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Neuroanatomy of language functions

The document discusses the neural bases of language. It describes how post-mortem studies have found no consistent results on the localization of language functions in the brain, as different types of aphasia can cause similar behavioral disturbances. Neurolinguistics studies the relationship between language, communication, and brain function by attempting to combine neurological and linguistic theories. Common neurolinguistic studies examine language and communication after brain damage. The document then provides details on the anatomy and structures of the central and peripheral nervous systems, including the meninges, cerebrospinal fluid, and blood-brain barrier that protect the brain.

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Neural Bases of Languages.
• Supported by post-mortemSupported by post-mortem studiesstudies • No consistent results – differentNo consistent results – different types of aphasia share similartypes of aphasia share similar behavioural disturbancesbehavioural disturbances ‘‘‘‘Anatamo-clinical principles’Anatamo-clinical principles’
Neuro-linguisticsNeuro-linguistics
 Studies the relation ofStudies the relation of language andlanguage and communicationcommunication to different aspects ofto different aspects of brain function.brain function.  It tries to explore how theIt tries to explore how the brainbrain understands and produces language andunderstands and produces language and communication.communication. Neuro linguisticsNeuro linguistics
 This involves attempting to combineThis involves attempting to combine neurological/ neuro physiological theory (how brain is structured and how it(how brain is structured and how it functions) withfunctions) with linguistic theorylinguistic theory (how(how language is structured and how itlanguage is structured and how it functions).functions).
Studies of language and communicationStudies of language and communication afterafter brain damagebrain damage are perhaps the mostare perhaps the most common type of neuro linguistic studiescommon type of neuro linguistic studies
Let us study How language is represented in the brain:How language is represented in the brain: that is,that is, how and where our brains store ourhow and where our brains store our knowledge of the language (or languages)knowledge of the language (or languages) that we speak, understand, read, and write,that we speak, understand, read, and write, what happens in our brains as we acquire thatwhat happens in our brains as we acquire that knowledge, andknowledge, and what happens as we use it in our everydaywhat happens as we use it in our everyday lives.lives.
1. What about our brains makes human language possible – why is our communication system so elaborate and so different from that of other animals? Neuro linguistics
2. Do people who read languages written from left to right (like English or Spanish) have language in a different place from people who read languages written from right to left (like Hebrew and Arabic)? Neuro linguistics
3. Does language use the same kind of neural computation as other cognitive systems, such as music or mathematics? Neuro linguistics
4. Where in your brain is a word that you've learned? How does a word ‘come to mind’ when you need it (and why does it sometimes not come to you?) Neuro linguistics
5. If you know two languages, how do you switch between them and how do you keep them from interfering with each other? Neuro linguistics
6. If you learn two languages from birth, how is your brain different from the brain of someone who speaks only one language, and why? Is the left side of your brain really ‘the language side’? Neuro linguistics
Neuroanatomy The study of the anatomy and stereotyped organization of nervous systems.
Neurochemical  The science of neurochemistry studies the functions of neurochemicals.  A neurochemical is an organic molecule, such as serotonin, dopamine, or nerve growth factor, that participates in neural activity.
Neurophysiology The branch of Physiology that deals with the functions of the nervous system.
Neuranatomical correlates of language Functions.
The complexity of human brain and theThe complexity of human brain and the complexity of language behavior present acomplexity of language behavior present a major challenge to anyone trying to explainmajor challenge to anyone trying to explain how the one produces the other.how the one produces the other.
Although the sizes and shapes of theAlthough the sizes and shapes of the brains of different people vary, just as facialbrains of different people vary, just as facial features do, the component structures of thefeatures do, the component structures of the brain are common to all the human beings.brain are common to all the human beings.
