Attention and Parietal Lobes Flashcards

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1
Q

Who said? “everyone knows what attention is. It is the taking possession by the mind in clear and vivid form, of one out of what seem several simultaneously possible objects or trains of thought… it implies withdrawal from some things in order to deal effectively with others”

A

William james in 1890 in his book “Principles of Psychology”

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2
Q

What are 6 sections of Attention?

A
  1. alertness and arousal
  2. vigilance
  3. selective attention (withdrawal block other information around you)
  4. Orienting –> cocktail party
  5. effort and resource capacity –> mental workload and task difficulty –> resource capacity is our attentional system being limited
  6. sensory specific processes like visual attention, tactile attention, auditory attention are multimodal and apply to all of our senses
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3
Q

What is Posner’s Attention Switching Paradigm?

A

looks at covert attention (shifting attention without moving eyes)

  • subject looks at cross on the screen with two boxes to the right and left side, one box on one side flashes
  • then the subject is shown two different scenarios where theres an astirx on the side that flashed and another scene where an astix is on the side that didn’t flash
  • showed that it takes longer to respond in the invalid condition (the astreik that appears on the opposite side of the original flash)

the valid cue in this case was the one that matched with the initial cue and the invalid cue was the one that didn’t match

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4
Q

How is the recruitment of the DLPFC (dorsolateral prefrontal cortex) involved in divided attention?

A

superior aspects of the DLPFC get engaged when you shift your attention between 2 modalities i.e. visual and auditory but not separately

the experiment showed that DPLFC fired when there was bimodal divided attention (i.e. the person was trynna pay attention to auditory and visual stimulus) but not firing for only aud and only visual

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5
Q

What is contralateral neglect? Where does the lesion need to occur?

A
  • lesion is most often in the right inferior parietal lobe
  • or the right intraparietal sulcus and the right angular gyrus
  • noted after lesions to the frontal lobe and cingulate cortex
  • defective sensation or perception
  • defective attention or orientation
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6
Q

what is heminglect?

A

heme-inattention

  • not paying attention to one side of space
  • contralateral to the area of the lesion
  • occurs at the body midline outwards
  • multi sensory –> affects all sensory modalities
  • somatoparaphrenia: feels like some of their body parts in the left side are not there
  • double simultaneous stimulation technique (extinction)
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7
Q

What is extinction?

A

clinical sign of hemineglect

  • patients detect a single stimulus, either episilesional (same side as their lesion) or contralesional (opposite side of their lesion) of the body
  • they fail to detect the contralesional stimulus when a concurrent stimulus is presented on the ipsilesional side

i.e if the lesion is on the right hemisphere, then they can’t see whats in the left visual field when another stimulus is presented in their right visual field

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8
Q

what is the line bisection task? what does it indicate about hemineglect?

A

asking them to draw a vertical line where they would think the middle of a horizontal line would be
- performance improves with spatial cues

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9
Q

What is significant about showing the word “antiballistic” to an individual with hemineglect and the line bisection task?

A

the line bisection task indicates which area of the word they will see and which ones they won’t, according to the line bisection, they will only see the word “listic” but they will interestingly say “ballistic” because they will incorporate experience into semantic meaning of the word

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10
Q

What was Bisiach and Luzzatti’s experiment on hemineglect patients?

A
  • experiment seeing if memory is affected by the neglect of the patient
  • Working with left neglect patients with right parietal lesions from roughly the same small town
  • showing them a picture of the small town and asking them in one scenario to picture themselves standing at an “x” landmark and describing all the landmarks they see around them from memory
  • and then another task: asking them to stand from a different “x” landmark, and asking them to describe landmarks around them from memory
  • results showed that during the first task, the patients only recalled the landmarks to the right of them (in their memory) very clearly but only recalled a few to none of the left side
  • when placed in the other landmark in the second task, they could name only the left side landmarks and not the right side
  • this shows that depending on where they visualize themselves being in their memory, their left side of their visual field is always impaired but if you put together the two tasks, they clearly remember each area clearly
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11
Q

What were 5 conclusions of the Bisiach and Luzzatti’s experiment?

A
  1. memory is intact
  2. left side neglect
  3. not externally driven
  4. attention and memory are intimately linked
  5. attention may be required to recall things (i.e. spatial memory tasks)
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12
Q

What is peripersonal versus extra personal space?

A

peripersonal space is space close to our body

extra personal space is space not close to our body

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13
Q

what are three indications of peripersonal space?

A

when objects are in our peripersonal space it shows intimacy, threat and ownership

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14
Q

what do neurophysiological studies show of the brain areas specialized for coding of visual space surrounding the body?

