Southern New Hampshire Cognitive Neuroscience Brain Mechanisms Discussion In Module One, you were introduced to the mind-brain problem, where psychologists

Southern New Hampshire Cognitive Neuroscience Brain Mechanisms Discussion In Module One, you were introduced to the mind-brain problem, where psychologists consider how the brain and the non-physical mind may impact or control behavior. Another important concept in psychology is understanding how the brain develops and changes, and what aids in these changes. Because the field of cognitive neuroscience examines the brain through imaging methods, it is an area of psychology that is poised to answer some of these questions. After completing this week’s readings, answer the following questions: How can current research in cognitive neuroscience be applied to understanding different problems in psychology, including the mind-brain problem and questions concerning brain development and change? How do you think modern imaging methods have helped us understand the brain and solve problems in psychology? Be sure to support your answers with information from the readings (attached and video below).

In your responses to your peers, examine how your views on cognitive neuroscience and modern imaging are similar to or different from your peers’ views. How could your viewpoint and the viewpoints of your peers be used to help improve research in the field of cognitive neuroscience?

To complete this assignment, review the Discussion Rubric document (attached).

AFTER COMPLETING THE INITIAL POST, PLEASE ALSO RESPOND TO THE FOLLOWING TWO STUDENTS REGARDING THE SAME TOPIC!

STUDENT ONE:

No matter the era or the generation, the brain will always wanted to be studied or understood better. The breadth and depth of this knowledge and understanding can be unlimited because each every individual is different from each other and we are not a cookie cutter society. With brain imaging we can learn (1) where brain activity occurs during a task, (2) when this activity occurs while preforming a task, (3) how the brain behaves and (4) why brain activity occurs (McBride & Cutting, 2019). We can begin to understand how even in simple tasks, what makes people do the things they do and use these foundations to make theories or hypothesis about the general public. When we use this neuroscience with the theories presented by Lev Vygotsky, we get better ideas of the self-talk, Zone of Proximal Development (ZPD) and More Knowledgeable Other (MKO). “When EEG recordings are connected to specific stimulus presentations, as in ERP, this activity can be examined across stimulus conditions to make comparisons as tests of theoretical hypotheses” (McBride & Cutting, 2019, p. 37). What makes a person partake in the self-talk and how can we possibly close the ZPD to make learning things easier for people.

Some of the hardiest things to learn can be language because observing how other people use it and then learning that ourselves and taking that an then applying into a sentence format can be very difficult but cause it may sound easy but just observing people may cause us to put words in the wrong context or mismatched sentences. Before these neuroimaging tools scientists and psychologists just has ideas of how the brain worked and had this almost giant list of what they thought the brain could or couldn’t do, but now with these neuroimage tools we can start checking them off one by one. As Lev Vygotsky “…realized that what a person can be taught is more important than what the person actually knew” (Famous Psychologists). We can be taught things through preforming tasks and while being taught and performing these tasks we can study the individual and see how self-talk can be used in not only children but ourselves.

The mind and brain can be separate entities but they are equally important to each other. The brain doesn’t need to tell the left leg to move and then the right leg to move and continue to do that over and over. Our body knows that in order to get from point A to point B in our house we need to move our legs but in that function, the brain tells the body to keep pumping blood to the leg so that it doesn’t fall off. This would be the same concept with blood flow to the brain, self-talk, and performing tasks. The brain doesn’t have to tell us how to preform a task but we learn through visualizations and observations, then blood flowing to our brain shows how much we understand what we are learning and how much sticks and through self-talk we can keep the motivation to keep learning things and performing the task better every time. By studying cognitive processes of individuals performing tasks, other psychologist can use this when helping patients and giving them power through things such a Gestalt therapy, Socratic questions, or simple CBT therapeutic training.

Reference:

Lev Vygotsky. (2019). Famous Psychologists. Retrieved from: https://www.famouspsychologists.org/lev-vygotsky/#citethis.

McBride, D.M., & Cutting, J.C. (2019). Cognitive Psychology: Theory, Process, and Methodology. 2nd ed. SAGE Publications. Thousand Oaks, California.

STUDENT TWO:

The field of cognitive neuroscience combines the measurement of brain activity with the connection of cognitive processing and behaviors. In the early times of neuroscience, neuroscientists would identify the area of the brain that was damaged or affected by disease/disorder and determine the functions of the specific brain areas. Now, researchers are able to use different brain recording techniques to examine the brain activity even when there isn’t a visible deficit.

