Brain and language,
neurolinguistics,
Brain science or neuroscience,
Interesting brain facts,
Parts of the brain,
How the two sides process information,
Left Hemisphere,
Right Hemisphere,
Aphasia,
Major Types of Aphasia,
Non-Fluent Aphasia,
Fluent Aphasia,
Broca’s aphasia,
Broca’s aphasia as a syntactic disorder,
Wernicke's aphasia,
Neurolinguistics
Shari R. Baum and Sheila E. Blumstein:
Elisabeth Ahlsén:
Brain
Right brain – left brain
Lobes of the brain
Parts of Brain
Language and Brain
Broca’s area
Wernicke's area
Neurolinguistics
Shari R. Baum and Sheila E. Blumstein:
Elisabeth Ahlsén:
Brain
Right brain – left brain
Lobes of the brain
Parts of Brain
Language and Brain
Broca’s area
Wernicke's area
This presentation is all about man's language and brain development. I created this file as one of my visual aids in our course, Foundation of Language Education.
Stages of Acquisition of first LanguageJoel Acosta
Language acquisition is the process by which humans acquire the capacity to perceive and comprehend language, as well as to produce and use words to communicate. The capacity to successfully use language requires one to acquire a range of tools including syntax, phonetics, and an extensive vocabulary. This language might be vocalized as with speech or manual as in sign. The human language capacity is represented in the brain.
parts of brain which are involved in the production and comprehension of the speech,speech errors i-e tongue tips and slips,aphasias and the role of clinical linguistic have been discussed in this presentation
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2. Brain and language
• Neurolinguisgics: it is concerned with
understanding how language is represented
and processed in the brain.
• Brain science or neuroscience is concerned
with understanding how the breadth and
depth of human experience is coded in the
brain matter.
3. Interesting brain facts!
• About 1.4 kg (2% of body weight) mass of fat & protein with 75% water content
• W = 140 mm, L = 167 mm, H = 93 mm. Left hemisphere is larger than the right
• 40% grey matter (outer covering: cerebral cortex)
60% white matter (myelinated fiber tracts traveling to & from the cerebral
cortex)
• 100 billion neurons (166 times human population & would take 171 years to
count!
• stops growing at 18
• 12 pairs of cranial nerves & 31 pairs of spinal nerves
4. Parts of the brain
Keep in mind there are two distinct sides with different functions
5. The Brainstem
(Pathway to the Body)
• Base of brain
• Unconscious work
• Autonomic functions,
e.g., survival, breathing,
body functions, etc.
7. The brain has 4 areas called lobes
• Frontal
• Parietal
• Temporal
• Occipital
8. The Frontal Lobes
(Problem Solving)
• Largest part
• Moves your body
• Highly developed
• Forms your
personality
9. The Parietal Lobes
(Touching)
• Two major divisions
Anterior and posterior
• Senses hot and cold,
hard and soft, and pain
• Taste and smell
• Helps integrate the
senses
10. The Temporal Lobes
(Hearing)
• Processes auditory
stimuli
• Subdivisions into
• Wernicke’s Area
(associated with speech
comprehension)
• Broca’s Area
(associated with speech
production)
12. Taking sides….two sides that is!
• Two sides or hemispheres of the brain: LEFT and RIGHT
• We have two cerebral hemispheres connected by the corpus
callosum
• This is a bundle of nerves that allows each side of the brain to
communicate with each other
• Each side of the brain processes things differently
• It is an outdated assumption that “artsy” type people are
right-brained
13. How the two sides process information!
Left Brain
• Logical
• Sequential
• Rational
• Analytical
• Objective
• Looks at parts
Right Brain
• Random
• Intuitive
• Holistic
• Synthesizing
• Subjective
• Looks at wholes
14. Left Hemisphere
• processes things more in parts & sequentially
• recognizes positive emotions
• identified with practicality and rationality
• understands symbols and representations
• processes rapid auditory information faster than the right
(crucial for separating the sounds of speech into distinct units
for comprehension)
• is responsible for language development. It develops slower
in boys, that is why males usually develop more language
problems than females
15. Right Hemisphere
• recognizes negative emotions
• high level mathematicians, problem solver like chess playing
• the “non-verbal” side
• responds to touch & music (sensory)
• intuitive
• responsive to color & shape
• emotional & creative
16. Taking sides….
what information the two sides recognize!
