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Neuroscience > Thinking, Planning and Language > Flashcards

Thinking, Planning and Language Flashcards

1
Q

how does our brain interpret perception(the first filter for all the info)

A

by comparing them to memories of past experiences an observations

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2
Q

where does our brain store memroies of these past experiences and observcations

A
  • short-term memory

- capacity is limited, so it builds fairly simple representations of people, places objects and event as references.

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3
Q

how are we able to identify varibale perceptions

A
  • via a complex network of associations assembled from prior experience.
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4
Q

constructing memeories

A
  • relies on sematic memory

- form of declarative knowledge that includes general facts and data

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5
Q

concept cells

A
  • these specififc single cells may fire when someone looks at a something recognizable, but treamins quiet of other photos of other people. animals or objects (unrecognizable things)
  • ex. the cells encoding the concepts of needle, thread, sew and button may be interconnected
  • these cells form the basis of our semantic memory and work together in assemblies
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6
Q

where are concept cells located

A
  • in the temporal lobe which sepcializes in object recognition.
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7
Q

what was DBO’s brain issue

A
  • he had damaged his brain in ways that prevented visual input from being conveyed to the anterior temporal regions where semantic processing occurs
  • thus, he couldn’;t name objects he could see but only ones he could touch
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8
Q

agnosia

A
  • damage to certain areas if the temporal lobes leads to problems with recognizing and identifying visual stimuli.
  • occurs in several forms depending on the exact location of the brain damage.
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9
Q

fusiform face area (FFA)

A
  • located on the underside of the termpoal lobe
  • critical for recognizing faces]-
  • responds more strongly to images with faces rather than without
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10
Q

Prosopagnosia

A
  • face blindness

- bilateral damage to this the FFAarea

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11
Q

parahippocampal place arewa

A
  • responds to specific locations such as pictures of buildings or particular scenes
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12
Q

what else can activate other areas of the brain

A

-certain inanimate objects, body oartsm ior sequences of letters

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13
Q

how is information organized in these areas

A
  • into hierarchies

- complex skind representations are built up by integrating information from simpler inputs

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14
Q

regions that encode words

A
  • posterior parietal cortex, parts of the temporal lobe, adn regions of the prefrontal cortex (PFC)
  • aka the sematic sustem together
  • responds more strongly to words than other sounds, and especially natural speech than to aritiicaly garbled speech
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15
Q

semantic system

A
  • occupies a significant portion of the human brain especially in comparison the the brains of other primates
  • might help explani human’s unique ability to use language
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16
Q

functional magnetic resonance imagin (fMRI)

A
  • measueres brain acitivty
  • in this case in response to words
  • found that more extensive activation in the elfft hemisphere in response to words compared with the right
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17
Q

what happens when words are presented in a narrative or other context

A
  • both sides of the brain eleict fMRI activity
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18
Q

written language

A
  • involves additional brain areas

-

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19
Q

Visual word from area (VWFA)

A

-in the fusiform gyrus recognizes written letters and words

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20
Q

connections between VWFA area and brain areas that process visual info

A
  • creates a link between meaning and written language
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21
Q

specififc areas that represent numbers and their meaning

A
  • these concepts are represented in the pareital cortex with input from the occipitotemporal cortex (region that participates in visual recgonition and reading)
  • together, the regions will indetify the shape of a written number or symbol and connect it to its concept (often broad)
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22
Q

damage to particular regions within the elft hemisphere

A
  • produces specifc kidns of language disorders

- aka aphasias

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23
Q

Broca’s area

A
  • portion of frontal lobe where Patient Tan’s lesion was located
  • vital for speech prodcution
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24
Q

Broca’s aphasia

A
  • aka “non-fluent) aphasia because speech production is impaired byut comprehension is mostly intact
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25
Q

what can produce non-fluent aphasia

A
  • damage to the left fronal lobe
  • speech output is slow and halting
  • requires great effort,
  • often kacks complex word or sentence strugutre
  • they will be comprehend spoken language, but may have poor understanding of complex sentences
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26
Q

