized “connec- Spurtzheim, 1809)—which led Broca to investigate this tionist” view of the brain mechanisms of language case in the first place—he presented this patient with (Geschwind, 1965, 1970). -
Oxford Handbooks Online
Anomia and Anomic Aphasia Oxford Handbooks Online Anomia and Anomic Aphasia: Implications for Lexical Processing Stacy M. Harnish The Oxford Handbook of Aphasia and Language Disorders (Forthcoming) Edited by Anastasia M. Raymer and Leslie Gonzalez-Rothi Subject: Psychology, Cognitive Neuroscience Online Publication Date: Jan DOI: 10.1093/oxfordhb/9780199772391.013.7 2015 Abstract and Keywords Anomia is a term that describes the inability to retrieve a desired word, and is the most common deficit present across different aphasia syndromes. Anomic aphasia is a specific aphasia syndrome characterized by a primary deficit of word retrieval with relatively spared performance in other language domains, such as auditory comprehension and sentence production. Damage to a number of cognitive and motor systems can produce errors in word retrieval tasks, only subsets of which are language deficits. In the cognitive and neuropsychological underpinnings section, we discuss the major processing steps that occur in lexical retrieval and outline how deficits at each of the stages may produce anomia. The neuroanatomical correlates section will include a review of lesion and neuroimaging studies of language processing to examine anomia and anomia recovery in the acute and chronic stages. The assessment section will highlight how discrepancies in performance between tasks contrasting output modes and input modalities may provide insight into the locus of impairment in anomia. Finally, the treatment section will outline some of the rehabilitation techniques for forms of anomia, and take a closer look at the evidence base for different aspects of treatment. Keywords: Anomia, Anomic aphasia, Word retrieval, Lexical processing Syndrome Description and Unique Characteristics The term anomia refers to the inability to retrieve a desired word, typically in the course of conversational sentence production. -
Phonological Facilitation of Object Naming in Agrammatic and Logopenic Primary Progressive Aphasia (PPA) Jennifer E
This article was downloaded by: [Northwestern University] On: 30 September 2013, At: 13:49 Publisher: Routledge Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered office: Mortimer House, 37-41 Mortimer Street, London W1T 3JH, UK Cognitive Neuropsychology Publication details, including instructions for authors and subscription information: http://www.tandfonline.com/loi/pcgn20 Phonological facilitation of object naming in agrammatic and logopenic primary progressive aphasia (PPA) Jennifer E. Macka, Soojin Cho-Reyesa, James D. Kloeta, Sandra Weintraubbcd, M-Marsel Mesulambc & Cynthia K. Thompsonabc a Department of Communication Sciences and Disorders, Northwestern University, Evanston, IL, USA b Cognitive Neurology and Alzheimer's Disease Center, Northwestern University, Chicago, IL, USA c Department of Neurology, Northwestern University, Feinberg School of Medicine, Chicago, IL, USA d Department of Psychiatry and Behavioral Sciences, Northwestern University, Feinberg School of Medicine, Chicago, IL, USA Published online: 27 Sep 2013. To cite this article: Jennifer E. Mack, Soojin Cho-Reyes, James D. Kloet, Sandra Weintraub, M-Marsel Mesulam & Cynthia K. Thompson , Cognitive Neuropsychology (2013): Phonological facilitation of object naming in agrammatic and logopenic primary progressive aphasia (PPA), Cognitive Neuropsychology, DOI: 10.1080/02643294.2013.835717 To link to this article: http://dx.doi.org/10.1080/02643294.2013.835717 PLEASE SCROLL DOWN FOR ARTICLE Taylor & Francis makes every effort to ensure the accuracy of all the information (the “Content”) contained in the publications on our platform. However, Taylor & Francis, our agents, and our licensors make no representations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of the Content. Any opinions and views expressed in this publication are the opinions and views of the authors, and are not the views of or endorsed by Taylor & Francis. -
The Perfect Match: OG and Technology by Fay Van Vliet F/AOGPE and Susan Christenson M.A
