Rani Nur Aisyah

2223170118 / 6A
Psycholingustics
WORKSHEET 11
LANGUAGE DISORDER: APHASIAS

1.       Explain and contrast the following terms of communication disorder!

a.        Speech disorder
Speech disorders, also known as Broca’s aphasia, are Language disorders that are commonly
caused by tissue damage or destruction in the brain. It is characterized by meaningful but
shortened speech and also occurs in writing. In the condition, grammatical inflections are often
lacking, such as the third-person present tense ‘-s’ (‘Mary want candy’ for ‘Mary wants candy’),
and the auxiliary ‘be’ (‘Joe coming’ for ‘Joe is coming’), as are articles, prepositions, and other
so-called function words. Although the most noted feature of Broca’s aphasia is the fragmentary
nature of speech production, it has recently been discovered that speech comprehension is also
affected. there is a loss of syntactic knowledge in both speech production and understanding for
those with Broca’s aphasia. Interestingly, people with Broca’s aphasia can often sing very well,
even using words and structures they are unable to utter in conversation. This shows that Broca’s
aphasia is not simply a breakdown in the muscular control of speech movements, since those
with this disorder can pronounce words. The loss, therefore, must be due to something of a
deeper nature.

b.        Language disorder

Language disorders, known as aphasias, are presumed to have as their cause some form of
damage to some specific site in the hemisphere where language is located. Such damage causes
characteristic problems in speech, as well as in reading and writing. An extensive study using
radio-isotope scanning by Benson and Patten (1967) served to support the traditional distinction
that aphasias are generally classifiable into two groups, Broca’s aphasias and Wernicke’s
aphasias.

c.         Hearing disorder

A hearing disorder is the result of impaired auditory sensitivity of the physiological auditory
system. A hearing disorder may limit the development, comprehension, production, and/or
maintenance of speech and/or language. Hearing disorders are classified according to difficulties
in detection, recognition, discrimination, comprehension, and perception of auditory information.
Individuals with hearing impairment may be described as deaf or hard of hearing.
 
2.       Explain some speech disorder!
a.        Voice disorder
A voice disorder is characterized by the abnormal production and/or absences of vocal quality,
pitch, loudness, resonance, and/or duration, which is inappropriate for an individual's age and/or
gender. These include Vocal fold nodules, Vocal fold cysts, Vocal cord paresis, Reinke's edema,
Spasmodic dysphonia, Foreign accent syndrome, Bogart–Bacall syndrome, Laryngeal
papillomatosis, and Laryngitis.

b.        Articulation disorder

Articulation disorder is a speech disorder involving difficulties in articulating specific types of
sounds. Articulation disorders often involve substitution of one sound for another, slurring of
speech, or indistinct speech. Treatment is speech therapy.
c.         Fluency disorder
fluency disorder is a speech disorder that is characterized by sound prolongations, repetitions,
and/or blockage of sounds, syllables, words, or phrases which disrupt the natural flow of speech.
This may be accompanied by excessive tension, struggle behavior, and secondary mannerisms.
 
3.       Explain some language disorder!
a.        Central auditory processing disorder
Central auditory processing disorder (CAPD) is a deficits in the neural processing of
auditory information in the CANS not due to higher order language or cognition, as
demonstrated by poor performance in one or more of the skills listed above (ASHA,
2005). Although sometimes difficult, careful differential diagnosis is important to the
process of treatment planning. CAPD may lead to or be associated with difficulties in
higher order language, learning, and communication functions. CAPD may coexist
with other disorders (e.g., attention-deficit/hyperactivity disorder [ADHD], language
impairment, and learning disability). CAPD is not due to peripheral hearing loss,
which includes conductive hearing loss (i.e., outer or middle ear), sensorineural
hearing loss at the level of the cochlea or auditory nerve, including auditory
neuropathy and synaptopathy (i.e., hidden hearing loss).

b.        Aphasia

Aphasia is a language disorder that affects a person's ability to communicate. Aphasia is always
due to injury to the brain-most commonly from a stroke, particularly in older individuals. But
brain injuries resulting in aphasia may also arise from head trauma, from brain tumors, or from
infections. There are some types of aphasia such as Global, Broca’s, Wernicke’s, Primary
Progressive, Anomic, and Mixed Non-fluent aphasia. Aphasia affects a person's ability to
express and understand written and spoken language. Once the underlying cause is treated, the
main treatment for aphasia is speech therapy.
c.         Apraxia
Apraxia is an effect of neurological disease. It makes people unable to carry out everyday
movements and gestures. For example, a person with apraxia may be unable to tie their shoelaces
or button up a shirt. People with apraxia of speech find it challenging to talk and express
themselves through speech. Apraxia happens when certain regions of the cerebral hemispheres in
the brain do not work properly. This dysfunction may occur if a lesion in the brain forms across
the neural pathways that store memories of learned movements. A person with apraxia may be
unable to access this information.

