ENG 2003 - ‚·YEarly Studies Aphasia -conditionresultingfrombraininjurywhichimpairs languageuse...

ENG 2003 - 언어학개론Psycholinguistics and Neurolinguistics

ENG 2003 - 언어학개론 1 / 24

Language and the Brain

Psycholinguistics – The study of how the mind processeslanguage

behavioural and (recently) neuroimaging techniquesNeurolinguistics – The study of how language is realized in thebrainclinical research: aphasiasbehavioural and neuroimaging techniques, cortical stimulationBiolinguistics – The study of biological aspects of languageincludes genetics, language universals, correlates of language acrossspecies

ENG 2003 - 언어학개론 2 / 24

Psycholinguistics – The study of how the mind processeslanguagebehavioural and (recently) neuroimaging techniques

Neurolinguistics – The study of how language is realized in thebrainclinical research: aphasiasbehavioural and neuroimaging techniques, cortical stimulationBiolinguistics – The study of biological aspects of languageincludes genetics, language universals, correlates of language acrossspecies

ENG 2003 - 언어학개론 2 / 24

Psycholinguistics – The study of how the mind processeslanguagebehavioural and (recently) neuroimaging techniquesNeurolinguistics – The study of how language is realized in thebrain

clinical research: aphasiasbehavioural and neuroimaging techniques, cortical stimulationBiolinguistics – The study of biological aspects of languageincludes genetics, language universals, correlates of language acrossspecies

ENG 2003 - 언어학개론 2 / 24

Psycholinguistics – The study of how the mind processeslanguagebehavioural and (recently) neuroimaging techniquesNeurolinguistics – The study of how language is realized in thebrainclinical research: aphasias

behavioural and neuroimaging techniques, cortical stimulationBiolinguistics – The study of biological aspects of languageincludes genetics, language universals, correlates of language acrossspecies

ENG 2003 - 언어학개론 2 / 24

Psycholinguistics – The study of how the mind processeslanguagebehavioural and (recently) neuroimaging techniquesNeurolinguistics – The study of how language is realized in thebrainclinical research: aphasiasbehavioural and neuroimaging techniques, cortical stimulation

Biolinguistics – The study of biological aspects of languageincludes genetics, language universals, correlates of language acrossspecies

ENG 2003 - 언어학개론 2 / 24

Psycholinguistics – The study of how the mind processeslanguagebehavioural and (recently) neuroimaging techniquesNeurolinguistics – The study of how language is realized in thebrainclinical research: aphasiasbehavioural and neuroimaging techniques, cortical stimulationBiolinguistics – The study of biological aspects of language

includes genetics, language universals, correlates of language acrossspecies

ENG 2003 - 언어학개론 2 / 24

Psycholinguistics – The study of how the mind processeslanguagebehavioural and (recently) neuroimaging techniquesNeurolinguistics – The study of how language is realized in thebrainclinical research: aphasiasbehavioural and neuroimaging techniques, cortical stimulationBiolinguistics – The study of biological aspects of languageincludes genetics, language universals, correlates of language acrossspecies

ENG 2003 - 언어학개론 2 / 24

Psycholinguistics

the study of how the mind processes language

tied closely to language performance.Competence – The mental capacity to use and understandlanguagePerformance – The execution of competence in any real-worldsituationPerformance includes speech errors, ambiguity resolution basedon pragmatics, word/vocabulary recall, etc.Language is not a stored array of fully formed sentencesHow does the mind (brain?) form utterances?How is vocabulary stored in the mind?What goes on in the mind when we try to process a garden pathsentence?

The horse raced past the barn fell.The cotton clothing is made of comes mostly from India.

ENG 2003 - 언어학개론 3 / 24

Psycholinguistics

the study of how the mind processes languagetied closely to language performance.

Competence – The mental capacity to use and understandlanguagePerformance – The execution of competence in any real-worldsituationPerformance includes speech errors, ambiguity resolution basedon pragmatics, word/vocabulary recall, etc.Language is not a stored array of fully formed sentencesHow does the mind (brain?) form utterances?How is vocabulary stored in the mind?What goes on in the mind when we try to process a garden pathsentence?

ENG 2003 - 언어학개론 3 / 24

Psycholinguistics

the study of how the mind processes languagetied closely to language performance.Competence – The mental capacity to use and understandlanguage

Performance – The execution of competence in any real-worldsituationPerformance includes speech errors, ambiguity resolution basedon pragmatics, word/vocabulary recall, etc.Language is not a stored array of fully formed sentencesHow does the mind (brain?) form utterances?How is vocabulary stored in the mind?What goes on in the mind when we try to process a garden pathsentence?

ENG 2003 - 언어학개론 3 / 24

Psycholinguistics

the study of how the mind processes languagetied closely to language performance.Competence – The mental capacity to use and understandlanguagePerformance – The execution of competence in any real-worldsituation

Performance includes speech errors, ambiguity resolution basedon pragmatics, word/vocabulary recall, etc.Language is not a stored array of fully formed sentencesHow does the mind (brain?) form utterances?How is vocabulary stored in the mind?What goes on in the mind when we try to process a garden pathsentence?

ENG 2003 - 언어학개론 3 / 24

Psycholinguistics

the study of how the mind processes languagetied closely to language performance.Competence – The mental capacity to use and understandlanguagePerformance – The execution of competence in any real-worldsituationPerformance includes speech errors, ambiguity resolution basedon pragmatics, word/vocabulary recall, etc.

Language is not a stored array of fully formed sentencesHow does the mind (brain?) form utterances?How is vocabulary stored in the mind?What goes on in the mind when we try to process a garden pathsentence?

ENG 2003 - 언어학개론 3 / 24

Psycholinguistics

the study of how the mind processes languagetied closely to language performance.Competence – The mental capacity to use and understandlanguagePerformance – The execution of competence in any real-worldsituationPerformance includes speech errors, ambiguity resolution basedon pragmatics, word/vocabulary recall, etc.Language is not a stored array of fully formed sentences

How does the mind (brain?) form utterances?How is vocabulary stored in the mind?What goes on in the mind when we try to process a garden pathsentence?

ENG 2003 - 언어학개론 3 / 24

Psycholinguistics

the study of how the mind processes languagetied closely to language performance.Competence – The mental capacity to use and understandlanguagePerformance – The execution of competence in any real-worldsituationPerformance includes speech errors, ambiguity resolution basedon pragmatics, word/vocabulary recall, etc.Language is not a stored array of fully formed sentencesHow does the mind (brain?) form utterances?

How is vocabulary stored in the mind?What goes on in the mind when we try to process a garden pathsentence?

ENG 2003 - 언어학개론 3 / 24

Psycholinguistics

the study of how the mind processes languagetied closely to language performance.Competence – The mental capacity to use and understandlanguagePerformance – The execution of competence in any real-worldsituationPerformance includes speech errors, ambiguity resolution basedon pragmatics, word/vocabulary recall, etc.Language is not a stored array of fully formed sentencesHow does the mind (brain?) form utterances?How is vocabulary stored in the mind?

What goes on in the mind when we try to process a garden pathsentence?

ENG 2003 - 언어학개론 3 / 24

Psycholinguistics

the study of how the mind processes languagetied closely to language performance.Competence – The mental capacity to use and understandlanguagePerformance – The execution of competence in any real-worldsituationPerformance includes speech errors, ambiguity resolution basedon pragmatics, word/vocabulary recall, etc.Language is not a stored array of fully formed sentencesHow does the mind (brain?) form utterances?How is vocabulary stored in the mind?What goes on in the mind when we try to process a garden pathsentence?

