Seminar in aphasiology

ComD 7302/ Spring, 2005

William F. Katz, Ph.D.
Class: Thurs. 2:30-5:15 / CA A105
Office hours: Thurs 1:30 – 2:00 and by appt. (x 3188/ CA 109/ wkatz@utdallas.edu)

This course will provide a comprehensive overview of current issues in neurolinguistics. We will begin
by reviewing traditional models of brain and language. We next focus on aphasia, covering classification,
symptoms, and etiology. We will analyze aphasic language at each level of the grammar, including phonology,
morphology, syntax, and semantics. This course will provide an in-depth understanding of how linguistic and
cognitive theories can be used to interpret the facts of aphasia.

Required Text: Nadeau, S., Gonzalez Rothi, L.J., and Crosson, B. (2000). Aphasia and Language: Theory to
Practice, NY: The Guilford Press.

ASHA Standards: This course has been designed to ensure that students demonstrate required knowledge
and ability as outlined in the ASHA Standards and Implementations for the Certificate of Clinical
Competence in Speech-Language Pathology. Students will be able to:

1. Demonstrate knowledge of the principles of biological and physical sciences, mathematics and the
social/behavioral sciences [III-A].

2. Demonstrate knowledge of basic human communication processes, including their biological

neurological, acoustic, psychological, developmental, and linguistic and cultural bases [III-B].

3. Demonstrate knowledge of the nature of speech, language, hearing, and communication disorders and
differences, including the etiologies, characteristics, anatomical/physiological, acoustic, psychological,
developmental, and linguistic and cultural correlates. Specific knowledge will be demonstrated in the
following areas: Articulation, fluency, voice and resonance, receptive and expressive language in speaking,
hearing and its impact on speech and language, and cognitive aspects of communication (attention,
memory, sequencing, problem-solving, executive functioning) [III-C].

4. Demonstrate knowledge of standards of ethical conduct [III-E].

5. Demonstrate knowledge of processes used in research and integration of research principles into
evidence-based clinical practice [III-F].

Knowledge in the above areas will be provided via class lectures, labs, and readings. Student knowledge
will be demonstrated in an exam and class project.

Academic Dishonesty: Academic dishonesty (which includes cheating, plagiarism, collusion, and
falsifying academic records) will be dealt with according to UT policies as stated in the Faculty Handbook.
In cases of doubt, you should consult either your instructor or the Dean of Students (x 2053).

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COURSE OUTLINE

1/13 Introduction

1/20 Historical perspectives on brain-language relationships and aphasiology

In-class materials – Overheads or PPT; handouts

• (TEXTBOOK): Roth, H.L. and Heilman, K.M. “Aphasia: A Historical Perspective.” [Nadeau et
al., Chap 1]

1/27 Neuroanatomy and brain imaging techniques

ü PPT presentation: Language and the brain

ü Brain cutting demonstration (in-class), briefly examine CT and MRI films

• Kent, R.D. (1997). The neural basis of speech. The Speech Sciences, Chapter 7.

• Dronkers, N. and Baldo, J. (2001). Neural Basis of Speech Production. In International

Encyclopedia of the Social and Behavioral Sciences, pg.14875-14879.

• Poeppel, D., & Hickok, G. (2004). Towards a new functional anatomy of language. Cognition, 92,
1-12.

2/3 Classification and localization of aphasia: Classical approaches

ü PPT presentation: Stroke: Incidence, cost, functional anatomy, prevention

ü In-class video: Wertz, R. The fluent aphasias.

• Damasio, A. (1998). Signs of aphasia. Acquired aphasia, (M.T. Sarno, Ed.), Chap 2.

• Damasio, H. (1998). Neuroanatomical correlates of the aphasias. Acquired aphasia, Chap 3.

2/10 Classification and localization of aphasia: Alternatives to classical approaches

• Caramazza, A. (1984). The logic of neuropsychological research and the problem of patient
classification in aphasia. Brain and Language, 21, pp. 9 - 20.

• Caplan, D. (1993). Toward a psycholinguistic approach to acquired neurologic language disorders.

American Journal of Speech Language Pathology, pp. 59-83.

2/17 Disorders of Phonology

ü In-class demo: FAS audiocassette tape, videotape

ü See: http://www.admin.ox.ac.uk/po/021003.shtml -- an online FAS demo

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• Blumstein, S.E. Phonological aspects of aphasia. (1998). Acquired aphasia, Chapter 5, pp. 151-
175.

