lezione 19

The Wernicke–Lichtheim model of aphasias has some shortcomings. For one of these, Wernicke and Lichtheim can be considered “innocent.” Which one? (19). a) Having ignored cases that did not fit well within the model’s definitions. b) Not having considered suggestions from psycholinguistics. c) It can be more disabling than cancer and early-stage Alzheimer’s disease. d) Not having considered the coexistence of production and comprehension deficits in the same patient.

Which aspects of the Wernicke–Lichtheim aphasia model led to the development of “alternative” models? (19). a) The fact that aphasias evolve by type after the acute phase. b) The coexistence of production and comprehension deficits in the same patient. c) The fact that there are no brain areas devoted exclusively to semantics. d) The fact that a Broca’s aphasic can evolve into a Wernicke’s aphasic.

On which axes is the Boston school classification of aphasias based? (19). a) Presence/absence of repetition deficits. b) Fluency vs. non-fluency. c) Presence/absence of comprehension deficits. d) All of the above.

The psycholinguistic approach to the study of aphasia focuses on a classification aimed at distinguishing (19). a) Phonology, lexicon, semantics, syntax, etc. b) Correspondence between phonology, lexicon, semantics, syntax, etc., and specific brain areas. c) Site of the anatomical lesion. d) Fluency vs. non-fluency.

Preserved repetition, fluent speech, good comprehension. According to the Boston school, this defines (19). a) Transcortical sensory aphasia. b) Broca’s aphasia. c) Transcortical motor aphasia. d) Anomic aphasia.

Figure 19.1 – Aphasias according to the Boston school. Aphasia #7 (19). a) Broca. b) Mixed transcortical. c) Transcortical sensory. d) Wernicke.

What is a limitation of the Boston classification of aphasias? (19). a) It does not represent an interpretative model of aphasias. b) All answers are correct. c) It is not particularly useful in neurolinguistic terms. d) It has a purely pragmatic descriptive value.

The psycholinguistic approach to the study of aphasia focuses on a classification aimed at distinguishing (19). a) Fluency vs. non-fluency. b) Phonology, lexicon, semantics, syntax, etc. c) Site of the anatomical lesion. d) Correspondence between phonology, lexicon, semantics, syntax, etc., and specific brain areas.

The North American school of aphasiology proposed… (19). a) A neurolinguistic–anatomical classification of symptoms. b) The application of psycholinguistic principles to aphasiology. c) The use of the fluent/non-fluent dichotomy. d) A revival of the Wernicke–Lichtheim model.

The idea that aphasia involves specific linguistic components (e.g., phonology, semantics) predicts that… (19). a) The same type of deficit (e.g., phonological) should appear across different classes of tasks. b) The fact that there are no brain areas devoted to semantics. c) The fact that a Wernicke’s aphasic can evolve into a Broca’s aphasic. d) Only one type of task should show, for example, phonological deficits.

Which of the following aphasia types also presents phonological impairments? (19). a) Broca. b) Wernicke. c) Conduction. d) All answers are correct.

Figure 19.1 – Aphasias according to the Boston school. Aphasia #1. a) Wernicke. b) Transcortical sensory. c) Broca. d) Global.

Preserved repetition, fluent speech, good comprehension. According to the Boston school, this defines (19). a) Broca. b) Transcortical sensory. c) Transcortical motor. d) Anomic.

Figure 19.1 – Aphasias according to the Boston school. Aphasia #4 (19). a) Wernicke. b) Broca. c) Conduction. d) Transcortical motor.

Integrity of which brain regions allows prediction of preserved repetition? (19). a) Broca’s area. b) Left perisylvian regions. c) Wernicke’s area. d) Perisylvian regions.