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Neuropsychology in Education A
Modern Trend
Dr. Samirranjan AdhikariM.Sc., Ph.D. (Applied Psychology), M.Ed.Assistant Professor in Psychology,
Shimurali Sachinandan College of EducationShimurali, Nadia, West Bengal
E-mail- [email protected]
Mobil-9231612366
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If the human brain were sosimple that we could
understand it, we would beso simple that we couldnt
-Emerson Pugh, The Biological Origin ofHuman Values (1977)
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Human Brain
A fascinating and mysterious
machine Weighing only about 3 pounds
(1.36 kilograms) and with avolume of about 1,250 cubic
centimetres.
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Human Brain
Has the ability to
monitor and control basic life support systems,
maintain posture and direct our movements,
receive and interpret information about the
world around us, and
store information in a readily accessible form
throughout our lives
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Human Brain
Allows us to
solve problems - strictly
practical to highly abstract,
communicate fellow humanbeings through language,
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Human Brain
Also allows us to create new ideas and imagine things
never existed, feel love and happiness and
disappointment, and experience an awareness of
ourselves as individuals.
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Human Brain
Not only can undertake such avariety of different functions,
but can do more or less all of
them
simultaneously
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Neuropsychology
one of the neurosciences
grown to be a separate field ofspecialization within
psychology over about the last45 years
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Neuropsychology Seeks to know
relationship: brain behaviour
Attempts to understand
activity :
brain
observable behaviour
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Neuropsychology
Attempts to explain
mechanisms responsible:
Thinking (Cognitive),
Feeling (Affective) &
Willing (Conative)
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Neuropsychology
Attempts to explore
effects of changes:Brain statesBehaviour
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Neuropsychology
Understandingbehaviour needs to
understand brain
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Neuropsychology
A psychology without anyreference to physiology
can hardly be complete
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Neuropsychology
BrainBehaviour:
make a significant contributionto understanding other more
purely psychological factorsoperate in directing behaviour
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The Nervous System
An Exquisite and Complex Information Processing System
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Phineas Gage
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Phineas Gage
A construction worker Americanrailroads
In 1848 suffered an accidentaniron bar, over 3 feet long and
1 inches thick entered at thelower cheek and exited from theupper forehead
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Phineas Gage
Survived but underwent a markedchange in personality
A capable foreman and an efficientworkerimpulsive, wilful,inconsiderate, and obstinate
Continually changed his mind
Gage was no longer the Gage
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Central Nervous System (CNS)
A Hierarchy of Domains
B i t
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Parts of BrainBrainstem
Cerebellum
DiencephalonCerebrum
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Functions of the Brain Parts
Brain stem
responsible for automaticsurvival functionsreceives the input from special senses
& deals with vital processes andother visceral and somatic functions
Medulla
controls heartbeat andbreathing
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Functions of the Brain Parts
Cerebellum
coordinates voluntarymovement, muscle activity andbalance
Diencephalon or sub-cortical forebraincentral control ofsensationand movement as well as of
appetitive behaviourMotivation, emotion, and theANS are also served by thisregion and states of awareness
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The Cerebral Cortex
Telencephalon or cerebral cortex
bodys ultimate control and information
processing center
Functions of the Brain Parts
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Functions of the Brain Parts
Telencephalon or cerebral cortexhigh-levelintelligent behaviour and conscious experience
Composed of three zones
Primary cortex: sensation and the initiation ofvoluntary motor activity
Secondary cortex: perception and the integration ofsensory and motor behaviour
Tertiary or association cortex: high level thinking,planning, and problem solving.
In addition, specialized regions of the cortex deal
with language.
