Discussion 1 - Brain and Behaviour (Fall 2024) 2024-09-30 20_47_24.pdf

Psychology 375 Brain and Behaviour Welcome to the course! Dr. Simon Spanswick How to contact me: o Email: [email protected] o Office: AD 032 o Office hours: It’s best to contact me via email so we can arrange a convenient time. Please include the course number (PSYC 375) in any email correspondence 1 The Text An Introduction To Brain And Behavior (7th Edition, 2023), by Kolb, Whishaw, and Teskey https://shop.ucalgary.ca/CourseSearch/?course[]=UOC,F24,PSYC,PSYC375,01 2 The Text Q: Can I use a different edition of the text? A: You’re welcome to purchase any edition of the text you would like. However, I will be drawing material from the 7th edition. As neuroscience is a rapidly evolving field there may be several differences between the current and older editions of the text. As such I cannot guarantee that the content of older editions will align with the course material. 3 The Tentative Plan Foundations What is the brain, how does it relate to behaviour? How does all the stuff in nervous system work? How do drugs and hormones alter brain and behaviour? How do we study this stuff? Applications Sensation Movement Sleep Memory? 4 Evaluation Quizzes (4 total) 10% Midterm 1 (Oct 3rd) 26.67% Midterm 2 (Nov 5th) 26.67% 80% Final Exam (TBA) 26.67% Written Assignment (Nov 21st) 10% 5 Quizzes Quizzes will focus on lecture material since the last assessment but may include information relating to earlier topics. Quizzes will be done at the beginning of the lecture and will consist of a few short answer questions. You are allowed to use your lecture notes! The dates for the quizzes are on your course outline as well as the D2L calendar, your first quiz is on September 19th. 6 Quizzes An example of a really easy quiz question: After suffering from a concussion your friend is unable to stick to a plan, dropping previous ideas for new and often inappropriate goals. Given your knowledge of the brain where would you start to look for damage (1 mark)? 7 Quizzes Half marks will be given if it is clear that you know the general answer but have omitted specific details or scientific terms. Full marks will be given to those that include specifics and employ the correct terminology and concepts. The lowest score from your quizzes will be dropped and will not impact your final grade. 8 Exams There are 3 exams for this course; each consisting of multiple-choice questions: o Midterm #1 is on Thursday, October 3rd o Midterm #2 is on Tuesday, November 5th o Final exam – TBA Exams in this course are not cumulative 9 Written Assignment Due Nov 21st by 11:59 pm via Dropbox. 1. Find and read a current (2023-2024) news article describing a recent research finding about the brain that interests you. 2. Describe the findings as they are discussed in the news article. 3. Next, find the journal article that is described in the news and read the abstract, introduction, and discussion sections from the journal article that they are referring to. 4. Contrast the similarities and differences between the information presented in the media and journal articles. 5. Relate the findings to our in-class discussion of brain and behaviour The assignment should be two pages in length (double-spaced, 12-point Times New Roman font) with 1” margins and should be handed in via the assignment Dropbox in D2L by 11:59 pm. Late assignments will not be accepted without instructor approval. Additional information is available on D2L. 10 Grading Scale A+ 96-100 A 90-95 A- 85-89 B+ 80-84 B 76-79 B- 72-75 C+ 67-71 C 63-66 C- 59-62 D+ 54-58 Bloom’s Taxonomy D 50-53 F 0 -49 11 Missing an Assessment Avoid it if you can! But if you need to please contact me ASAP o Provide supporting documents if you can! o Alternative arrangements may be made. o Assessments may differ in form and/or content than the original. 12 Classroom Norms Lecture notes will be posted ASAP prior to the class. Feel free to eat, and drink. Please keep cell phones on silent. Questions, ask questions! 13 Course Success What does it take to do well in the course? o Come to class! o Read the textbook material that we have covered in the lectures. o Read beyond the textbook material we have covered in class. o Think about what the information means: How does this apply to other information in the course? To your other courses? To your everyday life? o Ask questions! 14 Goal Setting My goals for the course: 1. Provide a foundation for understanding brain and behaviour. 2. Provide an opportunity to practice synthesizing and interpreting information. 3. Encourage curiosity regarding the brain (and life in general). https://www.scientificamerican.com/article/curiosity-prepares-the-brain-for-better-learning/ 15 behaviour neuroscience Brain = + is motivated All behaviour What Does Brain and Behaviour (Neuroscience) Encompass? ↳ traumatic brain injury Esensation ↳ Drugs TBI e perception e Hormones Reward e pathway is development ↳ memory 3 methods in neuroscience G Cognition & Brain disease as slearning sleep ↳ Action s motivation Esex ↳ movement 16 Potential ↳ Ethics Why Study Brain and Behaviour? Your textbook (p. 3) has several reasons… 1. How the brain produces behaviour is a major scientific question. 