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Mé's Cognition Exams > Chapter 2 (Cognitive neuroscience) > Flashcards

Chapter 2 (Cognitive neuroscience) Flashcards

1
Q

The brain is __% of our body mass and consumes __% of our blood supply

A

2% - 20%

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2
Q

4 views on the mind brain problem

A
  1. Interactionism
  2. Epiphenomenalism
  3. Parallelism
  4. Isomorphism
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3
Q
  1. Interactionism view of the mind-brain problem
A

“The mind and brain are separate but interact”

Descartes, pineal gland is where they interact

Mind is the Most important thing / Body like machine driven by mind

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4
Q

*2. Epiphonomenalism view of mind-brain problem

A

“The mind is irrelevant”

Huxley & similar to Skinner

Mind = Consciousness / It is a byproduct of what the body is doing

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5
Q
  1. Parallelism view of mind-brain problem (no causation)
A

“the mind and brain are two aspects of same reality (2 levels of abstraction)”

G.T Fechner - All operates in parallel mental event = physical event in brain

mind-brain at the same time

(similar to isomorphism but causation?!)

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6
Q

*4. Isomorphism view of the mind-body problem (causation what we see what brain does)

A

From Gestalt

Wolfgang Kohler

Direct causal link mind-brain symmetry

Actions of mind-brain = same structure

Literal connection mind-brain you see something, same visual image created in the mind

Similar parallelism but isomorphism = causation

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7
Q

Who was opposed to epiphenomenalism

A

William James

Sais mental events don’t affect brain activity that produce them any more than shadow on the steps of a traveler

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8
Q

Argument - epiphenomenalism

A

Consciousness can be slower than actions so it can’t be the drive of all behaviours

But Tibet et al (1982) found out brain prepares for action before we are consciously aware of it (cause before effect) - Argument for epiphenomenalism

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9
Q

What did Libet et al (1982) try to do?

A

Map the speed of consciousness vs initiation of conscious action

For epiphenomenalism

The brain prepares for action .3-.2ms before we are consciously aware of it

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10
Q

What did Libet et al (1982) find ?

A

The brain starts to prepare an action before we are consciously aware of having made the decision to act

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11
Q

How long does the brain change occur before we are conscious we want to make an action

A

Preparation -550ms
Awarness -.200ms
Movement o ms

So difference = .200- .300 milliseconds

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12
Q

Cause must precede effect

A

The problem for consciousness?

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13
Q

The problem with parallelism

A

Makes no claim about the nature of the relationship between mental and physical

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14
Q

2 Relms in parallelism

if you talk to yourself ( __ relm)
if someone else talk to you ( ___ Relm)

A

Mental relm
Physical relm

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15
Q

What is the difference between isomorphism and parallelism

A

Isomorphism = cube neuron
Parallelism the synchrony of many cues together create whole

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16
Q

Injury to the left side of the brain

A

Language, right side of the body control

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17
Q

A neuron is

A

A primary functional unit of the brain

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18
Q

Neurons are connected in clusters called

A

Modules

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19
Q

Neurons in Modules are connected forming

A

Networks

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20
Q

Neurons communicate via

A

Electrical signals

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21
Q

The Hebb Rule (1949)

A

Neurons get connected when often excited close to the other “neurons that fire together wire togeather”

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22
Q

Unilateral neglect

A

Ex left hemispheric neglect - clock drawing they don’t have conscious awareness of cues on the left side

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23
Q

Damage to Wernicke’s area affects language

A

Comprehension issues

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24
Q

Damage to Broca’s area causes language

A

production issues of language

Imagining movement trajectory / Perception of rhythmic motion / processing musical syntax / natural language syntactic processing

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25
Q

4 methods to measure brain activity

A
  1. Positron emission Tomography (PET)
  2. Functional Magnetic Resonance Imaging (FMRI)
  3. Electroencephalography (EEG)
  4. Magnetoencephalography (MEG)
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26
Q

PET tells us about

A

Blood flow / an idea of where oxygen went / most used parts

After the action occurs

Difference scores (brain at rest brain in action)

Radioactive substance injected

Hard to interpret the cause of brain activation

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27
Q

What does fMRI tell us

A

Changes in the flow of oxygenated blood can then be picked up
as alterations in the magnetic field, and this information can be used to construct an image of cortical activity.

