Exam 3 Flashcards
What is memory and what is it for
memory =a group of mechanisms or processes by which experience shapes us and changes our brain and behavior
– knowledge that is stored in the brain and the process of acquiring, consolidating, and retrieving that knowledge
for = holds detail about or life, different time periods, helps to form identity, allows us to act appropriately to different objects and situations. it captures the regularities around us like patterns, adaptations, and co-occurrences
what is episodic memory and semantic memory? evidence of each
Episodic memory = episodes and events that happen in our life. time stamped events. usually have some emotional basis.
(HIPPOCAMPAL REGIONS)
—evidence for episodic and semantic memory being different: the patient of Dan’s that came in. he could still form semantic memories, but he could not remember any events that happen to him personally.
Semantic memory = memory of things that are factual and are more removed from one’s personal life (ANTERIOR TEMPORAL REGIONS)
most memory researchers make a fundamental distinction between “declarative” and “nondeclarative” memory. compare and contrast these by their behavioral features and their neuroanatomical underpinnings.
declarative
- Neuroanatomical = hippocampi and amygdala
- Behavioral = you consciously are aware of it, when you learnt it, and you may have some emotional connection to it
nondeclarative
- Behavioral = procedural, prior experiences impact behavior without us really knowing it. information that you just know and it is not linked to a particular situation where it was learned
- Neuroanatomical = basal ganglia and cerebellum ?
- Example: driving
Patient Boswell
- he lost his declarative semantic memory
- still had declarative episodic memory but not true episodic because there was a lot of confabulation
—- example: pool was 2 inches deep or juicy fruit tree - only had a memory span of 45 seconds, after that he forgets
- impaired naming of objects
- knew the rules of checkers but had no idea that he knew them – he just knew if it was a good or a bad move
confabulation
strongly associated with damage to the thalamus and mammillary bodies. happens more often in in situations of alcohol abuse and basal forebrain damage
what is working memory? what are the principle neuroanatomical correlates of working memory? how does working memory relate to G, psychometrically and neuroanatomically (According to Bowren?)
Working memory = ability to maintain and control mental information
- frontal lobes
- 7 +/- 2 units of information
- lasts a few minutes
- holding information in mind to perform some operation with it
- core processes of working memory include the maintenance and control of representational information encoded in neuronal ensembles
G and working memory shared neuroanatomy = arcuate fasciculus
- left hemisphere white matter in the arcuate fasciculus which is a white matter bundle that connects the frontal, parietal, and temporal cortices
G and working memory psychometry = individual differences in G can be largely driven by individual differences in working memory
- focuses on the extent that performance on working memory tasks can predict individual differences in G
Baddeley - brain system that provides temporary storage and manipulation of the information necessary for complex cognitive tasks
3 sub components:
1. phonological loop - stores and rehearses speech based information
2. central executive - attentional controlling
3. visuospatial sketchpad - manipulates visual images
using a timeline, define “retrograde” and “anterograde” amnesia. how are they related to the point of neurological injury
Retrograde = impairment in memory for information acquired before the onset of amnesia
— forgetting things that happened in the past
Anterograde = can not form new memories after the onset of amnesia
— forgetting future things, can not form new memory
Retrograde —- injury —- anterograde
Hippocampus is a key structure for memory but the nature of memory processing in the hippocampus remains a matter of debate. Discuss contemporary theories of what the hippocampus does in support of memory
Baddeley paper
debate about if hippocampal activity is required for conscious retrieval on information
you need to hippocampus for consolidation
what is emotion? use ideas from Damasio and LeDoux (2013) to explain the difference between feeling and emotion.
