1 24 81 Discussion Expressive Vs Receptive Lang

I’VE ALREADY COMPLETED THE INITIAL POST, PLEASE JUST DO THE TWO STUDEN RESPONSES BELOW!

TOPIC:

Discuss the difference between expressive and receptive language systems, focusing on neuroanatomical substrates. What types of language impairments would be seen with damage to the different brain areas? How is acquired damage to those areas functionally different from developmental language delays? When responding to your peers, think about the ways humans rely on language, and address additional ways language disruption can affect daily functioning.

To complete this assignment, review the Discussion Rubric document.

PLEASE RESPOND TO THE FOLLOWING TWO STUDENTS REGARDING THE SAME TOPIC WITH A MINIMUM OF 150 EACH!

STUDENT ONE:

Language-related functions typically originate in the left side of the brain in most individuals, although the right side is also involved, such as in the production of prosody and helping to understand meaning of words. The left hemisphere involves language production and comprehension. Language comprehension requires both visual and auditory input. For instance, the auditory cortex and Wernicke’s area is where the sounds of the words are processed and stored; they’re then paired with perceptions and memories which give the words meaning (Carlson & Birkett, 2017, pp. 451-453). Broca’s area, on the other hand, is involved in speech and language production.

When there is damage to the expressive language system (Broca’s area) especially to the cortex that includes the surrounding areas of the frontal lobe and subcortical white matter, it can cause Broca’s aphasia. This includes deficits such as agrammatism, anomia, and articulation difficulties (Carlson & Birkett, 2017, pp. 455-457). Agrammatism is when speech only contains content words and lacks function words, anomia is when an individual is unable to recall the correct word to use and often use the wrong word, and articulation problems involve pronouncing words incorrectly. On the other hand, damage to the receptive language system (Wernicke’s area) results in Wernicke’s aphasia. It involves poor language comprehension and production of meaningless speech. Although there are no issues with prosody, grammar, or trouble with recall, the individual will have trouble comprehending the meaning of words and have an inability to express thoughts into meaningful speech. Their speech makes little sense and the individual is unaware of this (Carlson & Birkett, 2017, p. 458).

People with developmental language problems differ from those who have had brain damage to their language systems because developmental problems mean there is some defect in the central nervous system. This defect can originate due to genetic factors or because of some other environmental issue. Many studies have shown that people with developmental dyslexia have phonological problems, and they process written information differently. fMRI showed that people with dyslexia have a decreased activation in the left temporoparietal cortex and hyper-activation of the left inferior frontal cortex, specifically Broca’s area. It is theorized that that Broca’s area is attempting to decode the incomplete information that it received from other poorly functioning areas of the brain involved in reading—hence the hyper-activation (Carlson & Birkett, 2017, p. 476).

Stein (2018) describes developmental dyslexia as a heritable temporal processing defect, specifically involving visual and auditory temporal processing deficits. While Wajuihian and Naidoo (2012) mention factors that include a delay in the growth of corpus collosum, which can lead poor development of language functions, and delays in the lateralization of language functions to the left hemisphere which can also affect how language areas of the brain function. Wajuihian and Naidoo define developmental dyslexia as a defect in the left angular gyrus, one in which it fails to co-activate. The angular gyrus is where hearing, speech and vision meet and where written language is converted to its auditory form. This auditory information is then processed for comprehension in Wernicke’s area as if the word had been heard (Wajuihian & Naidoo, 2012). Any defect in this process would cause some of the symptoms of dyslexia, such as the ability to correctly write a word that is heard, but then when reading it, the individual reads it incorrectly.

References

Carlson, N. R., & Birkett, M. A. (2017). Physiology of behavior (12th ed.). London, England:

Pearson.

Stein J. (2018). What is developmental dyslexia? Brain sciences, 8(2), 26.

https://doi.org/10.3390/brainsci8020026

Wajuihian, S. O., & Naidoo, K. S. (2012). Dyslexia: An overview. Optometry & Vision

Development, 43(1), 24–33

STUDENT TWO:

Expressive language is how people get their message across when they talk, while receptive language is understanding the meaning of what others are saying (Language Disorder…, 2020). The expressive speech area is located in the frontal cortex in adults, Which is adjacent to both the pre-motor cortex and the prefrontal cortex, while the receptive speech area is thought to be at the border between the temporal and parietal cortex, close to the angular gyrus in adults (Stojanovik & Riddell, 2008, p. 306). Different types of Aphasia (Broca’s Aphasia, global aphasia, progressive aphasia, Wernicke’s Aphasia) can all depend on the location of the damage to the brain (Speech & Language, 2020). Damage to areas causing aphasia can be different from developmental language delays because children’s brains are not fully developed and can be enhanced with learning, while with damage to the brain cannot be reversed.

Language Disorders: What You Need to Know. (2020, April 17). Retrieved from https://www.understood.org/en/learning-thinking-differences/child-learning-disabilities/communication-disorders/what-are-language-disorders

Stojanovik V, & Riddell P. (2008). Expressive versus receptive language skills in specific reading disorder. Clinical Linguistics & Phonetics, 22(4/5), 305–310.

Speech & Language. (2020). Retrieved May 27, 2020, from https://memory.ucsf.edu/symptoms/speech-language