REFLEXES - IMBM · REFLEXES SPINAL CORD - reflexes, BRAIN STEM ... –Acoustic. LEARNING ......
Transcript of REFLEXES - IMBM · REFLEXES SPINAL CORD - reflexes, BRAIN STEM ... –Acoustic. LEARNING ......
REFLEXES
SPINAL CORD - reflexes,
BRAIN STEM - breathing
blood pressure)
very quick stereotypic reactions
“brain of the snake”
EMOTIONS
PALEOCORTEX
SUBCORTICAL NUCLEI - life and
species preservation, survival
“brain of the horse”
COGNITIVE
Neocortex – the highest level of
brain functions – learning and
memory
cognition – homo sapiens
“brain of a man”
ASSOCIATION AREAS OF THE BRAIN CORTEX
Association motor
cortex
Primary motor
cortex
Primary sensory cortex
Association sensory
cortex
Polymodal association
cortex
Primary auditory cortex
Association auditory cortex
Association visual cortexLimbic cortex
Prefrontal cortex
SENSORY DIVISION OF THE CNS
PRIMARY SENSORY CORTEX
(gyrus postcentralis
In parietal lobe)
MOTOR DIVISION OF THE CNS
PRIMARY MOTOR CORTEX
(gyrus praecentralis
In frontal lobe)
Cognition
• Mental activity or acquisition, storage, transformation, and use of knowledge
• Levels of cognition
Perception
Attention
Pattern Recognition
Memory
Organization of Knowledge
Language
Reasoning
Problem Solving
Decision Making
Learning
Learning
• Hebb rule
– repeated neural activity will produce physical changes in the nervous system
– neurons that fire together, wire together
• Long term potentiation
– LTP
– gradual increase in postsynpatic potential
– function and structure
Memory
• Encoding
– Semnatical
– Visual
– Acoustic
LEARNING
– the aquisition of new information
or knowledge
MEMORY– the retention
of learned information
IMPRINTING
PROCEDURAL LEARNING – „HOW“ (cerebellum, hippocampus, neocortex)
-FOR SKILLS OR BEHAVIOUR
-MORE LIKE A HABBIT
-REQUIRE REPETITION AND PRACTICE OVER A LONG TIME
-LESS LIKELY TO BE FORGOTTEN
DECLARATIVE LEARNING – „WHAT“ (association areas, temporal lobes,
hippocampus, diencephalon)
FOR FACTS AND EVENTS (SEMANTIC, EPISODIC)
CAN BE ACCESSED FOR CONSCIOUS RECOLLECTION
EASY TO FORM MEMORY TRACES
EASY TO BE FORGOTTEN
Emotions
• Consciously experienced subjective feelings and resulting actions
• William James & Carl Lange (1887)
– experiencing emotion by interpreting body response
– „We feel sorry because we cry“
James-Lange theory of emotions
Physiological responses
(cry, aroused, smile)
Stimuli
(pain, win, lose)
Emotions
(sad, happy)
Cannon-Bard theory of emotions
Emotions
(sad, happy)
Stimuli
(pain, win, lose)
Physiological responses
(cry, aroused, smile)
JAMES – LANGE (1884)
“...I am sad, because I cry...“
Emotions are percieved as a consequence of emotional expressions
CANNON – BARD (1927)
„...I need not to cry, to be sad...“
Emotions are experienced undependently of emotional expressions
THEORIES OF EMOTION
6 basic universal emotions
• Anger
• Fear
• Disgust
• Happiness
• Sadness
• Surprise
Emotions
• Functions of emotions
– Motivation
– Communication
– Information
• How to measure emotions?
• Emotional intelligence...
Intelligence
• The ability to profit from experience, acquire knowledge, think abstractly, act purposefully, or adapt to changes in the environment
• Universal, Context-dependent
• 3A
– Ability, Achievement, Aptitude
• Multiple intelligences
• „Life is a series of poorly defined intelligence tests“
Intelligence
• Francis Galton
– Inheritance of eminence
• Not the analyzed parameter
• Bias from SES
• Anthropometry – physical traits?