emotion = unconscious, automatic, physiological
- physiological response happens when the brain detects certain challenging situations
—- in the brain - change in arousal levels and cognitive functions
—- in the body - change in endocrine, autonomic, and musculoskeletal responses
feeling = conscious experience that you get from these somatic and cognitive changes
Primary emotions: happiness, sadness, disgust, fear
Secondary emotions: primary emotions combine in different strengths. associated with wants, desires, and expectations
Love is a secondary emotion and a feeling
Decerebrating cats study = produced sham rage (rage for no reason) showed that there was a neural basis for emotion and that it is involved with the hypothalamus (now known as the limbic loop)
how does emotion help and interact with other functions like memory, decision-making, social interactions, and even survival
- because fear is a primary emotion, a lack of fear impacts all secondary emotions downstream like embarrassment
- memory - can make conditioned responses to emotionally salient functions but if it is not emotionally salient due to a lack of fear, this would be impacted
- decision making and survival - SM makes poor decisions like walking through an alley alone because she has no fear and has not made that fear association
- social interactions - SM has no personal space ideas
summarize and evaluate evidence that supports the idea that the human amygdala functions as a sort of “fear detector”
- animals with this area lesioned fail to learn the associations between a conditioned stimulus and an unconditioned stimulus so they do not express fear when the conditioned stimulus is presented alone
- SM’s ability to detect or feel fear was basically non-existent
(seemed like she had no self preservation skills) - she can not experience fear based learning
- the lateral nucleus projects from the thalamus and body to the amygdala = this is the site of synaptic change in fear based learning
SM permitted a number of novel, path-breaking insights about the role of the amygdala in emotional processing. Cite 3 specific observations in patient SM that have advanced knowledge on how the amygdala is important for emotion
- she did not learn conditioned fear responses: she walked through dark alleys and was held at gun/knife point many times. she also was in a domestically abusive situation but still did not fear her partner or the criminals
- deficits in personal and social decision making: she had a blunted ability to feel emotion
– she had a autosomal recessive genetic disorder where there is a thickening of skin and mucus membranes with calcification of limbic system (bilateral damage only to the amygdala) - she was not afraid of inherently scary stimuli: took her to pet snakes and spiders, walked her through a haunted house, and watching clips of a scary move. she was more fascinated with the stimuli
NY times says “researchers at UIOWA have discovered the brain center for religion” the article talks about the Asp et al. paper 2021. what did the researchers “discover” that prompted the New York times coverage
- people with VMPFC damage had increases in specific religious beliefs following their brain injury
- not just people with lesions or a profound medical event, it was specific to this area – so it is not the case that a life threatening event made them “find god”
- prefrontal cortex is crucial for mediating doubt and without doubt people are more susceptible to believing
religious fundamentalism was studied with the proxy of doubt and found that higher level of authoritarianism and religious fundamentalism have lower doubt and more damage to PFC
false tagging theory (2 steps in the process of doubting):
1. you hear a statement and automatically assume it has some truth
2. you then go back and assess if it actually is true which tags it as doubtful or not
using findings from Asp et al. 2019, explain why damage to the ventromedial prefrontal cortex might be associated with reduced third-part punishments for violent crimes
3rd party punishment - judge (someone not involved in the situation)
- patients with VMPFC lesions have deficits in emotional processing
— they gave more lenient punishments on violent crimes than the comparison group did
— in nonviolent crimes, there was no difference between the punishment given by the comparison group and the VMPFC damage group
what did the “field” experiments by Feinstein et al 2011 add to our understanding of the role of the amygdala in fear processing
- crucial for induction and experience of fear emotion
- her reactions did not lack a response, she was very interested, curious, and aroused by the fear stimuli
—- she wanted to hold the snakes, talk to the haunted house workers, and was interested in the scary movie clips so much so, she asked for the title to watch it later
—- felt an overwhelming sense of curiosity
Benson and Geschwind (1985) in their discussion of aphasia, distinguish the terms speech, language, and thought. why? what are the implications of these distinctions, and what is the rationale for defining them carefully at the onset of a discussion of aphasia
- there are clinical disorders for each individual term, which leaves the other functions in tact
- speech - coordinate muscle activity of oral communication and to the neural control of this language
- language - signal systems used by one individual to communicate with another
- thought - all forms of mental activity, both linguistic and non linguistic
what is the left perisylvian language network of the human brain? what are the key structures and areas. where are they located
- involve early auditory and somatomotor cortices
- involved in transient reconstruction and explicit phonemic representation of word forms
- Broca’s area, Wernicke’s area, posterior superior temporal gyrus, portions of the anterior and lateral temporal cortex, inferior parietal lobe, supramarginal gyrus, angular gyrus, inferior frontal cortex, insular cortex
the major aphaisas (Broca’s, Wernicke’s, global, and conduction) have reliable signs and symptoms and reliable neuroanatomical correlates. for each of them, what are the typical signs and symptoms, and what are the neuroanatomical correlates
Broca’s
- comprehension issues with syntax
- disordered speech production
- speech deficits
- can sometimes sing normally
- unaware of their errors and can get frustrated
- speak spontaneously
- repetition
- articulation problems
- single utterance patters of speech or muttering of ingle syllable, word, or phrase
- posterior portion of the left inferior frontal gyrus = pars triangularis + pars opercularis
Wernicke’s
- difficulty understanding spoken or written language
- maybe can not understand language at all
- fluent speech with normal prosody and grammar but with nonsensical words
- superior temporal gyrus
- damage to white matter that connects temporal lobe language areas to other areas
conduction
- have issues producing spontaneous speech, repeating words, and may use words incorrectly
- can hear or see their own speech errors but can not repair them
- damage to arcuate fasciculus which is the area that connects broca’s and wernicke’s
global
- total impairment of most language
- comprehension, spoken, repetition, and naming are impaired
- can not read or write
- right hemiplegia
what is a mental lexicon. Define morpheme, phoneme, and semantic. how do these constructs come into play in building the mental lexicon in the brain.
