A correlation between the corpus callosum and "developmental language disorders" Abstract: Various types of language disorders affect a considerable amount of children academically and socially worldwide. This article focuses on developmental language disorders (DLD) caused by central auditory processing disorders (CAPD). A CAPD is defined as showing "difficulties discriminating, identifying and retaining sounds after the ears have "heard" the sounds." Both language and auditory are processed in an infinite number of nuclei throughout both hemispheres of the brain. Thus it has been hypothesized that abnormalities of the corpus callosum (CC) are correlated with deficiencies in auditory and language processes. This article reviews studies that have tried to prove this hypothesis. Due to the homogenous nature of either process, it is too complicated to try to identify a single cause of a single structure of the brain. Studies have yet to be found of having strong evidence that the CC correlates (or does not correlate) with DLDs and CAPDs. Keywords: Developmental language disorder, central auditory processing disorder, dyslexia, x-linked adrenoleukodystrophy, and corpus callosum A correlation between the corpus callosum and "developmental language disorders" Audition is a complex process that involves multiple areas of the brain. To be able to hear sound is just the beginning. Understanding speech and appreciating music requires an intensive and complex network of processes still yet to be understood. Many auditory processing deficits have been discovered with varying degrees of specificity and severities. A whole area of research has been dedicated to finding solutions to these auditory deficits that many ... ... middle of paper ... ...guage, reading, and spelling. (pp. 45-82) New York: Academic Press. von Plessen, Lundervold A, Duta N, Heiervang E, Klauschen F, Smievoll, AI, Ersland L, Hugdahl K (2002) Less developed corpus callosum in dyslexic subjects- a structural MRI study. Neuropsychologia 40:1035-1044. Witelson SF (1995) Neuroanatomical bases of hemispheric functional specialization in the human brain: Possible developmental factors. In Kitterle FL (Ed), Hemispheric communications: Mechanisms and Models. (pp. 61-84) New Jersey: Lawrence Erlbaum Associated, Inc., Publishers. Zaidel E, Aboitiz F, Clarke J, Kaiser D, Matteson R (1995) Sex differences in interhemispheric relations for language. In Kitterle FL (Ed), Hemispheric communications: Mechanisms and Models. (pp. 85-176) New Jersey: Lawrence Erlbaum Associated, Inc., Publishers.
Eide explain that there are four distinctions regarding a dyslexic brain. The first is the phonological deficit. Much of the challenge here is directed to the amount of processing power that is devoted to understanding language. The dyslexic brain commits an enormous amount of effort and energy to this activity which tends to overload the working memory and cause problems with executive function and lead to attention deficits as the brain tries to decipher language. Drs. Eide don’t believe this is the limit to the dyslexic’s challenges or potential advantages. Yet this uniqueness leads us to an understanding of how the brain approaches problems and their related
CAS is a very specific disorder with a very specific profile, and is thus different from “typical” speech sound disorders. The hypothesis of CAS in ASD (the CAS-ASD hypothesis) is that “CAS contributes to the inappropriate speech, prosody, and/or voice features reported in some children and adults with verbal ASD” (Shriberg et al., 2011, p. 405). For this to be true, the speech, prosody, and voice findings in children with ASD must not only be unusual or disordered, but they must also fit into the particular profile of CAS.
People who cannot sing are missing a structure that enables a response to inform the motor system and person that he/ she is singing off tune. Gottlieb proposes a research method, involving how music making engages and modifies the brain. As Gottlieb understood, music making can be used as a therapeutic tool to improve neurological impairments and
The Phonological Deficit and Magnocellular theory are two of the most dominant theories in dyslexic research. Various theories have been suggested to explain the nature and origin of dyslexia, however, they often served as additional support for either the phonological or magnocellular theories. The Double Deficit theory suggested that dyslexic symptoms were the result of speed-processing (7). The Genomic theory posed that dyslexia was a highly heritable disorder that can be localized to a specific genetic component, Finally, the Cerebellar Deficit theory suggested that dyslexia was the result of an abnormal cerebellum exist (2). With the constant debate of the biological nature versus the cognitive natur...