Winter/Spring 2017 The Perfect Match: OG and Technology by Fay Van Vliet F/AOGPE and Susan Christenson M.A. Fear is often what keeps us from pursuing new paths, so those growth may be attributed to the benefi ts of online tutoring paths are frequently left for the youth who are not laden with as it meets the needs of working parents, saves travel time, the gift of caution that time may provide. For those of us who fulfi lls requests from school districts needing our tutoring work in the area of dyslexia, technology is an area that may services, and allows the tutor to work in the comfort of their cause angst. At the Reading Center, it is mind-boggling that home! This is a win-win situation for the parents, students, Jean Osman, pioneer in the fi eld of dyslexia and school districts, and tutors. co-founder of our 65-year-old organization, is the one who has lead us into the technological age, ex- What has made the difference? How do we engage ploring areas in which e-tools may help those who apprehensive tutors? Which students qualify for on- struggle with dyslexia. As Jean Osman posed to us, line instruction? What tools do we need, and what “What would Orton do with new technology?” are the costs? How do we keep tutoring multisen- sory and consistent with the Essential Elements of Our non-profi t organization, The Reading Center, OG Instruction? intrepidly began online tutoring in 2003 with Fel- lows Nancy Sears and Jean Hayward leading the way using Engaging Tutors NetMeeting. -
• Classifications of Aphasia Expressive Vs. Receptive Fluent Vs
12/7/2018 APHASIA Aphasia is an acquired communication disorder that impairs a person’s ability to process LANGUAGE, but DOES NOT AFFECT intelligence. Aphasia impairs the ability to speak and understand others. -National Aphasia Association LANGUAGE Language is a system of communication that uses symbolism. K L U $ + M – Phonemes: perceptually distinct unit of sounds Words: sounds combined & given meaning Sentences: combination of syntax (rules) and semantics (meaning). • CLASSIFICATIONS OF APHASIA EXPRESSIVE VS. RECEPTIVE FLUENT VS. NON- FLUENT 1 12/7/2018 -NATIONAL APHASIA ASSOCIATION -COURTESY OF MY-MS.ORG MCA DISTRIBUTION -SLIDESHARE.NET 2 12/7/2018 BROCA’S APHASIA * short utterances * limited vocabulary * halting, effortful speech *mild comprehension deficits Lesion * Inferior frontal gyrus Choose Sentence Speech Coordinate Speak Idea Words Structure Sounds Articulate Pragmatics Muscles Fluently (Semantics) (Syntax) (Phonology) SAMPLE OF BROCA’S THERAPY FROM TACTUS THERAPY 3 12/7/2018 WERNICKE’S APHASIA • Comprehension is poor (auditory & reading) • Fluent, intact prosody • Logorrhea, press of speech • Neologisms, Paraphasias • Lack of awareness Lesion Temporo-Parietal, Posterior section of the superior temporal gyrus near the auditory cortex Auditory Preparation Attach Input Perception Recognition Phonological For Meaning Analysis Output WERNICKE’S APHASIA FROM TACTUS THERAPY 4 12/7/2018 GLOBAL APHASIA * severe language deficit * responds to personally relevant language * responds to non-verbal cues * some automatic speech Lesion -
Neurobiology of Language
NEUROBIOLOGY OF LANGUAGE Edited by GREGORY HICKOK Department of Cognitive Sciences, University of California, Irvine, CA, USA STEVEN L. SMALL Department of Neurology, University of California, Irvine, CA, USA AMSTERDAM • BOSTON • HEIDELBERG • LONDON NEW YORK • OXFORD • PARIS • SAN DIEGO SAN FRANCISCO • SINGAPORE • SYDNEY • TOKYO Academic Press is an imprint of Elsevier SECTION A INTRODUCTION This page intentionally left blank CHAPTER 1 The Neurobiology of Language Steven L. Small1 and Gregory Hickok2 1Department of Neurology, University of California, Irvine, CA, USA; 2Department of Cognitive Sciences, Center for Language Science, Center for Cognitive Neuroscience, University of California, Irvine, CA, USA 1.1 HISTORY For many centuries, the biological basis of human thought has been an important focus of attention in medi- cine, with particular interest in the brain basis of language sparked by the famous patients of Pierre Paul Broca in the mid 19th century (Broca, 1861a,c). The patient Louis Victor LeBorgne (Domanski, 2013) presented to the Hoˆpital Biceˆtre in Paris with severe difficulty speaking, purport- edly only uttering the syllable “tan,” sometimes as a pair “tan, tan,” and often accompanied by gestures (Domanski, 2013). The diagnosis was not clear until autopsy, when Broca found on gross inspection that some neurological process (he reported a resulting collection of serous fluid) had destroyed a portion of the left posterior inferior frontal FIGURE 1.1 The exterior surface of the brain of LeBorgne (“tan”). gyrus (Broca, 1861c)(Figure 1.1). A subsequent patient, LeLong, had a similar paucity of speech output (five Wernicke (1874), the diagram-making of Lichtheim words were reported) with a lesion not dissimilar to that (1885) (Figure 1.2)andGrashey (1885), the anatomy of of LeBorgne (Broca, 1861a). -
Dyslexia and Other Reading Disorders
