neuropsychology in education

7/30/2019 Neuropsychology in Education

1/86

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


2/86


3/86


4/86

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)


5/86

Human Brain

A fascinating and mysterious

machine Weighing only about 3 pounds

(1.36 kilograms) and with avolume of about 1,250 cubic

centimetres.


6/86

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


7/86

Human Brain

Allows us to

solve problems - strictly

practical to highly abstract,

communicate fellow humanbeings through language,


8/86

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.


9/86

Human Brain

Not only can undertake such avariety of different functions,

but can do more or less all of

them

simultaneously


10/86

Neuropsychology

one of the neurosciences

grown to be a separate field ofspecialization within

psychology over about the last45 years


11/86

Neuropsychology Seeks to know

relationship: brain behaviour

Attempts to understand

activity :

brain

observable behaviour


12/86

Neuropsychology

Attempts to explain

mechanisms responsible:

Thinking (Cognitive),

Feeling (Affective) &

Willing (Conative)


13/86

Neuropsychology

Attempts to explore

effects of changes:Brain statesBehaviour


14/86

Neuropsychology

Understandingbehaviour needs to

understand brain


15/86

Neuropsychology

A psychology without anyreference to physiology

can hardly be complete


16/86

Neuropsychology

BrainBehaviour:

make a significant contributionto understanding other more

purely psychological factorsoperate in directing behaviour


17/86

The Nervous System

An Exquisite and Complex Information Processing System


18/86

Phineas Gage


19/86

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


20/86

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


21/86

Central Nervous System (CNS)

A Hierarchy of Domains

B i t


22/86

Parts of BrainBrainstem

Cerebellum

DiencephalonCerebrum


23/86

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


24/86


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


25/86

The Cerebral Cortex

Telencephalon or cerebral cortex

bodys ultimate control and information

processing center



26/86


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.


27/86

Lobes of the cerebral hemispheres

Planning, decisionmaking speech

Sensory

AuditoryVision


28/86

The Cerebral Cortex

Frontal Lobes

involve in speaking and muscle

movements and in making plans andjudgments the executive

Parietal Lobes

include the sensory cortex


29/86

Frontal Lobe


30/86

Frontal Lobe

Motor and pre-motor cortex:(a) Primary and secondary

levels of motor control(b) Verbal fluency and

design fluency(c) Spelling


31/86

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


32/86

Frontal Lobe

Brocas area:

Expressive speechOrbital cortex:

(a) Personality(b) Social behaviour

l b


33/86

Parietal Lobes


34/86

Parietal Lobes

Anterior

Somatosensory perceptionsTactile perception

Body senseVisual object recognition


35/86

Parietal Lobes

Posterior

Language

Reception of spokenlanguage

Reading


36/86

Parietal Lobes

PosteriorSpatial orientation and

attention

Route following

Leftright discrimination

Symbolic syntheses

l b


37/86

Parietal Lobes

PosteriorCalculation

Intentional movement

Constructional ability

Drawing

Cross-modal tactilevisualmatching

Short-term auditory memory


38/86

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


39/86

Occipital Lobes


40/86

Occipital Lobes

Primary visual

sensation (points of

light, simple forms)Completion


41/86

Occipital LobesVisual perception

Contours

Magnitude

Orientation

Depth

Stereopsis

Brightness

Colour

Movement


42/86

Occipital Lobes

Semantic connotation of

visual objectsReading

T l L b


43/86

Temporal Lobes

T l L b


44/86

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


45/86

Temporal Lobes

Vision

Tertiary visual function(middle inferior temporal

gyrus)Perception of faces (right

inferior temporal gyrus)

T l L b


46/86

Temporal Lobes

Language

Reception and comprehensionof speech and writing (left

superior temporal gyrus andtemporalparietaloccipital

junction)

T l L b


47/86

Temporal Lobes

Attention

Cross-modal integration

T l L b


48/86

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


49/86

Temporal Lobes

Personality

Experiential perception(anterior temporal lobe)

Sexual behavior (anterior,

especially bilateral)


50/86

Hemispheric Specialization

LEFT

Symbolic thinking

(Language)

DetailLiteral meaning

RIGHT

Spatial perception

Overall picture

Context,metaphor


51/86

Sensation andPerception

B d T d


52/86

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


53/86

Sensation

The process by which the central

nervous system receives input

from the environment via sensory

neurons

Bottom up processing


54/86

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


55/86

y y


56/86

Perception

The process by which the

brain interprets andorganizes sensory

informationTop-down processing

F nctional Brain S stem


57/86

Functional Brain System

Networks of neurons workingtogether and spanning wide areas

of the brainThe two systems are

Limbic system &Reticular formation


58/86

Limbic SystemLocated on the medial aspects of cerebral

hemispheres and diencephalon

Rhinencephalon, hypothalamus,

amygdala, and

anterior nucleus

of the thalamus


59/86

Limbic System

The Limbic System


60/86

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:


61/86

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


62/86

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


63/86

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


64/86

Reticular Formation


65/86

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


66/86

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


67/86

Consciousness

Is holistic and totally

interconnected

Clinical consciousness: on a

continuum that grades levels of

behaviour

alertness, drowsiness, stupor, coma


68/86

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

i


69/86

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


70/86

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


71/86

Neurophysiology of Attentional Matrix

Reticular activating system

Superior colliculus

ThalamusParietal lobe

Frontal lobe

Cingulate cortex

S f


72/86

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


73/86

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


74/86

Categories of Memory

Two categories of

memory - factmemory and skill

memory


75/86

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


76/86

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


77/86

Skill Memory

Skill memory is lessconscious than fact memory

Involves motor activityAcquired through practice

Not retain the context inwhich they were learned


78/86

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


79/86

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


80/86

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


81/86

Learning - classical conditioning


82/86

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).


83/86

Pavlovian Conditioning & Brain Function

Conditioning strengthenedconnections between the

CS center and UCS center in

the brain.

Pavlovian Conditioning & Brain Function


84/86

I t t l C diti i


85/86

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


86/86

Thanks

And miles to go ..

And miles to go ..

neuropsychology in education

Documents