ENG 2003 - 언어학개론 3 / 24

Psycholinguistics

the study of how the mind processes languagetied closely to language performance.Competence – The mental capacity to use and understandlanguagePerformance – The execution of competence in any real-worldsituationPerformance includes speech errors, ambiguity resolution basedon pragmatics, word/vocabulary recall, etc.Language is not a stored array of fully formed sentencesHow does the mind (brain?) form utterances?How is vocabulary stored in the mind?What goes on in the mind when we try to process a garden pathsentence?

ENG 2003 - 언어학개론 3 / 24

Processing

Sounds are processed incrementally, and then filled in.

Vague signals can give rise to ambiguous interpretations by themind.Is the following YANNY or LAUREL?https://www.youtube.com/watch?v=i8EJkbADR3o

Watch the next video and concentrate on the word BRAINSTORMhttps://www.youtube.com/watch?v=1okD66RmktA

Now watch the next one and concentrate on the phrase GREENNEEDLEhttps://www.youtube.com/watch?v=1okD66RmktA

ENG 2003 - 언어학개론 4 / 24

Processing

Sounds are processed incrementally, and then filled in.Vague signals can give rise to ambiguous interpretations by themind.

Is the following YANNY or LAUREL?https://www.youtube.com/watch?v=i8EJkbADR3o

ENG 2003 - 언어학개론 4 / 24

Processing

Sounds are processed incrementally, and then filled in.Vague signals can give rise to ambiguous interpretations by themind.Is the following YANNY or LAUREL?https://www.youtube.com/watch?v=i8EJkbADR3o

ENG 2003 - 언어학개론 4 / 24

Processing

ENG 2003 - 언어학개론 4 / 24

Processing

ENG 2003 - 언어학개론 4 / 24

Neurolinguistics

study of how language is related to brain function

involves interdisciplinary research with cognitive science, medicine,biology, and traditional linguistics19th century Europe - numerous debates on how the brainfunctionsfunctional specialization - different functions for different parts ofthe brainpreviously considered an undifferentiated wholefirst physical piece of evidence: lesions in the brain correlating withspeech defectsBroca (1824-1880), and then Wernicke (1848-1905) - noticed thatindividuals with language impairment had lesions in a specific partof the left hemisphere of the brain.Early studies looked at speech deficits now known as aphasia

ENG 2003 - 언어학개론 5 / 24

Neurolinguistics

study of how language is related to brain functioninvolves interdisciplinary research with cognitive science, medicine,biology, and traditional linguistics

19th century Europe - numerous debates on how the brainfunctionsfunctional specialization - different functions for different parts ofthe brainpreviously considered an undifferentiated wholefirst physical piece of evidence: lesions in the brain correlating withspeech defectsBroca (1824-1880), and then Wernicke (1848-1905) - noticed thatindividuals with language impairment had lesions in a specific partof the left hemisphere of the brain.Early studies looked at speech deficits now known as aphasia

ENG 2003 - 언어학개론 5 / 24

Neurolinguistics

study of how language is related to brain functioninvolves interdisciplinary research with cognitive science, medicine,biology, and traditional linguistics19th century Europe - numerous debates on how the brainfunctions

functional specialization - different functions for different parts ofthe brainpreviously considered an undifferentiated wholefirst physical piece of evidence: lesions in the brain correlating withspeech defectsBroca (1824-1880), and then Wernicke (1848-1905) - noticed thatindividuals with language impairment had lesions in a specific partof the left hemisphere of the brain.Early studies looked at speech deficits now known as aphasia

ENG 2003 - 언어학개론 5 / 24

Neurolinguistics

study of how language is related to brain functioninvolves interdisciplinary research with cognitive science, medicine,biology, and traditional linguistics19th century Europe - numerous debates on how the brainfunctionsfunctional specialization - different functions for different parts ofthe brain

previously considered an undifferentiated wholefirst physical piece of evidence: lesions in the brain correlating withspeech defectsBroca (1824-1880), and then Wernicke (1848-1905) - noticed thatindividuals with language impairment had lesions in a specific partof the left hemisphere of the brain.Early studies looked at speech deficits now known as aphasia

ENG 2003 - 언어학개론 5 / 24

Neurolinguistics

study of how language is related to brain functioninvolves interdisciplinary research with cognitive science, medicine,biology, and traditional linguistics19th century Europe - numerous debates on how the brainfunctionsfunctional specialization - different functions for different parts ofthe brainpreviously considered an undifferentiated whole

first physical piece of evidence: lesions in the brain correlating withspeech defectsBroca (1824-1880), and then Wernicke (1848-1905) - noticed thatindividuals with language impairment had lesions in a specific partof the left hemisphere of the brain.Early studies looked at speech deficits now known as aphasia

ENG 2003 - 언어학개론 5 / 24

Neurolinguistics

study of how language is related to brain functioninvolves interdisciplinary research with cognitive science, medicine,biology, and traditional linguistics19th century Europe - numerous debates on how the brainfunctionsfunctional specialization - different functions for different parts ofthe brainpreviously considered an undifferentiated wholefirst physical piece of evidence: lesions in the brain correlating withspeech defects

Broca (1824-1880), and then Wernicke (1848-1905) - noticed thatindividuals with language impairment had lesions in a specific partof the left hemisphere of the brain.Early studies looked at speech deficits now known as aphasia

ENG 2003 - 언어학개론 5 / 24

Neurolinguistics

study of how language is related to brain functioninvolves interdisciplinary research with cognitive science, medicine,biology, and traditional linguistics19th century Europe - numerous debates on how the brainfunctionsfunctional specialization - different functions for different parts ofthe brainpreviously considered an undifferentiated wholefirst physical piece of evidence: lesions in the brain correlating withspeech defectsBroca (1824-1880), and then Wernicke (1848-1905) - noticed thatindividuals with language impairment had lesions in a specific partof the left hemisphere of the brain.

Early studies looked at speech deficits now known as aphasia

ENG 2003 - 언어학개론 5 / 24

Neurolinguistics

study of how language is related to brain functioninvolves interdisciplinary research with cognitive science, medicine,biology, and traditional linguistics19th century Europe - numerous debates on how the brainfunctionsfunctional specialization - different functions for different parts ofthe brainpreviously considered an undifferentiated wholefirst physical piece of evidence: lesions in the brain correlating withspeech defectsBroca (1824-1880), and then Wernicke (1848-1905) - noticed thatindividuals with language impairment had lesions in a specific partof the left hemisphere of the brain.Early studies looked at speech deficits now known as aphasia

ENG 2003 - 언어학개론 5 / 24

Early Studies

Aphasia - condition resulting from brain injury which impairslanguage use

two main classifications for aphasiaBroca’s aphasia (aka non-fluent aphasia, 브로카 실어증) -immense difficulty in speakingexhibit drastic loss of both lexical items (cat, dog, apple) andfunctional items (the, is, does, etc.)loss of many grammatical abilities

“Yes... ah... Monday... er... Dad and Peter H... (his own name), andDad.... er... hospital... and ah... Wednesday... Wednesday, nine o’clock...and oh... Thursday... ten o’clock, ah doctors... two... an’ doctors... ander... teeth... Yah.”