Wernicke’s aphasia

A
  • damage in termpoal lobe that causes difficulty in comprehending speech, but not in producing it
  • aka fluent aphasia
  • sounds somewhat normal in terms of tone, speed but speech will have many errors, made-up words and can be incomprehendable
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27
Q

pure wrod deafness

A
  • anotehr type of aphasia
  • caused by damage to the superior temporal lobes in both hemishperes
  • patiens are unable to comprehend heard speech on any level
  • BUT NOT DEAF
  • They can hear, even can detect tone, emotion and even the gender of the speaker (pitch?)
  • ## cannot link the sound of words to therir menaing
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28
Q

can people with pure word deafness make meaning of written wrod since they cannot make meaning of heard wrod?>

A
  • they can, because visual informatino bypasses the damaged audiotry comprehension area of the termpoal lobe.
29
Q

what involves botht he elft and right temrporal lobes

A
  • recognizing speech sounds and inidcual words
30
Q

left hemsiphere

A
  • porducing complex speech depends on this
  • also includes the frontal lobe as well as the posterior regions in the remporal lobe.
  • all are cirtical for accessing appropraite words and speech sounds
31
Q

reading and writing

A
  • involve additional brain regions- those controlling vision and movement,
  • requires many of the same centers involved in speech comprehension and production
  • also involve input from visual areas that analyze the shapes of letters and words as well as output to the motor areas that control the hand
32
Q

sensory processing of written wrods includes,,,

A
  • connections between the brain’s language areas and the areas that process visual perceptions
33
Q

FOXP2

A
  • language=assoicated gene codes for a special tupe of protein that switches other genese on and off in particular parts of the brain.
  • rare mutations in FOXP2 result in difficulty making mouth and jaw movements in the sequences required for speech
  • accompanied by difficulty with spoken and written language
34
Q

where have many insigths into human speech come from

A
  • studies of birds
  • here, it is posisble to induce genetic mutations and study thier effects on singing
  • baby birds must be able to have auditory feedback- t he ability to hear their own attempts at imitation of an adult bird.
  • FOXP2 can disrupt song development in young birds as they do in humans
35
Q

FOXP2 in the basal ganglia

A
  • disruption of the gene can really affect the signaling in the dorsal striatum which is part of the bg located deep in the brain
  • specialized neurons here will express high levels of the product of FOXP2
36
Q

what do mutations of FOXP2 do

A
  • they interrupt the flow of informatoin through the straitum and result in speech defecits.
  • thus, FOXP2 is so imporant in regulating signaling between motor (basal ganglia) and speech regions in the brain
37
Q

what is a possible explanation as to why humans speak and chimpanzees don’t…

A
  • changes in the nucleotide sequence of FOXP2 might have infleunced the development of spoken language in humans
38
Q

other regions that participate in accessing the meaning of words

A

portions of the middle and inferior temporal llibe

39
Q

anterior temporal loeb

A
  • might participate in senetnce-level comprehension
40
Q

snesory-motor circuit for speech

A
  • located in the elft posterior temporal lobe
  • thought to help communication between the systems for speech recgonition and speech production
  • involved in speech development
  • likely to support verbal short-term memory
41
Q

why do children’s brains function differntly from those of adults

A
  • the PFC (responsible for some of the most complex processes in the brain)
  • is one of the last regions of the brain to develop, not reaching full maturity until adulthood.
  • execitobe function takes palce here
  • supervises brain’s actions
  • takes in sensory and emotional information and uses the informatio to plan and execute decisions and actions.
  • ## specific areas will have dfiferent functions such as selecting, rehearsing, and monitoring information being retreived from long-term memory
42
Q

what must the PFC interact with in order to serve all its functions

A
  • large network of posterior cortical areas that encode specific tyupes of information (i.e. vosual images, sounds, words and the spatial location in which events occurred)
43
Q

executive function in other primates

A
  • studying nonhuman primates has shown that neruons in the PFC keep info active or in mind, like in working memory of humans (also a form of executive function)
44
Q

executive function core skills blen

A
  • inhibition, working memory, and shifting (mental flexibility)
45
Q

inhibition (exec function|)

A
  • abliity to suppress a behaviour or action when it is inappropriate
  • even toddlers demonstrate hints of a developing inhibition ability
46
Q

Lucia’s hand game

A
  • children in preschool must make a fist when shown a finger and vice versa
  • requires inhibiting their more automatic imitation of adults
  • as people grow older they show this skill with more skill
47
Q