Left Brain
• Letters
• Numbers
• Words
Right Brain
• Faces
• Places
• Objects
18. • Aphasia is defined as an acquired impairment
in the use of language due to damage to
certain parts of the brain
• This damage could be caused by injury, stroke,
or seizure
• The language deficits include difficulties in
language comprehension and execution
19. Major Types of Aphasias
All aphasias can be classified into two groups
• Non-fluent aphasias
– Difficulty producing fluent, articulated, or self-
initiated speech
• Fluent aphasias
– The inability to understand the language of others
and the production of less meaningful speech
then normal
20. Non-Fluent Aphasias
• Broca’s aphasia
– This type of aphasia manifests with difficulties
initiating well-articulated conversational speech
– The language that is produced is slow, labored, and
ungrammatical, which means words like a, an, or the
and verb tense is left out of their speech
– This aphasia is produced by damage to Broca’s area of
the brain
21. The speech is very halting. Patients have great
difficulty in accurately producing the needed
phonemes to say a word.
(a) It's hard to eat with a spoon
(b)…. har eat….wit….pun
Broca’s aphasia
22. Broca’s aphasia as a syntactic
disorder
(a) It's hard to eat with a spoon
(b)…. har eat….wit….pun
Omission of "little words" are often called function
words, and the speech is characterized as “telegraphic
speech”.
One possible account of the speech of Broca's aphasics
is that it results from an economy of effort.
23. Broca’s aphasia as a syntactic disorder
Broca's aphasics will not always be able to
determine which ones are grammatical and
which one are not:
A) The boy at it up.
b) The boy ate up it
c) Boy ate it up
d) The boy ate up the cake
24. Broca’s aphasia as a syntactic disorder
a)The mouse was chased by the cat
b)The dog was chased by the cat
c)The cat was chased by the mouse
Most Broca's aphasics have complete
understanding of what they should say, but find
themselves unable to say it.
25. More Types of Non-Fluent Aphasia’s
• Global aphasia
– As the name suggests, this type of aphasia is
characterized by a severe depression of all
language functioning
– The people with this affliction have poor language
comprehension and speak in slow, labored jargon
– This aphasia is caused by damage around and to
Broca’s and Wernicke’s areas of the brain
26. Types of aphasia
Fluent aphasia
Fluent aphasics have no difficulty producing language,
but have a great deal of difficulty selecting,
organizing, and monitoring their language
production.
The most important type of fluent of aphasia is called
Wernicke's aphasia. The syndrome is named after the
German physiologist Carl Wernicke.
27. Types of aphasia
Fluent aphasia
This type of aphasia was associated with a lesion in
the temporal lobe.
28. Types of aphasia
Fluent aphasia
Wernicke's aphasics are generally unaware of their
deficit.
Their speech typically sounds very good: there are no
longer pauses; sentence intonation is normal; function
words are used appropriately; word order is usually
syntactically correct.
The problem is that the patient rarely makes any
sense.
29. Types of aphasia
Fluent aphasia
The following is a conversation between an examiner E
and a Wernicke's patient (P):
E: How are you today Mrs. A?
P: Yes
E: Have I ever tested you before?
P: No, I mean I haven't
E: Can you tell me what your name is?
P:No, I don't I… right I'm right now here
E: What is your address?
P: I cud /kd/ if I can help these like this like you know…
to make it. We are seeing him. This is my father.
30. Types of aphasia
Fluent aphasia
This semi-random selection of words and short
phrases very few real words of the language is termed
jargonaphasia.
Wernicke's aphasia is primarily a comprehension
deficit.
31. Other Interesting Facts About Aphasia
The handwriting of a person with an aphasia
reflects their speech impediment.
There was an experiment done where people
with Broca’s and Wernicke’s aphasias were
presented with a picture and then asked to
write down a description of what they see in
the picture.
33. A patient with Broca’s aphasia wrote this
Notice the use of very few words, but the words
do make some sense
34. A patient with Wernicke’s aphasia wrote
this
Notice here that there are many, less forced, words, but
they don’t make much sense. Also because they’re
not struggling to find their words, the handwriting is
better.