Language function and dysfunction among Chinese- and English-speaking polyglots: Cortical stimulation, Wada Testing, and clinical studies

Language functions in a group of Chinese- and English-speaking polyglots living in a multiracial society have been investigated by several methods: the effects of cortical stimulation on object-naming and reading tasks in patients who required awake craniotomy, lateralization of cerebral dominance f...

Full description

Saved in:
Bibliographic Details
Published in:Brain and language 1983-03, Vol.18 (2), p.342-366
Main Authors: Rapport, R.L, Tan, C.T, Whitaker, H.A
Format: Article
Language:English
Subjects:
Adult
Aphasia - physiopathology
Aphasia - psychology
Astrocytoma - complications
Brain Mapping
Brain Neoplasms - complications
Cerebral Cortex - physiology
Cerebrovascular Disorders - complications
Dominance, Cerebral - physiology
Female
Frontal Lobe
Humans
Language
Male
Meningioma - complications
Models, Neurological
Speech
Temporal Lobe
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Language functions in a group of Chinese- and English-speaking polyglots living in a multiracial society have been investigated by several methods: the effects of cortical stimulation on object-naming and reading tasks in patients who required awake craniotomy, lateralization of cerebral dominance for speech by the Wada Test, and the pattern of language loss and recovery following stroke. The data indicate that these polyglots were all left hemisphere dominant for the languages tested; no consistent evidence for increased participation by the right hemisphere for language functions was found. The cortical stimulation experiments provided data most compatible with the “differential localization” model of cerebral localization in bilingualism. The variable which most influenced performance in all of these investigations was which language was used primarily for speaking as well as reading and writing at the time of the study.
ISSN:0093-934X
1090-2155
DOI:10.1016/0093-934X(83)90024-X