BRAIN & LANGUAGE

Marzieh Hadei Koik Shuh Jie Heng Wen Zhuo Goh Sue Yin

Anatomy of the brain

Marzieh Hadei

Neurolinguistics
The study of the relationship between language and the brain .

Mr. Gage & his brain damage .

Cerebral cortex
Top layer of the brain Contains wrinkles called Fissures. The Fissures increase surface area of the brain. Its huge . This feature makes humans different from animals .

Area of the cerebral lobes

Our brain is divided in to two hemispheres. Right & Left

4 lobes in each hemisphere.

Right hemisphere controls the left side of the body and vice versa . Any areas not dealing with our senses or muscles movements are called association area. The main connection between the two hemispheres is a bundle of nerves fibers known as Corpus callosum . Its primary function is to allow the two hemispheres to communicate with one another.

Corpus callosum

Split - brain
The corpus callosum make sure that there is a connection from the right side of the brain to the left side of the brain. A procedure in which the two hemispheres of the brain are isolated by cutting the connecting fibers ( corpus callosum ) .

Frontal lobe ( forehead )

Controls functions like : Judgment Planning Emotion Abstract thought Producing speech sound ( Brocas area ) Movement ( motor cortex )

Motor cortex
The strip of brain issue at the rear of frontal lobes Responsible for the voluntary movement Different parts of cortex control different part of body The motor cortex in the left hemisphere control the right part of body and vise versa.

Parietal lobe ( top to rear head )

Control functions like: Body position Spatial reasoning like Touch Pressure Pain Somatosensory cortex

Occipital lobe ( back head )

Control functions like : All aspects of vision Right half of each retina goes to left occipital lobe and vise versa .

Temporal lobe ( side of head )

Controls functions like: Hearing Storing long term memory Speech and language Understanding ( Wernicke's area )

language areas in the brain

There are areas of the brain that appear dedicated to processing language. The original reason that we knew this is because people who had damage in these particular areas of the brain had very specific problems with their understanding or use of language. Brocas area Wernickes area

Brocas area
Brocas area : in the left frontal lobe that directs muscle movements involved in speech . Language production area actually deals with taking words ,forming structured sentences. Basically, this area is your grammar center that puts the words together in a coherent fashion.

Brocas Area
Or Anterior speech cortex Marc Dax, during the rst years of the 19th century, concluded that the loss of language was more frequently associated with damages to the left half of the brain. After the 19th century physician Pual Broca , a French Surgeon , reported that damage to this specific part of the brain was related to extreme difficulty in producing speech.

Brocas Area
He believed out of 100 people with permanent language disorder caused by brain lesions approximately 97 will have damage on the left side.

Brocas famous case, a patient named Leborgne,

Wernickes area
Or Posterior speech cortex Carl Wernicke was a German doctor , in the 1870s, reported that damage to this part of the brain was found among patients who had speech comprehension difficulties.

Wernickes area
in left Temporal lobe that is involved in language comprehension and expression . General rule - associated with language understanding that is, the meaning of words in a sentence rather than the sentence structure.

Example: sometimes people with damage to this area ramble meaninglessly, but can sometimes speak their words fluently.

Lateralization and Localization of Function

Koik Shuh Jie

 Lateralization: The specialization of function between the left and right hemispheres of the brain. Lenneberg (1967) and others suggested that lateralization is a slow process that begins around the age of 2 and is completed around puberty. It has been found that children up to the age of puberty who suffer injury to the left hemisphere are able to relocalize linguistic functions to the right hemisphere, to relearn their first language with relatively little impairment. CPH.

 While language production is left-lateralized in up to 90% of righthanded subjects, it is more bilateral, or even right lateralized in approximately 50% of left-handers. Thus, left handed people tend to be less lateralized than right-handed people. In terms of muscle movement and sensation, each hemisphere is responsible for half the body, the opposite half. The left hemisphere controls the right side of the body and vice versa. Stroke?

 Left hemisphere : analytic tasks such as arithmetic Right hemisphere : recognition of familiar faces and melodies Language; Left hemisphere : grammar, vocabulary and literal meaning Right hemisphere : intonation and accentuation

 Perhaps to differing degrees, complex mental activities involve the coordinated functioning of both hemispheres in the normal human brain. Example: The representation of language in the brain. Not every aspects of language is represented in the left hemisphere. Adults who have had their left cerebral hemispheres surgically removed lose most, but not all, of their linguistic competence. They typically lose their ability to speak and process complex syntactic patterns but retain some language comprehension ability. Right hemisphere?