The brain is such a fascinating, complex organ and it is composed of many different areas and billions of neurons. These areas are all organized according to their cognitive functions. McBride & Cutting (2019) describe this as localization of functions (McBride & Cutting, 2019. p 28). Researchers in the past conducted clinical case studies to show the connections of brain function with cognitive abilities. Today, researchers have more knowledge and tools at their disposal to take these early case studies and build on them. There are different brain recording techniques that psychologists can utilize, such as fMRI (functional magnetic resonance imaging), MRI (magnetic resonance imaging), and PET (positron emission tomography). These tests can be used to see activity in different areas of the brain. This is useful for those studying the mind-brain debate or other cognitive issues. For example, when I think about brain disorders that can affect cognitive issues, traumatic brain injuries (TBI) come to mind. TBI’s occur when there is some sort of injury to the head or body. This can be a fall, sports injury, motor vehicle accident, or military combat related explosions. Medical doctors and psychological professionals both benefit from the use of brain recording techniques. Medical doctors can use CT scans and MRI’s to view physical damage to the brain, while psychological professionals can use fMRI’s to see the physiological changes in the brain that may correlate to the cognitive issues the patient is presenting with. I think modern imaging methods will only increase with future advancements in technology. This will allow more studies to be completed and hopefully we will start to learn more about disorders/diseases and how to possibly prevent them in the future.

References:

McBride, D.M., & Cutting, J. C. (2019). Cognitive psychology interactive ebook. 2nd ed. Cengage Learning. 6/6/2019
Multi-Search
Record: 1
Title: Training the brain: practical applications of neural plasticity from the
intersection of cognitive neuroscience, developmental psychology, and
prevention science.
Authors: Bryck, Richard L.
Fisher, Philip A.
Source: The American Psychologist. 2012, Vol. 67, Issue 2, pages. 14
Publisher Information: American Psychological Association, Inc., 2012.
Publication Year: 2012
Subject Terms: Psychology
Neurosciences
Description: Prior researchers have shown that the brain has a remarkable ability for
adapting to environmental changes. The positive effects of such neural
plasticity include enhanced functioning in speci?c cognitive domains and
shifts in cortical representation following naturally occurring cases of
sensory deprivation; however, maladaptive changes in brain function
and development owing to early developmental adversity and stress
have also been well documented. Researchers examining enriched
rearing environments in animals have revealed the potential for inducing
positive brain plasticity effects and have helped to popularize methods
for training the brain to reverse early brain de?cits or to boost normal
cognitive functioning. In this article, two classes of empirically based
methods of brain training in children are reviewed and critiqued:
laboratory-based, mental process training paradigms and ecological
interventions based upon neurocognitive conceptual models. Given the
susceptibility of executive function disruption, special attention is paid to
training programs that emphasize executive function enhancement. In
addition, a third approach to brain training, aimed at tapping into
compensatory processes, is postulated. Study results showing the
effectiveness of this strategy in the ?eld of neurore-habilitation and in
terms of naturally occurring compensatory processing in human aging
lend credence to the potential of this approach.
Keywords: plasticity, training, intervention, developmental cognitive
neuroscience
doi: 10.1037/a0024657
Document Type: Author abstract
Report
Language: English
ISSN: 0003-066X
DOI: 10.1037/a0024657
Rights: Copyright 2012 Gale, Cengage Learning. All rights reserved.
COPYRIGHT 2012 American Psychological Association, Inc.
Accession Number: edsbig.A282326026
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6/6/2019
Multi-Search
Database: Business Insights Global
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Discussion Rubric: Graduate
Your active participation in the discussion forums is essential to your overall success this term. Discussion questions are designed to help you make meaningful
connections between the course content and the larger concepts and goals of the course. These discussions offer you the opportunity to express your own
thoughts, ask questions for clarification, and gain insight from your classmates’ responses and instructor’s guidance.
Requirements for Discussion Board Assignments
Students are required to post one initial post and to follow up with at least two response posts for each discussion board assignment.
For your initial post (1), you must do the following:
? Compose a post of one to two paragraphs.
? In Module One, complete the initial post by Thursday at 11:59 p.m.
Eastern Time.
? In Modules Two through Ten, complete the initial post by Thursday at
11:59 p.m. of your local time zone.
? Take into consideration material such as course content and other
discussion boards from the current module and previous modules, when
appropriate.
? Reference scholarly or peer-reviewed sources to support your discussion
points, as appropriate (using proper citation methods for your discipline).
Critical Elements
Comprehension
Exemplary
Develops an initial post with an
organized, clear point of view or
idea using rich and significant
detail (100%)
Timeliness
Engagement
Critical Thinking
Provides relevant and
meaningful response posts with
clarifying explanation and detail
(100%)
Draws insightful conclusions that
are thoroughly defended with
evidence and examples (100%)
Proficient
Develops an initial post with a
point of view or idea using
appropriate detail (90%)
Submits initial post on time
(100%)
Provides relevant response posts
with some explanation and
detail (90%)
Draws informed conclusions that
are justified with evidence (90%)
For your response posts (2), you must do the following:
? Reply to at least two different classmates outside of your own initial post
thread.
? In Module One, complete the two response posts by Sunday at 11:59
p.m. Eastern Time.
? In Modules Two through Ten, complete the response posts by Sunday at
11:59 p.m. of your local time zone.
? Demonstrate more depth and thought than simply stating “I agree” or
“You are wrong.” Guidance is provided for you in each discussion prompt.
Needs Improvement
Develops an initial post with a
point of view or idea but with
some gaps in organization and
detail (70%)
Submits initial post one day late
(70%)
Provides somewhat relevant
response posts with some
explanation and detail (70%)
Not Evident
Does not develop an initial post
with an organized point of view
or idea (0%)
Value
20
Submits initial post two or more
days late (0%)
Provides response posts that are
generic with little explanation or
detail (0%)
10
Draws logical conclusions (70%)
Does not draw logical
conclusions (0%)
30
20
Writing
(Mechanics)
Initial post and responses are
easily understood, clear, and
concise using proper citation
methods where applicable with
no errors in citations (100%)
Initial post and responses are
easily understood using proper
citation methods where
applicable with few errors in
citations (90%)
Initial post and responses are
understandable using proper
citation methods where
applicable with a number of
errors in citations (70%)
Initial post and responses are not
understandable and do not use
proper citation methods where
applicable (0%)
Total
20
100%
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PS64CH01-Gazzaniga

