He never learned to speak more than a few words, but he developed some sensitivi

Question

He never learned to speak more than a few words, but he developed some sensitivity to sounds and mastered table manners and polite comportment.” (Douthwaite, 2002, p. 21)

Here, Douthwaite describes historical accounts of a feral child discovered in Germany and taken in to live out his life under the care of “civilized” keepers. Psychologists and neurologists have long devoted attention to cases of “wild children,” those who begin maturation outside of human society, with little or no human contact. Cases involving such children inform understanding of the cognitive processes inherent to language development. Consider how the effects of environmental deprivation compare to the effects of deafness on the development of language. Another influence on language production and comprehension is neurological disruption. For example, strokes—brain damage due to blockage of blood supply or hemorrhage—have helped to differentiate important sites in the brain, as well as their functional implications.

For this Discussion, consider influences of environmental deprivation, deafness, and neurological disruption on language acquisition, production, and comprehension.

With these thoughts in mind:

Post an explanation of how environmental deprivation, deafness, and neurological disruption (e.g., stroke or brain injury) might influence language acquisition, production, or comprehension.

Provide examples for each to support your response.

Explanation / Answer

Environmental deprivation, deafness, and neurological disruption influences language acquisition, production, and comprehension. When we study the complexity to the human brain we explore disciples that help us understand language acquisition and comprehension. Environmental deprivation and brain injury causes deficit and language deprivation. Syndromes associated with amnesia and memory loss causes problems with language production and memory. The patient does not associate speech with language or memory. We are able to detect a deficit in the Broca’s area and the Wernicke’s area. These two parts are important for speech development and language interpretation. Alzheimer disease is associated with memory and language distortion. Alzheimer’s disease produces dementia and memory loss symptoms. Alzheimer’s disease leads to atrophy in brain regions; especially in the hippocampus, frontal, and temporal brain areas. Researchers have revealed that the disease causes dysfunction in the domain to language, motor, attention, executive function, personality, and object recognition. The symptoms are of gradual progression and irreversible.Patients have problems in language acquisition, remembering things that were learned in a temporal or a spatial context . As the disease progresses, semantic memory, spatial perception, and language acquisition begins to go. The incident to Alzheimer’s disease increases with age and people between the ages 70 to 75 years of age experience an onset Alzheimer’s. Brain injury another neuropsychological element contributes to disruption and influences language acquisition, production, and comprehension. Brain tumors distort language and memory. For example, the patients’ ability to remember what happens and reconstruction to what he or she perceives. The decay theory studies the gradual disappearance and displacement to memory. In mathematics this is represented in the serial-position curve and represents the probability and representation to language and memory. Brain tumors interfere with language interpretation, comprehension, and memory distortion.Brain tumors malign cells invade the brain tissue and spread in the body. Most common symptoms are language distortion, nausea, changes in speech, problems balancing, changes in mood or personality, problems with long- term memory, convulsion, and seizures. Treatment includes neurobiological examination, surgery, chemotherapy, CT scan, and MRI. Neurological disorders result from many causes such as car accident, bullet wound, or contact with a hard object. Head injuries are two types: closed head injuries and open head injuries. Close head injury the skull remains intact although there are damage to the brain including the cerebrum, Broca’s area, and Wernicke’s area. This creates absent-minded, memory distortion, and language alteration. Open head injury is when the skull does not remain intact. This type of head injury creates consciousness and decreases memory, intelligence, and spatial perception. Immediate symptoms include disturbance to speech or vision, weakness or paralysis, seizure, and loss of bladder or bowel control. Damage on the head results problems with speech and other cognitive perceptions.

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