 Patients who suffer damage to the right cerebral hemisphere exhibit difficulty in understanding jokes and metaphors in everyday conversation. He was wearing a loud tie. Frequently misunderstand people: loudness and intonation as cues. Thus, the right hemisphere has a distinct role to play in normal language use. Although the left and right hemispheres have different abilities and different responsibilities, complex skills such as language do not always fall neatly into one hemisphere or the other.

Putting One Half of the Brain to Sleep: The Wada Test

Juhn Wada (1949) developed a test for language dominance that involved injection of the drug sodium amytol. The injection generally produces immediate contralateral hemiplegia (paralysis of one side). The forearm and leg of the side opposite to the injection fall.

Example: Counting is momentarily interrupted, but with nondominant deactivation, it resumes within 5 to 20 seconds. Yet if the dominant hemisphere is involved, dysphasic responses may persist for as long as 1-3 minutes.

 Right/ left-handed/ ambidextrous left/ right/ tri lateralization for language? Early brain damage?

Shifting of lateralization: Brocas view that the right hemisphere can assume any language functions if damage occurs early enough. Rasmussen and Milner (1977) found that damage after five years of age rarely results in shift of laterality. CPH

Splitting Apart the Hemispheres: Commissurotomy

Introduced in 1940 by Van Wagenen as a treatment to prevent the spread of electrical discharges associated with epilepsy from one hemisphere to another.
The aim of this surgery was to disconnect the two cerebral hemispheres. After examining the first series of patients, no major effects involving language was found (Akelaitis, 1964).

 All information presented to the right visual field is projected to the left (generally language dominant) hemisphere and vice versa.

Myers (1955) sectioned both the corpus callosum and the optic chiasm in a group of laboratory animals. Corpus callosums function not only to hold both hemispheres together. Experiment example: Monkeys. Learning in one hemisphere totally fails to transfer to the other hemisphere.

 In vast majority, only the dominant hemisphere can produce verbal output, but the nondominant hemisphere is not without language abilities. Right hemisphere does have some language understanding, but it is mute.

Experiment example: Key.

 The left and right hemispheres operate together as a team. Through the corpus callosum, messages are sent back and forth so that both hemispheres are involved in much of the neurological activity of the human brain. Most problem solving involves the capacities of both hemispheres, and often the best solutions to problems are those in which each hemisphere has participated optimally (Danesi, 1988).

Taking Out Half the Brain: Hemispherectomy

In 1927, Walter Dandy introduced a procedure involving the total removal of an entire hemisphere for the treatment of intractable epilepsy. In all cases of dominant hemispherectomy in adults, verbal and written output, while not totally obliterated, was severely affected. Comprehension appeared much less involved. Removal of the dominant hemisphere, no matter how early, does exact a toll; because the right hemisphere is incapable of acquiring all aspects of language even when the left hemisphere is removed at an early age.

Listening With Both Ears: The Dichotic Listening Technique

Evidence from normal individuals.

The basic paradigm for this approach was created by Donald Broadbent (1954). Presented subjects with a sequence of three digits to one ear, while simultaneously presenting another sequence to the opposite ear. In administering this test, Kimura (1961) discovered that digits presented to the ear contralateral to the dominant hemisphere were reported more accurately. Kimura attributed this effect to cerebral dominance, coupled with the greater strength of the contralateral pathways over ipsilateral (on the same side) ones. When stimuli were presented monaurally, the right ear advantage was not observed.

 The left hemisphere more quickly and accurately processes words (aural & written), identify letters and has an advantage when processing nonsense syllables and backward speech. The right hemisphere appears to do better when asked to process musical stimuli, human nonspeech stimuli (cough) and has an advantage during visual-spatial processing tasks.

 Most of the input to your right ear goes to the left hemisphere of your brain. In general, the right ear shows an advantage for words, numbers, and Morse code, whereas the left ear shows advantage for the perception of intonation, melodies and environmental sounds.