• Blumstein, S. Alexander, M., Ryalls, J., Katz, W., and Dworetzky, B. (1987). "On the nature of the
foreign language syndrome: A case study." Brain and Language, 31, 215-255.

• Kurowski KM, Blumstein SE, Alexander M. (1996). The foreign accent syndrome: a
reconsideration. Brain Lang. 54(1): 1-25.

* OPTIONAL PROJECT: Use BLISS software to do your own analysis of FAS prosody!

2/24 Disorders of Lexical Semantics/Word Retrieval

• (TEXTBOOK) “The Semantic System,” Raymer, A.M. and Gonzalez Rothi, L.J. [Nadeau et al.,
2000, Chap. 5]

• Rapp, B.C. & Caramazza, A. (1998). Lexical deficits. Acquired aphasia, (M.T. Sarno, Ed.),
Chapter 6.

3/3 Disorders of Syntax and Morphology (agrammatism)

(TEXTBOOK) Chatterjee, A. and Maher, L “Grammar and Agrammatism” [Nadeau et al., 2000,
Chap. 6]

Linebarger, M., Schwartz, M, Romania, J., Kohn, S., and Stephens, D. (2000). Grammatical
encoding in aphasia: Evidence from a “processing prosthesis.” Brain and Language, 75, 416-427.

à NOTE: receive MIDTERM EXAM (take-home)

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---3/10 -- SPRING BREAK ---
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3/17 GUEST LECTURE - TBA (Completed midterm exam due)

3/24 Motor speech disorders: Apraxia/ Aphasia, Dysarthria

ü In-class demos: Broca’s aphasia video; Excerpts from “Common Movement

Disorders” video (H. Klawans)

• (TEXTBOOK) McNeil, M.R., Doyle, P.J., and Wambaugh, J. “Apraxia of speech: A treatable
disorder of motor planning and programming” [Nadeau et al., 2000, Chap. 9].

• Kimura, D., and Watson, N. (1989). The relation between oral movement control and speech.
Brain and Language, 37, 565-590.

3/31 Motor speech disorders: Kinematic analysis and management

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ü In-class demo: Carstens EMA system

• Stone, Maureen. (1996). Instrumentation for the study of speech physiology. Principles of
experimental phonetics, (N.J. Lass, ed.), Chapter 14, pp. 495-524.

• Katz, W. & Bharadwaj, S. (1999). Electromagnetic articulography treatment for an adult with
Broca’s aphasia and apraxia of speech. Journal of Speech, Language, and Hearing Research, 42,
1355-1366.

4/7 Right hemisphere communication disorders/ neural control of prosody/Neglect

• Brownell, H, Gardner, H., Prather, P., & Martino, G. (1995). "Language, communication and the
right hemisphere." In H. Kirshner (Ed.), Handbook of Neurological Speech and Language
Disorders. New York: Marcel Dekker, Inc.

• Baum, S. and Pell, M. (1999). “The neural bases of prosody: Insights from lesion studies and
neuroimaging.” Aphasiology, 13 (8), 581-608.

• Ramachandran, V.S. (1996). “What neurological syndromes can tell us about human nature: Some
lessons from phantom limbs, Capras syndrome, and anosognosia.” Cold Harbor Symposia on
Quantitative Biology, LXI, 115-134.

4/14 New research directions I. Connectionist models of language processing

ü In-class demo: “T-learn” connectionist software

• (TEXTBOOK) Nadeau, S. “Connectionist models and Language” [Nadeau et al., 2000, Chap. 12]

• Hinton, G.E., Plaut, D.C., & Shallice, T. (1993). Simulating brain damage. Scientific American,
October issue.

4/21 Review of main concepts/ New research directions (Last class)

CLASS CHOICE! Examples of topics include:

1. Transcortical cranial stimulation and language

2. Recovery of neural function following stroke
3. Functional brain imaging and aphasia
4. Pharmaceutical approaches to aphasia therapy
5. Computerized treatment techniques for aphasia
6. Evolutionary processes shaping the brain
7. Bilingual aphasia
8. Signed aphasia
9. Conduction aphasia – new concepts
10. Phantom limbs and the neural bases of motor control

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COURSE REQUIREMENTS

1. Selected readings from required chapters and articles.

2. Outlining and presenting materials as seminar leaders.
3. Take-home midterm exam (short essay format).
4. Term paper in the form of a "mini-grant proposal". ßTentative due date: 4/28/04

VERY IMPORTANT! &

ü It is essential that your reading be completed BEFORE class discussion!
ü I will schedule two short meetings with each student to discuss issues concerning the final paper.

Aphasia_course_syllabus_spring_2005.doc