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Overview

Overview . Brain Development Macroanatomy Microanatomy Plasticity. Brain - Gross Anatomy 1/3. Basic subdivisions Spinal Cord Brain Stem Cerebellum Cerebral Cortex Conscious thought Planning Language. Adult Brain - Gross Anatomy 2/3. Inputs

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Overview

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  1. Overview • Brain • Development • Macroanatomy • Microanatomy • Plasticity

  2. Brain - Gross Anatomy1/3 • Basic subdivisions • Spinal Cord • Brain Stem • Cerebellum • Cerebral Cortex • Conscious thought • Planning • Language

  3. Adult Brain - Gross Anatomy2/3 • Inputs • Neurons with processes extending to the eyes, ears, nose, tongue and skin. • Output • Movement – arms, legs, tongue, lips etc.

  4. Adult Brain - Gross Anatomy3/3 • Other areas of cerebral cortex • Broca’s • Wernicke’s • Prefrontal • Temporal lobe • Hippocampus

  5. Adult Brain - Microanatomy1/2 • Neurons • Receiving - dendrites • Sending – axons • Can be very long • Can be covered with a fatty substance • Connections between neurons • Chemical released by one neuron • Same chemical is “sensed” by next neuron • Chemicals may vary depending on which neuron is sending the information.

  6. Adult Brain - Microanatomy2/2 • Connections between neurons • Chemical released by one neuron • Same chemical is “sensed” by next neuron • Chemicals may vary depending on which neuron is sending the information. • Chemical process and result of chemical processes can be affected by subcortical activity. What??

  7. So what. I want to know how the someone learns! 1/2 • Connections between areas are pretty much fixed • A particular neuron may be connected to 100s of neurons in another or the same region.

  8. How the brain learns! 2/2 • The connections of given sets of cells cause a group of cells to be active (network) and that particular network represents an idea, object, word. • Badly formed networks or randomly active cells can lead to problems in how a particular network is recognized. e.g. inability to identify or produce sounds, syllabi or sentences. • Previous network activation can influence which networks are subsequently activated (context).

  9. Now I know why someone doesn’t know something but how does one learn? • Connections between cells can be changed and therefore new networks can be established. (weights) • Changes are the result of repetition within a particular context. • The larger and more distinctive the context, the easier it is to learn. • Be wary of interference!

  10. Developing Brain and Language • During development gross connectivity can be affected by environment, genetics, or chemicals. • Connections in the developing brain are the result of physical cues and activity caused by the environment. • Fine tuning of connections can only occur after the major connections have been established. Delayed

  11. Plasticity • Behavioral level • Gross Anatomy level • Microanatomical level • Functional Plasticity • Continuum

  12. Extra References • http://www.bbsonline.org/documents/a/00/00/04/95/bbs00000495-00/bbs.pulvermueller.html • Digital Anatomist: http://www9.biostr.washington.edu/cgi-bin/DA/imageform

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