d.        Dysarthria

Dysarthria is a condition in which the muscles you use for speech are weak or you have
difficulty controlling them. Dysarthria often is characterized by slurred or slow speech that can
be difficult to understand. Common causes of dysarthria include nervous system (neurological)
disorders such as stroke, brain injury, brain tumors, and conditions that cause facial paralysis or
tongue or throat muscle weakness. Certain medications also can cause dysarthria. Dysarthria
treatment is directed at treating the underlying cause of your condition when possible, which
may improve your speech. You may have speech therapy to help improve speech. For dysarthria
caused by prescription medications, changing or discontinuing the medications may help.
e.         Dyslexia
Dyslexia is a condition where people have trouble reading accurately and fluently – they may
also have trouble with reading comprehension, spelling and writing. Often one of the first things
noticed in a child with is their difficulty with literacy. There are many sorts of dyslexia, one
category of which is due to damage to the brain, after reading and writing have been acquired.
With children, however, dyslexias may be observed while they are in the process of acquiring
reading and writing skills. Problems of hemispheric dominance or defects in visual perception,
for example, may play some role in causing difficulties in reading and writing
 
4.       Identify two basic groups of Aphasia!
a.        Broca’s aphasia
It was in 1861 that Broca published the first in a series of studies on language and brain. This
was the beginning of the true scientific study of cases of aphasia, a term that covers a very broad
range of language disorders that are commonly caused by tissue damage or destruction in the
brain. War injuries, strokes, and car accidents are frequent causes of such injuries. Broca was one
of the first researchers to discover that damage to certain portions of the brain, but not to others,
results in speech disorders.
One particular condition, now called Broca’s aphasia, is characterized by meaningful but
shortened speech and also occurs in writing. In the condition, grammatical inflections are often
lacking, such as the third-person present tense ‘-s’ (‘Mary want candy’ for ‘Mary wants candy’),
and the auxiliary ‘be’ (‘Joe coming’ for ‘Joe is coming’), as are articles, prepositions, and other
so-called function words. In a way, the speech is similar to that of children at the telegraphic
stage of speech production.
Although the most noted feature of Broca’s aphasia is the fragmentary nature of speech
production, it has recently been discovered that speech comprehension is also affected. In one
experiment with a patient with Broca’s aphasia, when presented with the spoken sentence, ‘The
apple that the boy is eating is red’, the patient was able to understand the sentence,particularly
with regard to who was doing the eating (the boy). However, whenpresented with the sentence,
‘The girl that the boy is looking at is tall’, the samepatient could not figure out who was doing
the looking (the boy). In the previous sentence, the patient could guess the meaning simply from
knowing the vocabulary items ‘apple’, ‘boy’, and ‘eat’, and from knowing what usually happens
in the world (‘boys eat apples’ and not vice versa). But the patient could not guess the meaning
of the second sentence simply from the vocabulary, because boys look at girls and girls look at
boys. To understand such a sentence, one must be able to analyze its syntactic relations. This the
patient could not do.
Thus, there is a loss of syntactic knowledge in both speech production and understanding for
those with Broca’s aphasia. Interestingly, peoplewith Broca’s aphasia can often sing very well,
even using words and structures they are unable to utter in conversation. This shows that Broca’s
aphasia is not simply a breakdown in the muscular control of speech movements, since those
with this disorder can pronounce words. The loss, therefore, must be due to something of a
deeper nature.
 
b.        Wernicke’s aphasia
Nonsense double-talk
This condition is characterized by speech that often resembles what is called nonsense speech or
double-talk. It sounds right and is grammatical but it is meaningless. It can seem so normal that
the listener thinks that he or she has somehow misheard what was said, as is often the case in
ordinary conversation. A patient with Wernicke’s aphasia may say, ‘Before I was in the one
here, I was over in the other one. My sister had the department in the other one’, ‘My wires
don’t hire right’, or ‘I’m supposed to take everything from the top so that we do four flashes of
four volumes before we get down low’.

Word substitution
Patients with Wernicke’s aphasia commonly provide substitute words for the proper ones on the
basis of similar sounds, associations, or other features. The word ‘chair’, for example, elicited
the following in some patients: ‘shair’ (similar sound), ‘table’ (association), ‘throne’ (related
meaning), ‘wheelbase’ (?) and ‘You sit on it. It’s a . . .’ (word loss). As with Broca’s aphasia,
Wernicke’s aphasia can also cause a severe loss of speech understanding although the hearing of
non-verbal sounds and music may be unimpaired.