Intrahemispheric Localization of Function

It is clear that linguistic processing is not entirely confined to the dominant hemisphere. Both hemispheres are active during linguistic processing. Thus, laterality appears to be continuous rather than dichotomous (entirely different).
Measuring Electrical Activity in the Brain
electrodes, radioactive isotopes

Measuring Blood Flow in the Brain

Measuring Blood Flow in the Brain

Neuroimaging methods: functional magnetic resonance imaging (fMRI) and magnetoencephalography (MEG) show involvement of both hemispheres in many aspects of language processing. The "dominance" of one hemisphere just refers to more brain activation relative to the other hemisphere (or better performance by that hemisphere on psycholinguistic tasks: dichotic listening); it is not the case that language is "localized" in any one hemisphere. Modern brain-imaging techniques such as fMRI and MEG have greatly increased our knowledge of where language processing takes place in the brain.

 These observations support the view that the left hemisphere is primarily responsible for language and that there are specific language areas within the left hemisphere.

Aphasia
Heng Wen Zhuo

What is Aphasia?
OED: from Greek, from aphatos 'speechless', from a- 'not' + phanai 'speak Some semantic purist dislike the term aphasia, pointing our that some aphasic patients actually produce more speech than normal people do. (Freemon, F.R, 1981)

Classical model of Aphasia

from Wernickes work

Aphasia are the consequence of lesions of the language centres and/or connections, input and output pathways. Aphasias are not disorders of intelligence

They occur in symptom groupings; essential syndromes are identified (motor, sensory, conduction aphasia)

Classical model of Aphasia

from Wernickes work

The syndromes depend on the localisation of the lesion Aphasias are the disorders of the normal flow of speech/ language processing
(Tesak & Code, 2008, p83)

What is Aphasia?
Acquired disorder of symbolic communication (Freemon, F.R, 1981) Difficulty in producing and understanding speech, reading , and writing What about those who are deaf ? Americal Sign Language
(Goodglass and Kaplan , 1963)

Specific disorder of higher cerebral function Not applicable to everyone who does not speak
(Freemon, F.R, 1981)

What is Aphasia?
A disorder of linguistic processing. Not a disorder of perception Not a disorder of movement Not a result of disordered thought processes.
(Mesulam, 2000)

What is Aphasia?
Aphasia not only disrupts communication but any ability whose final performance depends on the use of internal speech. - Decision making - Creativity - Ability to perform calculations often compromised because of a primary language defect
(-Marsel Mesulam, 2000)

What is affected in Aphasia?

Listening/ Speaking/ Reading/ Writing Sign Languages Gesture Internal Speech ( Decision making, creativity and the ability to perform calculations) (Mesulam, 2000)

Anxiety

(if aware of their own condition)

What causes Aphasia?

Aphasia is the result of damage to the parts of brain related to Language. Stroke (30 % suffer from aphasia) Severe Head injury Cerebral Tumor Degenerative Dementia Health conditions that causes aphasia progressively : Alzheimers disease Hydrocephalus - Anomia (most frequent aphasia)

Why study Aphasia?

Aphasia caused by circumscribed brain dysfunction, a valuable diagnostic tool in the localization of lesions and as a natural window on the functions of the human neurophysiology Promised to tell us about how the brain works and the role it plays in language function (Tesak & Code, 2008)

Types of Aphasia
Fluent Aphasia VS Non-Fluent Aphasia mid of the 20th century, Goodglass and colleagues a major division between two types of aphasia : phrase length.

Fluent Aphasia
Fluent - the defining characteristic normal rate without the effort and hesitation association with non-fluent aphasia 4 types of Fluent Aphasia : Wernickes aphasia Transcortical sensory aphasia Conduction aphasia Anomia.

Non- Fluent Aphasia

Speech: laborious & Halting

Types of Non-Fluent Aphasia Brocas Aphasia Transcortical motor aphasia Global Aphasia

Broca Aphasia Which area of the

brain ?

Becoming increasingly clear that the anterior language area is larger than previously supposed the area implicated in Brocas aphasia was now taken to encompass most of operculum, insula, and subjacent white matter, exceeding Brocas area (Mohr 1976, p202) cited in (Grodzinsky, 2000).

Broca Aphasia - Which area of the

Many researchers now consider that syntactic processing takes place in Brocas area and neighbouring regions ( operculum, insula, and subjacent white matter in which connections with other brain regions occur) (Grodzinsky &
Amunts, 2006, p10) Basso, Lecours, Moraschini and Vanier (1985) and de Bleser (1988)

brain ?

Demonstrated that there is, at best, a weak association between site of lesion and syndrome.

Characteristics of Brocas Aphasics

Speech: Laborious & Slow Lack melodic modulation Selection of words is often correct, especially for nouns, and less so for verbs and conjunctions. Physical weakness : right arm & right side of the face.