mental lexicon - mental store of information about words that include semantic info (word meaning), syntactic info (how they combine in sentences) and details of word forms (sounds/spellings)
- lexical access - stages of processing where words are integrated into sentences, discourse, or larger context to facilitate understanding of the whole message
- morpheme - smallest meaningful representation unit and meaning can change with each morpheme
—– ex: de-frost = 2 morphemes - phenome - smallest unit of sound that makes a difference to meaning; words with overlapping phenomes are thought to cluster in a mental lexicon
- semantic - representation in mental lexicon are organized according to semantic relationships between words like categories and factual information
what is akinetic mutism and what are the neural correlates of this condition
- people lose the motivation to speak or communicate
- make no attempt and have few facial expressions
- thought to have lost the will to interact verbally and kinetically with their environment
- neural correlates = bilateral damage to the anterior cingulate, mesial frontal, or supplementary motor regions
what are the main findings from the H Damasio et al. 1996 study? what are the category specific naming deficits? according to Gess et al. 2014 how might such deficits be rehabilitated
the goal of errorless learning is to always be correct or always pass
- face presented with name to learn
- face presented with name - last letter
- face presented with less and less of the name each time they get it correct
normal retrieval of the words denote concrete entities depend on classic language areas and higher order processes
- they might do okay in one category, like tools, but are deficient in another, like animals.
- rehabilitated with errorless learning
Damasio and Tranel 1993 reported that the neural systems for retrieving nouns are separate from the neural systems for retrieving verbs. discuss the evidence for this and the damasio’s interpretation
- patient case studies show that people can be deficient in one but not the other; shows double dissociation
—- Boswell and AN1033 - could not retrieve nouns (specifically in animals, fruits, and veggies category but ok with verbs
—– KJ1360 - could retrieve nouns but not verbs
Neuroanatomy:
- damage to the posterior temporal and occipitoparietal cortices = associated with common and proper noun retrieval
- damage to left frontal areas = associated with verb retrieval
Interpretation:
- not a localization between areas but instead a connection and this connection between areas is not direct. instead, it depends on a set of neural structures that use convergence zones to link separate regions
define the terms anosognosia and Anosodiaphoria. how do these two conditions relate to each other
anosognosia - a lack of awareness of a disability or the refusal to admit its existence
- can be in relation to anything (a limb is paralyzed, can not hear or see anymore, can not interact socially anymore)
- unawareness - not having the neurological mechanism to understand that there is something wrong
- denial - rationalizing everything and denying an issue
Anosodiaphoria - indifference or unconcern for the deficit. minimization or apparent indifference to the existence of the handicap
using the gainotti 2018 article. how would you unpack the anosognosia? is this a single basic mechanism, or a more conflated construct that covers basic biological mechanisms and psychodynamic mechanisms of denial?
- it is a more conflated construct that covers both
- thought to be motivational and denial based
- as time went on people were more accepting and acknowledged the issue but still minimized it and made excuses
- depression and anxiety often followed acceptance of it
- people who suffer from these tend to see illness as an imperfection or a danger to their independence and prestige
what is neglect (inattention)? what are the most common clinical manifestations of neglect and what are the most common anatomical correlates?