ENG 2003 - 언어학개론 6 / 24

Early Studies

Aphasia - condition resulting from brain injury which impairslanguage usetwo main classifications for aphasia

Broca’s aphasia (aka non-fluent aphasia, 브로카 실어증) -immense difficulty in speakingexhibit drastic loss of both lexical items (cat, dog, apple) andfunctional items (the, is, does, etc.)loss of many grammatical abilities

ENG 2003 - 언어학개론 6 / 24

Early Studies

Aphasia - condition resulting from brain injury which impairslanguage usetwo main classifications for aphasiaBroca’s aphasia (aka non-fluent aphasia, 브로카 실어증) -immense difficulty in speaking

exhibit drastic loss of both lexical items (cat, dog, apple) andfunctional items (the, is, does, etc.)loss of many grammatical abilities

ENG 2003 - 언어학개론 6 / 24

Early Studies

Aphasia - condition resulting from brain injury which impairslanguage usetwo main classifications for aphasiaBroca’s aphasia (aka non-fluent aphasia, 브로카 실어증) -immense difficulty in speakingexhibit drastic loss of both lexical items (cat, dog, apple) andfunctional items (the, is, does, etc.)

loss of many grammatical abilities“Yes... ah... Monday... er... Dad and Peter H... (his own name), andDad.... er... hospital... and ah... Wednesday... Wednesday, nine o’clock...and oh... Thursday... ten o’clock, ah doctors... two... an’ doctors... ander... teeth... Yah.”

ENG 2003 - 언어학개론 6 / 24

Early Studies

Aphasia - condition resulting from brain injury which impairslanguage usetwo main classifications for aphasiaBroca’s aphasia (aka non-fluent aphasia, 브로카 실어증) -immense difficulty in speakingexhibit drastic loss of both lexical items (cat, dog, apple) andfunctional items (the, is, does, etc.)loss of many grammatical abilities

ENG 2003 - 언어학개론 6 / 24

Early Studies

Aphasia - condition resulting from brain injury which impairslanguage usetwo main classifications for aphasiaBroca’s aphasia (aka non-fluent aphasia, 브로카 실어증) -immense difficulty in speakingexhibit drastic loss of both lexical items (cat, dog, apple) andfunctional items (the, is, does, etc.)loss of many grammatical abilities

ENG 2003 - 언어학개론 6 / 24

Early Studies

Wernicke’s aphasia (aka fluent aphasia, 베르니케 실어증)

full sentences are producedmuch the same grammatical principles as normal individualstypically meaninglessoften contains nonce words

“You know that smoodle pinkered and that I want to get him roundand take care of him like you want before.”

ENG 2003 - 언어학개론 7 / 24

Early Studies

Wernicke’s aphasia (aka fluent aphasia, 베르니케 실어증)full sentences are produced

much the same grammatical principles as normal individualstypically meaninglessoften contains nonce words

ENG 2003 - 언어학개론 7 / 24

Early Studies

Wernicke’s aphasia (aka fluent aphasia, 베르니케 실어증)full sentences are producedmuch the same grammatical principles as normal individuals

typically meaninglessoften contains nonce words

ENG 2003 - 언어학개론 7 / 24

Early Studies

Wernicke’s aphasia (aka fluent aphasia, 베르니케 실어증)full sentences are producedmuch the same grammatical principles as normal individualstypically meaningless

often contains nonce words“You know that smoodle pinkered and that I want to get him roundand take care of him like you want before.”

ENG 2003 - 언어학개론 7 / 24

Early Studies

Wernicke’s aphasia (aka fluent aphasia, 베르니케 실어증)full sentences are producedmuch the same grammatical principles as normal individualstypically meaninglessoften contains nonce words

ENG 2003 - 언어학개론 7 / 24

Early Studies

Wernicke’s aphasia (aka fluent aphasia, 베르니케 실어증)full sentences are producedmuch the same grammatical principles as normal individualstypically meaninglessoften contains nonce words

ENG 2003 - 언어학개론 7 / 24

Speech Errors

Spoonerisms (두음 전환) accidental transposition of the initialsounds of two syllables

evidence for syllable structureYou have tasted a whole worm. (from: You have wasted a whole term.)a well-boiled icicle (from: a well-oiled bicycle)Is the bean dizzy? (from: Is the Dean busy?)

ENG 2003 - 언어학개론 8 / 24

Speech Errors

Spoonerisms (두음 전환) accidental transposition of the initialsounds of two syllablesevidence for syllable structure

You have tasted a whole worm. (from: You have wasted a whole term.)a well-boiled icicle (from: a well-oiled bicycle)Is the bean dizzy? (from: Is the Dean busy?)

ENG 2003 - 언어학개론 8 / 24

Speech Errors

You have tasted a whole worm. (from: You have wasted a whole term.)

a well-boiled icicle (from: a well-oiled bicycle)Is the bean dizzy? (from: Is the Dean busy?)

ENG 2003 - 언어학개론 8 / 24

Speech Errors

You have tasted a whole worm. (from: You have wasted a whole term.)a well-boiled icicle (from: a well-oiled bicycle)

Is the bean dizzy? (from: Is the Dean busy?)

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Speech Errors

You have tasted a whole worm. (from: You have wasted a whole term.)a well-boiled icicle (from: a well-oiled bicycle)Is the bean dizzy? (from: Is the Dean busy?)

ENG 2003 - 언어학개론 8 / 24

Processing

how the hearer forms a mental representation of a sentence uponhearing a linear string of sounds and intonational contours

Top-down processing - hearer starts with the meaning andsyntactic structurebreaks the sentence down into smaller, manageable piecesBottom-up processing - hearer starts with the soundspieces them together into meaningful unitsboth strategies are involved in real life processingFull sentences heard in the presence of noise are easier tounderstand than a string individual words that do not form asentence.We get clues from the structure and not just the sounds.

ENG 2003 - 언어학개론 9 / 24

Processing

how the hearer forms a mental representation of a sentence uponhearing a linear string of sounds and intonational contoursTop-down processing - hearer starts with the meaning andsyntactic structure

breaks the sentence down into smaller, manageable piecesBottom-up processing - hearer starts with the soundspieces them together into meaningful unitsboth strategies are involved in real life processingFull sentences heard in the presence of noise are easier tounderstand than a string individual words that do not form asentence.We get clues from the structure and not just the sounds.

ENG 2003 - 언어학개론 9 / 24

Processing

how the hearer forms a mental representation of a sentence uponhearing a linear string of sounds and intonational contoursTop-down processing - hearer starts with the meaning andsyntactic structurebreaks the sentence down into smaller, manageable pieces

Bottom-up processing - hearer starts with the soundspieces them together into meaningful unitsboth strategies are involved in real life processingFull sentences heard in the presence of noise are easier tounderstand than a string individual words that do not form asentence.We get clues from the structure and not just the sounds.

ENG 2003 - 언어학개론 9 / 24

Processing

how the hearer forms a mental representation of a sentence uponhearing a linear string of sounds and intonational contoursTop-down processing - hearer starts with the meaning andsyntactic structurebreaks the sentence down into smaller, manageable piecesBottom-up processing - hearer starts with the sounds

pieces them together into meaningful unitsboth strategies are involved in real life processingFull sentences heard in the presence of noise are easier tounderstand than a string individual words that do not form asentence.We get clues from the structure and not just the sounds.