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Lobes of the cerebral hemispheres
Planning, decisionmaking speech
Sensory
AuditoryVision
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The Cerebral Cortex
Frontal Lobes
involve in speaking and muscle
movements and in making plans andjudgments the executive
Parietal Lobes
include the sensory cortex
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Frontal Lobe
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Frontal Lobe
Motor and pre-motor cortex:(a) Primary and secondary
levels of motor control(b) Verbal fluency and
design fluency(c) Spelling
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Frontal LobePrefrontal:
(a) Tertiary level of motor control
(b) Adaptability of response pattern
(c) Programming and planning of
sequences of behaviour(d) Level of response emission
(e) Verbal regulation
(f) Problem solving(g) Voluntary eye movements
(h) Perceptual judgment
(i) Memory and attention
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Frontal Lobe
Brocas area:
Expressive speechOrbital cortex:
(a) Personality(b) Social behaviour
l b
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Parietal Lobes
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Parietal Lobes
Anterior
Somatosensory perceptionsTactile perception
Body senseVisual object recognition
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Parietal Lobes
Posterior
Language
Reception of spokenlanguage
Reading
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Parietal Lobes
PosteriorSpatial orientation and
attention
Route following
Leftright discrimination
Symbolic syntheses
l b
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Parietal Lobes
PosteriorCalculation
Intentional movement
Constructional ability
Drawing
Cross-modal tactilevisualmatching
Short-term auditory memory
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The Cerebral Cortex
Occipital Lobes
include the visual areas, which receive visual information from the opposite
visual field
Temporal Lobes
include the auditory areas, each of which receives auditory information
primarily from the opposite ear
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Occipital Lobes
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Occipital Lobes
Primary visual
sensation (points of
light, simple forms)Completion
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Occipital LobesVisual perception
Contours
Magnitude
Orientation
Depth
Stereopsis
Brightness
Colour
Movement
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Occipital Lobes
Semantic connotation of
visual objectsReading
T l L b
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Temporal Lobes
T l L b
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Temporal Lobes
AuditionReception of auditory stimulation (Heschls
gyrus)
Perception of auditory stimuli (superiortemporal gyrus)
Cognitions relating to auditory events
(anterior, superior, and middle temporal
gyrus)
Musical abilities (right temporal lobe)
T l L b
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Temporal Lobes
Vision
Tertiary visual function(middle inferior temporal
gyrus)Perception of faces (right
inferior temporal gyrus)
T l L b
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Temporal Lobes
Language
Reception and comprehensionof speech and writing (left
superior temporal gyrus andtemporalparietaloccipital
junction)
T l L b
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Temporal Lobes
Attention
Cross-modal integration
T l L b
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Temporal Lobes
MemoryAmnesic syndrome (bilateral mesial temporal lobe)
Verbal long-term memory (left temporal lobe)
Spatial long-term memory (right temporal lobe)Paired associate learning (anterior temporal lobe)
T l L b
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Temporal Lobes
Personality
Experiential perception(anterior temporal lobe)
Sexual behavior (anterior,
especially bilateral)
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Hemispheric Specialization
LEFT
Symbolic thinking
(Language)
DetailLiteral meaning
RIGHT
Spatial perception
Overall picture
Context,metaphor
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Sensation andPerception
B d T d
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Bottom-up and Top-down
Processes
Bottom-up processing
Starts with unprocessed sensory
information builds more conceptualrepresentation
Top-down processing
Conceptual knowledge influences
processing or interpretation of lower level
perceptual processing
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Sensation
The process by which the central
nervous system receives input
from the environment via sensory
neurons
Bottom up processing
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The five major senses
Vision electromagnetic Occipital lobe
Hearing mechanical Temporal lobe
Touch mechanical Sensory cortex
Taste chemical Gustatory insular cortex
Smell chemical Olfactory bulb
Orbitofrontal cortex
Vomeronasal organ?
Sensory AreasSensory Homunculus
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y y
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Perception
The process by which the
brain interprets andorganizes sensory
informationTop-down processing
F nctional Brain S stem
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Functional Brain System
Networks of neurons workingtogether and spanning wide areas
of the brainThe two systems are
Limbic system &Reticular formation
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Limbic SystemLocated on the medial aspects of cerebral
hemispheres and diencephalon
Rhinencephalon, hypothalamus,
amygdala, and
anterior nucleus
of the thalamus
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Limbic System
The Limbic System
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The Limbic SystemDeal with basic drives, emotions, and memory
HypothalamusHunger, thirst, body temperature,
pleasure; regulates pituitary gland(hormones)
AmygdalaAggression (fight) and fear (flight)
HippocampusMemory processing
Limbic System:
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Limbic System:
Emotion and Cognition
The limbic system interacts with the
prefrontal lobes
can react emotionally to consciousunderstandings
consciously aware of emotion in life
Hippocampal structures convert new
information into long-term memories
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Limbic System
Parts especially important in emotions:Amygdala deals with anger, danger, and
fear responses
Cingulate gyrus plays a role in
expressing emotions via gestures, and
resolves mental conflict
Puts emotional responses to odors
