NAME

: PIDEL KASRO

CLASS

: V.B

NIM

: 1338062

PSYCHOLINGUISTICS
EXERCISE
1.
2.
3.
4.

What is brocas Aphasia?

What is werniches aphasia?
Try to explain a part of the brain and their function?
Explain about language development start from baby untill adult in side of :
a. Phonology
b. Morphology
c. Sytaxtic
5. Comparing between children and adult in learning language in weakneses and
strenghtneees

ANSWER:
1) Brocas Aphasia is individuals have trouble speaking fluently but their
chomprehension can be relatively preserved. This type of aphasia is

also known as nonfluent or expressive aphasia. A person with brocas

aphasia may understand speech relatively well, particularly when the
spoken language is simple. However they may have harder time
understanding sentences with more complex grammatical construct.
For example the sentence Mary gave John balloons may be easy to
understand but the balloons were given to John by Mary may pose a
challenge when interpreting the meaning of who gave the balloons to
whom. Individuals with this type of aphasia may be able to read be
limited in writting.
2) In this form of aphasia the ability to grasp the meaning of spoken
words and sentences is impaired, while the ease of producing conected
speech is not very affected. Therefore werniches aphasia is also
referred to as fluent aphasia or receptive aphasia. Persons with
werniches aphasia can produce many words and they often speak
using grammatically correct sentences with normal rate and prosody.
However, often what they say doesnt make a lot of sense and they
pepper their sentences with non-existent or irrelevant words. This is
because in werniches aphasia individuals have damage in brain areas
that are important for processing the meaning of words and spoken
language. Such damage includes left posterior temporal regions of the
brain, which are part of what is known as werniches area, hence the
name of aphasia.
3) A. Brocas area
Brocas area is a region in frontal lobe of the dominant hemisphere
(usually the left) of the hominid brain. With function linked to speech
prpduction.
B. Sylvian fissure
The lateral sulcus (sylvian fissure) is one of the most prominent
structures of the human brain. It divides the frontal lobe and parietal
lobe above from the temporal lobe below. It is in both hemispheres of
the brain but is longer in the left hemisphere with function involved in
language function the lateral sulcus appears also involved in language.

C. Werniches area
Werniches area is one of the two parts of the celebral cortex linked,
since the late nineteenth century, to speech. It is involved in the
production of written and spoken language.
D. Angular gyrus
The angular gyrus is a region of the brain in the parietal lobe, that lies
near the superior edge of the temporal lobe and immediately posterior
to the supramarginal gyrus. It is involved in a number of processes
related to language, number processing and spatial cognition, memory
retrival , attention and theory of mind.
E. Visual cortex
The visual cortex of the brain is the part of the celebral cortex
responsible for processing visual information. The visual cortex is
located in the occipital lobe, which is in turn located at the back of the
back of head or skull. The visual cortex is made up of brodmann area
(the primary visual cortex) and brodmann areas the extrastriate
cortical areas.
4) Language development
1. Phonology
The acquisition of native language phonology begins in the womb and isnt
completely adult-like until the teenage years. Perceptual abilities (such as being
able to segment thisisacup into four individual word units) usually precede
production and thus aid the development of speech production.
2. Morphology
In Linguistics, morphology is the branch of grammar devoted to the study of the
structure or forms of words, primarily through the use of the morpheme construct.
It is traditionally distinguished from syntax. At the word level, morphology refers
to the structure and construction of words. Morphology skills require an
understanding and use of the appropriate structure of a word, such as word roots,
prefixes, and affixes (called morphemes). Strong knowledge of grammatical
morphemes, such as use of ing for a present progressive verb, /s/ to indicate a
plural form and correct use of verb tense, is necessary in order to have well
developed morphology skills.

3. Sytaxtic
In Linguistics, syntax is a traditional term for the study the rules governing the
combination of words to form sentences. It is distinguished from morphology,
which is the study of word structure. . Syntax refers to the rules of word order and
word combinations in order to form phrases and sentences. . Syntax refers to the
rules of word order and word combinations in order to form phrases and
sentences.
How should morphology and syntax develop :
By age twenty-four months:
Consistent word order is in place
Expressive language contains few grammatical markers and speech is
telegraphic
By age thirty months:
-ing and plural /s/ begin emerging
Use of negatives between subject and verb (e.g. Mommy no go) appears
Rising intonation is used to indicate a question
By age thirty-six months:
Overgeneralization of past-tense verb forms is in place (e.g. runned)
Use of negatives between subject and verb (e.g. Mommy no go) appears
Rising intonation is used to indicate a question
Present tense auxiliaries have emerged (e.g. Daddy is eating; Bunny does
hop)
By age forty-two months:
Auxiliary verbs are being ordered correctly in questions and negatives (e.g.

What is he doing? versus What he is doing?)

Grammatical markers have emerged including: possessive s, articles a, the,

and irregular past tense

By age forty-eight months:
A variety of early complex sentence types emerge including compound
sentences (e.g. My shirt is blue and green), full prepositional clauses in
sentences (e.g. I put away the toys in the toy box), and simple infinitives (I
want to draw).
By age forty-eight to sixty months:
Later developing morphemes are acquired, including Be verbs, regular past,
and third person /s/
By age five to seven years old:
Passive sentences are understood and used

5) Children's natural ability to acquire new languages is strong before adolescence.

Pronunciation comes easier, and vocabulary sticks during this time. Sure, a classroom of
6-year-olds may be a handful, but in terms of English instruction, everyone will be more
or less on the same page.
Adults, on the other hand, will have more varying levels and difficulties. Around puberty,
the natural ability to pick up a second language drops, and continues to do so as we get
older. As adults, we must deliberately and consciously learn a language if we want
proficiency or fluency. If you're teaching adults who are absolute beginners and have no
previous experience or exposure to English, this can be a big challenge for them.