- ignoring one half of the body and visual field (usually left)
- deficits of attention, inattention, global-local processing, spatial memory, and mental representations
- impaired attention to and awareness of stimuli presented to half of personal and extra personal space
clinical manifestations:
- object centered coding deficit - ignoring the last half a word, no matter what orientation it is in
- left personal neglect - not maintaining the left half of the face or body
- failure to use or notice the position of the left limbs
- not drawing the left side of each character or the entire character on the left side of an image in a copy but can draw the whole thing from memory
Anatomical correlates:
- superior temporal gyrus + the areas associated with spatial cognition like the frontal premotor cortex and the posterior inferior parietal areas
- right inferior-posterior region
- right superior temporal gyrus
- bilateral occipital, occipitotemporal, or occipitoparietal
- intraparietal sulcus, inferior parietal at TPJ
the study reported by bisiach and luzzatti 1978 is considered a classic in neurospychology and is widely cited. why. what is especially significant about this study.
they denied any defect in their visual field
- case 1 = she finished the drawing, realized she did it wrong, and then corrected it without prompting
- case 2 = could not finish the task even with help from the examiner
define the clinical phenomenon of extinction to double simultaneous stimulation. how does this phenomenon help inform the clinician about the presence of neglect?
- patients fail to report one of the 2 stimuli when they are presented at the same time
— when presented separately, patient can identify both
— can happen with different modalities, not just vision
the conditions of anosognosia and neglect are both strongly lateralized. they occur much more with damage to one side of the brain and not the other. discuss the main sources of evidence for this and some of the potential mechanisms.
- right spatial neglect is associated with damage to the left brain and has been found to be much more rare and less severe
- inattention/neglect - almost always left side neglect with right side brain damage
Evidence:
- line test where people are given a paper with a bunch of lines and are told to cross all of them out after being shown each corner of the paper
—- people miss most of the left side and when they are called attention to it don’t believe the lines were there, claim to have not seen them, etc.
define executive functions and discuss how the various capacities subsumed by this term are important for adaptive behavior
executive functions:
- higher order cognitive capacities
- judgement - weighing options, requires working memory
- planning - ability to think in the future, where you are, where you want to be, and how best to get there
- decision-making - timing, ability to select most favorable course
- self-perception - self-monitoring, self-modulation, utilizing feedback, personality
- social conduct
capacities draw from and rely on these forms of cognition for complex processes of memory, learning, social relationships
prefrontal cortex is divided into 3 sub regions. what are they and label them. what are the main cognitive and behavioral correlates of each?
- precentral - most posterior. primary motor cortex mediating movement on the opposite side of the body. has connections with the cerebellum, basal ganglia, and motor divisions of the thalamus. different parts of the body have different representations
- premotor - in front of precentral area. supplementary motor areas, integration of motor skills and learned action sequences. participate in afferent/efferent loops with the basal ganglia and thalamus.
—- damage can lead to akinetic mutism - prefrontal - critical for higher order functions like planning, judgment, reasoning, decision making, emotional regulation, social conduct, and it links major sensory and motor systems
vmPFC - gambling, impulsive, risky, doubt
dlPFC - general intelligence
mPFC - myslef, slef awareness, social behavior
psychometric intelligence is often remarkedly unaffected by prefrontal lobe lesions. why is it misleading to conclude that patients with prefrontal lesions are still intelligent
- hard to assess frontal lobe damage in the neuropsych setting
- psychometric intelligence does not capture all different facets of intelligence because it is an artificial situation with shorter tests that can not capture it
- frontal lobe deficits often involve behavioral disorders so they are not captured by a psychometric intelligence scale (emotional or interpersonal)
lezak 2012 notes that assessing the consequences of frontal lobe damage in the neuropsychology laboratory is challenging. why
- manifestations of frontal love damage is often subtle in the lab because it is not the real world
- the tests are very structured and are controlled by the examiner so it tends to reduce access to the most important defects associated with frontal lobe damage
discuss the constructs of “perseveration” and “inflexibility” and how they relate to frontal lobe dysfunction
perseveration - patient repeats a movement, response, or an activity long past the point where it has stopped being appropriate and adaptive
Inflexibility - decreased capacity for behavioral or mental flexibility can limit imaginative or creative thinking
—- ignore environmental cues (so actions are probably out of context)
—- learning is reduced
—- unable to profit from an experience
—- abnormal collecting and hoarding behavior
—- they can not learn and adapt in order to find different ways to achieve their goal, probably have problems forming goals, can put a strain on adaptive decision making and volition
using findings from king 2018 explain how changes in personality after brain damage can sometimes be positive. discuss this phenomenon and the potential neural basis for it
- more associated with prefrontal lesions and the overlap of bilateral frontal polar regions
—- highest degree of overlap in the right dorsolateral prefrontal - the idea is not absurd because historically, frontal lobotomies and amygdalotomies were used to treat pathological personality and behavior characteristics
- when lesioned, these areas can improve symptoms because they are highly connected with circuits that involve other brain areas associated with psychological dysregulation
- lesions can create hypoconnectivity between dorsomedial prefrontal and the default mode network, the affective network, and the cognitive control network
- patients with depression, anxiety, and bipolar disorder are thought to have hyperconnectivity
what was so important and significant about Phineas Gage
Brain:
- damage to left frontal lobe
- orbitofrontal
- went through his face under his cheek bone
Behavior:
- “animal propensities” - fitful, impatient, irreverent, grossest profanity, did not care about others, obstinate, capricious, vacillating, no planning of future
- intellect of a child
- no pain in skull
- was alive?