e.g., skunks smell bad
Reticular Formation
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Reticular Formation
Widespread connectionsArousal of the brain as a whole
Reticular activating system (RAS)Maintains consciousness and
alertness
Functions in sleep and arousalfrom sleep
R ti l F ti
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Reticular Formation
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Reticular Formation
Composed of three broad columnsalong the length of the brain stem
Raphe nuclei
Medial (large cell) group
Lateral (small cell) group
Has far-flung axonal connections withhypothalamus, thalamus, cerebellum,
and spinal cord
Reticular Formation: RAS and
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Reticular Formation: RAS and
Motor Function RAS Reticular Activating System
Sends impulses to the cerebral cortex to keep itconscious and alert
Filters out repetitive and weak stimuli
Motor function
Helps control coarse motor movements
Autonomic centers regulate visceral motorfunctions e.g., vasomotor, cardiac, andrespiratory centers
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Consciousness
Is holistic and totally
interconnected
Clinical consciousness: on a
continuum that grades levels of
behaviour
alertness, drowsiness, stupor, coma
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Consciousness
Encompasses
perception of sensation,
voluntary initiation and control of movement,
and
capabilities associated with higher mental
processing
Involves
simultaneous activity of large areas of the
cerebral cortex
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Attention:
Ability to detect and respond to stimuli
Psychological level:
Implies a preferential allocation ofprocessing resources and response channelsto events that have become behaviourally
relevantNeural level:
Refers to alternations in the selectivity, intensity
and duration of neuronal responses to such events
Attention
Types of Attention
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Types of Attentiona) Alertness and Arousal
The basic aspects: Enable a person to extractinformation from the environment or to select aparticular response
coma full alertness
b) Vigilance (sustained attention)The ability to sustain alertness: Monitor an event
or stimulus) continuously
c) Selective attentionAbility to scan events/stimuli and pick out the
ones that are relevantdifficult to monitor two events in the same modality
N h i l f Att ti l M t i
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Neurophysiology of Attentional Matrix
Reticular activating system
Superior colliculus
ThalamusParietal lobe
Frontal lobe
Cingulate cortex
S f
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Stages of Memory The two stages of memory
short-term memory and
long-term memory
Short-term memory (STM, or working memory)Fleeting memory of the events that continuallyhappen
STM lasts seconds to hours and is limited to 7 or 8pieces of information
Long-term memory (LTM) has limitless capacity
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Transfer from STM to LTMFactors effect transfer of memory:
STM to LTM
Emotional state
Alert, motivated, and aroused
Rehearsal
Enhances memory
Association
New information with old memories in LTMenhances memory
Automatic memory
subconscious information stored in LTM
C i f
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Categories of Memory
Two categories of
memory - factmemory and skill
memory
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Categories of Memory
Fact (declarative) memory: Entails learning explicit information
Is related to our conscious thoughts and our
language ability
Is stored with the context in which it was
learned
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Structures Involved in Fact Memory
Fact memory involves the following
brain areas:
Hippocampus and the amygdala, both
limbic system structures
Specific areas of the thalamus and
hypothalamus of the diencephalon
Ventromedial prefrontal cortex and the
basal forebrain
Skill M
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Skill Memory
Skill memory is lessconscious than fact memory
Involves motor activityAcquired through practice
Not retain the context inwhich they were learned
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Structures Involved in Skill Memory
Skill memory involves:
Corpus striatum mediates the
automatic connections between a
stimulus and a motor response
Portion of the brain receiving the
stimulusPremotor and motor cortex
L i
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Learning ...relatively permanent changes in
behavior produced by experience
Changes in the nervous system byexperiences
Changes are physical
Learning allows us to adapt ourbehaviors to the environment
Learning involves interactions among the
motor, sensory, and memory systems
F f L i
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Forms of Learning Perceptual learning functions to identify objects
and situations
Stimulus-Response learning involves making aresponse when a particular stimulus is present
Classical conditioning
Operant Conditioning
Motor learning involves forming new circuits in
motor system Relational learning involves identifying connections
between stimuli
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Learning - classical conditioning
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Learning classical conditioning Ivan Pavlov researched classical conditioning in which
pairing of two stimuli changes the response to one of
them.
Presentation of a conditioned stimulus (CS) is
paired with an unconditioned stimulus (UCS).
Automatically results in an unconditioned response
(UCR).
After several pairings, response can be elicited by theCS without the UCS, which is known as a conditioned
response (CR).
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Pavlovian Conditioning & Brain Function
Conditioning strengthenedconnections between the
CS center and UCS center in
the brain.
Pavlovian Conditioning & Brain Function
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I t t l C diti i
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Instrumental Conditioning
Association between a response and aconsequent stimulus
Reinforcement: Responses that are followed by
favourable consequences are more likely to
occur in the future
Reinforcement occurs in the context of a stimulus
That stimulus can elicit the response
Punishment: Responses that are followed by
unfavorable consequences are less likely to
occur in the future
Thanks
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Thanks
And miles to go ..
And miles to go ..