The human brain is a fascinatingly complex organ with specialized structures associated with distinct functions. Classical and recent studies on brain localization propose that Broca's area underpin expressive language and this has been generalized to explain brain functional organization. However, recent neuroimaging studies have shown that the Broca's area is an extended network that not only participate in its primary function-expressive language processing but in secondary functions-processing non-linguistic/nonverbal tasks as well. Also, there is hierarchical connectivity and interaction of Broca's region and different brain areas in underlying related primary functions. For this review, I start with revisiting the classical description of brain localization. I then discuss the neuroanatomy of language production and the role of Broca's region in language processing. I then highlight the participation of the Broca's area in non-linguistic tasks and non-primary linguistic tasks. Ultimately, I propose a novel hypothesis called integrated systems hypothesis. The integrated systems hypothesis is useful for guiding research on the multimodal role of specific localized integrated systems of the brain especially the role of the Broca's region in integrating linguistic and non-linguistic processing and how this facilitate language production.

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This article reveals that a cognitive-linguistic method of assessment should be used when evaluating language abilities in aphasic stroke patients as this helps to identify the specific area of cognitive deficit that impacts language functions adversely.

Active collaboration between speech-language pathologists (SLPs) and persons with aphasia (PWA) is essential for personalizing aphasia treatment and optimizing clinical outcomes during aphasia rehabilitation. Studies have demonstrated the feasibility and effectiveness of collaboration between SLPs and PWA during the goal setting phase of the intervention process in aphasia rehabilitation. However, it remains unclear whether this collaboration as well as PWA’s feedback can be applied and be beneficial to all phases of aphasia rehabilitation. Here we introduce a theoretical framework of self-regulated learning (SRL) for aphasia rehabilitation that spotlights the role of PWA’s feedback in all phases of the rehabilitation process. We review studies on models of SRL in educational psychology and evidence from clinical aphasiology and neurolinguistics. Based on the evidence, we argue that PWA’s feedback is beneficial for optimizing all phases of the intervention process in aphasia rehabilitation. To make this work, communicative barriers to collaborative, patient-centered goal setting must be minimized or eliminated to facilitate alternative channels for receiving PWA’s feedback which will promote their engagement in aphasia rehabilitation. Also, insights from PWA’s feedback can help SLPs to select tasks and treatments that promote PWA’s engagement in the intervention process, which, in turn, can maximize aphasia recovery. PWA can be active participants in the whole intervention process and SLPs can use information from PWA’s feedback to improve the personalization of the whole intervention process to maximize clinical outcomes.

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