ENG 2003 - 언어학개론 9 / 24

Processing

how the hearer forms a mental representation of a sentence uponhearing a linear string of sounds and intonational contoursTop-down processing - hearer starts with the meaning andsyntactic structurebreaks the sentence down into smaller, manageable piecesBottom-up processing - hearer starts with the soundspieces them together into meaningful units

both strategies are involved in real life processingFull sentences heard in the presence of noise are easier tounderstand than a string individual words that do not form asentence.We get clues from the structure and not just the sounds.

ENG 2003 - 언어학개론 9 / 24

Processing

how the hearer forms a mental representation of a sentence uponhearing a linear string of sounds and intonational contoursTop-down processing - hearer starts with the meaning andsyntactic structurebreaks the sentence down into smaller, manageable piecesBottom-up processing - hearer starts with the soundspieces them together into meaningful unitsboth strategies are involved in real life processing

Full sentences heard in the presence of noise are easier tounderstand than a string individual words that do not form asentence.We get clues from the structure and not just the sounds.

ENG 2003 - 언어학개론 9 / 24

Processing

how the hearer forms a mental representation of a sentence uponhearing a linear string of sounds and intonational contoursTop-down processing - hearer starts with the meaning andsyntactic structurebreaks the sentence down into smaller, manageable piecesBottom-up processing - hearer starts with the soundspieces them together into meaningful unitsboth strategies are involved in real life processingFull sentences heard in the presence of noise are easier tounderstand than a string individual words that do not form asentence.

We get clues from the structure and not just the sounds.

ENG 2003 - 언어학개론 9 / 24

Processing

how the hearer forms a mental representation of a sentence uponhearing a linear string of sounds and intonational contoursTop-down processing - hearer starts with the meaning andsyntactic structurebreaks the sentence down into smaller, manageable piecesBottom-up processing - hearer starts with the soundspieces them together into meaningful unitsboth strategies are involved in real life processingFull sentences heard in the presence of noise are easier tounderstand than a string individual words that do not form asentence.We get clues from the structure and not just the sounds.

ENG 2003 - 언어학개론 9 / 24

Processing

build structure mentally, and then go back to re-check whenambiguity arises

The warehouse fires......were set by an arsonist....employees over sixty.

Eye-tracking - reader’s eyes will go back to the part of the sentencewhere the ambiguity startsprinciples of sentence processing:Minimal attachment - a new word or phrase is attached in sucha way that minimizes structureLate closure - a new phrase is attached to the phrase currentlybeing worked on

ENG 2003 - 언어학개론 10 / 24

Processing

The warehouse fires...

...were set by an arsonist.

...employees over sixty.

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Processing

The warehouse fires......were set by an arsonist.

ENG 2003 - 언어학개론 10 / 24

Processing

The warehouse fires...

...were set by an arsonist.

ENG 2003 - 언어학개론 10 / 24

Processing

Eye-tracking - reader’s eyes will go back to the part of the sentencewhere the ambiguity starts

principles of sentence processing:Minimal attachment - a new word or phrase is attached in sucha way that minimizes structureLate closure - a new phrase is attached to the phrase currentlybeing worked on

ENG 2003 - 언어학개론 10 / 24

Processing

Eye-tracking - reader’s eyes will go back to the part of the sentencewhere the ambiguity startsprinciples of sentence processing:

Minimal attachment - a new word or phrase is attached in sucha way that minimizes structureLate closure - a new phrase is attached to the phrase currentlybeing worked on

ENG 2003 - 언어학개론 10 / 24

Processing

Eye-tracking - reader’s eyes will go back to the part of the sentencewhere the ambiguity startsprinciples of sentence processing:Minimal attachment - a new word or phrase is attached in sucha way that minimizes structure

Late closure - a new phrase is attached to the phrase currentlybeing worked on

ENG 2003 - 언어학개론 10 / 24

Processing

ENG 2003 - 언어학개론 10 / 24

Processing

The old man the boat.

1st parse:2nd parse:

The old man the boat.Det Adj N another noun???(Det N)Subj V Obj

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Processing

The old man the boat.1st parse:

2nd parse:The old man the boat.Det Adj N another noun???(Det N)Subj V Obj

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Processing

2nd parse:

Det Adj N another noun???(Det N)Subj V Obj

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Processing

2nd parse:

The old man the boat.Det Adj N another noun???

(Det N)Subj V Obj

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Processing

1st parse:

2nd parse:The old man the boat.

Det Adj N another noun???(Det N)Subj V Obj

ENG 2003 - 언어학개론 11 / 24

Processing

1st parse:

2nd parse:The old man the boat.

Det Adj N another noun???

(Det N)Subj V Obj

ENG 2003 - 언어학개론 11 / 24

Psycholinguistic Experimental Methodology

Lexical Decision Taskvery early psycholinguistic experiment

ask the test subject to determine whether something is a word ornot.response time – time it takes for a correct answertry the following - just shout out ‘yes’ or ‘no’

• dog• house• ftork• explorer• terse• child• cluff• blick• dancer• ballerina

ENG 2003 - 언어학개론 12 / 24

Lexical Decision Taskvery early psycholinguistic experimentask the test subject to determine whether something is a word ornot.

response time – time it takes for a correct answertry the following - just shout out ‘yes’ or ‘no’

ENG 2003 - 언어학개론 12 / 24

Lexical Decision Taskvery early psycholinguistic experimentask the test subject to determine whether something is a word ornot.response time – time it takes for a correct answer

try the following - just shout out ‘yes’ or ‘no’

ENG 2003 - 언어학개론 12 / 24

Lexical Decision Taskvery early psycholinguistic experimentask the test subject to determine whether something is a word ornot.response time – time it takes for a correct answertry the following - just shout out ‘yes’ or ‘no’

ENG 2003 - 언어학개론 12 / 24

• dog

• house• ftork• explorer• terse• child• cluff• blick• dancer• ballerina

ENG 2003 - 언어학개론 12 / 24

• dog

• house

• ftork• explorer• terse• child• cluff• blick• dancer• ballerina

ENG 2003 - 언어학개론 12 / 24

• dog• house

• ftork

• explorer• terse• child• cluff• blick• dancer• ballerina

ENG 2003 - 언어학개론 12 / 24

• dog• house• ftork

• explorer

• terse• child• cluff• blick• dancer• ballerina

ENG 2003 - 언어학개론 12 / 24

• dog• house• ftork• explorer

• terse

• child• cluff• blick• dancer• ballerina

ENG 2003 - 언어학개론 12 / 24

• dog• house• ftork• explorer• terse

• child

• cluff• blick• dancer• ballerina

ENG 2003 - 언어학개론 12 / 24

• dog• house• ftork• explorer• terse• child

• cluff

• blick• dancer• ballerina

ENG 2003 - 언어학개론 12 / 24

• dog• house• ftork• explorer• terse• child• cluff

• blick

• dancer• ballerina

ENG 2003 - 언어학개론 12 / 24

• dog• house• ftork• explorer• terse• child• cluff• blick

• dancer

• ballerina

ENG 2003 - 언어학개론 12 / 24

• dog• house• ftork• explorer• terse• child• cluff• blick• dancer

• ballerina

ENG 2003 - 언어학개론 12 / 24

Lexical Decision Task

More common words have a faster reaction time.

