Study Guide 9-12 Flashcards
What is the CNS?
Central Nervous System (neuraxis): Contains brain and spinal cord
Reasons why its important to be well-trained in Neuroscience (12 listed… memorize 5 or 6)
- Have a working knowledge of functional clinical neurology
- Able to understand neurologic correlates of higher mental functions and sensorimotor behaviors.
- Appreciate the s/s associated with brain dysfunctions
- Recognition of clinically significant signs
- Detect life-threatening conditions
- Understand the rationale underlying neurologic management
- Serve as creative partners on a diagnostic team
- Follow scientific literature
- Understand complex medical terminology
- Help solve neurologic programs
- Promote neurolinguistic research
- Broad view of the profession and the field
What is the PNS?
Peripheral Nervous System: cranial and spinal nerves
> divided into sensory (efferent) and motor (af ferment) nerves
4 key things the CNS is responsible for?
- Integrate all incoming and outgoing information
- Generate responses to information received (whether integrated or volitional)
- Simultaneously analyze and synthesize multiple sources of information and generate responses (centralized organization)
- No two parts in the body can directly communicate (even between thumb and finger) - CNS does the communicating
NP Article: Purpose
Review 10 principles of experience-dependent neural plasticity and considerations in applying them to the damaged brain.
NP Article: General Concepts
- Brain cells possess the ability to alter their structure and function in response to a variety of internal and external pressures, including behavioral training
- Neural plasticity is the mechanism by which the brain learns new behaviors and relearns lost behaviors in response to rehabilitation
- Learning is our best hope for remodeling the damaged brain
- Learning reorganizes the damaged brain even in the absence of rehabilitation
- Brain damage changes the way the brain responds to learning
NP Article: 10 principles
- Use it or lose it: Failure to use specific brain functions can lead to functional degradation
- Use it and improve it: training a specific function can lead to an enhancement of that function
- Specificity: The nature of the training experience dictates the nature of the plasticity
- Repetition matters
- Intensity matters
- Time matters: different forms of plasticity occur at different times during training
- Salience matters
- Age matters: happens faster in younger brains
- Transference: training in one area can enhance the acquisition of similar behaviors
- Interference: one experience can interfere with the acquisition of other behaviors
What lobe?
Presenting deficits: altered personality, inappropriate behavior, inability to reason, expressive aphasia (Broca’s)
Frontal (inferior - aphasia; anterior - personality and concrete thinking)
What lobe?
Presenting deficits: visual field defects, partial loss of vision or blind spots, agnosia
Occipital
What lobe?
Presenting deficits: Neglecting part of the body or space, right-left confusion, difficulty with writing (agraphia), inability to perceive objects normally (agnosia)
Parietal
Which lobe?
Presenting deficits: disturbance of auditory sensation and perception, an inability to pay attention to what they see or hear, impaired ability to comprehend language (Wernicke’s Aphasia)
Temporal
Which lobe?
Presenting deficits: dysphagia, nausea, vomiting, fall risk
Brain Stem
Which lobe?
Presenting deficits: difficulty changing planes (sitting to standing), problems walking
Cerebellum