The Central nervous System (CNS) Parts of the nervous system that are encased in bone 1. Brain 2. Spinal Cord
The Peripheral nervous System (PNS) All the spinal nerves that innervate the skin, joints, muscles, etc. and under voluntary control: Somatic PNS Neurons that innervate internal organs, blood vessels, glands, etc. and are involuntary: Visceral PNS or Autonomic Nervous System (ANS)
 CNSCNS Nuclei (gray matter) vs. nerve tractsNuclei (gray matter) vs. nerve tracts (white matter)(white matter) Brain, functional areasBrain, functional areas Spinal cordSpinal cord Blood-brain barrierBlood-brain barrier Ventricular systemVentricular system Blood supplyBlood supply  PNSPNS Cranial, cervical to sacral nerves,Cranial, cervical to sacral nerves, autonomic nervesautonomic nerves musclesmuscles
CNS vs PNSCNS vs PNS
Describing locations in the brainDescribing locations in the brain
The locations of the layers, nuclei, andThe locations of the layers, nuclei, and the pathways of the brain can be describedthe pathways of the brain can be described by their placementby their placement  with respect to other body parts of the animal,with respect to other body parts of the animal,  w.r.tw.r.t to their relative locations andto their relative locations and  w.r.tw.r.t to a viewer’s perspective.to a viewer’s perspective.
Main terminologies used in relation to other body parts:  Caudum (Latin: tail)-Caudal  Rostum (Latin: beak)- Rostral  Dorsum (Latin: back)- dorsal  Ventrum (Latin: Stomach)- Ventral Main terminologies used to describe in relation to one another from the frame of reference of the face:  Anterior/frontal  Posterior  Lateral(At side)  Medial(Centre of between) Locations
to describe the direction of the cut, or a section, through the brain from the perspective of a viewer. • Coronal: cut in vertical plane , from the crown of the head down. • Horizontal: cut in the horizon. • Sagittal: cut in lengthways, front to back, viewed from the ides • Ipsilateral: on the same side • Contralateral: opposite to each other. • Bilateral : structures are bilaterally. Locations
 Space restrictions force cerebral hemispheres to growSpace restrictions force cerebral hemispheres to grow posteriorly over rest of brain, enveloping itposteriorly over rest of brain, enveloping it  Cerebral hemispheres grow into horseshoe shape (b and c)Cerebral hemispheres grow into horseshoe shape (b and c)  Continued growth causes creases, folds and wrinklesContinued growth causes creases, folds and wrinkles
Brain protection 1.Meninges 2. Cerebrospinal fluid 3. Blood brain barrier
Meninges 1.1. Dura materDura mater: 2 layers of fibrous connective tissue,: 2 layers of fibrous connective tissue, fused except for dural sinusesfused except for dural sinuses  Periosteal layer attached to bonePeriosteal layer attached to bone  Meningeal layer - proper brain coveringMeningeal layer - proper brain covering 1.1. Arachnoid materArachnoid mater 2.2. Pia materPia mater Note superiorNote superior sagittal sinussagittal sinus
Dura mater - dural partitions Subdivide cranial cavity & limit movement of brain  Falx cerebriFalx cerebri  In longitudinal fissure;In longitudinal fissure; attaches to crista galli ofattaches to crista galli of ethmoid boneethmoid bone  Falx cerebelliFalx cerebelli  Runs vertically alongRuns vertically along vermis of cerebellumvermis of cerebellum  Tentorium cerebelliTentorium cerebelli  Sheet in transverseSheet in transverse fissure betweenfissure between cerebrum & cerebellumcerebrum & cerebellum
 Arachnoid materArachnoid mater  Between dura and arachnoid:Between dura and arachnoid: subdural spacesubdural space  Dura and arachnoid cover brain looselyDura and arachnoid cover brain loosely  Deep to arachnoid isDeep to arachnoid is subarachnoid spacesubarachnoid space  Filled with CSFFilled with CSF  Lots of vessels run through (susceptible to tearing)Lots of vessels run through (susceptible to tearing)  Superiorly, forms arachnoid villi: CSF valvesSuperiorly, forms arachnoid villi: CSF valves  Allow draining into dural blood sinusesAllow draining into dural blood sinuses  Pia materPia mater  Delicate, clings to brain following convolutionsDelicate, clings to brain following convolutions