Semantic Priming - A lexical item is ‘primed’ by a previoussemantically related word‘ballerina’ has a slightly longer reaction timeIf ‘dancer’ is presented first, it primes ‘ballerina’, which will thenhave a faster reaction time.More recent neurolinguistic research can break down lexical accessinto smaller stagessemantic priming is more complex than these earlier experimentssuggested.

ENG 2003 - 언어학개론 13 / 24

More common words have a faster reaction time.Semantic Priming - A lexical item is ‘primed’ by a previoussemantically related word

‘ballerina’ has a slightly longer reaction timeIf ‘dancer’ is presented first, it primes ‘ballerina’, which will thenhave a faster reaction time.More recent neurolinguistic research can break down lexical accessinto smaller stagessemantic priming is more complex than these earlier experimentssuggested.

ENG 2003 - 언어학개론 13 / 24

More common words have a faster reaction time.Semantic Priming - A lexical item is ‘primed’ by a previoussemantically related word‘ballerina’ has a slightly longer reaction time

If ‘dancer’ is presented first, it primes ‘ballerina’, which will thenhave a faster reaction time.More recent neurolinguistic research can break down lexical accessinto smaller stagessemantic priming is more complex than these earlier experimentssuggested.

ENG 2003 - 언어학개론 13 / 24

More common words have a faster reaction time.Semantic Priming - A lexical item is ‘primed’ by a previoussemantically related word‘ballerina’ has a slightly longer reaction timeIf ‘dancer’ is presented first, it primes ‘ballerina’, which will thenhave a faster reaction time.

More recent neurolinguistic research can break down lexical accessinto smaller stagessemantic priming is more complex than these earlier experimentssuggested.

ENG 2003 - 언어학개론 13 / 24

More common words have a faster reaction time.Semantic Priming - A lexical item is ‘primed’ by a previoussemantically related word‘ballerina’ has a slightly longer reaction timeIf ‘dancer’ is presented first, it primes ‘ballerina’, which will thenhave a faster reaction time.More recent neurolinguistic research can break down lexical accessinto smaller stages

semantic priming is more complex than these earlier experimentssuggested.

ENG 2003 - 언어학개론 13 / 24

More common words have a faster reaction time.Semantic Priming - A lexical item is ‘primed’ by a previoussemantically related word‘ballerina’ has a slightly longer reaction timeIf ‘dancer’ is presented first, it primes ‘ballerina’, which will thenhave a faster reaction time.More recent neurolinguistic research can break down lexical accessinto smaller stagessemantic priming is more complex than these earlier experimentssuggested.

ENG 2003 - 언어학개론 13 / 24

Reaction time is faster for phonotactically impossible words (ftork)

slower for phonotactically possible words (cluff)Lexically ambiguous words also prime other meanings:The fortune teller read the man’s palm.‘palm’ primes ‘hand’ and ‘tree’

ENG 2003 - 언어학개론 14 / 24

Reaction time is faster for phonotactically impossible words (ftork)slower for phonotactically possible words (cluff)

Lexically ambiguous words also prime other meanings:The fortune teller read the man’s palm.‘palm’ primes ‘hand’ and ‘tree’

ENG 2003 - 언어학개론 14 / 24

Reaction time is faster for phonotactically impossible words (ftork)slower for phonotactically possible words (cluff)Lexically ambiguous words also prime other meanings:

The fortune teller read the man’s palm.‘palm’ primes ‘hand’ and ‘tree’

ENG 2003 - 언어학개론 14 / 24

Reaction time is faster for phonotactically impossible words (ftork)slower for phonotactically possible words (cluff)Lexically ambiguous words also prime other meanings:The fortune teller read the man’s palm.

‘palm’ primes ‘hand’ and ‘tree’

ENG 2003 - 언어학개론 14 / 24

Reaction time is faster for phonotactically impossible words (ftork)slower for phonotactically possible words (cluff)Lexically ambiguous words also prime other meanings:The fortune teller read the man’s palm.‘palm’ primes ‘hand’ and ‘tree’

ENG 2003 - 언어학개론 14 / 24

“Calf” is ambiguous (종아리/송아지)

Is there a priming effect with either “leg” or “cow”?To calculate priming effect:

• Present “leg” for 50-100 ms• Present “calf” for 2000 ms• Test subject gives response A• Present “cow” for 50-100 ms• Present “calf” for 2000 ms• Test subject gives response B

Difference in response time (response latency) is the difference inthe priming effect of “leg” and “cow” to calf.

ENG 2003 - 언어학개론 15 / 24

“Calf” is ambiguous (종아리/송아지)Is there a priming effect with either “leg” or “cow”?

To calculate priming effect:

ENG 2003 - 언어학개론 15 / 24

“Calf” is ambiguous (종아리/송아지)Is there a priming effect with either “leg” or “cow”?To calculate priming effect:

ENG 2003 - 언어학개론 15 / 24

• Present “leg” for 50-100 ms

• Present “calf” for 2000 ms• Test subject gives response A• Present “cow” for 50-100 ms• Present “calf” for 2000 ms• Test subject gives response B

ENG 2003 - 언어학개론 15 / 24

• Present “leg” for 50-100 ms• Present “calf” for 2000 ms

• Test subject gives response A• Present “cow” for 50-100 ms• Present “calf” for 2000 ms• Test subject gives response B

ENG 2003 - 언어학개론 15 / 24

• Present “leg” for 50-100 ms• Present “calf” for 2000 ms• Test subject gives response A

• Present “cow” for 50-100 ms• Present “calf” for 2000 ms• Test subject gives response B

ENG 2003 - 언어학개론 15 / 24

• Present “leg” for 50-100 ms• Present “calf” for 2000 ms• Test subject gives response A• Present “cow” for 50-100 ms

• Present “calf” for 2000 ms• Test subject gives response B

ENG 2003 - 언어학개론 15 / 24

• Present “leg” for 50-100 ms• Present “calf” for 2000 ms• Test subject gives response A• Present “cow” for 50-100 ms• Present “calf” for 2000 ms

• Test subject gives response B

ENG 2003 - 언어학개론 15 / 24

Electroencephalography

Electroencephalography (EEG, 뇌전도) - examine theinteraction between brain waves and language

irregular linguistic stimulus causes an event-related potential400 ms after the stimulus is perceivedcauses a negative spike in brain wave activity, → N400

The pizza was too hot to eat. - no N400 spikeThe pizza was too hot to drink. - N400 spikeThe pizza was too hot to cry. - strong N400 spike

ENG 2003 - 언어학개론 16 / 24

Electroencephalography (EEG, 뇌전도) - examine theinteraction between brain waves and languageirregular linguistic stimulus causes an event-related potential400 ms after the stimulus is perceived

causes a negative spike in brain wave activity, → N400The pizza was too hot to eat. - no N400 spikeThe pizza was too hot to drink. - N400 spikeThe pizza was too hot to cry. - strong N400 spike

ENG 2003 - 언어학개론 16 / 24

Electroencephalography (EEG, 뇌전도) - examine theinteraction between brain waves and languageirregular linguistic stimulus causes an event-related potential400 ms after the stimulus is perceivedcauses a negative spike in brain wave activity, → N400

ENG 2003 - 언어학개론 16 / 24

The pizza was too hot to eat. - no N400 spike

The pizza was too hot to drink. - N400 spikeThe pizza was too hot to cry. - strong N400 spike

ENG 2003 - 언어학개론 16 / 24

The pizza was too hot to eat. - no N400 spikeThe pizza was too hot to drink. - N400 spike

The pizza was too hot to cry. - strong N400 spike

ENG 2003 - 언어학개론 16 / 24

The Nervous System

Central Nervous System (CNS): The brain and the spinal cord

Peripheral Nervous System (PNS): Interfaces with the CNSand the rest of the body:

• Somatic Nervous System (SNS): responsible for volitional control ofmuscles, also consists of sensory neurons.