ARI
ANNUAL
REVIEWS
15 November 2012
12:44
Further
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Shifting Gears: Seeking New
Approaches for Mind/Brain
Mechanisms
Michael S. Gazzaniga
The Sage Center, University of California, Santa Barbara, California 93106-9660;
email: m.gazzaniga@psych.ucsb.edu
Annu. Rev. Psychol. 2013. 64:1–20
Keywords
First published online as a Review in Advance on
September 17, 2012
split brain, corpus callosum, modular, self-cueing, eye-hand
coordination, emotion, dynamical systems
The Annual Review of Psychology is online at
psych.annualreviews.org
This article’s doi:
10.1146/annurev-psych-113011-143817
c 2013 by Annual Reviews.
Copyright
All rights reserved
Abstract
Using an autobiographical approach, I review several animal and human split-brain studies that have led me to change my long-term view
on how best to understand mind/brain interactions. Overall, the view
is consistent with the idea that complex neural systems, like other complex information processing systems, are highly modular. At the same
time, how the modules come to interact and produce unitary goals is
unknown. Here, I review the importance of self-cueing in that process
of producing unitary goals from disparate functions. The role of selfcueing is demonstrably evident in the human neurologic patient and
especially in patients with hemispheric disconnection. When viewed in
the context of modularity, it may provide insights into how a highly
parallel and distributed brain locally coordinates its activities to produce an apparent unitary output. Capturing and understanding how this
is achieved will require shifting gears away from standard linear models
and adopting a more dynamical systems view of brain function.
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Contents
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INTRODUCTION . . . . . . . . . . . . . . . . . .
THE EARLY YEARS . . . . . . . . . . . . . . . .
THE CALTECH YEARS WITH
ROGER SPERRY . . . . . . . . . . . . . . . . .
UNCOVERING BRAIN
MECHANISMS: THE ROLE
OF SELF-CUEING . . . . . . . . . . . . . . .
COGNITIVE AND
EMOTIONAL CUEING . . . . . . . . .
THE INTERMEDIATE YEARS . . . . .
THE INTERPRETER . . . . . . . . . . . . . . .
THE GIFFORD LECTURES
AND MOVING FORWARD . . . . . .
INTERACTING MODULES:
THE VAST UNCONSCIOUS . . . .
A FINAL WORD . . . . . . . . . . . . . . . . . . . .
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3
4
5
9
11
13
14
17
18
INTRODUCTION
With all we know about memory and its failings, any kind of retrospective should be suspect. How many times have we called up
past experiences that seem key to our lives,
rolled them around, and then let current times
tag them before putting them back to sleep?
Over time, how can our memories possibly
resemble the way things truly were?
There is something about the personalities
we have known, however, that sticks and seems
as true to us in the present as it was the day we
formed our opinion about the stuff of certain
people. Class reunions are a telling moment.
Harry, 50 years later, is still an ass, while Bob is
still cool. Even though we have not laid eyes on
them since graduation night, the 50 intervening
years have done nothing to change our views.
On the other hand, and somewhat paradoxically, our ideas on how to understand mechanisms of nature do seem to change. These
stubborn realities are fair warning about what
follows. In short, my views on the ?ow of events
and ideas that have captured my interests are
undoubtedly in?uenced by all these intangibles.
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Gazzaniga
When I began my intellectual journey of the
past 50 years or so, the world and its challenges
were to be understood in straightforward ways,
with simple models of structure/function relationships being the dominant reality. In animal
research, make a lesion, see what happens.
Make another lesion, see what happens. In human research, study all patients who happen to
have lesions in different places or study surgical
patients who have particular kinds of disconnections. Or, in both animal and human physiology, eavesdrop on neurons and see if the neural
code that directs behavior can be ?gured out.
The straightforward thrusts of youth in a
scienti?c ?eld that was itself young are telling
and important. Yet what is more important to