Characteristics of Brocas Aphasics

Agrammatism inability to organize words into grammatical sentences and improper use or lack of use of grammatical morphemes and omit inflectional affixes Arnold Pick noted that word order is often retained correctly in agrammatic speakers, an indication that the sentence schema may be intact (Tesak & Code, 2008)

Characteristics of Brocas Aphasics

Reason for Agrammatism: Economy of effort or Adaptation Example Doctor: Could you tell me what you have been doing in the hospital?

Patient: Yes, sure, Me go, er, uh, P.T (physical theraphy) non ocot, speechtwo times readr.. ripe. .rike..uh write practiceget ting..better
(Fromkin et al, 2007)

Characteristics of Brocas Aphasics

phonetic disintegration - distort the production of speech sounds (phonemes) and omit or add phonetic features that do not belong in the proper articulation of a given phoneme (eg: misproduction of /b/ for /p/) Difficulty discriminating closely related phonemes (such as /b/ for /p/)

Characteristics of Brocas Aphasics

In comprehension, Brocas aphasics can construct basic syntactic trees (phrase structure) like active sentences, Difficulty recognizing the meaning of reversible passive sentences such as the girl was kissed by the boy Patients seem to have no impairment in their lexicon in comprehension

Damage to Brocas area alone?

does NOT produce long-lasting severe aphasia; the surrounding areas and underlying white matter must be damaged as well. mild and transcient - Brocas area aphasia. Even more restricted damage - aphemia

Wernickes Area
no universally accepted boundary Usually defines as the region which causes Wernickes aphasia when damaged. One of the very few lesion sites that elicits two-way naming deficit May give impression of word representation storage, but unlikely
(Mesulam, 2000)

Wernickes Area
Wernickes area coordinates reciprocal interactions between the sensory representation of word forms & arbitrary (second-order or symbolic) associations that give them meaning)

NOT center for word selection.

(Mesulam, 2000)

Characteristics of Wernickes Aphasics

Speech : Fluent, produced at normal or faster than normal rate , BUT does not make sense. Melodic Adhere to rules of syntax Semantically incoherent Frequent errors in phoneme choice and word choice : Phonemic paraphasia & Semantic paraphasia

Characteristics of Wernickes Aphasics

Writing is formally very good Good spelling and handwriting. Their written production, however, like speaking, makes little sense. Reading comprehension is severely impaired. Auditory comprehension severely impaired Why?

Characteristics of Wernickes Aphasics

linguistic deficits observed in Wernickes aphasics tend to be more lexical- semantic than those found in Brocas Aphasia Rarely have any motor impairment.

Conduction Aphasia
Unable to repeat sentences verbatim Phonemic paraphasia Defective naming
Able to produce and comprehend simple sentences Right facial weakness

Conduction Aphasia
According to Geschwin (1965) , Lesion located in the arcuate fasciculus, the fibre tract that connects Brocas and Wernickes areas Arcuate fasciculus is part of the system required to assemble phonemes into morphemes, necessary for vocalization of word perceived auditorily or generated internally, in the minds ear

Global Aphasia
Almost complete loss of ability to comprehend language or formulate speech, Deliberate speech is reduced to a few words and sentences. May use the same word repeatedly in a vain attempt to communicate an idea.

Global Aphasia
Some non-deliberate automatic speech is preserved stock expletives, eg: Goddamn it- are used appropriately and with normal phonemic, phonetic and inflectional structures.
(Mesulam, 2000)

Global Aphasia
Other automatic speech routines , such as counting or reciting the days of the week, are often intact the ability to sing parts of previously learned melodies and their lyrics.
right facial weakness and right hemiplegia (paralysis of one side of body)
(Mesulam, 2000)

Global Aphasia
Presence or absence of hemiplegia is an important clue to the chance of recovery When hemiplegia is present, there is large degree of damage, patients severely aphasics from outset and show little or no improvement With transcient hemiplegia or no weakness, the patients tend to recover (Mesulam, 2000)

How about Right Hemisphere damage?

Impairs a language ability known as discourse - tell or appreciate stories, jokes or write letters
Marked changes in Prosody , an ability which refers to inflections, stresses, and melody of speech

Aphasia Management
No standard approach , each require customized program . Following damage, the brain and its impaired functions tend to show some degree of spontaneous recovery, assuming the cause of damage is removed. The fact that therapeutic intervention is beneficial is generally accepted.

