Left Hemisphere of the Brain
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The document discusses the left hemisphere of the brain. It regulates right-side motor skills, understands different languages by identifying and transforming patterns, and was described by Hughlings Jackson in 1878 as the center of expression. A stroke affecting this area can cause loss of speech, motor impairment on the right side of the body, and issues with functional abilities depending on severity.
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Several years ago, while I was on a sabbatical leave, a colleague stopped by my office and asked whether I would like to see an interesting patient. The patient, a 72-year-old man, had suffered a massive stroke in his right hemisphere that had paralyzed the left side of his body.
Mr. V. was seated in a wheelchair equipped with a large tray on which his right arm was resting; his left arm was immobilized in a sling, to keep it out of the way. He greeted us politely, almost formally, articulating his words carefully with a slight European accent.
Mr. V. seemed intelligent, and this impression was confirmed when we gave him some of the subtests of the Wechsler Adult Intelligence Test. His verbal intelligence appeared to be in the upper 5 percent of the population. The fact that English was not his native language made his performance even more remarkable.
The most interesting aspect of Mr. V.’s behavior after his stroke was his lack of reaction to his symptoms. After we had finished with the testing, we asked him to tell us a little about himself and his lifestyle. What, for example, was his favorite pastime?
“I like to walk,” he said. “I walk at least two hours each day around the city, but mostly I like to walk in the woods. I have maps of most of the national forests in the state on the walls of my study, and I mark all of the trails I’ve taken. I figure that in about six months I will have walked all of the trails that are short enough to do in a day.”
“You’re going to finish up those trails in the next six months?” asked Dr. W.
“Yes, and then I’ll start over again!” he replied.
“Mr. V., are you having any trouble?” asked Dr. W.
“Trouble? What do you mean?”
“I mean physical difficulty.”
“No.” Mr. V. gave him a slightly puzzled look.
“Well, what are you sitting in?”
Mr. V. gave him a look that indicated he thought that the question was rather stupid—or perhaps insulting. “A wheelchair, of course,” he answered.
“Why are you in a wheelchair?”
Now Mr. V. looked frankly exasperated; he obviously did not like to answer foolish questions. “Because my left leg is paralyzed!” he snapped.
Mr. V. clearly knew what his problem was, but he failed to understand its implications. He could verbally recognize his disability, but he was unable to grasp its significance. Thus, he blandly accepted the fact that he was confined to a wheelchair. The implications of his disability did not affect him emotionally or figure into his plans.
The word emotion refers to positive or neg.
Neurolinguistics MASLP
a) What happens to language and communication after brain damage of different types?
b) How did the ability to communicate and the ability to use language develop in the evolution of the species? How can we relate this development to the evolution of the brain?
c) How do children learn to communicate and use language? How can we relate their acquisition of language to the development of their brains?
d) How can we measure and visualize processes in the brain that are involved in language and communication?
e) How can we make good models of language and communication processes that will help us to explain the linguistic phenomena that we study?
f) How can we make computer simulations of language processing, language development and language loss?
g) How can we make experiments that will allow us to test our models and hypotheses about language processing?
ACQUIRED LANGUAGE DISORDERS:
• Aphasia- language loss due to brain damage, cause can be infarction, hemorrhage or head trauma
• Either comprehension or expression of language or both is effected
• Aphasiology or linguistics aphasiology is the dominant branch of neurolinguistics. Aphasia is an acquired language disorder, a focal lesion. Another cause of acquired disorders can e progressive neurological disease, such as, dementia. Language and memory are closely connected and interdependent, especially in higher cognitive functions.
DEVELOPMENTAL LANGUAGE DISORDERS:
• Disorders that are found in children who have not experienced any specific lesion event.
• Neurolinguists compare developmental language disorders (like SLI, dyslexia) to similar acquired disorders with the view of language acquisition and plasticity (ability to be moulded) of young brains, they also study the language develooment of children with non specific developmental disorders affecting language.
LANGUAGE AND SPEECH:
• Neurolinguists study development of language and speech, their prerequisites in the evolution of species. The changes in the structure and function f the brain are compared to different species ways of living.
• Experiments are being carried out with primates that are being taught human communication systems.
Human brain understanding the complex structure
The human brain is the central organ of the human nervous system, along with the spinal cord makes up the central nervous system. The brain consists of the cerebrum, the brainstem as well as the cerebellum. It controls most of the activities of the body, processing, integrating, and coordinating the information it receives from the sense organs and making decisions as to the instructions sent to the rest of the body. The brain is contained in, and guarded by, the skull bones of the head.