realize is that scienti?c progress, as it unfolds in
spurts of insight arriving in a ?eld of hard, mundane work, is commonly disorderly and mostly
nonlinear. Stuff happens along the way. One
in?uences others and at the same time is massively in?uenced by others. One of the beautiful
things about science is that how one looks at a
body of work after it is completed might well
pose questions that are different from those that
one originally imagined. While this shifting
perspective is going on, the experiments conducted sit there, unmistakable and sure-footed.
Their ultimate richness, or possible banality,
?uctuates as surrounding knowledge and theory accrue to our human culture.
In my case, one overarching truth, which
emerges from split-brain research as well as the
study of neurological disorders and functional
imaging studies, is that the human brain is not
an all-purpose centralized computing device.
Instead, it is organized in modular fashion,
consisting of distributed, specialized circuits
that have been sculpted by evolution and
development to perform speci?c subfunctions
while somehow preserving substantial plasticity
(Gazzaniga 2011).
In the past, when experimental results were
consistent with this perspective, it was enough
to stop there. Clearly, however, such a formulation begs the question: How does a distributed
mechanical process give rise to unitary, functional output? Over the years, many experiences
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and new hunches have made me realize that if
any deeper understanding of mind-brain relationships is to come about, it would necessitate
shifting to a more dynamical systems approach.
My animal work, my work on patients, and my
endless discussions with students, friends, and
colleagues led me to this conclusion. My goal in
this essay is to capture this journey of discovery
and to illuminate how this view came to be.
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THE EARLY YEARS
For me, it all started with a feeling—a feeling
about the need to know “What’s it all about?” I
can trace it back to my teenage years and often
thought it was promoted by being the fourth out
of ?ve children of Dante and Alice Gazzaniga.
For many years, I was the youngest and was less
differentiated than my older brothers and sister. It fell to me to keep the peace in a vigorous
family. When my younger sister came along,
my role changed as my older siblings shipped
out to college and I was left behind to help
raise Becky with my parents. Everybody loved
Becky, so it was more like the three of us were
competing to take care of her.
This is all to say that there are always plenty
of social forces around us shaping and modifying our natural dispositions. My disposition was
“contrarian.” If somebody said this is the way
things are, I was always thinking about the alternatives. In part, this also relates to my many
inadequacies at advanced quanti?cation, so I
always tried to frame whatever issue was being
discussed in more accessible terms. Sometimes
it worked wonderfully; sometimes it was a total
bust. So, quantitative skills do not come naturally to me. To the extent that I possess any,
they were hard to acquire and were never “felt.”
When I was a graduate student at Caltech, and
for some reason or another I had to learn how
to derive the laws of thermodynamics, I did it
totally by rote and got through it. After I was
done, I can remember complaining to Seymour
Benzer that I simply didn’t get it, didn’t feel
the laws. Benzer said, “That’s all right, most
physicists don’t either.” Benzer was a very
gentle man.
This is all presented in the spirit of full
disclosure. I am not quantitative, period. And
yet for 50 years I have enjoyed a rich intellectual life with scientists who are exceptionally
gifted in mathematics. What’s up with that?
I once heard Duncan Luce say that statistics
should not be taught to psychologists. He felt
the newly trained students would come to think
that statistics was the important part, not the
question being examined. Often we hear specialists talk endlessly about the quantitative details of their research, whereas they are seemingly blase? about the net idea that comes out of
all the work. This is the danger Luce was talking about, and I think we all see this happening
far too frequently.