• Autonomic Nervous System (ANS): responsible for involuntary reactions,breathing, 0heart rate, etc.

Neuron – The basic, cellular unit of the nervous system - aka‘nerve cell’

ENG 2003 - 언어학개론 17 / 24

The Nervous System

Central Nervous System (CNS): The brain and the spinal cordPeripheral Nervous System (PNS): Interfaces with the CNSand the rest of the body:

ENG 2003 - 언어학개론 17 / 24

The Nervous System

ENG 2003 - 언어학개론 17 / 24

The Nervous System

ENG 2003 - 언어학개론 17 / 24

The Nervous System

ENG 2003 - 언어학개론 17 / 24

The Nervous System

The two hemispheres are connected by the Corpus Callosum

ENG 2003 - 언어학개론 18 / 24

Brain Structure

The brain is divided into two hemispheres connected by thecorpus callosum (뇌량).

Each hemisphere is divided into four lobes.The frontal lobe (전구엽) is separated by the central sulcus(중심고랑) and the lateral sulcus (가쪽고랑)responsible for planning, prediction, speech and discrete bodymovementsThe temporal lobe (측두엽) is separated by the lateral sulcuscontains the auditory cortex and is responsible for audition,memory processing, and sensory integrationThe parietal lobe (두정엽) is separated by the central sulcus andpart of the lateral sulcus.responsible for reading, tactile sensations, and painThe occipital lobe (후두엽) is located behind the temporal lobeand the parietal lobe.responsible for visual processing.

ENG 2003 - 언어학개론 19 / 24

Brain Structure

The brain is divided into two hemispheres connected by thecorpus callosum (뇌량).Each hemisphere is divided into four lobes.

The frontal lobe (전구엽) is separated by the central sulcus(중심고랑) and the lateral sulcus (가쪽고랑)responsible for planning, prediction, speech and discrete bodymovementsThe temporal lobe (측두엽) is separated by the lateral sulcuscontains the auditory cortex and is responsible for audition,memory processing, and sensory integrationThe parietal lobe (두정엽) is separated by the central sulcus andpart of the lateral sulcus.responsible for reading, tactile sensations, and painThe occipital lobe (후두엽) is located behind the temporal lobeand the parietal lobe.responsible for visual processing.

ENG 2003 - 언어학개론 19 / 24

Brain Structure

The brain is divided into two hemispheres connected by thecorpus callosum (뇌량).Each hemisphere is divided into four lobes.The frontal lobe (전구엽) is separated by the central sulcus(중심고랑) and the lateral sulcus (가쪽고랑)

responsible for planning, prediction, speech and discrete bodymovementsThe temporal lobe (측두엽) is separated by the lateral sulcuscontains the auditory cortex and is responsible for audition,memory processing, and sensory integrationThe parietal lobe (두정엽) is separated by the central sulcus andpart of the lateral sulcus.responsible for reading, tactile sensations, and painThe occipital lobe (후두엽) is located behind the temporal lobeand the parietal lobe.responsible for visual processing.

ENG 2003 - 언어학개론 19 / 24

Brain Structure

The brain is divided into two hemispheres connected by thecorpus callosum (뇌량).Each hemisphere is divided into four lobes.The frontal lobe (전구엽) is separated by the central sulcus(중심고랑) and the lateral sulcus (가쪽고랑)responsible for planning, prediction, speech and discrete bodymovements

The temporal lobe (측두엽) is separated by the lateral sulcuscontains the auditory cortex and is responsible for audition,memory processing, and sensory integrationThe parietal lobe (두정엽) is separated by the central sulcus andpart of the lateral sulcus.responsible for reading, tactile sensations, and painThe occipital lobe (후두엽) is located behind the temporal lobeand the parietal lobe.responsible for visual processing.

ENG 2003 - 언어학개론 19 / 24

Brain Structure

The brain is divided into two hemispheres connected by thecorpus callosum (뇌량).Each hemisphere is divided into four lobes.The frontal lobe (전구엽) is separated by the central sulcus(중심고랑) and the lateral sulcus (가쪽고랑)responsible for planning, prediction, speech and discrete bodymovementsThe temporal lobe (측두엽) is separated by the lateral sulcus

contains the auditory cortex and is responsible for audition,memory processing, and sensory integrationThe parietal lobe (두정엽) is separated by the central sulcus andpart of the lateral sulcus.responsible for reading, tactile sensations, and painThe occipital lobe (후두엽) is located behind the temporal lobeand the parietal lobe.responsible for visual processing.

ENG 2003 - 언어학개론 19 / 24

Brain Structure

The brain is divided into two hemispheres connected by thecorpus callosum (뇌량).Each hemisphere is divided into four lobes.The frontal lobe (전구엽) is separated by the central sulcus(중심고랑) and the lateral sulcus (가쪽고랑)responsible for planning, prediction, speech and discrete bodymovementsThe temporal lobe (측두엽) is separated by the lateral sulcuscontains the auditory cortex and is responsible for audition,memory processing, and sensory integration

The parietal lobe (두정엽) is separated by the central sulcus andpart of the lateral sulcus.responsible for reading, tactile sensations, and painThe occipital lobe (후두엽) is located behind the temporal lobeand the parietal lobe.responsible for visual processing.

ENG 2003 - 언어학개론 19 / 24

Brain Structure

The brain is divided into two hemispheres connected by thecorpus callosum (뇌량).Each hemisphere is divided into four lobes.The frontal lobe (전구엽) is separated by the central sulcus(중심고랑) and the lateral sulcus (가쪽고랑)responsible for planning, prediction, speech and discrete bodymovementsThe temporal lobe (측두엽) is separated by the lateral sulcuscontains the auditory cortex and is responsible for audition,memory processing, and sensory integrationThe parietal lobe (두정엽) is separated by the central sulcus andpart of the lateral sulcus.

responsible for reading, tactile sensations, and painThe occipital lobe (후두엽) is located behind the temporal lobeand the parietal lobe.responsible for visual processing.

ENG 2003 - 언어학개론 19 / 24

Brain Structure

The brain is divided into two hemispheres connected by thecorpus callosum (뇌량).Each hemisphere is divided into four lobes.The frontal lobe (전구엽) is separated by the central sulcus(중심고랑) and the lateral sulcus (가쪽고랑)responsible for planning, prediction, speech and discrete bodymovementsThe temporal lobe (측두엽) is separated by the lateral sulcuscontains the auditory cortex and is responsible for audition,memory processing, and sensory integrationThe parietal lobe (두정엽) is separated by the central sulcus andpart of the lateral sulcus.responsible for reading, tactile sensations, and pain

The occipital lobe (후두엽) is located behind the temporal lobeand the parietal lobe.responsible for visual processing.