Cerebrospinal Fluid CSF  Made in choroid plexuses (roofs of ventricles)Made in choroid plexuses (roofs of ventricles) Filtration of plasma from capillaries throughFiltration of plasma from capillaries through ependymal cells (electrolytes, glucose)ependymal cells (electrolytes, glucose)  500 ml/d; total volume 100-160 ml (1/2 c)500 ml/d; total volume 100-160 ml (1/2 c)  Cushions and nourishes brainCushions and nourishes brain  Assayed in diagnosing meningitis, bleeds, MSAssayed in diagnosing meningitis, bleeds, MS  Hydrocephalus: excessive accumulationHydrocephalus: excessive accumulation
CSF circulation: through ventricles, median and lateral apertures, subarachnoid space, arachnoid villi, and into the blood of the superior sagittal sinus CSF: -Made in choroid plexus -Drained through arachnoid villus
HydrocephalusHydrocephalus
Blood-Brain Barrier  Tight junctions between endothelial cells ofTight junctions between endothelial cells of brain capillaries, instead of the usualbrain capillaries, instead of the usual permeabilitypermeability  Highly selective transport mechanismsHighly selective transport mechanisms  Allows nutrients, O2, CO2Allows nutrients, O2, CO2  NotNot a barrier against uncharged and lipida barrier against uncharged and lipid soluble molecules; allows alcohol, nicotine,soluble molecules; allows alcohol, nicotine, and some drugs including anestheticsand some drugs including anesthetics
Blood-brain barrier endothelial cells (tight junctions in-between), pericytes, and astrocytes (end-foot processes)
Anatomical classification  Cerebral hemispheresCerebral hemispheres  DiencephalonDiencephalon  ThalamusThalamus  HypothalamusHypothalamus  Brain stemBrain stem  MidbrainMidbrain  PonsPons  MedullaMedulla  CerebellumCerebellum  Spinal cordSpinal cord
Parts of Brain CerebrumCerebrum DiencephalonDiencephalon BrainstemBrainstem CerebellumCerebellum
Usual pattern of gray/white in CNS  White exterior to grayWhite exterior to gray  Gray surrounds hollowGray surrounds hollow central cavitycentral cavity  Two regions withTwo regions with additional gray calledadditional gray called “cortex”“cortex”  Cerebrum: “cerebral cortex”Cerebrum: “cerebral cortex”  Cerebellum: “cerebellar cortex”Cerebellum: “cerebellar cortex” _________________ ____________________________ _____________________________
Gray and White Matter  Like spinal cord butLike spinal cord but with another layer ofwith another layer of gray outside the whitegray outside the white  CalledCalled cortexcortex  Cerebrum andCerebrum and cerebellum havecerebellum have  Inner gray: “Inner gray: “brainbrain nucleinuclei” (not cell nuclei)” (not cell nuclei)  Clusters of cell bodiesClusters of cell bodies Remember, in PNSRemember, in PNS clusters of cell bodiesclusters of cell bodies were called “ganglia”were called “ganglia” More words: brains stem is caudal (toward tail) to the more rostral (noseward) cerebrum
Ventricles  Central cavities expandedCentral cavities expanded  Filled withFilled with CSFCSF (cerebrospinal fluid)(cerebrospinal fluid)  Lined by ependymal cells (these cells liningLined by ependymal cells (these cells lining the choroid plexus make the CSF: see laterthe choroid plexus make the CSF: see later slides)slides)  Continuous with each other and centralContinuous with each other and central canal of spinal cordcanal of spinal cord
 Lateral ventriclesLateral ventricles Paired, horseshoe shapePaired, horseshoe shape In cerebral hemispheresIn cerebral hemispheres Anterior are close, separated only by thinAnterior are close, separated only by thin Septum pellucidumSeptum pellucidum
 Third ventricleThird ventricle In diencephalonIn diencephalon ConnectionsConnections Interventricular foramenInterventricular foramen Cerebral aqueductCerebral aqueduct
 Fourth ventricleFourth ventricle In the brainstemIn the brainstem Dorsal to pons and top of medullaDorsal to pons and top of medulla Holes connect it with subarachnoid spaceHoles connect it with subarachnoid space
