4192057
Beschreibung
Karteikarten von Amanda Clarke, aktualisiert more than 1 year ago
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Erstellt von Amanda Clarke
vor fast 9 Jahre
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| Frage | Antworten |
| Cause of strokes | interrupted blood flow to the brain (usually due to a blocked artery (clot) or hemorrhage |
| Cause of Ischemic Strokes | blood supply blocked; region supplied by blocked blood vessel no longer has access to oxygen & glucose, creating in infarct zone |
| Risk factors for blood clots | smoking, high BP, obesity, high cholesterol, excessive drinking |
| How to spot a stroke (F.A.S.T.) | F = face drooping A = arm weakness S = speech difficulty T = time to call 911 |
| Location of Broca's | inferior frontal gyrus in the anterior brain region |
| Location of Wernicke's | posterior temporal lobe in the posterior brain region |
| Characteristics of Broca's | non-fluent anomia relatively good comprehension poor repetition agrammatic production & comprehension problems with motor word representations |
| Anomia | difficulty remembering object names |
| Characteristics of Wernicke's | fluent anomia relatively poor comprehension poor repetition jarognistic problems with auditory word representations |
| phonological paraphasia | phonological error when producing word |
| semantic paraphasia | semantic error when producing word |
| neologism | non-word |
| jargonistic | makes sense to the speaker, but not to anyone else |
| Conduction Aphasia | Understand/produce words, but can't repeat them Damaged connection between auditory word sounds & motor language planning centers |
| The Visual Word Form Area (main characteristics) | gateway to the reading system in ventral occipito-temporal lobe activated by acceptable visual words & letter strings literacy: increased response to words & decreased response to faces |
| Pure Alexia | Can't read (except with individual letter identification) |
| Phonological Dyslexia | Can't read non-words Known word reading relatively intact |
| Surface Dyslexia | Can't read irregular words Regularizations Non-word reading is okay |
| Deep Dyslexia | Can't read non-words Semantic substitutions |
| Brodmann Areas (location & function) | In the cerebral cortex Defined by differences in "cytoarchitecture" (types/thickness of cellular layers) |
| N400 | semantic incongruity between what you expected to hear & what you actually heard |
| P600 | syntactic anomaly |
| Inclusive Criteria for language deficits | SLI or DD Severity of the impairment throughout lifespan |
| Exclusive criteria for language deficits | No deficit in non-verbal IQ No trauma or neurological disorder No sensorial deficits No psychiatric deficits Adequate access to education |
| Specific Language Impairments | Oral language deficit |
| Developmental Dyslexia | Poor literacy skills despite adequate intelligence & opportunity to learn Low reading age |
| Autism Spectrum Disorder (triad) | Impairments in: communication, social interaction, behavior |
| Asperger's (language delay??) | No developmental language delay |
| High Functioning Autism (language delay??) | Developmental Language Delay |
| ASD, Asperger's, HF Autism deficits | Phonology, Morphology, Syntax, Semantics, Prosody |
| Ways languages differ | Vocab, word order, case marking (grammar), gender, phoneme inventories |
| More speakers (especially non-native) & more geographically spread out = ? | Less complex languages; simpler grammars |
| Effects of learning 2 languages in children | Each language may develop more slowly Initially language mixing Might not realize who they can speak what language to Smaller vocab in each language (but total vocab may be equal or larger) |
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