A
  • cells in the parietal and frontal cortices as well as the putamen respond to visual stimuli in spatial proximity to a particular body part like hand or face
  • these areas are bimodal and respond to visual and tactile stimuli
  • receptive fields for visual stimuli match those for tactile on body surface even when limb and eyes move away form the area of the body
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15
Q

What does peripersonal space in different brain regions suggest?

A

suggests that these brain regions are part of an interconnected system for integrated coding of peripersonal space entered on body parts

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16
Q

What does study 1 show?

A

experiment: wiggle finger over right hand and touch left hand —> visual stimulus in the right hand (wiggled) extinguishes the tactile stimulus in left hand in patients with right parietal damage

  • left tactile extinction also occurs with an ipsilesional visual stimulus near the hand
  • far less extinction was observed when the visual stimulus was presented far away from the hand

ipsilesional beats contralesional when its in the peripersonal space… even though you would expect them to see their contralesional part and not the ipsilesional

visual peripersonal space is anchored to the hand and moves with it

17
Q

What does study 2 suggest? and what does it study?

A

studies if peripersonal space exists for other body parts.

  • suggests that the cross modal system exists for hands AND the face
  • and it is functionally distinct from the system controlling visual information in extra personal space (won’t work if visual stimulus is far away)
  • if you present finger touching face on the right side and finger hovering over left eye, then the patient only feels the right side because its ipsilesional
18
Q

What does Study 3 suggest?

A

wants to know if vision of the hand mediates the integrated visual-tactile input in peripersonal space (i.e. if we used a fake hand, would the same effects show)

  • this experiment used a rubber prosthesis
  • extinction occurred only when the rubber hand was in a compatible orientation to a real hand
  • the mechanism that codes space around the body can be deceived by a fake arm
19
Q

What was study 4 testing?

A

if peripersonal space can be modified with something other than an arm or arm look-alike

  • involved using a tool
  • extinction showed to be effective when the tool was actually put to use
  • immediate pointing did not lead to extinction
  • effect only lasted a few mins
  • this system has dynamic properties that may relate to the development of tool use in humans and other primates
20
Q

what is the prism effect?

A

wearing prisms to correct for neglect in patients
they are asked to copy a drawing, and they only copy one side of it without prisms, but once they put prisms on then it showed attention to left visual field

in control patient, they do not improve using prisms and only draw one section because their prisms were not shifting attention and were just normal glasses

21
Q

What is Balint’s Syndrome?

A

it has a triad of symptoms

  1. visual perception: they have simultaneous agnosia: they can’t recognize more than one thing at a time
  2. they have optic ataxia: deficit in visually guided reaching (they can’t reach out to an object in front of them effectively)
  3. psychic paralysis: oculomotor apraxia; difficulty directing saccades to an object of interest, and difficulty breaking fixation from the object (anti-saccades)
  4. damage to posterior parietal cortex –> bilateral damage and region that has been described as the vision for action region

i.e. can see spoon and comb separately but not at the same time

22
Q

What is the case of JG? why is it so significant?

A

3 yr old male
- had intracerebral hemorragia in his right and left parietal lobes
- he had to get it removed
- at age 10 he had trouble in school and reading long words and following sequence of texts, writing words in correct order, writing words in a line, copying from blackboard
- he also had:
trouble reaching for objects, difficulty negotiating busy environments, could not visually tack moving objects, difficulty walking down stairs and stepping off curbs, could not step onto a downward moving escalator
developing problems of self esteem

  • intact partS:
  • no trouble w eyesight
  • normal visual field
  • visual memory was fine
  • could move eyes towards sounds
  • could name shapes but had trouble drawing them

significance:
- first child ever diagnosed with Balint’s syndrome

23
Q

What are some adaptive approaches (rehab) for the JG’s Balint syndrome?

A
  • using his strengths and abilities
  • to fix simultaneous agnosia and walking problems: he was encouraged to carefully scan ground ahead in order to plan
  • keep environment uncluttered, and keep all toys in a box and play one at a time
  • to fix his reading problems: encouraged to do phonetic spelling (spell with sounds), read with well spaced text, and use cards to cover other lines of text
  • he also learned better when he listened compared to write
  • performed better when he said his notes out loud than writing them
  • encouraged to use hearing and touch to locate objects rather than vision
  • used verbal strategy and systematic scanning to overcome his oculomotor apraxia (“look left”)
24
Q

What are 9 things we can learn from JG?

A
  • balint’s exists in children
  • symptoms vary in degree (plasticity in younger kids obvs helps)
  • optic ataxia can affect lower limb function (stepping)
  • vision for action is dorsal stream process
  • visual memory may not require dorsal stream (can use ventral stream as memory for action (LOC)
  • ataxia has sensory specific component
  • verbal strategies are useful for scanning
  • adaptive rehab approach is an option
  • subjective improvement in one year