• IQ = (mental age / chronological age)*100
• IQ mean = 100, SD = 15
• Mental retardation (IQ<70)
• Intellectual giftedness (IQ>130)
Intelligence
• Charles Edward Spearman
– g – general variance
– s – specific variance
– e – error variance
– “g” is the variance shared by all tests of intelligence
• Binet, Wechsler tests and subtests
– Reliability – reproducible and consistent results
– Validity – Measuring what is intended to be measured.
G-factor
Vocabulary Arithmetic Memory
V specific A specific M specific
.80.70
.60
.60 .70 .80
r voc-arith = .55 r voc-memory = .50 r arith-memory = .39
Intelligence
• Fluid intelligence (gf)
– Abilities to think, reason, and acquire new knowledge
• Crystalized intelligence (gc)
– Knowledge and understanding that a person has acquired
Neuroscience techniques
• Brain Lessions
• Brain Imaging Techniques
– PET
– MRI
– fMRI
• Event-related Potential
• Single-cell Recording Technique
COGNITIVE PERFORMANCE AND GENDER DIFFERENCES
FEMALES MALES
Object
comparison
Object
search
Verbal
fluency
Fine motor
skills
Simple
arithmetics
Mental
rotation
Spatial
visualization
Targeting
Searching
Embeded
figures
Logical
mathematics
Psychopathology
• Autism
• Schizophrenia
• Alzheimer
• Depression
• Bipolar disorder
Autism
• Kanner triad
– Deficits in reciprocal social interaction
– Impairments in verbal and nonverbal communication
– Restricted, repetitive or stereotyped behaviors and interests
• Neurodevelopmental disorder
• Increase in prevalence (1:200)
• Male:female ratio = 4:1
ASD
• Heritability = 0,9 (10% syndrome-related)
• Myths (Nutrition, vaccination)
• Five specific spectrum diagnoses used by DSM-IV:
– Autistic disorder
– Asperger disorder
– Rett disorder
– Childhood disintegrative disorder
– Pervasive developmental disorder-NOS
ASD
• Individual must demonstrate at least 6 of the 12 symptoms
– At least 2 symptoms from the social domain
– At least 1 symptom from communication domain
– At least 1 symptom from the restricted behaviors/interest domain
– At least 1 symptom must have been present before 36 months of age
Coexistence with other neurodevelopmental disorders
AUTISM
epilepsy
in 30%
Rare
disorders
10%
Language
OCD
Social Behavior
“Endophenotypes”
Alzheimer
• Neurodegeneration
– Extracellular senile plaques (beta amyloid)
– Intracellular neurofibrillary tangles (tau proteins)
– Increasing prevalence (1% at 60 years)
Schizophrenia
• Disruption in cognition and emotion
• Positive and negative (anhedonia) symptoms
• Hallucinations
• Delusions
• Decline in social and occupational functioning
• Prevalence 1%
Bipolar disorder
• Manic-depressive illness
• Disruption of neurotransmitter signalling
• Prevalence 1%
• Bipolar I (manic) a II (depressive)
• Suicide risk
Bipolar I Disorder
Major
Depressive
Episode
Manic
or Mixed
Episode
Manic
or Mixed
Episode
One or more
manic episodeOR
Depressed and
manic episodes
OR
Bipolar II Disorder
Major
Depressive
Episode
Hypomanic
EpisodeHypomanic
Episode
One or more
hypomanic episodeOR
Depressed and
hypomanic episodes
OR
Unipolar vs. Bipolar Disorder
Bipolar
Unipolar
Elevated
Mood
Elevated
Mood
Depressed
Mood
Depressed
Mood
Alzheimer – DSM IV
• Development of multiple cognitive deficits manifested by both memory impairment and 1 or more of the following cognitive disturbances: aphasia, apraxia, agnosia, or disturbance in executive functioning
• Cognitive deficits cause significant impairment in social functioning and represent a significant decline from a previous level of functioning
• Course is gradual in onset with continuingcognitive decline
• Deficits are not due to any other CNS disorder, systemic illness, or substance-induced condition