Lucia’s hand game 2

A
  • game relies on woking memory
  • wm=ability to hold a rule in mind while you decide how to act
  • ## opposite the demonstrator in this case
48
Q

where does information initially enter

A
  • new experiences infomration initially enters working memory,a transient form of declarative/concious memory
    depends on both he PFC and the pareital lobe
  • one has ability to maintain and manipulate info over a brief period of time without external aids or cues (remembering a phone number without writing it down)
49
Q

working memory requires…

A
  • active rehearsal and conscious focus to maintain
  • strings of numbers or orders can be memorized and recited over a brief period of time but someone that is distracted or there is a time lag of many minutes/hours—- chances are, they will forget.
50
Q

mental flexibility

A

allows you to adjust ongoing behavrious when conditions require it

  • e,g, when eating breakfast, and there is no milk left, we run over a variety of options when the original plan is altered with an unexpected change
  • when u ring the doorbell and u infer that no one is home… understanding this, and looking for a solution is mentail flexibilty
51
Q

what happens when there is damage tothe Pre Frontal Cortex

A
  • they have great deal of diffiuclty with mental shifting

-

52
Q

Children’s successful menatl shifting developes through adolescense

A
  • preschool children can handle some shifts
  • ability to monitor one’s errors is evident during adolescence
  • mid-adolescnece- more complex task switching reaches adult-like level;s
53
Q

what does maure shifting (from complex mental tasks)

A
  • needs many cognitive processes
  • ## likely involves a network of activity in many regions of the PFC
54
Q

what happens to the acitvity level assoicated with executive function over the course of childhood to adolescnces

A
  • acitivity level associated with exec function decreases as children and adolescents mature
  • reflects the fact that these circuits become more fine-tuned and efficient as the neruon networks mature.
  • not much work is needed after since the brian is somewhat used to it?
55
Q

decusion making

A
  • has baiss of same three skills
  • ## requires the weighing of values, understanding rules, planning for the future, and making predictions of our choice;s outcomes
56
Q

types of decision making

A
  • some rely on logical reasoning (determining the quickest path.route)
  • affective decision making: emotional consequences are at stake, your desire to be accepted may sometimes outweigh your rational consideration of an action,
57
Q

what areas are important for these two types of decision making?

A
  • the prefrotnal ortex

- activity in the lateral PFC is very important in overriding emotional responses in decision-making

58
Q

lateral PFC

A
  • has strong connections with brain regions related to motivation + emotion
  • amygdala, nucleus acumbens
59
Q

when is the latreal PFC more active

A
  • in pepople declining a small monetary reward given immediately for a larger one in the future…. does this mean that they are able to put logical decision making over emotion?
60
Q

What is one of the last areas of the brain to mature

A
  • the lateral prefrontal cortex

- matures usually in late 20’s which is why teens have trouble regulation emotions and controlling impulses

61
Q

orbitiofrontal cortex

A
  • region of PFC located just behind eyes
  • appears to be important in affective decision making (emotional consequences at stake)
    = very important in decisions that involve reward and punishment
  • implicated in addiction as well as social behaviour
62
Q

social neursociense

A
  • study of nerual functions that underlie interpsonal bnheaviour
  • essentially HOW we behave in a social setting
63
Q

mentalizing

A
  • a process that tneitals readong social cues, understanding social rules, choosing socially-appropriate responses, and understanding onself and others
  • this is making sense of you own thought processes as well as that of others
  • UNDERLIES EMPATHY, and understanding the mental states of others as well as the reasons behind their actions
64
Q

what areas are involved in mentalizing skills

A
  • the medial PFC and some areas of the lateral PFC
65
Q

how do we understnand the mental states of others

A
  • by observing thier actions
  • requires brain to see and recognize others’ movement and facial expressions
  • draw inferences about the feelings and intentions that drive them
66
Q

what area helps us make judgements about ourselves and others

A
  • several regions in the medial prefrontal cortex
67
Q

temporoparietal junction

A
  • border of temporal and aprietal lobes
  • focuses on others and not on the self
  • also activated when watching others engage in actions that seem at odds wither intentions, or action t that are intended to be deceptive
68
Q

mirror neruons

A
  • discovered in the 1990s, they discovered heurons in the motor cortex of rhesus macaques that fired when the monkeys performed a specific action
  • the neruons also fired when the monkeys watched another person or monkey perform the same action
  • these are speculated to be what underlies our ability to understand the actions of others
  • studies

Neuroscience (7 decks)

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