Subarachnoid space  Aqua blue in this picAqua blue in this pic  Under thickUnder thick coverings of braincoverings of brain  Filled with CSF alsoFilled with CSF also  Red: choroid plexusRed: choroid plexus (more later)(more later) ________
Surface anatomy  GyriGyri (plural of(plural of gyrusgyrus)) Elevated ridgesElevated ridges Entire surfaceEntire surface  Grooves separate gyriGrooves separate gyri AA sulcussulcus is a shallowis a shallow groove (plural,groove (plural, sulcisulci)) Deeper grooves areDeeper grooves are fissuresfissures
 GyriGyri (plural of(plural of gyrusgyrus)) Elevated ridgesElevated ridges Entire surfaceEntire surface  Grooves separate gyriGrooves separate gyri AA sulcussulcus is a shallow groove (plural,is a shallow groove (plural, sulcisulci)) Deeper grooves areDeeper grooves are fissuresfissures
simplified…simplified… Back of brain: perceptionBack of brain: perception Top of brain: movementTop of brain: movement Front of brain: thinkingFront of brain: thinking
Cerebral hemispheres: note lobes  Divided byDivided by longitudinal fissurelongitudinal fissure into right & leftinto right & left sidessides  Central sulcusCentral sulcus divides frontal from parietaldivides frontal from parietal lobeslobes
 Lateral sulcusLateral sulcus separates temporal lobe fromseparates temporal lobe from parietal lobeparietal lobe  Parieto-occipital sulcusParieto-occipital sulcus divides occipital anddivides occipital and parietal lobes (not seen from outside)parietal lobes (not seen from outside)  Transverse cerebral fissureTransverse cerebral fissure separates cerebralseparates cerebral hemispheres from cerebellumhemispheres from cerebellum
coronal section  Note: longitudinal fissure, lateral sulcus, insulaNote: longitudinal fissure, lateral sulcus, insula  Note: cerebral cortex (external sheet of gray),Note: cerebral cortex (external sheet of gray), cerebral white, deep gray (basal ganglia)cerebral white, deep gray (basal ganglia)
Cerebral hemispheres  Lobes: under bones of same nameLobes: under bones of same name FrontalFrontal ParietalParietal TemporalTemporal OccipitalOccipital Plus: Insula (buried deep in lateral sulcus)Plus: Insula (buried deep in lateral sulcus)
Cerebral cortex  Executive functioning capabilityExecutive functioning capability  Gray matter: of neuron cell bodies, dendrites, shortGray matter: of neuron cell bodies, dendrites, short unmyelinated axonsunmyelinated axons  100 billion neurons with average of 10,000 contacts each100 billion neurons with average of 10,000 contacts each  No fiber tracts (would be white)No fiber tracts (would be white)  2-4 mm thick (about 1/8 inch)2-4 mm thick (about 1/8 inch)  Brodmann areas (historical: 52 structurally differentBrodmann areas (historical: 52 structurally different areas given #s)areas given #s)  Neuroimaging: functional organizationNeuroimaging: functional organization (example later)(example later)
 Prenatal life: genes are responsible for creating thePrenatal life: genes are responsible for creating the architecture of the brainarchitecture of the brain  Cortex is the last to develop and very immature at birthCortex is the last to develop and very immature at birth  Birth: excess of neurons but not inter-connectedBirth: excess of neurons but not inter-connected  11stst month of life: a million synapses/sec are made; this is geneticmonth of life: a million synapses/sec are made; this is genetic  11stst 3 years of life: synaptic overgrowth (connections)3 years of life: synaptic overgrowth (connections)  After this the density remains constant though some grow, some dieAfter this the density remains constant though some grow, some die  Preadolescence: another increase in synaptic formationPreadolescence: another increase in synaptic formation  Adolescence until 25: brain becomes a reconstruction siteAdolescence until 25: brain becomes a reconstruction site  Connections important for self-regulation (in prefrontal cortex) areConnections important for self-regulation (in prefrontal