1. NEUROMORFOLOGÍA: EL MODELO DECLARATIVO- PROCESAL 25 MAR 2011 – DÍA 29 Neurolingüística del español SPAN 4270 Harry Howard Tulane University

2. ORGANIZACIÓN DEL CURSO http://www.tulane.edu/~howard/SPAN4130- Neurospan/ El curso es apto para un electivo en neurociencia. Neurolinguistics and linguistic aphasiology está en reserva en la biblioteca. Human Research Protection Program http://tulane.edu/asvpr/irb/index.cfm Before beginning research at Tulane University, all research personnel must complete the CITI Training Program; this can be completed at www.citiprogram.org. 03/25/11 2 SPAN 4130 - Harry Howard - Tulane University

3. REPASO La prueba es el repaso 03/25/11 SPAN 4130 - Harry Howard - Tulane University 3

4. papel > empapelar *empapel, *papelar em – papel – ar MORFEMA DISCONTINUO 03/25/11 4 SPAN 4130 - Harry Howard - Tulane University

5. NEUROMORFOLOGÍA 03/25/11 5 SPAN 4130 - Harry Howard - Tulane University

6. TAXONOMY OF MEMORY 03/25/11 6 SPAN 4130 - Harry Howard - Tulane University

7. DECLARATIVE MEMORY comprises the learning, representation, and use of knowledge about facts (semantic knowledge) and events (episodic knowledge) learns relations which are arbitrary learns gradually, during multiple presentations of a stimulus and response is accessible to other mental systems (not ‘informationally encapsulated’) at least part of it can be recollected consciously (explicit memory) 03/25/11 7 SPAN 4130 - Harry Howard - Tulane University

8. PROCEDURAL MEMORY comprises the learning, representation and use of sensori-motor and cognitive “habits”, “skills”, and other procedures, such as riding a bicycle and skilled game playing learns inflexible (rule-like) relations in the context of real-time sequences, whether the sequences are serial or abstract, or sensori-motor or cognitive learns rapidly, even from a single stimulus presentation is not influenced by other mental systems (informationally encapsulated) applies quickly and automatically, in that a response is triggered by its stimulus rather than being under conscious control (implicit memory) 03/25/11 8 SPAN 4130 - Harry Howard - Tulane University

9. SUMMARY is memory for habits & skills learns rule-like relations in a context learns quickly, from a single presentation is not available to other mental modules (is informationally encapsulated) is mostly unconscious (implicit) is memory for facts & events learns arbitrary relations learns slowly, from many presentations is available to other mental modules (not informationally encapsulated) is mostly conscious (explicit) Procedural memoryDeclarative memory 03/25/11 SPAN 4130 - Harry Howard - Tulane University 9

10. THE NEURAL SUBSTRATE OF DECLARATIVE MEMORY medial temporal lobe structures hippocampal region (the dentate gyrus, the subicular complex, and the hippocampus itself) its input/output cortices: entorhinal cortex, perirhinal cortex, and parahippocampal cortex some subcortical structures, such as thalamus 03/25/11 SPAN 4130 - Harry Howard - Tulane University 10

11. THE HIPPOCAMPUS 03/25/11 SPAN 4130 - Harry Howard - Tulane University 11

12. THE NEURAL SUBSTRATE OF PROCEDURAL MEMORY, 1 the basal ganglia a set of sub-cortical structures including the neostriatum (the putamen and the caudate nucleus), globus pallidus, sub-thalamic nucleus, and substantia nigra the putamen is particularly important for motor functions, whereas the caudate appears to underlie aspects of cognition. Dorsal aspects of these structures play an important role in procedural memory, whereas ventral aspects may be more important in affective (emotional) memory implicated in a number of functions, including implicit procedural learning in general, stimulus-response learning, and a long etc. frontal cortex the main input/output region for the basal ganglia stores motor ‘sets’ or ‘programs’ and switching between them inhibits/excites posterior brain regions 03/25/11 12 SPAN 4130 - Harry Howard - Tulane University

13. THE NEURAL SUBSTRATE OF PROCEDURAL MEMORY, 2 cortico-basal ganglionic circuits (about 5) the basal ganglia can disinhibit a particular motor program in frontal cortex, while inhibiting the rest this explains the overly inhibited or disinhibited motor behaviors found in Parkinson’s, Huntington’s and other diseases affecting the basal ganglia particular frontal areas implicated in procedural memory pre-motor regions, including supplementary motor area (SMA) and pre-SMA, for motor sequence learning lateral pre-motor and pre-SMA regions are for timing or rhythm Broca’s area for learning sequences which contain hierarchical structure lots of functions: we will talk about this considerably more in upcoming classes ‘mirror neurons’: respond not only to the execution of a particular learned motor sequence, but also to the observation of the sequence 03/25/11 13 SPAN 4130 - Harry Howard - Tulane University

14. THE NEURAL SUBSTRATE OF PROCEDURAL MEMORY, 3 parietal cortex projects heavily to, and reciprocally receives projections from, frontal cortex, with specific parietal regions connecting to specific frontal regions stores body actions, e.g. hand grips > repository of motor skills? controls attention cerebellum has traditionally been implicated in the coordination of skilled movement and in the control of balance, as well as in motor learning subserves motor sequencing, especially the modification of performance of learned sequences 03/25/11 14 SPAN 4130 - Harry Howard - Tulane University

15. THE DECLARATIVE/PROCEDURAL MODEL OF LANGUAGE The declarative memory system subserves the lexicon The procedural memory system subserves grammar 03/25/11 15 SPAN 4130 - Harry Howard - Tulane University

16. DECLARATIVE MEMORY & THE LEXICON stores all arbitrary, idiosyncratic word-specific knowledge, including word meanings, word sounds, and abstract representations such as word category includes representations of simple (non-derivable) words such as cat, bound morphemes such as -ed, irregular morphological forms, verb complements, and idioms also contains complex forms and abstract structures that are “regular” supports a superpositional associative memory, which allows for generalizations across representations. For example, the memorization of phonologically similar stem- irregular past tense pairs (e.g. spring – sprang, sing – sang) may allow for memory-based generalization to new irregularizations, either from real words (bring – brang) or from novel ones (spling – splang). This ability to generalize could underlie some degree of productivity within the memory system 03/25/11 16 SPAN 4130 - Harry Howard - Tulane University

17. PROCEDURAL MEMORY & GRAMMAR underlies the learning of new, and the computation of already-learned, rule-based procedures that govern the regularities of language particularly those procedures related to combining items into complex structures that have precedence (sequential) and hierarchical relations builds rule-governed structure, i.e. the sequential and hierarchical combination – “merging” or concatenation – of forms and representations into complex structures: syntax (word order) inflectional and derivational morphology – at least for default “regulars” but also for irregulars that appear to be affixed phonology (the combination of sounds) compositional semantics (the meaning of the composition of words into complex structures) 03/25/11 17 SPAN 4130 - Harry Howard - Tulane University

18. EL PRÓXIMO DÍA P8 Más neuromorfología 03/25/11 18 SPAN 4130 - Harry Howard - Tulane University