Language Testing
PURPOSE
The purpose of language testing is to look for evidence of dysfunction of the hemispheric cortical regions that are involved in the production or comprehension of spoken or written language.
WHEN TO TEST LANGUAGE
The ability of your patient to understand and produce spoken language should be evident by informal observation during the history and throughout your interaction with the patient. More formal evaluation of language function should be performed when there is a complaint of difficulty with language or speech, or when you suspect a disorder of language from your conversation with the patient during the history. In addition, language function should be tested in any patient with a right hemiparesis to look for evidence of localization of the neurologic process to the cortex.
NEUROANATOMY OF LANGUAGE
Language function resides in the left hemispheric cortex in essentially all right-handed patients and at least one-half of left-handed patients. The side of the brain where a patient’s language is located is called the dominant hemisphere.
There are two main areas of the dominant hemisphere that are important for language function: Broca’s area and Wernicke’s area. Broca’s area is located in the inferior frontal lobe, just anterior to the motor cortex, and is involved in the production of language. Wernicke’s area is located in the posterior-superior temporal lobe, near the auditory cortex, and is involved in the comprehension of language.
EQUIPMENT NEEDED TO TEST LANGUAGE
None.
HOW TO EXAMINE LANGUAGE
Listen to the patient’s spontaneous speech (this can be done while you are taking the history). Assess whether the speech is fluent and meaningful, if there are any errors in producing individual words, and if there are any unusual or nonexistent words. Also note if there is any problem with articulation (i.e., slurring) of speech.
If more formal language evaluation is necessary (see When to Test Language), proceed further:
Ask the patient to name one or a few commonly available objects, such as a pen, a watch, or a tie. Hold the object in front of the patient and ask, “What is this called?” After the patient has named the object, ask the patient to name one or two smaller parts of the object, such as the cap of the pen, the stem (or winder) or the wristband of the watch, or the knot of the tie. Having the patient name smaller parts of the objects is a more difficult task than simply naming only the object itself and may uncover aphasic errors that would not otherwise be evident.
Ask the patient to repeat a sentence after you have said it, such as “I am in the hospital” or any sentence of your choice. It is also helpful to ask the patient to repeat the phrase “no ifs, ands, or buts,” because this kind of phrase is particularly difficult for aphasic patients to say.Stay updated, free articles. Join our Telegram channel
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