More fundamentally, the feeling of being interested in the question of what life is all about
is a wonderful center for the mind. Whatever
crazy, mindless activity one might be engaged
in during the day, whether it be learning historical facts, a foreign language, or how to play
football, coming home mentally each night to
that question has been a wonderful tonic. One’s
mind really is an exclusive island that one can
retreat to frequently, if not daily, where no one
can bug you, and where one’s own interpretations of the world are continually revised and
updated.
Somehow all of this was working on me early
in life and found me trotting off to Dartmouth
College, where my older brilliant brother Alan
was already a star football player and a man
about town, soon to enter medical school. His
tales of life in Hanover captivated me, and I
dearly hoped I would get in. It all worked out,
and from the moment I hit the Hanover plain I
was in love with it all. The freshman beanie was
placed on my head, and for a week I schlepped
furniture up and down dorm steps for the
upperclassmen. Somehow, it was exciting and
refreshing.
Then I discovered Baker Library with its famous Tower Room. One could grab a book,
sit in a carrel, and read away the afternoon. I
discovered Crime and Punishment there and became mesmerized by my new life. To this day,
I think of that experience with a fondness that
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I am sure is disproportionate. Nonetheless, the
world of ideas was upon me.
THE CALTECH YEARS
WITH ROGER SPERRY
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It wasn’t until my junior year that I began to hit
my pace. I took a seminar from an experimental psychologist, William M. Smith, and soon
found myself working in his laboratory. There
is nothing like coming of age, discovering you
cannot only read about science, you can also do
science. Bill Smith started me on the lifelong
process of learning how to do things—how to
build gadgets to test ideas. He was a technologist and, in those days, that meant building contraptions. One of these contraptions held the
head while other devices measured eye movements. Visual displays were constructed in such
a way as to have speci?ed delays in their signal.
I suppose this version of “shop” broke the ice
and set the stage for the thought that You Too
Can Be a Scientist. I also noted that it was hard
work.
I lived off campus rather than in my fraternity, a place that became the much-fabled
Animal House. It was a zoo, and Saturday night
was usually enough for me, so the off-campus
arrangement was not only a necessity but also
a relief. It was there that one night I found
myself reading Roger Sperry’s work on nerve
growth. Nobody can read his work without being amazed and overwhelmed by its cleverness
and power. Sperry was at Caltech in Pasadena,
and my family lived in Glendale, only a few
miles away. More importantly, my girlfriend
lived in nearby San Marino. Bingo, I said to
myself. I will work for him in the summer and
that will also give me the chance to see my girlfriend. I wrote Sperry a letter, and to my utter
amazement, he answered and invited me to have
a summer NSF fellowship. Life was good.
The ?eld I was about to enter was then
called psychobiology. Trying to ?nd a definition of this term is challenging, as it was
made up to describe those interested in the
biological underpinnings of behavior, perception, memory, consumption, and motivation.
4
Gazzaniga
In later years, it was recast as the biological
study of mental processes. Sperry was one of its
early practitioners. Indeed, he was the Hixon
Professor of Psychobiology at Caltech.
Actually meeting Sperry in his Kerckhoff
Hall of?ce was the ?rst of my many meetings
with “the man.” His scienti?c reputation was
exceptional, and deservedly so. From neurodevelopment to animal psychobiology, he was the
intellectual leader of his time. I wondered what
was he going to be like. Would he quiz me about
what I knew? Was he going to direct me to
do something? Was he even going to be there?
This neophyte was nervous. In fact, Sperry was
a soft-spoken and sober guy who was not rattled by much. A few weeks before, a monkey had
gotten loose from the animal room and hopped
into his of?ce and up on his desk. He looked …
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