The cerebrum is the largest of the human brain. It is divided into two cerebral hemispheres. The cerebral cortex is an outer layer of grey matter, covering the core of the white matter. Each hemisphere is conventionally divided into four lobes – the frontal, temporal, parietal, and occipital lobes. Within each lobe, cortical areas are associated with specific functions, such as the sensory, motor and association regions. Although the left and right hemispheres are broadly similar in shape and performance, some functions are related to one side, like language within the left and visual-spatial ability on the right. The hemispheres are connected by the corpus callosum.
The brainstem consists of the midbrain, the pons, and the medulla oblongata. The cerebellum is connected to the brainstem by pairs of tracts. Underneath the cerebral cortex are several important structures, including the thalamus, the epithalamus, the pineal gland, the hypothalamus, the pituitary gland, and the subthalamus; the limbic structures, including the amygdala as well as the hippocampus; the claustrum, various nuclei of the basal ganglia; the basal forebrain structures, and the three circumventricular organs. The cells of the brain include neurons and supportive glial cells. There are more than 86 billion neurons within the brain. Brain activity is possible by the interconnections of neurons and their release of neurotransmitters in response to nerve impulses. Neurons connect to form neural pathways, neural circuits, and elaborate network systems. The whole circuitry is driven by the method of neurotransmission.
The study of the anatomy of the brain is neuroanatomy, while the study of its function is neuroscience. Numerous techniques are used to study the brain. Medical imaging technologies like functional neuroimaging, and electroencephalography (EEG) recordings are important in studying the brain. The medical history of people with a brain injury has provided insight into the function of each part of the brain.
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Outline
· ▪ Emotions as Response Patterns
Fear
Anger, Aggression, and Impulse Control
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· Section Summary
· ▪ Communication of Emotions
Facial Expression of Emotions: Innate Responses
Neural Basis of the Communication of Emotions: Recognition
Neural Basis of the Communication of Emotions: Expression
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Several years ago, while I was on a sabbatical leave, a colleague stopped by my office and asked whether I would like to see an interesting patient. The patient, a 72-year-old man, had suffered a massive stroke in his right hemisphere that had paralyzed the left side of his body.
Mr. V. was seated in a wheelchair equipped with a large tray on which his right arm was resting; his left arm was immobilized in a sling, to keep it out of the way. He greeted us politely, almost formally, articulating his words carefully with a slight European accent.
Mr. V. seemed intelligent, and this impression was confirmed when we gave him some of the subtests of the Wechsler Adult Intelligence Test. His verbal intelligence appeared to be in the upper 5 percent of the population. The fact that English was not his native language made his performance even more remarkable.
The most interesting aspect of Mr. V.’s behavior after his stroke was his lack of reaction to his symptoms. After we had finished with the testing, we asked him to tell us a little about himself and his lifestyle. What, for example, was his favorite pastime?
“I like to walk,” he said. “I walk at least two hours each day around the city, but mostly I like to walk in the woods. I have maps of most of the national forests in the state on the walls of my study, and I mark all of the trails I’ve taken. I figure that in about six months I will have walked all of the trails that are short enough to do in a day.”
“You’re going to finish up those trails in the next six months?” asked Dr. W.
“Yes, and then I’ll start over again!” he replied.
“Mr. V., are you having any trouble?” asked Dr. W.
“Trouble? What do you mean?”
“I mean physical difficulty.”
“No.” Mr. V. gave him a slightly puzzled look.
“Well, what are you sitting in?”
Mr. V. gave him a look that indicated he thought that the question was rather stupid—or perhaps insulting. “A wheelchair, of course,” he answered.
“Why are you in a wheelchair?”
Now Mr. V. looked frankly exasperated; he obviously did not like to answer foolish questions. “Because my left leg is paralyzed!” he snapped.
Mr. V. clearly knew what his problem was, but he failed to understand its implications. He could verbally recognize his disability, but he was unable to grasp its significance. Thus, he blandly accepted the fact that he was confined to a wheelchair. The implications of his disability did not affect him emotionally or figure into his plans.
The word emotion refers to positive or neg.
