Brain and Language final 1 ggghhhhh.pptx

Brain and language

1. ‘ ’STRUCTURE AND FUNCTIONS OF BRAIN’’

2. A part of central nervous system (CNS) enclosed in the skull and continuous with the spinal cord through the foramen magnum that is composed of neurons and supporting and nutritive structures (as glia/glial cells), that integrates sensory information from inside and outside the body in controlling autonomic functions (as heartbeat and respiration), in coordinating and directing correlated motor responses, and in the process of learning “DEFINATION OF BRAIN”

3. “FUNCTIONS OF BRAIN” The human brain is a complex organ that allows us to think, move, feel, see, hear, taste, and smell. It controls our body, receives information, analyzes information, and stores information (our memories ). The brain produces electrical signals, which, together with chemical reactions, let the parts of the body communicate. Nerves send these signals throughout the body. COMPOSITION OF THE BRAIN   The brain consists of gray matter (40%) and white matter (60%) contained within the skull. Brain cells include neurons and glial cells. The brain has three main parts : The cerebrum. The cerebellum. The brain stem ( medulla oblongata).  

4. “SUBDIVISION OF CENTRAL NERVOUS SYSTEM”

5. “LOBES OF BRAIN AND ITS FUNCTIONS” FRONTAL LOBE: Movement Intelligence Behavior Memory PARIETAL LOBE: Intelligence Language Sensation Reading TEMPORAL LOBE: Speech Behavior Memory Hearing Vision OCCIPITAL LOBE: Vision

6. “BRAIN AND LANGUAGE”

7. “BRAIN AND LANGUAGE INPUT AND OUTPUT” Brain consists of areas that are responsible for the perception and execution of language . There are two aspects to communication; The sensory aspect(language input), involving eyes and ears. The Motor aspect(language output),involving vocalization and its control. SENSORY ASPECTS OF COMMUNICATION: The destruction of auditory or visual association areas of the cerebral cortex can result in inability to understand the spoken or written word. These effects are called auditory receptive aphasia and visual receptive aphasia or more commonly word deafness and blindness which is also called dyslexia(inability to read or write).

8. “MOTOR ASPECT OF COMMUNICATION” The process of speech involves two principal stages of mentation; Formation of thoughts as well as choice of words to be used in the mind. Motor control of vocalization and the actual act of vocalization. The formation of thoughts and even most choices of words are the functions of sensory association areas of brain. Wernicke’s area that is located in superior part of posterior temporal gyrus is important for this ability. Therefore, the person who is a victim of either wernicke’s or global aphasia is unable to formulate thoughts that are to be communicated,

9. “LEARNING “

10. “LEARNING” “Learning  is the act of acquiring new, or modifying and reinforcing, existing knowledge, behaviors, skills, values, or preferences and may involve synthesizing different types of information. The ability to learn is possessed by humans, animals, plants and some machines.”

11. “DYSLEXIA” There are two types of learning disabilities in reading. Basic Reading ( problem occurs when there is difficulty understanding the relationship between sounds, letters and words). Reading Comprehension (problem occurs when there is an inability to grasp the meaning of words, phrases, and paragraphs). Signs of reading difficulty include problems with: Letter and word recognition. Understanding words and ideas. Reading speed and fluency. General vocabulary skills.

12. “DYSGRAPHIA” Learning disabilities in writing can involve the physical act of writing or the mental activity of comprehending and synthesizing information . Basic Writing Disorder ; refers to physical difficulty forming words and letters . Expressive Writing Disability ; indicates a struggle to organize thoughts on paper. Symptoms of a written language learning disability revolve around the act of writing. They include problems with: Neatness and consistency of writing Accurately copying letters and words Spelling consistency Writing organization and coherence

13. Dyslexia Difficulty reading Problems reading, writing, spelling, speaking Dyscalculia Difficulty with math Problems doing math problems, understanding time, using money Dysgraphia  Difficulty with writing Problems with handwriting, spelling, organizing ideas Dysphasia/Aphasia Difficulty with language Problems understanding spoken language, poor reading comprehension

14. “AREAS OF BRAIN ASSOCIATEDWITH SPEECH ARTICULATION”

15. “BROCA'S AREA” Broca’s area or the B roca area is a region in which the frontal lobe of the dominant hemisphere(usually the left) of brain is linked with speech production . Broca area,  also called  convolution(complexity) of Broca ,  region of the  brain that contains motor  neurons  involved in the control of  speech. This area, located in the frontal part of the left hemisphere of the  brain, was discovered in 1861 by French surgeon Paul Broca , who found that it serves a vital role in the generation of speech articulation.

16. “ FORMATION OF BROCA’S AREA” It is made up of two areas; Pars Triangularis ( B rodmann area 45) Pars Opercularis ( B rodmann area 44). The Broca’s area is connected to other regions of the brain , including the Wernicke area , by a neuronal tract known as the arcuate fasciculus. In addition to serving a role in speech production, the Broca’s area also is involved in language comprehension, in motor activities associated with hand movements, and in sensorimotor learning and integration.

17. “WERNICKE'S AREA” Wernicke's area is the region of the brain that is important for language development . It is associated with the understanding of spoken and written language. The Wernicke's area is located in the temporal lobe on the left side of the brain but location may vary and is responsible for the comprehension of speech .  Language development or usage can be seriously impaired by damage to this area of the brain.