Gives spatial resolution

Like PET but safer / also slow but not as much / loud

Big magnets

28
Q

What does EEG tell us

A

Safe / like fMRI but a lot faster

ms accuracy

Detects electrical neural communication

Only outer layers of cortex

Temporal resulution

29
Q

What does MEG imaging tell us

A

Like blend of EEG and fMRI (but detects current activity)

Detects magnetic fields produced by electrical activity in the brain

Still the outer layers of cortex

30
Q

What does eye tracking allow

A

Use behaviour to infer brain processes

31
Q

Isomorphism vs Necker cube

A

A demonstration of Gestalt psy and isomorphism

Neurons get breaks so we get a ‘switching’ effect in our conscious experience

The neuron “cube” is firing and then a different one will fire

32
Q

2 kinds of brain injury

A
  1. Epidural hematoma (outside)
  2. Subdural Hematoma (inside)
33
Q

Grey matter is

A

Outside

34
Q

White matter is

A

Inside

35
Q

Injury to the right side of the brain can cause

A

Spatial issues

36
Q

Injury to the left side of the brain can cause

A

Language issues

37
Q

the important lobes

A

Frontal - Executive functions
Parietal -
Occipital - vision at the back
Temporal -

38
Q

Learning occurs when

A

neurons becomes connected

39
Q

What is the somatosensory cortex responsible for

A

Processing sensory information

40
Q

Where is the somatosensory cortex

A

Across from the central sulus and primary motor cortex

41
Q

With the homunculus we see that for humans … are important in the brain

A

Hands and mouth

42
Q

Cognitive ethology takes into account

A

Eat role of the body and affordances in interpreting and predicting cognition in action

43
Q

Neuroimaging allows us to

A

Dress some of the goals of cognitive ethology - to take a more holistic approach observe brain behaviour directly

44
Q

Functional perception vs gears

A

When you slow the gears alternating back and forth it tells you there is more information you can make different sense of movement

45
Q

Where will the eyes focus on a static picture vs video

A

Eyes vs mouth

46
Q

Examples brain injury

A

Muhammad Ali -

Ronald Reagan - Alzheimer

Margaret Thatcher - Demencia

Phineas Gage (1848) -

Gabrielle Giffords - Shot left side / language

47
Q

What is cognitive neuroscience

A

Combination of neuroscience and psychology

specific cognitive mechanisms are associated with specific brain areas

brain mechanisms give rise to mental functions (memory, attention, language)

Assumes the brain is made up of specific modules

48
Q

What are 3 basic principles of phrenology

A
  1. The brain is the sole organ of the mind
  2. Basic character and traits are innately determined
  3. Differences in character = differences in brains

They thought these showed up in the shape of the skull… higher function larger it would be on the skull…

49
Q

Study of mice to localize functions

A

Shepherd Ivory Franz & Karl Lashley

*Ablation of frontal lobes in mice

Findings - it did not matter where the lesion was (as long as enough tissue left)

Takeway the brain as a whole is important!

50
Q

Lashley’s findings resulted to two laws

A
  1. Law of mass action
  2. Law of equipotentiality
51
Q

Lashely’s 1. law of mass action

A

learning and mem­ory depend on the total mass of brain tissue remaining

52
Q

Lashley’s 2. Law of equipotentiality

A

although some areas of the cortex may become specialized for certain tasks,

any part of an area can, within limits, do the job of any other part of that area

53
Q

Types of methods to understand the brain

A
  1. Animal studies
  2. Behavioural studies
54
Q

Behavioural research looking at sensory systems consider the following six sensory systems:

A
  1. vision
  2. Audition
  3. Taste
  4. Smell
  5. Somatosensory (joint movement etc)
  6. Vestibular (balance / orientation)
55
Q

What is a sensory system

A

A system that links the physical and perceptual worlds via the nervous
system; composed of sensory receptors, neural pathways, and distinct
regions of the brain preferentially dedicated to the perception of information.

56
Q

Are aphasia well defined?

A

No (these studies are suggestive but rarely definitive)

What we do know Wernicke’s is receptive & Broca’s is expressive

57
Q

Interhemispheric transfer and interaction (Roger Sperry)

A

Nobel prize - communication between the two hemisphere have specific abilities but both together adds the perception and consciousness …

Corpus colosseum severed split brain functioning

58
Q

Left hemeshere

A

Analytic and language

59
Q

Right hemisphere

A

Non verbal intuitive Gestalt etc

60
Q

What did Sperry argue

A

Consciousness is an emergent property of the brain (not reducible)

61
Q

Emergent property for Sperry

A

In Sperry’s sense, a property that “emerges” as a result of brain
processes, but is not itself a component of the brain.

the mind = consciousness is neither reducible to, nor a property of, a particular brain structure or region.

62
Q

What are event-related potentials

A

An electrical signal emitted by the brain after the onset of a stimulus.

Differences in neural activity can be recorded with many observations

63
Q

What is connectionist theory

A

A theory that focuses on the way cognitive processes work at the physiological/ neurological (as opposed to information-processing) level.

It holds that the brain consists of an enormous number of interconnected neurons and attempts to model cognition as an emergent process of networks of simple units (e.g., neurons) communicating with one another.

64
Q

Connectionist model (2 basic ideas)

A
  1. Information can be broken down into elementary unit (neuron)
  2. Connection between the units (forming neural netwarks)
65
Q

Combining methods

A

Can inform the outcomes, since conclusions are hard to make in cognitive neuropsychological studies

66
Q

Combining methods

A

Can inform the outcomes, since conclusions are hard to make in cognitive neuropsychological studies

mapping imaging and behavioural data for example can enrich the reflection

67
Q

There can be measurement error

A

Yep

Mé's Cognition Exams (8 decks)

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