cortex) are being remodeled: important for a sense of wholenessbeing remodeled: important for a sense of wholeness  Causes personal turbulenceCauses personal turbulence  Susceptible to stress and toxins (like alcohol and drugs) during theseSusceptible to stress and toxins (like alcohol and drugs) during these years; affects the rest of one’s lifeyears; affects the rest of one’s life  The mind changes the brain (throughout life)The mind changes the brain (throughout life)  Where brain activation occurs, synapses happenWhere brain activation occurs, synapses happen  When pay attention & focus mind, neural firing occurs and brainWhen pay attention & focus mind, neural firing occurs and brain structure changes (synapses are formed)structure changes (synapses are formed)  Human connections impact neural connections (ongoing experiencesHuman connections impact neural connections (ongoing experiences and learning include the interpersonal ones)and learning include the interpersonal ones) adapted from Dr. Daniel Siegel, UCLA
Cerebral cortex  All the neurons areAll the neurons are interneuronsinterneurons By definition confined to the CNSBy definition confined to the CNS They have to synapse somewhere before theThey have to synapse somewhere before the info passes to the peripheral nervesinfo passes to the peripheral nerves  Three kinds of functional areasThree kinds of functional areas MotorMotor areas: movementareas: movement SensorySensory areas: perceptionareas: perception AssociationAssociation areas: integrate diverseareas: integrate diverse information to enable purposeful actioninformation to enable purposeful action
Controlling our behaviour inControlling our behaviour in response to the social or environmentalresponse to the social or environmental situation that we are in –situation that we are in – Considerable skillConsiderable skill
Fontal lobeFontal lobe  Controls our behaviour with respect toControls our behaviour with respect to timetime and space.and space. (only with all the relevant sensory and(only with all the relevant sensory and mnemonic i.e., memory information).mnemonic i.e., memory information).
Subdivisions of the frontal lobe  In the human brain, the frontal lobesIn the human brain, the frontal lobes includes all the tissue anterior to the centralincludes all the tissue anterior to the central sulcus.sulcus.  It constitutes 20% of the neo-cortex andIt constitutes 20% of the neo-cortex and made up of several distinct regions aremade up of several distinct regions are groupedgrouped
 The motor cortex: Area 4The motor cortex: Area 4  Pre motor cortex:Pre motor cortex: Lateral Area 6: pre motor cortexLateral Area 6: pre motor cortex Medial Area 6: Supplementary motor cortex.Medial Area 6: Supplementary motor cortex. Area 8: frontal eye field.Area 8: frontal eye field. Area 8A: Supplementary eye field.Area 8A: Supplementary eye field.
 In humans, the lateral pre motor areaIn humans, the lateral pre motor area expanded as Broca’s area. (Area 44)expanded as Broca’s area. (Area 44) developed.developed.
 The frontal cortexThe frontal cortex are multimodal. Cellsare multimodal. Cells responsive toresponsive to combinations ofcombinations of visual, auditory, andvisual, auditory, and somatic stimuli aresomatic stimuli are found in the lateralfound in the lateral pre motor cortexpre motor cortex Area 6 and Area 46.Area 6 and Area 46.
Connections of the frontal lobe.  The motor and pre motor area are part of aThe motor and pre motor area are part of a functional system to control movementsfunctional system to control movements directly.directly.  The motor cortex projects to the spinalThe motor cortex projects to the spinal motor neurons to control limb, hand, andmotor neurons to control limb, hand, and foot, and digit movements and to thefoot, and digit movements and to the appropriate cranial-nerve motor neuron toappropriate cranial-nerve motor neuron to control facial movements. It connects withcontrol facial movements. It connects with basal ganglia, and the red nucleus.basal ganglia, and the red nucleus.