ENG 2003 - 언어학개론 19 / 24

Brain Structure

The brain is divided into two hemispheres connected by thecorpus callosum (뇌량).Each hemisphere is divided into four lobes.The frontal lobe (전구엽) is separated by the central sulcus(중심고랑) and the lateral sulcus (가쪽고랑)responsible for planning, prediction, speech and discrete bodymovementsThe temporal lobe (측두엽) is separated by the lateral sulcuscontains the auditory cortex and is responsible for audition,memory processing, and sensory integrationThe parietal lobe (두정엽) is separated by the central sulcus andpart of the lateral sulcus.responsible for reading, tactile sensations, and painThe occipital lobe (후두엽) is located behind the temporal lobeand the parietal lobe.

responsible for visual processing.

ENG 2003 - 언어학개론 19 / 24

Brain Structure

The brain is divided into two hemispheres connected by thecorpus callosum (뇌량).Each hemisphere is divided into four lobes.The frontal lobe (전구엽) is separated by the central sulcus(중심고랑) and the lateral sulcus (가쪽고랑)responsible for planning, prediction, speech and discrete bodymovementsThe temporal lobe (측두엽) is separated by the lateral sulcuscontains the auditory cortex and is responsible for audition,memory processing, and sensory integrationThe parietal lobe (두정엽) is separated by the central sulcus andpart of the lateral sulcus.responsible for reading, tactile sensations, and painThe occipital lobe (후두엽) is located behind the temporal lobeand the parietal lobe.responsible for visual processing.

ENG 2003 - 언어학개론 19 / 24

Brain Structure

ENG 2003 - 언어학개론 20 / 24

Brain Structure and Language

Many physiological functions are lateralized to one side of thebrain or the other.

Language is left-lateralized in about 90% of the population.abundance of physical evidence for lateralizationBroca’s area and Wernicke’s arealesions in specific areas of the left side of the brain in aphasicindividuals.planum temporale - larger in the left hemisphere than itscorresponding area in the right hemisphere

ENG 2003 - 언어학개론 21 / 24

Many physiological functions are lateralized to one side of thebrain or the other.Language is left-lateralized in about 90% of the population.

abundance of physical evidence for lateralizationBroca’s area and Wernicke’s arealesions in specific areas of the left side of the brain in aphasicindividuals.planum temporale - larger in the left hemisphere than itscorresponding area in the right hemisphere

ENG 2003 - 언어학개론 21 / 24

Many physiological functions are lateralized to one side of thebrain or the other.Language is left-lateralized in about 90% of the population.abundance of physical evidence for lateralization

Broca’s area and Wernicke’s arealesions in specific areas of the left side of the brain in aphasicindividuals.planum temporale - larger in the left hemisphere than itscorresponding area in the right hemisphere

ENG 2003 - 언어학개론 21 / 24

Many physiological functions are lateralized to one side of thebrain or the other.Language is left-lateralized in about 90% of the population.abundance of physical evidence for lateralizationBroca’s area and Wernicke’s area

lesions in specific areas of the left side of the brain in aphasicindividuals.planum temporale - larger in the left hemisphere than itscorresponding area in the right hemisphere

ENG 2003 - 언어학개론 21 / 24

Many physiological functions are lateralized to one side of thebrain or the other.Language is left-lateralized in about 90% of the population.abundance of physical evidence for lateralizationBroca’s area and Wernicke’s arealesions in specific areas of the left side of the brain in aphasicindividuals.

planum temporale - larger in the left hemisphere than itscorresponding area in the right hemisphere

ENG 2003 - 언어학개론 21 / 24

Many physiological functions are lateralized to one side of thebrain or the other.Language is left-lateralized in about 90% of the population.abundance of physical evidence for lateralizationBroca’s area and Wernicke’s arealesions in specific areas of the left side of the brain in aphasicindividuals.planum temporale - larger in the left hemisphere than itscorresponding area in the right hemisphere

ENG 2003 - 언어학개론 21 / 24

Each half of the brain receives input from and sends signals to theopposite side of the body.

contralateralizationinformation is transmitted from one hemisphere of the brain to theother through the corpus callosum.

ENG 2003 - 언어학개론 22 / 24

Each half of the brain receives input from and sends signals to theopposite side of the body.contralateralization

information is transmitted from one hemisphere of the brain to theother through the corpus callosum.

ENG 2003 - 언어학개론 22 / 24

Each half of the brain receives input from and sends signals to theopposite side of the body.contralateralizationinformation is transmitted from one hemisphere of the brain to theother through the corpus callosum.

ENG 2003 - 언어학개론 22 / 24

Contralateralization - Patients with damage on one side of thebrain may suffer seizures on the opposite side of the body.

severe cases of epilepsy - corpus callosum is severed (split-brainindividual)In split-brain individuals - information received on one side ofbrain cannot be relayed to the other side of brainimage or word is shown to the left field of vision, received only bythe right side of the brainnot sent to the left side of the brain (where language is processed)cannot name objects or read words presented to the left field ofvision, although they still recognize objects and know what theyare used for.http://www.youtube.com/watch?v=lfGwsAdS9Dc

ENG 2003 - 언어학개론 23 / 24

Contralateralization - Patients with damage on one side of thebrain may suffer seizures on the opposite side of the body.severe cases of epilepsy - corpus callosum is severed (split-brainindividual)

In split-brain individuals - information received on one side ofbrain cannot be relayed to the other side of brainimage or word is shown to the left field of vision, received only bythe right side of the brainnot sent to the left side of the brain (where language is processed)cannot name objects or read words presented to the left field ofvision, although they still recognize objects and know what theyare used for.http://www.youtube.com/watch?v=lfGwsAdS9Dc

ENG 2003 - 언어학개론 23 / 24

Contralateralization - Patients with damage on one side of thebrain may suffer seizures on the opposite side of the body.severe cases of epilepsy - corpus callosum is severed (split-brainindividual)In split-brain individuals - information received on one side ofbrain cannot be relayed to the other side of brain

image or word is shown to the left field of vision, received only bythe right side of the brainnot sent to the left side of the brain (where language is processed)cannot name objects or read words presented to the left field ofvision, although they still recognize objects and know what theyare used for.http://www.youtube.com/watch?v=lfGwsAdS9Dc

ENG 2003 - 언어학개론 23 / 24

Contralateralization - Patients with damage on one side of thebrain may suffer seizures on the opposite side of the body.severe cases of epilepsy - corpus callosum is severed (split-brainindividual)In split-brain individuals - information received on one side ofbrain cannot be relayed to the other side of brainimage or word is shown to the left field of vision, received only bythe right side of the brain

not sent to the left side of the brain (where language is processed)cannot name objects or read words presented to the left field ofvision, although they still recognize objects and know what theyare used for.http://www.youtube.com/watch?v=lfGwsAdS9Dc

ENG 2003 - 언어학개론 23 / 24

Contralateralization - Patients with damage on one side of thebrain may suffer seizures on the opposite side of the body.severe cases of epilepsy - corpus callosum is severed (split-brainindividual)In split-brain individuals - information received on one side ofbrain cannot be relayed to the other side of brainimage or word is shown to the left field of vision, received only bythe right side of the brainnot sent to the left side of the brain (where language is processed)

cannot name objects or read words presented to the left field ofvision, although they still recognize objects and know what theyare used for.http://www.youtube.com/watch?v=lfGwsAdS9Dc