- could see and hear, intact memory, ambulatory, movement, etc.
How did the case of EVR (eslinger and damasio 1985) recapitulate and extend the lesions of the phineas gage case? what were the 3 most important lesions they underscored.
- it provided insight into cognitive mechanisms of sociopathic behavior
- adds to understanding of lower mesial frontal lobe function
- alerts about extreme dissociation between normal performance in testing and abnormal real life behavior
EVR
- no skin conductance response to arousing stimuli
- his real world behavior did not match what he said
- could defend everything with cold logic and was big into cost benefit analysis
- doing well on testing but was not making sense on logic things
- large prefrontal meningioma
somatic marker hypothesis (damasio 1990) what are the central tenets of this hypothesis and how do they help explain real world defects in social behavior of EVR and similar patients? how does emotion play a central role in somatic marker hypothesis?
somatic marker = experience of certain anticipated outcomes of response options is marked by the reactivation of an appropriate somatic state
- a lack of somatic markers/inability to reactivate them would deprive a person of reward or punishment
- without markers they have to rely on a reasoned cost-benefit analysis of the options
- during learning, somatic states (both positive and negative) appose a marker of a specific event so when a conflict arises, a marker would signal the consequence that could arise = this process would suppress responses leading to negative outcomes
- relates to emotion because a person without defects would be deterred from doing something to induce a negative outcome due to past negative experience and emotion but this is not the case of lesion patietns
Anderson et al. presented findings 1999 that helped address the 2 questions:
1. would early-onset of vmPFC lesions lead to the appearance of persistent defects in social and moral behavioral similar to those seen in adult-onset patients
- would there be a dissociation between disrupted social behavior and preserved factual social knowledge in early onset patients? explain the answers to these questions using the findings presented by Anderson et al and discuss the wider implications of the findings for understanding vmPFC function
- yes, did not get better with age, actually got worse
- adult onset damage patients can access the facts of social interaction that they have stored from their experience in situations previous to the damage
- the early onset patients were impaired in social moral reasoning, verbal generation of responses to social situations, moral reasoning, and using planning to execute multi-step procedures to guide their behavior through social dilemmas - early-onset patients could not retrieve the complex, socially relevant knowledge that adult onset patients could, such as what to do or what should happen
- early onset patients has more severe behavioral defects
- adult onset patients do not show the level of antisocial behavior shown by early lesion patients (stealing, lying, fighting, harming others)
- no time/chance to acquire socially acceptable behaviors
too little emotion may interfere with normal decision making and moral judgment just as much as too much emotion has been considered to. using koenigs et al 2007 outline some of the empirical support for this statement
people with bilateral damage to the vmPFC produce an abnormally utilitarian pattern of judgement on moral dilemmas which compare considerations of aggregate welfare against highly emotional and aversive behaviors
- people with vmPFC lesions have less emotional responsivity and reduced social emotions like compassion, shame, guilt
- poorly regulate their anger and frustration
- more likely to endorse the personal action (them killing someone) than other lesion patients
how do the findings from taber thomas et al 2014 extend those reported in previous studies by anderson et al 1999 and koenigs et al 2007
koenigs:
- found that people with vmPFC lesions were less likely to endorse a proposed action of harming someone in order to save a larger number of people for emotionally salient actions
- they followed explicit norms of maximization of aggregate welfare which works for low conflict issues but gives abnormal responses for high conflict issues
Anderson:
- early damage to vmPFC led to more deficits in social behavior than adult onset
- early onset patients had no remorse or guilt for their actions and had little to no emotionality
Taber-Thomas:
- vmPFC lesions before age of 5 led to greatest endorsement of self serving actions
- they endorsed much higher levels of self-serving judgments that broke moral rules
—-ex: lying on taxes, killing annoying boss, etc.