 The pre motor cortex influences movementsThe pre motor cortex influences movements directly through cortico spinal projectionsdirectly through cortico spinal projections or indirectly through projections to theor indirectly through projections to the motor cortex. It receives projections frommotor cortex. It receives projections from the posterior parietal areas.the posterior parietal areas.  The pre motor regions are connected toThe pre motor regions are connected to areas concerned with the execution of limbareas concerned with the execution of limb and eye movements.and eye movements.
Functions
 The temporal organization of behavior andThe temporal organization of behavior and the sequential organization is the generalthe sequential organization is the general function of the frontal lobe.function of the frontal lobe.  The frontal lobe contains control systemsThe frontal lobe contains control systems that implement different behavioralthat implement different behavioral strategies in response to both internal andstrategies in response to both internal and external cues.external cues.  These temporal systems are called asThese temporal systems are called as ‘executive functions’ in recent days.‘executive functions’ in recent days.
 Motor cortexMotor cortex: Provides a mechanism for: Provides a mechanism for executing individual movementsexecuting individual movements  Pre motor cortexPre motor cortex..  Selects the movements to be executed.Selects the movements to be executed.  The movements can be the response toThe movements can be the response to either internal or external environmentaleither internal or external environmental cues or stimuli.cues or stimuli.
 Richard Passingham (1993) suggested thatRichard Passingham (1993) suggested that the pre motor regions functions primarily tothe pre motor regions functions primarily to choose behavior in response to externalchoose behavior in response to external cuescues  Supplementary motor cortex:Supplementary motor cortex: contributioncontribution to selection of behavior for internal stimulito selection of behavior for internal stimuli or when there is no any external cues.or when there is no any external cues.
 The limb and eye movements for a stimulusThe limb and eye movements for a stimulus directed (Area 8) or for internal cues aredirected (Area 8) or for internal cues are made (Area 8A).made (Area 8A).  Per Roland (1980): Supplementary motorPer Roland (1980): Supplementary motor region plays a special role in the selectionregion plays a special role in the selection and direction of motor sequences. (Moreand direction of motor sequences. (More activation for 16 sequential movement of aactivation for 16 sequential movement of a finger than repetitive movements of thefinger than repetitive movements of the finger).finger).
 The production of the movement sequenceThe production of the movement sequence was self –paced, or internally driven.was self –paced, or internally driven. (Counting , days in week, months in(Counting , days in week, months in calendar etc, or slokas).calendar etc, or slokas).
 The pre motor cortex is activated whenThe pre motor cortex is activated when movement sequences are paced externallymovement sequences are paced externally by a cue. (Speaking to the rhythm of aby a cue. (Speaking to the rhythm of a pulse).pulse).  Not only are motor acts paced by cues, butNot only are motor acts paced by cues, but they also can become associated with cues.they also can become associated with cues.  When the subjects are trained for arbitraryWhen the subjects are trained for arbitrary associations there is increase in functionalassociations there is increase in functional activity in the pre motor cortex. (Learningactivity in the pre motor cortex. (Learning of traffic signals).of traffic signals).
Functions of the Pre frontal cortex
Controls cognitive processes so thatControls cognitive processes so that appropriate movements are selected at theappropriate movements are selected at the correct time and place.correct time and place.
It can be due to internal cues or externalIt can be due to internal cues or external cues or may be made in response to context orcues or may be made in response to context or self-knowledge.self-knowledge.
 Internal cues:Internal cues: Temporal memory, a neural record of recent eventsTemporal memory, a neural record of recent events and their order related to things or to movementsand their order related to things or to movements and thus derive their information from the object-and thus derive their information from the object- recognition or motor streams of sensory processing.recognition or motor streams of sensory processing.
 The dorsolateral areas are especially engaged in theThe dorsolateral areas are especially engaged in the selection of behavior based on the temporal memory.selection of behavior based on the temporal memory.
