New User Special Price Expires in

Let's log you in.

Sign in with Facebook


Don't have a StudySoup account? Create one here!


Create a StudySoup account

Be part of our community, it's free to join!

Sign up with Facebook


Create your account
By creating an account you agree to StudySoup's terms and conditions and privacy policy

Already have a StudySoup account? Login here

week 13

by: Emma Notetaker

week 13 NSCI 4510

Emma Notetaker
GPA 3.975

Preview These Notes for FREE

Get a free preview of these Notes, just enter your email below.

Unlock Preview
Unlock Preview

Preview these materials now for free

Why put in your email? Get access to more of this material and other relevant free materials for your school

View Preview

About this Document

class notes week 13
Biological Psychology
Dr. Colombo
Class Notes
25 ?




Popular in Biological Psychology

Popular in Neuroscience

This 3 page Class Notes was uploaded by Emma Notetaker on Sunday April 17, 2016. The Class Notes belongs to NSCI 4510 at Tulane University taught by Dr. Colombo in Spring 2016. Since its upload, it has received 20 views. For similar materials see Biological Psychology in Neuroscience at Tulane University.


Reviews for week 13


Report this Material


What is Karma?


Karma is the currency of StudySoup.

You can buy or earn more Karma at anytime and redeem it for class notes, study guides, flashcards, and more!

Date Created: 04/17/16
Tuesday, April 12, 2016 Week 13 Language • auditory components, visual components (reading) • association cortices don’t receive primary subcortical input • comprehension and production of language can be dissociated speech • • phonemes: sounds of speech • morphemes: multiple phonemes - syllables • graphemes: multiple phomenes in writing (visual representation of morpheme) • some families have disproportionately high rates of language disorders • disorders of speech acquisition about half of each generation is affected • • linked to fox gene (transcription factor) - causes identifiable differences in brain structure • caudate nucleus • inferior frontal gyrus • inferior cerebellum • William’s syndrome: separates language from intelligence fluid output of language, but significant IQ and spatial processing deficits • • electrical stimulation various regions: find regions that interfere with language production OR language comprehension • regions cluster around inferior frontal and superior temporal areas • usually left hemisphere (lateralized) • aphasia: language deficit resulting from some kind of damage global aphasia: total loss of ability to understand language and speak • • Broca’s area: left inferior temporal lobe • damage: deficit in speech production, but comprehension intact (non-fluent aphasia) • production and output of language (across different modalities) • speech and/or writing (motor problems associated with communication) • Wernicke’s area: left superior temporal gyrus damage causes issues with comprehension of speech • • can produce speech though it is not particularly meaningful • fluent aphasia • paraphasias common • global aphasia: usually damage to both Broca’s and Wernicke’s area • paraphasia: substitutes words with incorrect word or sound wrong phonemes • • conduction aphasia: difficulty in repeating, produce unintended sounds • damage to arcuate fasciculus (connection between Wernicke’s and Broca’s) • paraphasias common • agraphia: specific impairment in writing • usually associated with issues in Broca’s area alexia: impaired reading • • usually associated with issues in Broca’s area • anomia: difficulty with names • usually associated with damage to Wernicke’s area • supramarginal region 1 Tuesday, April 12, 2016 • circuits: • speaking a heard word: motor output form auditory input first activate primary auditory cortex to process sound • • goes to Wernicke’s area for comprehension of word • then goes to Broca’s area via arcuate fasciculate (between superior temporal and inferior frontal) for processing/planning motor output • finally goes to motor cortex to say the word • speaking written word goes through VI and rest of visual areas • • goes to angular gyrus • to Wernicke’s • to Broca’s • to motor cortex • passively viewing words: brain activity only in visual processing areas (occipital cortex) passively listening to words: brain activity in primary auditory areas • • when people asked to speak word after viewing: brain activity in motor areas only • NOT Broca's • when asked to generate new word associated with language processing: NOW Broca’s area active • coming up with appropriate words, plan for motor output dyslexia: • • planum temporale: • people without dyslexia: left is much larger • with dyslexia: symmetrical hemispheres • ectopias: abnormal development of cells in the wrong places • cluster of cell bodies • polygri: small abnormal invaginations • cortical disorganization occurs mostly during development • acquired dyslexia: result of some sort of damage • people learn initially to read • deep dyslexia: substitution errors of related words (ex: process “horse” as “cow”) • issues with reading abstraction • hard to discern subtle word differences • surface dyslexia: people fine with most parts of reading • have difficulties with sounds of certain letters • problems with irregular use of words (ex: tough, dough have different sounds with same letters) • decreases activity in left inferior frontal regions, parieto-temporal fusiform face areas when asked to perform phonemic activity (rhyming words) • patients with damage to temporo-occipital regions • able to copy portrait well, but struggle with drawing from memory • details missing, face is gone • less issues with sensory and motor - can draw from example • connection between stored representation is an issue • drew the wrong things • unilateral object agnosia (tumor in right parieto-occipital region) • completely unaware of one side of the visual field • will draw people with only one arm • NOT a visual processing issue - but attentional awareness 2 Tuesday, April 12, 2016 • issues with occipital region: • shown a face - don’t recognize (strange handwriting) attentional mechanisms: optic agnosia (in occipital region) • • can determine window frame drawing, but when line/squiggle drawn through it, they cannot distinguish what it is • cannot dissociate figure from ground, or other overlapping lines • sometimes, can separate straight lines, but can’t make it out when there are curved lines over it left premotor area: • • damage: deficit in inhibition (motor output) - impulsive movements in drawing and writing • when asked to draw circle, draw multiple • when asked to draw square - draw squiggles • cannot write numbers • “I noticed that something was wrong, but couldn’t alter it” frontal lobe lesions: • • damage results in issues with serial tasks • can draw single figures (copying and from memory) • however, once there are more figures in the row they can’t do anything • dorsal stream: parietal • “where” - locations ventral stream: temporal • • “what” - visual processing/attention 3