Aphasia Management
Techniques Melodic intonation therapy Syntax training programmes Visual Action Therapy Sentence Level Auditory Comprehension Treatment programme Visual Communication Therapy

(Mesulam, 2000)

Aphasia Management
In aphasia caused by stroke and head injury, the maximal recovery seems to occur in the first 3 months following onset.

Factors affecting success of therapeutic intervention: Premorbid characteristics of patient Types and severity of language / non-language defect Emotional status Human support

When language goes wrong

Disorders of speaking, comprehension & reading

Acquired Dyslexia & Developmental Dyslexia

Goh Sue Yin
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Images of dyslexic people's brains revealed: Larger right-hemisphere reduced structural integrity of the white-matter tracts linking the auditory cortices and the left inferior frontal gyrus a brain area involved in language processing, including speech production. activity in these areas was less correlated in the brain weaker communication between auditory and speech centres
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 from dys - 'difficult' + Greek lexis 'speech' (apparently by confusion of Greek legein 'to speak' and Latin legere 'to read') A learning difficulty that is neurological in origin Affects the way people* read, write & spell* A processing problem A different way of thinking (visual) A most widely known Learning Disability (LD) NOTE! No physical manifestation Not a disease

What is DYSLEXIA?

- Not linked to intelligence - Not the result of poor instruction

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Type 1: Acquired dyslexia/Alexia What causes? Few cases: injuries, stroke or some other type of trauma Both Can Result? A disorder where reading skills are lost

Type 2: Developmental Dyslexia What causes? Common cases: Inherited, dyslexia often runs in families - Wide range of people, producing different symptoms and varying degrees of severity - 5 to 10% of the worlds population Result? A disorder where the reading skills are not gained/reading difficulties
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Be Dealt The Same Way

Types ACQUIRED DYSLEXIA

1. Phonological dyslexia: can read familiar words, lost ability to use spelling-tosound rules can only read familiar words Example: new word = blug (x)

2. Surface dyslexia: cannot recognise words as wholes can read regularly spelt words Example: regularly spelt word = bat /bt() irregularly spelt word = yacht /jt/(x)
understand the word produced, not what they see Example: worm = /warm/ = opposite of cold
(OGrady et al, 1996) 84

Reading New Word

How do you know how to pronounce them? A set of spelling-to-sound rules (LAD: language acquisition device) we hear it as a whole Example: New word: blog Familiar word: blue + log = /blg /
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Reading Non visual words

When people learn to read, their brains make connections between written symbols and components of spoken words.

But people with dyslexia seem to have difficulty identifying and manipulating the speech sounds to be linked to written symbols
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Dyslexia in other languages:

Chinese vs. English

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Chinese & English: A case study

2004, Tan L.H., University of Hong Kong

examined patterns of activity in the brain of English and Chinese speakers

the brain areas involved in dyslexia vary between languages English: reading involves translating letters into sounds and putting them together. Chinese: reading involves memorizing a huge number of characters The differences between the two languages suggests that dyslexia could be two separate disorders.
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Japanese vs. English : A case study

Wydell T. N. & Butterworth B. B. Cognition, 70. 273 - 305(1999).

one bilingual boy has reading problems in English, but none in Japanese Japanese is a halfway house between alphabetic languages and Chinese Readers often have to match shapes to syllables, a different task that is likely to involve a third, as yet unidentified brain region The boys left temporoparietal cortex was probably under active, whilst the unknown Japanese language-related area was fine
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Languages: A comparison

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Children with dyslexia have trouble learning to read, but the cause of their difficulties depends on what language they are attempting to learn: you could be fine in one language and struggling in the other," (Gabrieli, 2008) "Previous genetic studies suggest that malformations of the brain are associated with different genes (Tan L.H., 2004) neural basis of reading is complex and differs depending on the nature of the writing system, (Wydell T. N. & Butterworth B. B.,1999)
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A Testimonial
Cassandra is born dyslexic and suffered in school Confused over left and right shoes up to age of 12. Dyslexics cannot tell left from right. Couldnt distinguish a 2b pencil and went looking all over for a 2d Supportive teacher & parents Put many extra hours in her studies One-on-one attention & additional coaching Tried different studying techniques to find which worked best Scored 7As in her PMR Going to college Dreams to be a lawyer Cassandras remedy in triumphing despite dyslexia: DETERMINATION!
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Ways to overcome reading difficulties

1. Visual words a) Add a picture Example: - Blue cat - Lightning speed b) Use Sign Language Example: - Put this very beautiful flower in my house.
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Ways to overcome reading difficulties

2. Read fast! Example: - The blue teapot is next to the cups. - Use a 2B pencil for the exam.
* Reading by guessing through exposure. For adults.