 External cues:External cues: People whose memory is defective becomePeople whose memory is defective become dependent on environmental cues to determinedependent on environmental cues to determine their behavior.their behavior. Frontal lobe injury leads to inability to inhibitFrontal lobe injury leads to inability to inhibit behavior directed to external stimuli.behavior directed to external stimuli.
Learning by association is controlled byLearning by association is controlled by orbitofrontal cortex.orbitofrontal cortex.
 Contextual cues:Contextual cues: The choice of behaviors in context requires detailedThe choice of behaviors in context requires detailed information which is conveyed to the inferior frontalinformation which is conveyed to the inferior frontal cortex from the temporal lobe.cortex from the temporal lobe.
 Context also means effective context and isContext also means effective context and is contributed by amygdala.contributed by amygdala.  Persons with orbitofrontal lesions, whichPersons with orbitofrontal lesions, which are common in TBI, closed head injury haveare common in TBI, closed head injury have difficulty with context, especially in socialdifficulty with context, especially in social situations.situations.
 Autonoetic awarenessAutonoetic awareness  Lifetime experiences and goals can alsoLifetime experiences and goals can also influence our behavior.influence our behavior.
 Tulving (2002) called this autobiographicTulving (2002) called this autobiographic knowledge as autonoetic awareness. i.e.,knowledge as autonoetic awareness. i.e., self-knowledge.self-knowledge.  This allows one to bind together theThis allows one to bind together the awareness of oneself as a continuous entityawareness of oneself as a continuous entity through time.through time. Impairment results in a deficit in the selfImpairment results in a deficit in the self regulation of behavior.regulation of behavior.
Our behavior is influenced by ourOur behavior is influenced by our personal past experiences and life goals for thepersonal past experiences and life goals for the future.future. Such that we interpret the whole world in ourSuch that we interpret the whole world in our daily life with in our owndaily life with in our own frame of referenceframe of reference..
Patients with ventral frontal injury often loosePatients with ventral frontal injury often loose this self-knowledge and have difficulty in dailythis self-knowledge and have difficulty in daily living.living.
Asymmetry of frontal lobe function
 The asymmetry of functions is relative ratherThe asymmetry of functions is relative rather than absolute.than absolute.  Right frontal lobe:Right frontal lobe:  role in non verbal movements such asrole in non verbal movements such as facial expressions.facial expressions.  More engagement in retrieval ofMore engagement in retrieval of information.information.
 Left frontal lobe:Left frontal lobe:  role in language, Speech.role in language, Speech.  Encoding information into memoryEncoding information into memory Laterality of function disturbed by frontal –Laterality of function disturbed by frontal – lobe lesions are less striking than thelobe lesions are less striking than the posterior lobes.posterior lobes.
Heterogeneity of frontal lobe functions  Any individual patient is unlikely to show allAny individual patient is unlikely to show all the symptoms and the severity of thethe symptoms and the severity of the symptoms may vary with lesion location.symptoms may vary with lesion location.  However , in recent homogeneity ofHowever , in recent homogeneity of functions are favored i.e., at least in thefunctions are favored i.e., at least in the orbitofrontal cortex there is evidence oforbitofrontal cortex there is evidence of discrete localization of functions.discrete localization of functions.
Symptoms of frontal lobe lesions
Disturbance of motor function  Damage to Primary motor cortexDamage to Primary motor cortex::  Chronic loss of the ability to make fine,Chronic loss of the ability to make fine, independent finger movements ,independent finger movements , presumably owing to a loss of directpresumably owing to a loss of direct corticospinal projections onto motorcorticospinal projections onto motor neurons.neurons. Loss of speed and strength in both hand andLoss of speed and strength in both hand and limb movements in the contralateral limbs.limb movements in the contralateral limbs. Loss of strength : Area4, lesions restricted toLoss of strength : Area4, lesions restricted to prefrontal cortex.prefrontal cortex.
 Movement programming.Movement programming. Removal of supplementary motor cortex-Removal of supplementary motor cortex- Transient disruption of all voluntaryTransient disruption of all voluntary movements.movements. Disrupts copying of the facial movements.Disrupts copying of the facial movements.