Neurolinguistics MASLP
a) What happens to language and communication after brain damage of different types?
b) How did the ability to communicate and the ability to use language develop in the evolution of the species? How can we relate this development to the evolution of the brain?
c) How do children learn to communicate and use language? How can we relate their acquisition of language to the development of their brains?
d) How can we measure and visualize processes in the brain that are involved in language and communication?
e) How can we make good models of language and communication processes that will help us to explain the linguistic phenomena that we study?
f) How can we make computer simulations of language processing, language development and language loss?
g) How can we make experiments that will allow us to test our models and hypotheses about language processing?
ACQUIRED LANGUAGE DISORDERS:
• Aphasia- language loss due to brain damage, cause can be infarction, hemorrhage or head trauma
• Either comprehension or expression of language or both is effected
• Aphasiology or linguistics aphasiology is the dominant branch of neurolinguistics. Aphasia is an acquired language disorder, a focal lesion. Another cause of acquired disorders can e progressive neurological disease, such as, dementia. Language and memory are closely connected and interdependent, especially in higher cognitive functions.
DEVELOPMENTAL LANGUAGE DISORDERS:
• Disorders that are found in children who have not experienced any specific lesion event.
• Neurolinguists compare developmental language disorders (like SLI, dyslexia) to similar acquired disorders with the view of language acquisition and plasticity (ability to be moulded) of young brains, they also study the language develooment of children with non specific developmental disorders affecting language.
LANGUAGE AND SPEECH:
• Neurolinguists study development of language and speech, their prerequisites in the evolution of species. The changes in the structure and function f the brain are compared to different species ways of living.
• Experiments are being carried out with primates that are being taught human communication systems.
Human brain understanding the complex structure
The human brain is the central organ of the human nervous system, along with the spinal cord makes up the central nervous system. The brain consists of the cerebrum, the brainstem as well as the cerebellum. It controls most of the activities of the body, processing, integrating, and coordinating the information it receives from the sense organs and making decisions as to the instructions sent to the rest of the body. The brain is contained in, and guarded by, the skull bones of the head.
The cerebrum is the largest of the human brain. It is divided into two cerebral hemispheres. The cerebral cortex is an outer layer of grey matter, covering the core of the white matter. Each hemisphere is conventionally divided into four lobes – the frontal, temporal, parietal, and occipital lobes. Within each lobe, cortical areas are associated with specific functions, such as the sensory, motor and association regions. Although the left and right hemispheres are broadly similar in shape and performance, some functions are related to one side, like language within the left and visual-spatial ability on the right. The hemispheres are connected by the corpus callosum.
The brainstem consists of the midbrain, the pons, and the medulla oblongata. The cerebellum is connected to the brainstem by pairs of tracts. Underneath the cerebral cortex are several important structures, including the thalamus, the epithalamus, the pineal gland, the hypothalamus, the pituitary gland, and the subthalamus; the limbic structures, including the amygdala as well as the hippocampus; the claustrum, various nuclei of the basal ganglia; the basal forebrain structures, and the three circumventricular organs. The cells of the brain include neurons and supportive glial cells. There are more than 86 billion neurons within the brain. Brain activity is possible by the interconnections of neurons and their release of neurotransmitters in response to nerve impulses. Neurons connect to form neural pathways, neural circuits, and elaborate network systems. The whole circuitry is driven by the method of neurotransmission.
The study of the anatomy of the brain is neuroanatomy, while the study of its function is neuroscience. Numerous techniques are used to study the brain. Medical imaging technologies like functional neuroimaging, and electroencephalography (EEG) recordings are important in studying the brain. The medical history of people with a brain injury has provided insight into the function of each part of the brain.
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Left Hemisphere of the Brain
- 2. Its function is to regulate the right side motricity and to be able to understand words in different languages. It also identifies patterns and transform them into understandable language
- 3. British neurologist John Hughlings Jackson, in 1878 described the left hemisphere as the center of the power of expression. Depending on its severity, a stroke affecting this structure can produce functional loss, functional loss of speech and motor skill impairment of the right side of the body
- 4. It control the right side of the body The logical way to think The language The facility to understando things
- 5. Frontal lobe Motor cortex Sensory cortex Parietal lobe Occipital lobe Temporal lobe
- 6. Analize a problem Undertand differents type of letter Raise our speed of movement
- 7. It controls our right side of the body It is the responsible to resolve common daily life problems It can understand a word only with mimic
- 9. Team: Andrea Daniela Kenia Yadira Daniel Dario Alfonso Arturo V.