Neurosurgeon william scoville was attempting to perform a surgery that would reduce or eliminate seizures in patients with incapacitating epilepsy. what specific surgery created the unexpected results of the patient losing all recent memory. what scientific lessons were learned from this unfortunate outcome>?
bilateral medial temporal lobe resection = the hippocampus and surrounding areas of uncus
- unilateral resections of medial temporal lobe keep memory fairly intact
- bilateral resections = worse outcome
- impairment of recent memory when the removal is carried out far enough posterior and ends up damaging the hippocampal gyrus and the anterior hippocampus
how did the study of zola morgan et al 1986 clarify and sharpen findings from earlier work regarding the role of the hippocampus in memory?
- showed that memory impairment is specific to the CA1 of the hippocampus
- first case where memory impairment was seen in someone with just hippocampus damage because usually, people also had damage to amygdala
- RB
- hippocampus alone (not the amygdala) is responsible for anterograde memory
- carefully done autopsy then looked at cellular structures
- paper showed that the hippocampus is necessary for anterograde memory (scoville and millner could not show this becuase HM had amygdala damage also)
Tranel and Damasio 1993 suggest that patient Boswell can show evidence of learning under certain conditions, what are the conditions. what is different about the kind of learning reported in 1993 article that seem to allow Boswell to demonstrate an ability to acquire new information
- he had a preference for specific caretakers or doctors
- he did not know why he did
- good/bad doctor experiment = people either left him with a good or bad impression and he had an unconscious preference for the good person
- covert recognition of familiar faces - he can learn about the people even without remembering he learned it
- strong emotional valence seem to help him remember the new information because he did not remember anything about the neutral group
using findings reported in bechara et al 1995 discuss the role of the amygdala in memory. how does this differ from the role of the hippocampus?
damage to the hippocampus = deficits in their ability to acquire new information, learn new things, form new memories (HM)
damage to amygdala = deficits in association of contextual/complex or simple cues with affect/feeling (SM). aka no ability to acquire conditioned stimulus response to a conditioned stimulus
SM - amygdala
WC - hippocampus
RH - both damaged
damage to both = inability to report factual information about the conditioning experiment (could not even remember what was presented)
is the hippocampus necessary for the sustained experience of emotion? use the findings from feinstein 2010 and guzman 2014 to answer this question
the hippocampus is not necessary
- guzman found that patients with AZ were able to report on their feelings of sustained happiness or sadness despite them not remembering what made them feel that way
- those who had a worse memory for sad films experienced the most prolonged states of sadness
- feinstein found that patients with severe amnesia following bilateral damage to the hippocampus were still sad well beyond the point of them remembering the why
- positive and negative emotional feelings can persist
- emotion can endure beyond the conscious recollection for events that initially trigger that emotion
- source amnesia - can recall information but not where, how, or under what conditions they learnt it
what is prosopagnosia? how does prosopagnosia differ from visual object agnosia?
- inability to recognize learned human faces (retrograde) and inability to learn new faces (anterograde)
- can have sudden onset
- not specific to human faces (cows, birds)
- can not identify specific members within a class
tranel and damasio 1985 reported unconscious face recognition in patients with prosopagnosia. what is the evidence for this claim? how does the finding inform our understanding of familiar face processing in the human brain?
- 2 patients with prosopagnosia had large skin conductance responses to faces that they knew (family, friends, self) and did not show the same response to strangers
- there is still some level of processing going on without the people knowing it
using the findings from tranel 1988 explain how different aspects of face processing can be dissociated (recognition of identity, recognition of facial emotional expressions, processing of gender and age)
- most patients can recognize facial expressions just as well as comparison group (one patient got all the negative emotions wrong)
- no significant changes in how they evaluate age
- shows different forms of recognition have different processing levels that depend on different neuronal substrates
the cortical visual system is typically subdivided into 2 distinct processing streams. identify these 2 streams and compare and contrast their functional specialization and anatomical separation
- what / ventral stream
- from the occipital to the temporal
- recognition and memory - where / dorsal stream
- from occipital to parietal to frontal
- orientation
- integrates other sensory information like hearing and vision to detect things in space
- involved in response/action in response to a stimulus
Discuss how the work of David Hubel provided evidence for the physiological foundation for “two visual streams.”
columns, magnification, field size