Buy Material

Are you sure you want to buy this material for

25 Karma

Buy Material

BOOM! Enjoy Your Free Notes!

We've added these Notes to your profile, click here to view them now.


You're already Subscribed!

Looks like you've already subscribed to StudySoup, you won't need to purchase another subscription to get this material. To access this material simply click 'View Full Document'

Why people love StudySoup

Bentley McCaw University of Florida

"I was shooting for a perfect 4.0 GPA this semester. Having StudySoup as a study aid was critical to helping me achieve my goal...and I nailed it!"

Anthony Lee UC Santa Barbara

"I bought an awesome study guide, which helped me get an A in my Math 34B class this quarter!"

Jim McGreen Ohio University

"Knowing I can count on the Elite Notetaker in my class allows me to focus on what the professor is saying instead of just scribbling notes the whole time and falling behind."

Parker Thompson 500 Startups

"It's a great way for students to improve their educational experience and it seemed like a product that everybody wants, so all the people participating are winning."

Become an Elite Notetaker and start selling your notes online!

Refund Policy


All subscriptions to StudySoup are paid in full at the time of subscribing. To change your credit card information or to cancel your subscription, go to "Edit Settings". All credit card information will be available there. If you should decide to cancel your subscription, it will continue to be valid until the next payment period, as all payments for the current period were made in advance. For special circumstances, please email


StudySoup has more than 1 million course-specific study resources to help students study smarter. If you’re having trouble finding what you’re looking for, our customer support team can help you find what you need! Feel free to contact them here:

Recurring Subscriptions: If you have canceled your recurring subscription on the day of renewal and have not downloaded any documents, you may request a refund by submitting an email to

Satisfaction Guarantee: If you’re not satisfied with your subscription, you can contact us for further help. Contact must be made within 3 business days of your subscription purchase and your refund request will be subject for review.

Please Note: Refunds can never be provided more than 30 days after the initial purchase date regardless of your activity on the site.