Symptoms of<unk>  are generally categorized as receptive, clinical, or mixed. Symptoms of receptive<unk> , sometimes referred to as "musical deafness" or "tone deafness", include the inability to recognize familiar melodies, the loss of ability to read musical notation, and the inability to detect wrong or out-of tune notes. Clinical, or expressive, symptoms include the loss of ability to sing, write musical notation, and/or play an instrument. A mixed disorder is a combination of expressive and receptive impairment. Clinical symptoms of acquired<unk>  are much more variable than those of congenital<unk>  and are determined by the location and nature of the lesion. Brain injuries may afflict motor or expressive functioning, including the ability to sing, whistle, or hum a tune (oral-expressive<unk> , the ability to play an instrument (instrumental<unk>  or musical apraxia), and the ability to write music (musical agraphia). Additionally, brain damage to the receptive dimension affects the faculty to discriminate tunes (receptive or sensorial<unk> , the ability to read music (musical alessia), and the ability to identify songs that were familiar prior to the brain damage (amnesic<unk> . Research suggests that patients with<unk>  also have difficulty when it comes to spatial processing.<unk> s performed more quickly than normal individuals on a combined task of both spatial and musical processing tasks, which is most likely due to their deficit. Normal individuals experience interference due to their intact processing of both musical and spatial tasks, while<unk> s do not. Pitch processing normally depends on the cognitive mechanisms that are usually used to process spatial representations. Those with congenital<unk>  show impaired performance on discrimination, identification and imitation of sentences with intonational differences in pitch direction in their final word. This suggests that<unk>  can in subtle ways impair language processing. Social and emotional<unk>  individuals have a remarkable sparing of emotional responses to music in the context of severe and lifelong deficits in processing music. Some sufferers of<unk>  describe music as unpleasant. Others simply refer to it as noise and find it annoying. This can have social implications because<unk> s often try to avoid music, which in many social situations is not an option. In China and other countries where tonal languages are spoken,<unk>  may have a more pronounced social and emotional impact: difficulty in speaking and understanding the language. However, context clues are often strong enough to determine the correct meaning, similarly to how homophones can be understood. Related diseases<unk>  has been classified as a learning disability that affects musical abilities. Research suggests that in congenital<unk> , younger subjects can be taught tone differentiation techniques. This finding leads researchers to believe that<unk>  is related to dyslexia and other similar disorders. Research has been shown that<unk>  may be related to an increase in size of the cerebral cortex, which may be a result of a malformation in cortical development. Conditions such as dyslexia and epilepsy are due to a malformation in cortical development and also lead to an increase in cortical thickness, which leads researchers to believe that congenital<unk>  may be caused by the identical phenomenon in a different area of the brain.<unk>  is also similar to aphasia in that they affect similar areas of the brain near the temporal lobe. Most cases of those with<unk>  do not show any symptoms of aphasia. However, a number of cases have shown that those who have aphasia can exhibit symptoms of<unk> , especially in acquired aphasia. The two are not mutually exclusive and having one does not imply possession of the other. In acquired<unk> , inability to perceive music correlates with an inability to perform other higher-level functions. In this case, as musical ability improves, so too do the higher cognitive functions which suggests that musical ability is closely related to these higher-level functions, such as memory and learning, mental flexibility, and semantic fluency.<unk>  can also be related to aprosody, a disorder in which the sufferer's speech is affected, becoming extremely monotonous. It has been found that both<unk>  and aprosody can arise from seizures occurring in the non-dominant hemisphere. They can also both arise from lesions to the brain, as can Broca's aphasia come about simultaneously with<unk>  from injury. There is a relation between musical abilities and the components of speech; however, it is not understood very well.
Amusia
Anotia
Mania
Somnophilia
Amaurosis fugax
Hypomimia
Dyssomnia
Distichia