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Cog neuro (y2s2) > Week 2 Lecture 2 - the lesioned brain and attending brain > Flashcards

Week 2 Lecture 2 - the lesioned brain and attending brain Flashcards

1
Q

What are the 2 traditions of neuropsychology?

A
  • classical
  • cognitive
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2
Q

What is classical neuropsychology?

A
  • What functions are disrupted by damage to region x?
  • Addresses questions of functional specialization, converging evidence to functional imaging
  • tends to use group study methods
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3
Q

What is cognitive neuropsychology?

A
  • Can a particular function be spared/impaired relative to other cognitive functions?
  • Addresses questions of what the building blocks of cognition are
  • Tends to use single case methodology
  • Starts with premise that no two brain lesions are identical
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4
Q

Give some examples of what brain damage can occur from

A
  • cerebrovascular accident
  • neurosurgery
  • viral infections
  • tumour
  • head injury
  • neurodegenerative disease
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5
Q

What is a stroke?

A

loss of brain function after disturbance of blood supply

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6
Q

What are the 2 types of stroke?

A
  • Ischemia
  • Haemorrhage
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7
Q

What is an Ischemia stroke?

A
  • lack of glucose and oxygen supply
  • some neuron function can be preserved
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8
Q

What is a haemorrhage stroke?

A
  • bleeding into brain tissue
  • neuron death due to flooding of blood
  • neuron function can’t be preserved once dead
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9
Q

What does neuropsychological testing test?

A
  • intelligence
  • memory
  • visuospatial
  • executive function
  • sensation
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10
Q

Provide 2 examples of neuropsychological tests

A
  • pyramids and palm trees –> tests semantic memory
  • Figure of Ray –> visuospatial testing
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11
Q

What is a single dissocition?

A
  • If a patient is impaired on a particular task but relatively spared on another task
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12
Q

What is a classical single dissociation?

A
  • If a patient is impaired on a particular task but performs within normal range on another task
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13
Q

What is a strong single dissociation?

A
  • If a patient is impaired on both tasks but is significantly more impaired on one task
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14
Q

What is an example of a classical single dissociation?

A
  • Patient CF –> When writing words he systematically omitted vowels
  • separate patient –> made spelling errors selectively on consonants (omitted all consonants)
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15
Q

What is the basic logic behind single dissociations?

A

a difficulty in one domain, relative to an absence in difficulty in another domain can be used to infer the independence of these domains –> cognitive neuropsychology

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16
Q

What are double dissociations?

A
  • 2 or more single cases with complementary profiles
  • e.g., brain has separate neural resources for processing written vowels relative to consonants
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17
Q

What is an example of a double dissociation?

A
  • Broca’s aphasia and Wernicke’s aphasia
  • BA –> understand but not produce speech
  • WA –> difficulty with semantics
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18
Q

What are some issues with single case studies?

A
  • lesions needs to be assessed for each patient, and no guarantee that same anatomical lesions have same cognitive effect in different patients
  • therefore the cognitive profile of each patient needs to be assessed separately from other patients
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19
Q

Can single case studies be averaged?

A

no because each patient may have a different cognitive lesion that we can not know prior

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20
Q

What did a study by Bozeat find? (word/picture matching)

A
  • task –> matching test of which word/pic fit best
  • performance on word version was worse than picture version –> potentially because pictures give more details
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21
Q

single study cases can’t be averaged, but how can they be grouped?

A
  • group by syndrome –> useful for investigating neural correlates of a disease pathology but not for dissecting cognitive theory
  • group by behavioural symptom –> can potentially identify multiple regions that are implicated in a behaviour
  • Group by lesion location –> useful for testing predictions derived from functional imaging
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22
Q

Space in the brain exists in many forms, name them

A
  • Locations on sensory surfaces
  • location of objects relative to the body
  • location of objects relative to each other
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23
Q

How do we locate things in space?

A

by using cross-modal perception –> integrating information from sight, sound, touch etc.

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24
Q

What is attention?

A
  • process by which certain info is selected for further info
  • limited capacity
  • directed to locations in space –> spotlight metaphor
  • may need to bind together different aspects of conscious perception
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25
Q

What is the spotlight metaphor of attention?

A
  • spotlight may move from one location to another
  • may zoom in or out
  • location of attention not necessarily same as eye fixation however there is a natural tendency for attention and eye-fixations to go together
  • limited capacity
26
Q

What controls the spotlight of attention?

A
  • Exogenous control - externally guided by a stimulus
  • Inhibition of return - slowing of speed of processing when going back to previously attended location
27
Q

What did a study by Posner show about inhibition of return?

A
  • had to press button when see red square
  • if gap between flash preceding target was brief, reaction time was faster
  • If gap between flash and target was prolonged, reaction time was slower
28
Q

What is visual search?

A
  • scanning the environment to find something you are looking for
  • used in some professions such as a radiologist
29
Q

What is feature integration theory?

A
  • perceptual features are encoded in parallel and prior to attention
  • if an object has a unique feature then it may be detected without the need for attention –> “pop-out”
  • if an object shares features with other objects then it cannot be detected from a single perceptual feature and attention is needed to search all candidate serially
  • “pop-out” is not affected by the number of items to be searched
30
Q

What pathways are in the parietal lobes?

A
  • where pathway (dorsal)
  • what pathway (ventral)
31
Q

What is the where pathway?

A
  • important in processing info about where items are located and how they might be acted on, guiding movements such as grasping
32
Q

What is the what pathway?

A
  • processes info that leads to the recognition and identification of objects
33
Q

What are the 2 main attention related networks?