Springer, S. P. (1981). Left Brain, Right Brain. New York, NY: W. H. Freeman and Company
Rowland, L. P., ed. Merritt’s Textbook of Neurology. 7th ed. Lea and Febiger. Philadelphia: 1984.
Music and the Brain: Processing and Responding (A General Overview). For any individual who either avidly listens to or performs music, it is understood that many melodies have amazing effects on both our emotions and our perception. To address the effects of music on the brain, it seems most logical to initially map the auditory and neural pathways of sound. In the case of humans, the mechanism responsible for receiving and transmitting sound to the brain is the ears.
Kanske, P., Heissler, J., Schönfelder, S., Forneck, J., & Wessa, M. (2013). Neural correlates of
McLachlan, N. M., Phillips, D. S., Rossell, S. L., & Wilson, S. J. (2013). Auditory processing
Dyslexia is one of several distinct learning disabilities. It is a specific language based disorder of constitutional origin characterized by difficulties in single word decoding, usually reflecting insufficient phonological processing abilities. These difficulties in single word decoding are often unexpected in relation to age and other cognitive and academic abilities; they are not the result of generalized developmental disability or sensory impairment. Dyslexia is manifest by ...
"Master of Science in Speech-Language Pathology (2-Year Program).” College of Health & Rehabilitation Sciences: Sargent College. Boston University.
Auditory processing is the process of taking in sound through the ear and having it travel to the language portion of the brain to be interpreted. In simpler terms, “What the brain does with what the ear hears”(Katz and Wilde, 1994). Problems with auditory processing can affect a student’s ability to develop language skills and communicate effectively. “If the sounds of speech are not delivered to the language system accurately and quickly, then surely the language ability would be compromised” (Miller, 2011). There are many skills involved in auditory processing which are required for basic listening and communication processes. These include, sensation, discrimination, localization, auditory attention, auditory figure-ground, auditory discrimination, auditory closure, auditory synthesis, auditory analysis, auditory association, and auditory memory. (Florida Department of Education, 2001) A person can undergo a variety of problems if there is damage in auditory processing . An auditory decoding deficit is when the language dominant hemisphere does not function properly, which affects speech sound encoding. (ACENTA,2003) Some indicators of a person struggling with an auditory decoding deficit would be weakness in semantics, difficulty with reading and spelling, and frequently mishearing information. Another problem associated with auditory processing is binaural integration/separation deficit. This occurs in the corpus callosum and is a result of poor communication between the two hemispheres of the brain. (ACENTA,2003) A person with this will have difficulty performing tasks that require intersensory and/or multi-sensory communication. They may have trouble with reading, spelling, writi...
Language Development in Children Language is a multifaceted instrument used to communicate an unbelievable number of different things. Primary categories are information, direction, emotion, and ceremony. While information and direction define cognitive meaning, emotional language expresses emotional meaning. Ceremonial language is mostly engaged with emotions, but at some level information and direction collection may be used to define a deeper meaning and purpose. There is perhaps nothing more amazing than the surfacing of language in children.
There have been several discussions that address the differences between male and female language use. These discussions all began with Lakoff’s controversial essays from 1975 that first introduced the concept of “women’s language.” (O’Barr et al 1980) Since Lakoff’s essays, other linguists have sought to address the issue of how gender affects language. O’Barr and Atkins use Lakoff’s information ab...
The book An Intorduction of Sociolinguistics is an outstanding introductary book in the field of sociolinguistics. It encompasses a wide range of language issues. In chapter 13, Wardhaugh provides a good insight to the relationship between language and gender. He explains gender differences of language-in-use with concise examples. Wardhaugh riases questions about sexist language and guides readers to look closer at how people use language differently because of their own gender in daily life. According to the Whorfian hypothesis, which indicates that the way people use language reflects their thoughts, different genders adapt different communication strategies.