. A treatise on the nervous diseases of children : for physicians and students. motor-speech memories, the person will not be able to speak voluntarily, or will notbe able to read words, and there will be other defects in connection with read-ing and writing, which we shall consider later on, but he will still understandwhat is said and what is written. The defect is purely on the motor side, andthe disturbance is typical motor aphasia. If the interruption, on the other hand,is in A, the subject will not be able to understand what is spoken, but he willstill have volitional speech, and will be
. A treatise on the nervous diseases of children : for physicians and students. motor-speech memories, the person will not be able to speak voluntarily, or will notbe able to read words, and there will be other defects in connection with read-ing and writing, which we shall consider later on, but he will still understandwhat is said and what is written. The defect is purely on the motor side, andthe disturbance is typical motor aphasia. If the interruption, on the other hand,is in A, the subject will not be able to understand what is spoken, but he willstill have volitional speech, and will be able to write and copy. If the lesionis in the tract AM, the subject is able to understand spoken language; heis also able to understand writing, and is able to copy. He furthermore canspeak voluntarily, but gives incorrect answers, mistaking the words ; in short,he has what is known as paraphasia. Although the direct path, AM, hasbeen interfered with, some connection is evidently maintained by the pathABM. Each centre has a connection with the concept centre B, over Fig. 134.—Lichtheinis Diagram to IllustrateAphasia. (See text.) ANATOMY AND PHYSIOLOGY OF THE BRAIN. 475 impulses may travel, but this connection is not as direct as when the pathAM is passable. wSpeech is made more complex by the introduction of the art of reading-and of writing. In both of these the visual memories of letters and of com-binations of letters constitute the most important feature. As the child learnsthe alphabet the visual image of each letter is deposited in the occipital por-tion of the hemispheres V (Fig. 135); by the recognition of and the power tocall up these distinct visual memories of letters the child is able to recognize
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