Localization of Function in Psychology

Localization of Function

• The theory posits that behaviors originate from specific brain areas.
• Damage to a particular brain region can impair the related behavior.
• Distributive processing: Behavior arises from interactions among multiple brain parts, not a single area.
• Equipotentiality: The brain can transfer functional memory from injured to healthy areas.
• Localization of function: Behaviors are linked to specific brain areas; damage disrupts the behavior.
• Relative localization: A key role is played by a brain part, but other regions also contribute.
• Strict localization: Behaviors are wholly attributable to a single brain region.

Explaining Localization of Function

• Description: Identifying and defining the theory's components.
• Explanation: Showing how the theory functions, including underlying assumptions and component interactions.

Key Study 1: Maguire (2000)

• Aim: To examine whether London taxi drivers' brains differ from the general population, due to extensive navigation experience.
• Method: Correlational study, comparing MRI scans of taxi drivers and control subjects. Single-blind study.
• Procedure: MRI scans of 16 right-handed male taxi drivers and 50 right-handed males who didn't drive taxis.
• Findings: Taxi drivers exhibited increased grey matter in their posterior hippocampi, and the volume of the right posterior hippocampus correlated with the duration of their taxi driving experience.
• Conclusion: Navigation experience appears to alter the hippocampus.

Key Study 2: Milner (1966)

• Aim: To understand the effects of hippocampus removal on patient HM.
• Method: Case study, utilizing a variety of methods (e.g., IQ testing, observation, interviews, memory tests).
• Procedure: Patient HM underwent brain surgery to remove hippocampus.
• Findings: HM retained memories before the surgery, but he struggled to form new episodic or semantic memories (anterograde amnesia). However, he demonstrated maintained procedural memory (e.g., motor skills) and improved in new motor skills over time, even if he couldn't recall learning the skill.
• Conclusion: The hippocampus is crucial for memory consolidation for some memory types.

Discussing Localization of Function

• Limitations: Much research relies on case studies or autopsies; the damage's exact effect on the brain isn't always clear.
• Multiple parts: Very few behaviors are fully localized, and research supports the interaction of multiple brain parts in complex behaviors.
• Reductionist approach: Attributing behaviors entirely to a single brain region is a reductionist approach.
• Limited fMRI scans: While fMRI scans show activity, the ability for participants to carry out diverse actions in fMRI scans is limited.
• Correlational MRIs: MRIs can observe more grey matter in certain areas, but correlation doesn't equate to causation.

Emotion and Memory

• Adrenaline: A flight-or-fight hormone that might influence flashbulb memory creation.
• Amygdala: Involved in processing and encoding emotional memories.
• Episodic memory: Autobiographical memories of specific events, situations, and experiences.
• Flashbulb memories: Highly vivid and detailed 'snapshots' of consequential events.
• Importance-driven model: Personal significance of an event contributes to flashbulb formation.

Key Study 1: Brown and Kulik (1977)

• Aim: Investigated how people remember the assassination of public figures, considering their importance and personal experience.
• Procedure: Asked 40 White and 40 Black participants questions about the death of public figures and their personal contexts. Participants rated the importance of the event for them.
• Findings: Most participants recalled considerable detail about the assassination of public figures, but their recollection varied based on the public or personal nature of the event and the participants' perception of its importance. 90% remembered details of Kennedy's assassination.

Key Study 2: Neisser and Harsh (1992)

• Aim: To investigate how accurate flashbulb memories are over time.
• Procedure: Students documented how they learned about the Challenger disaster. 21½ years later, they repeated the questionnaires
• Findings: Accuracy declined significantly (less than 3/7 questions answered correctly), even though confidence levels remained high. Participants changed their memories rather than recalling their original memories.

Critical Thinking

• Evaluation: Evaluating research involves addressing both strengths and limitations.
• Discussion: Wider examination of the research's implications or difficulties in studying the topic.
• Social Cognitive Theory: This theory can explain many behaviors, but it is difficult to test under natural conditions and measure constructs like motivation.

Social Cognitive Theory

• Observation: Learning happens by observing others and their consequences.
• Mediating processes: Attention, retention, motivation, and potential are vital in whether someone imitates or not.
• Factors influencing imitation: Model characteristics, personal relationships, and rewards are crucial
• Self-efficacy: Belief in one's ability to succeed in a situation.
• Social learning: Learning through observing others' behaviors.
• Vicarious reinforcement: Learning by observing a role model rewarded.