18. “SPEECH DISORDERS/IMPAIRMENTS”

19. “SPEECH ARTICULATION” Articulation means; “The muscular movement of mouth, tongue ,larynx and vocal cords”. These all organs are responsible for the intonations, timing and rapid changes in the intensities of sequential sounds. Facial or laryngeal cortex activate these muscular regions and help to control the sequences and intensities of muscular contractions to articulate speech. Destruction of any of these regions can cause either total or partial inability to speak distinctly.

20. “SPEECH DISORDERS/IMPAIRMENTS” “Speech disorders  or  speech   impediments/impairments are a type of communication disorder  where 'normal'  speech  is disrupted. “ This can mean stuttering, lisps, etc. Someone who is unable to speak due to a  speech disorder  is considered mute . Enlisted below are some of major disorders/ impairments of speech; Apraxia. Dysarthria. Stuttering etc. Language disorder/impairment; Aphasia

21. Apraxia of speech It may result from stroke or progressive illness, and involves inconsistent production of speech sounds and rearranging of sounds in a word ("potato" may become " topato " and next " totapo "). Production of words becomes more difficult with effort, but common phrases may sometimes be spoken spontaneously without effort . Dysarthria It is weakness or paralysis of speech muscles caused by damage to the nerves and/or brain. Dysarthria is often caused by  strokes,   parkinson’s disease, ALS, head or neck injuries, surgical accident, or cerebral palsy . Stuttering   The disorder is characterized by disruptions in the production of speech sounds, also called " disfluencies ."    For instance, some words are repeated and others are preceded by "um" or "uh .“

22. “APRAXIA OF SPEECH” Apraxia of speech is a motor speech disorder . The messages from the brain to the mouth are disrupted, and the person cannot move his or her lips or tongue to the right place to say sounds correctly, even though the muscles are not weak . The severity of apraxia depends on the nature of the brain damage . Apraxia can occur in conjunction with dysarthria (muscle weakness affecting speech production) or aphasia (language difficulties related to neurological damage ). Apraxia of speech is also known as acquired apraxia of speech, verbal apraxia, and dyspraxia .

23. “CAUSES OF APRAXIA” Apraxia of speech is caused by damage to the parts of the brain that control coordinated muscle movement. A common cause of acquired apraxia is  stroke. Other causes include  traumatic brain injury, dementia , brain tumors, and progressive neurological disorders.

24. “SIGNS/SYMPTOMS OF APRAXIA” Individuals with apraxia of speech know what words they want to say, but their brains have difficulty coordinating the muscle movements necessary to say all the sounds in the words. As a result, they may say something completely different or make up words (e.g., " Bipem " or "chicken" for “kitchen"). The person may recognize the error and try again—sometimes getting it right, but sometimes saying something else entirely. This situation can become quite frustrating for the person.

25. “PATIENT’S PRESENTATION” Individuals with apraxia may demonstrate: Difficulty imitating and producing speech sounds, marked by speech errors such as sound distortions, substitutions, and/or omissions. Inconsistent speech errors. Groping of the tongue and lips to make specific sounds and words. Slow speech rate. Impaired rhythm and prosody (intonation) of speech. Better automatic speech (e.g., Greetings) than purposeful speech. Inability to produce any sound at all in severe cases.

26. “LANGUAGE DISORDERS”

27. ‘’BROCA’S APHASIA(EXPRESSIVE)’’ Broca’s aphasia is a non-fluent type of aphasia that is commonly associated with verbal apraxia, relatively good auditory comprehension, agrammatic speech, and poor repetition. Because of the location of Broca’s area in the left hemisphere of the brain, it is also commonly associated with weakness of the arm and leg muscles of the right side of the body. Professionals like to use classifications of aphasia, such as Broca’s aphasia, to have a frame of reference regarding the patient’s abilities and areas of concern . When a stroke(Trauma/injury to brain) injures the frontal regions of the left hemisphere, different kinds of language problems can occur.

28. This part of the brain is important for putting words together to form complete sentences. Injury to the left frontal area can lead to what is called Broca’s aphasia. Survivors with Broca's aphasia: Can have great difficulty forming complete sentences. May get out some basic words to get their message across, but leave out words like “is” or “the.” Often say something that doesn’t resemble a sentence. Can have trouble understanding sentences. Can make mistakes in following directions like “left, right, under, and after .” For e.g : “Car…bump…boom !” This is not a complete sentence, but it certainly expresses an important idea. Sometimes these individuals will say a word that is close to what they intend, but not the exact word; for example they may say “car” when they mean “truck .”

29. “WERNICKE’S APHASIA(RECEPTIVE)” People with serious comprehension difficulties have what is called Wernicke’s aphasia and: Often say many words that don’t make sense. May fail to realize they are saying the wrong words; for instance, they might call a fork a “ gleeble .” May string together a series of meaningless words that sound like a sentence but don’t make sense. Have challenges because our dictionary of words is shelved in a similar region of the left hemisphere, near the area used for understanding words.

30. “GLOBAL APHASIA” When a stroke(trauma/injury to brain) affects an extensive portion of the front and back regions of the left hemisphere, the result may be global aphasia. Survivors with global aphasia: May have great difficulty in understanding words and sentences. May have great difficulty in forming words and sentences. May understand some words. Get out a few words at a time. Have severe difficulties that prevent them from effectively communicating