A

1.) a dorsal-dorsal network - involves lateral intraparietal area LIP and frontal eye fields –> normally activated in internally motivated tasks
2.) a ventro-dorsal stream - interrupts any cognitive task in order to divert attention away from processing –> activated in external tasks

34
Q

Why might there be hemispheric asymmetry of the parietal lobes?

A
  • right parietal lobe contains richer representations of space
  • left parietal lobe contains an impoverished representation of space
  • the greater spatial specialization of right parietal lobe means that we all have a tendency to attend to left side of space (pseudoneglect)
35
Q

What did Nichols find about a leftwards spatial bias?

A

when viewing 2 gradient blocks (gradient goes in opposite directions) most say the one with the dark gradient on the left is darker as attention is directed to the left (RH containing richer spatial representations)

36
Q

What is neglect?

A
  • patients fail to attend to stimuli on the opposite ide of space of their lesion
  • most prominent following stroke to RH
37
Q

What possible mechanisms could neglect arise from?

A
  • loss of neurons dedicated for representation of that space
  • a failure to shift attention to that side
  • some combination of the two
38
Q

What did Mort do and find concerning the neuroanatomy of neglect?

A
  • took structural scans of many patients with neglect and superimposed them on to each other
  • looked for a common denominator in terms of area of damage
  • lesion overlap site was found to be the right angular gyrus
39
Q

What might patients with neglect do?

A
  • shave, groom, dress one side of the body
  • fail to read the left side of words printed on a page
  • may fail to eat food placed on left side of plate
40
Q

Can neglect be multimodal?

A

yes

41
Q

Can neglect affect animals?

A

yes

42
Q

What test is often used to assess neglect?

A

line bisection task

43
Q

What are some other tests used to assess neglect?

A
  • cancellation tasks
  • copy a drawing
  • draw from memory
44
Q

What is the double dissociation for perceptual vs. representational neglect?

A
  • brain contains different references for spatial and imagined events in external space
45
Q

What study tested representational neglect?

A
  • Piazza del Duomo experiment
  • depending on which side ppts were told to imagine they were facing, ppts only reported info on right VF –> this changed when imagined direction changed
46
Q

What is the double dissociation for near space vs far space neglect?

A
  • line bisection using pen and paper impaired for near space but spared for far space when tested with a light pointer
47
Q

What is the double dissociation for personal vs peripersonal space neglect?

A
  • bodily neglect e.g., failure to groom left of body vs. visual search of array of external objects impaired –> only looks at objects in RVF
48
Q

What is the double dissociation for within vs. between object neglect?

A
  • some neglect patients attend to objects on left side of space but omit to attend to one half of an object itself (object-based neglect)
  • this forms a double dissociation with space-based neglect
49
Q

What is the double dissociation for spatial vs. object based neglect?

A
  • axis-based neglect
  • patient with object neglect cannot detect differences on left side of an object even when object was rotated so that the observable difference then fell on the right side
50
Q

Explain how neglect reflects disorder of attention and not low-level perception

A
  • neglect patients still activate visual regions in occipital lobes for info they claim not to be aware of
  • they are often able to detect objects on the left if cued there
  • affects vision, auditory and tactile judgements
51
Q

What is extinction?

A

when 2 stimuli are presented simultaneously to the left and right of the patient’s midline, left target is typically extinguished

52
Q

What happens to neglected information?

A
  • suggests it is still implicitly encoded in the brain
  • e.g., the burning house example
53
Q

How might prism adaptation aid the rehabilitation of neglect?

A
  • ppts wears prism lens glasses that shift their view to the right
  • when asked to point to object, ppts make errors to the right but visual feedback allows them to compensate for this and correct to the left
  • deviation to the left persists after lens glasses are removed –> produce a relatively long lasting improvement in symptoms
  • demonstrates plasticity of the brain
54
Q

How did a study show that playing action video games can lead to an altering of a range of visual skills?

A
  • people in action VG condition had better contrast sensitivity etc.
  • brain cans show less activating suggesting they are more efficient
55
Q

What is the test of variables of attention (TOVA)

A
  • assesses impulsivity and sustained attention
  • required to press a key as fast as possible
  • sustained attention –> targets are rare, ppts ability to stay on task and respond quickly
  • impulsivity –> targets are frequent, ppts ability to withhold responding to nontargets
56
Q

Dye et al. ) used TOVA to assess impulsivity and sustained attention in young adults who were either non-video game players (NVGP) of habitual video game players (VGP)

What was found?

A
  • VGPs were overall faster in both sustained attention and impulsivity
  • increased speed did not come at the expense of accuracy
57
Q

Can video games keep mental decline at bay? (Anguera et al.)

A
  • VG intervention improved ability especially in the multitasking condition
  • EEG pattern resembled those of 20-year-olds
  • key change was in prefrontal cortex –> suggesting improvement in executive functions
  • measures of coherence were much better
58
Q

What is cognitive control?

A

set of neural processes that allow us to interact with our complex env. in a goal-direct manner

59
Q

What has been proposed to play an important role in neural processes that underlie multitasking performance?

A

dorsolateral prefrontal cortex

60
Q

What did a study into TDCS and multitasking find?

A

anodal or sham TDCS applied to healthy young adults immediately before they engage in a 3D VG

anodal group = enhanced multitasking performance and decreased multitasking cost during second session –> suggests delayed cognitive benefits of TDCS

  • performance benefits only seen for multitasking not single tasks

Cog neuro (y2s2) (11 decks)

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