ENG 2003 - 언어학개론 23 / 24

Contralateralization - Patients with damage on one side of thebrain may suffer seizures on the opposite side of the body.severe cases of epilepsy - corpus callosum is severed (split-brainindividual)In split-brain individuals - information received on one side ofbrain cannot be relayed to the other side of brainimage or word is shown to the left field of vision, received only bythe right side of the brainnot sent to the left side of the brain (where language is processed)cannot name objects or read words presented to the left field ofvision, although they still recognize objects and know what theyare used for.

http://www.youtube.com/watch?v=lfGwsAdS9Dc

ENG 2003 - 언어학개론 23 / 24

Contralateralization - Patients with damage on one side of thebrain may suffer seizures on the opposite side of the body.severe cases of epilepsy - corpus callosum is severed (split-brainindividual)In split-brain individuals - information received on one side ofbrain cannot be relayed to the other side of brainimage or word is shown to the left field of vision, received only bythe right side of the brainnot sent to the left side of the brain (where language is processed)cannot name objects or read words presented to the left field ofvision, although they still recognize objects and know what theyare used for.http://www.youtube.com/watch?v=lfGwsAdS9Dc

ENG 2003 - 언어학개론 23 / 24

Dichotic Listening Research

Test subjects are given different stimuli to each ear via headphones.For example, the left ear hears ‘base’ and the right ear hears ‘ball’speech stimuli given to the right ear (which sends information tothe left side of the brain) has an advantageRight Ear Advantagemost language related stimuli (including such things as Morsecode) are susceptible to the Right Ear Advantagenon-linguistic vocalizations are not (such as laughing andcoughing).

ENG 2003 - 언어학개론 24 / 24

Dichotic Listening ResearchTest subjects are given different stimuli to each ear via headphones.

For example, the left ear hears ‘base’ and the right ear hears ‘ball’speech stimuli given to the right ear (which sends information tothe left side of the brain) has an advantageRight Ear Advantagemost language related stimuli (including such things as Morsecode) are susceptible to the Right Ear Advantagenon-linguistic vocalizations are not (such as laughing andcoughing).

ENG 2003 - 언어학개론 24 / 24

Dichotic Listening ResearchTest subjects are given different stimuli to each ear via headphones.For example, the left ear hears ‘base’ and the right ear hears ‘ball’

speech stimuli given to the right ear (which sends information tothe left side of the brain) has an advantageRight Ear Advantagemost language related stimuli (including such things as Morsecode) are susceptible to the Right Ear Advantagenon-linguistic vocalizations are not (such as laughing andcoughing).

ENG 2003 - 언어학개론 24 / 24

Dichotic Listening ResearchTest subjects are given different stimuli to each ear via headphones.For example, the left ear hears ‘base’ and the right ear hears ‘ball’speech stimuli given to the right ear (which sends information tothe left side of the brain) has an advantage

Right Ear Advantagemost language related stimuli (including such things as Morsecode) are susceptible to the Right Ear Advantagenon-linguistic vocalizations are not (such as laughing andcoughing).

ENG 2003 - 언어학개론 24 / 24

Dichotic Listening ResearchTest subjects are given different stimuli to each ear via headphones.For example, the left ear hears ‘base’ and the right ear hears ‘ball’speech stimuli given to the right ear (which sends information tothe left side of the brain) has an advantageRight Ear Advantage

most language related stimuli (including such things as Morsecode) are susceptible to the Right Ear Advantagenon-linguistic vocalizations are not (such as laughing andcoughing).

ENG 2003 - 언어학개론 24 / 24

Dichotic Listening ResearchTest subjects are given different stimuli to each ear via headphones.For example, the left ear hears ‘base’ and the right ear hears ‘ball’speech stimuli given to the right ear (which sends information tothe left side of the brain) has an advantageRight Ear Advantagemost language related stimuli (including such things as Morsecode) are susceptible to the Right Ear Advantage

non-linguistic vocalizations are not (such as laughing andcoughing).

ENG 2003 - 언어학개론 24 / 24

Dichotic Listening ResearchTest subjects are given different stimuli to each ear via headphones.For example, the left ear hears ‘base’ and the right ear hears ‘ball’speech stimuli given to the right ear (which sends information tothe left side of the brain) has an advantageRight Ear Advantagemost language related stimuli (including such things as Morsecode) are susceptible to the Right Ear Advantagenon-linguistic vocalizations are not (such as laughing andcoughing).

ENG 2003 - 언어학개론 24 / 24

ENG 2003 - ‚·YEarly Studies Aphasia -conditionresultingfrombraininjurywhichimpairs languageuse...

Documents

Transcript of ENG 2003 - ‚·YEarly Studies Aphasia -conditionresultingfrombraininjurywhichimpairs languageuse...

Aphasia What is aphasia? Types of aphasia

Neurosurgical Forum BROCA’s AREA

Language Aphasia is an impairment of language, usually caused by left hemisphere damage either to Broca’s area (impaired speaking) or to Wernicke’s area.

Aphasia nikhil

1 Language Chris Rorden Aphasia: Broca’s, Wernicke’s, etc. Alexia Anomia Dyslexia Agraphia Split brain patients Disconnection syndromes .

Language and Aphasia CSE 140 etc.. Outline Review the relationships between lesions and linguistic effects Review of the traditional picture about Broca’s.

The battle for Broca’s region - Rutgers Universitynwkpsych.rutgers.edu/~jose/courses/578_mem_learn/2011/... · 2009-03-28 · The battle for Broca’s region Yosef Grodzinsky1 and

Aphasia Brochure

Broca’s Aphasia Paul Broca Language and the Brain First connections drawn:

Speed of Lexical Activation in Nonfluent Broca’s Aphasia ... · SPEED OF LEXICAL ACTIVATION IN APHASIA 393 within a network of mental representations, in this case spread from the

Aphasia What is aphasia? Types of aphasia Cognitive neuropsychology and aphasia Syndrome or symptoms? Computational cognitive neuropsychology.

Cerebral Vascular Accident - Mercer County …behrensb/documents/documents/2011nervoussystem… · Cerebral Vascular Accident Communication difficulties Expressive aphasia (Broca’s)

Lesson 7 broca's aphasia and wernicke's aphasia

The Prognosis and Recovery of Aphasia Related to Stroke Lesion · The Prognosis and Recovery of Aphasia Related to Stroke Lesion 787 responsible for language, such as Broca’s and

Aphasia United Best Practice Recommendations for Aphasia

Asrar Altuwairqi. -What is Aphasia? - Aphasia type -What causes aphasia -Sing and symptoms -Fact about aphasia -Aphasia assessment -Aphasia management.

How“Aphasia Is Different For Everybody.” APHASIA DEFINED - “Aphasia is different for everybody.” Ginny Anguish.

PROSODY AND BROCA’S APHASIA: AN ACOUSTIC … on read and spontaneous speech of four right-handed non-fluent ... “Prosody and Broca’s Aphasia: ... PROSODY AND BROCA’S APHASIA:

CLASSIFICATIONS OF APHASIA EXPRESSIVE VS. RECEPTIVE … · WERNICKE’S APHASIA • Comprehension is ... APHASIA STUDY(NICHOLAS, SINOTTE & HELM-ESTABROOKS, 2011) C-SPEAK APHASIA STUDY(NICHOLAS,

Severe Broca’s aphasia without Broca’s area damagedownloads.hindawi.com/journals/bn/2007/785280.pdfBehavioural Neurology 18 (2007) 237–238 237 IOS Press Case Report Severe Broca’s