Reading Disorders & Dyslexia By Kate Maxwell Baker, MS CCC-SLP, Director Maxwell Speech & Language Center What is a Reading Disorder? • A learning disorder that involves significant impairment of reading accuracy, speed, or comprehension to the extent that the impairment interferes with academic achievement and activities of daily living. • This overall diagnosis can be used for deficits in reading decoding AND reading comprehension. What is Dyslexia? • A reading disorder is most commonly called Dyslexia, but Dyslexia usually includes deficits in spelling and writing as well as reading. What is Dysgraphia? • A specific learning disability that affects a person’s ability to acquire written language and to use written language to express their thoughts. • It can affect a person’s handwriting, orthographic coding, basic spelling and grammar, and use of incorrect wording. • It can occur with or without a diagnosis of Dyslexia. My Story • Reading Delay • Attention Deficit Disorder, non-hyperactive • A Language Learning Disability How did my story end? • The College of William and Mary - BS, Psychology • James Madison University - MS, Communication Sciences & Disorders • Owner/Director of Maxwell Speech & Language Center NEVER take NO for an answer. Reading Developmental Norms • Pre-Reading, ages 0-4 • Kindergarten, age 5 • 1st and 2nd Grade • 2nd and 3rd Grade • 4th Grade through 8th Grade • High School Developing pre-reading skills • Read to your child as much as you can! • Play silly games with rhyming or sounds • Have books available about many topics and encourage young children to sit quietly and look at pictures. Reading Decoding vs. Reading Comprehension • Reading Decoding: Translating the printed word into a sound • Reading Comprehension: Understanding the meaning of words that are written When to be Concerned • . -
Disorders of the Visual System in Alzheimer's Disease
© 1990 Raven Press, Ltd.. New York Disorders of the Visual System in Alzheimer's Disease Mario F. Mendez, M.D., Robert L. Tomsak, M.D., Ph.D., and Bernd Remler, M.D. Alzheimer's disease (AD) is associated with distur Alzheimer's disease (AD) is the most prevalent bances in basic visual, complex visual, and oculomotor form of dementia affecting greater than 2.5 million functions. The broad range of visual system disorders in AD may result from the concentration of neuropathol people in the U.S., with the numbers expected to ogy in visual association cortex and optic nerves in this double by the year 2040 (1). Despite the absence of disease. AD patients and their caregivers frequently re a clinical test for AD, the recent establishment of port visuospatial difficulties in these patients. Examina highly accurate clinical criteria permit a more pre tion of the visual system in AD may reveal visual field cise evaluation of the deficits associated with this deficits, prolonged visual evoked potentials, depressed contrast sensitivities, and abnormal eye movement re disorder (2-4) (see Table 1). In addition to the cordings. Complex visual disturbances include construc usual memory and other cognitive deficits, AD pa tional and visuoperceptual abnormalities, spatial agno tients have disturbances in basic visual, complex sia and Balint's syndrome, environmental disorienta visual, and oculomotor functions, and AD patients tion, visual agnosia, facial identification problems, and in greater numbers are undergoing more thorough visual hallucinations. The purpose of this article is to review the spectrum of visual system disturbances evaluations of their visual systems (4-8). -
26 Aphasia, Memory Loss, Hemispatial Neglect, Frontal Syndromes and Other Cerebral Disorders - - 8/4/17 12:21 PM )
1 Aphasia, Memory Loss, 26 Hemispatial Neglect, Frontal Syndromes and Other Cerebral Disorders M.-Marsel Mesulam CHAPTER The cerebral cortex of the human brain contains ~20 billion neurons spread over an area of 2.5 m2. The primary sensory and motor areas constitute 10% of the cerebral cortex. The rest is subsumed by modality- 26 selective, heteromodal, paralimbic, and limbic areas collectively known as the association cortex (Fig. 26-1). The association cortex mediates the Aphasia, Memory Hemispatial Neglect, Frontal Syndromes and Other Cerebral Disorders Loss, integrative processes that subserve cognition, emotion, and comport- ment. A systematic testing of these mental functions is necessary for the effective clinical assessment of the association cortex and its dis- eases. According to current thinking, there are no centers for “hearing words,” “perceiving space,” or “storing memories.” Cognitive and behavioral functions (domains) are coordinated by intersecting large-s- cale neural networks that contain interconnected cortical and subcortical components. Five anatomically defined large-scale networks are most relevant to clinical practice: (1) a perisylvian network for language, (2) a parietofrontal network for spatial orientation, (3) an occipitotemporal network for face and object recognition, (4) a limbic network for explicit episodic memory, and (5) a prefrontal network for the executive con- trol of cognition and comportment. Investigations based on functional imaging have also identified a default mode network, which becomes activated when the person is not engaged in a specific task requiring attention to external events. The clinical consequences of damage to this network are not yet fully defined. THE LEFT PERISYLVIAN NETWORK FOR LANGUAGE AND APHASIAS The production and comprehension of words and sentences is depen- FIGURE 26-1 Lateral (top) and medial (bottom) views of the cerebral dent on the integrity of a distributed network located along the peri- hemispheres.