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Higher Mental Functions of the Brain: Language01:10

Higher Mental Functions of the Brain: Language

Language is a system of communication that allows the expression of thoughts, ideas, and feelings. The brain processes language in both hemispheres.
Language formation and comprehension take place in the dominant hemisphere. The dominant hemisphere is responsible for understanding the meaning of spoken, written, or sign language, as well as the ability to communicate. For most people, the left hemisphere is the dominant one. The right hemisphere, then, gives tone and emotional context to the...
Lateralization01:28

Lateralization

Brain lateralization refers to the division of mental processes and functions between the two hemispheres of the brain, a phenomenon that optimizes neural efficiency and underpins complex abilities in humans. This specialization allows each hemisphere to perform tasks where it has a comparative advantage, facilitating more refined cognitive capabilities across different domains.
Visual Agnosia01:12

Visual Agnosia

Visual agnosia is a condition characterized by the inability to recognize visually presented objects despite having normal vision. For instance, a person with visual agnosia can describe the shape and color of an object but cannot identify or name it. This impairment does not affect their visual field, acuity, color vision, brightness discrimination, language, or memory. An example of this condition in a social setting is someone at a dinner party asking for "that silver thing with a round end"...
Components of Language01:24

Components of Language

Language, whether spoken, signed, or written, consists of specific components: lexicon and grammar. The lexicon is the vocabulary of a language, comprising its words. Grammar is the set of rules used to convey meaning through the lexicon. For example, English grammar adds “-ed” to most verbs to indicate past tense. Words are formed by combining phonemes, which are the basic sound units of a language. Different languages have different sets of phonemes (e.g., “ah” vs. “eh”). Phonemes combine to...
Language and Cognition01:27

Language and Cognition

Language serves as a bridge between ideas and communication, influencing how individuals perceive and interact with the world. Psychologists have long debated whether language shapes thought or vice versa. This discussion gained grip with Edward Sapir and Benjamin Lee Whorf in the 1940s, who proposed that language determines thought, a concept known as linguistic determinism. They suggested that the vocabulary and structure of a language influence how its speakers think and perceive reality.

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Related Experiment Video

Updated: Jun 21, 2026

Eye-tracking to Distinguish Comprehension-based and Oculomotor-based Regressive Eye Movements During Reading
05:54

Eye-tracking to Distinguish Comprehension-based and Oculomotor-based Regressive Eye Movements During Reading

Published on: October 18, 2018

Object-based versus object-centred neglect in reading words.

Silvia Savazzi1

  • 1Dept. of Neurological and Vision Sciences, Sect. of Human Physiology, University of Verona, Verona, Italy. silvia.savazzi@univr.it

Neurocase
|August 20, 2003
PubMed
Summary
This summary is machine-generated.

Neglect dyslexia, often caused by right-brain damage, involves difficulties reading parts of words. This study presents an atypical case suggesting object-based neglect, challenging existing models.

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Last Updated: Jun 21, 2026

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05:54

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06:48

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Published on: June 25, 2019

Area of Science:

  • Neuroscience
  • Cognitive Psychology
  • Neurolinguistics

Background:

  • Neglect dyslexia is a reading disorder characterized by impaired identification of word or sentence portions, typically resulting from right-brain damage.
  • Existing models, such as Caramazza and Hillis (1990), attribute neglect dyslexia patterns to selective impairments in word representation.
  • These models predict specific reading behaviors based on the level of representational deficit, including intact reading of vertically presented words for certain deficits.

Observation:

  • The study describes an atypical pattern of neglect errors in a patient with dyslexia.
  • This pattern deviates from predictions made by established models of neglect dyslexia.
  • The observed errors are not easily explained by current theories based on retinal or word-center-based neglect.

Findings:

  • The atypical neglect pattern is better interpreted as an object-based form of neglect.
  • This object-based neglect operates within an ego-centered frame of reference.
  • The findings challenge the sufficiency of existing models in explaining all manifestations of neglect dyslexia.

Implications:

  • The results suggest a need to refine or expand current models of word representation and neglect dyslexia.
  • Understanding object-based neglect may offer new insights into the cognitive mechanisms underlying reading and spatial attention.
  • This research could inform clinical assessments and therapeutic interventions for patients with neglect dyslexia and related disorders.