NEUROLINGUISTICS: SHAKESPEARE AND APHASIA
Nilanko Mallik
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Abstract
This paper proposes to discuss the basic aspects of language formation in the brain – its location, before proceeding to discuss aphasia. The paper draws upon the research carried out at University of Liverpool, where it was shown that reading Shakespeare increases intelligence. This research takes current findings further in the field of Neurolinguistics, by showing how the effects of reading Shakespeare can affect people suffering from various forms of aphasia. The research is based on the findings of the author in classroom context, and the subjects of the research are his students suffering from some form of language disorder. The paper does not only list the findings, but attempts an explanation of why and how reading Shakespeare can be medically beneficial, by revealing some of the basic features of neuroanatomy, certain chemicals which are at work at certain places, and they can affect language, memory and speech production.
Key takeaways
- For someone who knows both the languages, the brain places it in context and comes up with the meaning as would be most appropriate.
- Any damage in Wernicke's area or Broca's area would result in aphasia (defect in language comprehension or production) (Akmajian, et al, 2010).
- Then, previously stored memories would be retrieved by the brain, where the meaning of the word "boy" would be generated and it would make sense.
- This process causes a sudden peak in brain activity and forces the brain to work backwards in order to fully understand what Shakespeare is trying to say."
- Having formed some basic idea about the structural features of the brain and how language is related to them, and having understood how Shakespeare can influence the brain in a positive way, let us now focus on the research, which is the treatment of aphasia.
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