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People with dyslexia can be BRILLIANT!!

Alexander Graham Bell - inventor of the telephone. Lewis Carroll - author of Alice's Adventures in Wonderland. Albert Einstein - physicist who developed the general theory of relativity. Leonardo da Vinci - painter, scientist and mathematician. Tom Cruise - actor. Steve Jobs - co-founder of Apple Inc. John Lennon - musician, one of The Beatles. Jamie Oliver - celebrity chef. Kanu Reeves - actor. Steven Spielberg - film director. Whoopi Goldberg - actress, film director. Cher- singer, musician. Muhammad Ali - boxer. Walt Disney - creator

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video
http://www.youtube.com/watch?v=TxA_rvSNpx8 http://www.youtube.com/watch?v=UyyjU8fzEYU Important part : 11.17 mins & 12.40 mins

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References
Griggs, Richard A. Psychology: A Concise Introduction. p. 69. Boeree, C.G. (2004). "Speech and the Brain". Retrieved February 17, 2012. Taylor, I. & Taylor, M. M. (1990). Psycholinguistics: Learning and using Language. Pearson.

Beaumont, J.G. (2008). Introduction to Neuropsychology, Second Edition. The Guilford Press.

Ross ED, Monnot M (January 2008). "Neurology of affective prosody and its functional-anatomic organization in right hemisphere". Brain Lang. 104 (1): 5174. George MS, Parekh PI, Rosinsky N, Ketter TA, Kimbrell TA, Heilman KM, Herscovitch P, Post RM (July 1996). "Understanding Emotional Prosody Activates Right Hemisphere Regions". Arch Neurol. 53 (7): 665670. Brown, H.D. (2007). Principles of Language Learning and Teaching. New York: Pearson.

Berko-Gleason, J. & Bernstein-Ratner, N. (1998). Psycholinguistics. Orlando: Harcourt Brace.

OGrady, W. & Dobrovolsky, M. (2011). Contemporary Linguistics. Toronto: Pearson. Fromkin, V., Rodman, R., & Hyams, N. (2011, 2007, 2003). An introduction to language (9th Ed.): Wadworth cengage Learning. O'Grady, W., & Archibald, J. (2012). Contemporary Linguistic Analysis (7th ed.). Toronto: Pearson Canada. Yule, G. (2006). The study of language (3rd ed.). New york: Cambridge University press.

Fadiga, L., Craighero, L., & DAusilioa, A. (2009). Brocas Area in Language, Action, and Music. THE NEUROSCIENCES AND MUSIC III DISORDERS AND PLASTICITY.

Reference
Siegel, L.S., Paediatr. Child Health. 11(9), 581587 (2006). Siok, W. T. et al. Proc. Natl Acad. Sci. USA 105, 5561-5566 (2008). Siok, W. T., Perfetti, C. A., Jin, Z. & Tan, L. H. Nature 431, 71-76 (2004). Wydell T. N. & Butterworth B. B. Cognition, 70. 273 - 305(1999). Mesulam, M.M (2000) Principles of Behavioral and Cognitive Neurology, second edition. Oxford University Press

http://www.ncld.org/types-learning-disabilities/dyslexia/what-is-dyslexia

Questions
1. Please explain about the strip of brain issue at the rear of frontal

lobe( name and functions ).

2. What was the main point of Mr. Gage story? 3. Is language lateralized only to a specific part of the brain? Please justify your answer. 4. Explain the Dichotic Listening Test with example

Questions
5. Based on the parts of the video clips shown from (Jills Stroke of insight), explain what was happening to her, by relating the phenomenon to what has been mentioned about Aphasia. 6. Perform a dialogue between a non-aphasic individual, and an aphasic individual (either Brocas aphasics or Wernickes aphasic).

Questions
7. In this fast moving technology era, do you think dyslexics find life easier or more challenging? Support your answer with 2 justifications. 8. If a child cannot tell his left shoe from his right shoe by the age of 7 or 8, he is most likely dyslexic.
a) What can be done to help him put on his shoes correctly? b) Why will your suggestions be successful?

The End

Thank You

Stress ??? @ .@