2. The brain is the most complex organ on Earth and is found in many groups of animals. 3. A growing list of behavioural disorders can be explained and treated as we increase our understanding of the brain. 4. Study of the brain leads to an understanding of diversity. 5. Study of the brain brings insights to other fields of knowledge and is a source of employment. 17 Why Study Brain and Behaviour? 18 Why Study Brain and Behaviour? “His ability to perceive what he saw and heard was unimpaired. But he did not seem to be able to retain any impression of anything for more than a blink. Indeed, if he did blink, his eyelids parted to reveal a new scene. The view before the blink was utterly forgotten. Each blink, each glance away and back, brought him an entirely new view. I tried to imagine how it was for him.... Something akin to a film with bad continuity, the glass half empty, then full, the cigarette suddenly longer, the actor’s hair now tousled, now smooth. But this was real life, a room changing in ways that were physically impossible.” Deborah Wearing - Forever Today 19 Why Study Brain and Behaviour? domorebemore.org wikipedia.org wikipedia.org 20 Perspectives on Brain and Behaviour There are three broad historical approaches to brain and behaviour: 1.Mentalism 2.Dualism 3.Materialism 21 Perspectives on Brain and Behaviour 1. Mentalism An explanation of behaviour as a function of the nonmaterial mind. This view was championed by Aristotle (384 – 322 BC). Believed the brain cooled the blood and had no role in producing behaviour. Psyche: Synonym for mind; an entity once proposed to be the source of human behaviour. Psyche and Cupid (1798) 22 Perspectives on Brain and Behaviour 2. Dualism There are two types of “stuff” in the world, physical and non-physical. This idea was championed by René Descartes (1596 – 1650). He believed that both a nonmaterial mind and the material body contribute to behaviour. Mind is unique to humans… wikipedia.org 23 Perspectives on Brain and Behaviour 2. Dualism There are two types of “stuff” in the world, physical and non-physical. This idea was championed by René Descartes (1596 – 1650). He believed that both a nonmaterial mind and the material body contribute to behaviour. Mind is unique to humans… wikipedia.org How does one explain the interaction of a nonmaterial mind and a material body? 24 Perspectives on Brain and Behaviour Descartes proposed that information between the mind and body passes through the brain. This occurs via the pineal gland, which sits beside the brain’s fluid-filled ventricles. Mind regulates behaviour by directing the flow of ventricular fluid to the muscles. 25 Perspectives on Brain and Behaviour How would you go about testing this? 26 Perspectives on Brain and Behaviour How would you go about testing this? 27 Perspectives on Brain and Behaviour Some issues with Cartesian Dualism: The pineal gland is involved in biological rhythms, but not in intelligence or behavioural control. Movement is not elicited via the flow of fluid from the ventricles. The mind-body problem 28 Perspectives on Brain and Behaviour ucl.ac.uk 3. Materialism Behaviour can be fully explained by the workings of the nervous system, without explanatory recourse to an immaterial mind. Supported by the evolutionary theories of Alfred Wallace (1823 – 1913) and Charles Charles Darwin Darwin (1809 – 1882). Both of whom were struck at the many similarities among species. Alfred Wallace 29 Perspectives on Brain and Behaviour There is considerable debate as to which explanation is correct (mostly between dualism and materialism). Most scientists (but not all) are materialists. The mind is brain in action… 30 Mind and Conscious Experience Read the article associated with the link below. http://www.abc.net.au/news/2017-07-25/four-optical-illusions-reveal-the- hidden-workings-of-your-brain/8742310 Things to think about while you read the article: 1. What do these illusions say about your conscious experience? 2. Can illusion inform us about the brain? 3. Are you a good person to ask about consciousness? 4. How does this relate to neuroscience? 31 Announcements D2 Your first quiz is on September 19th o All the material covered from the start of the course o You can use your lecture notes! o Approx. 3 short answer questions o 15 minutes to complete 1 Last Class The course outline o Course Assessment etc. What does Brain and Behaviour (Neuroscience) encompass? 2 Mind and Conscious Experience Read the article associated with the “You don’t know what you think you do” link in the Cool Stuff folder on D2L http://www.abc.net.au/news/2017-07-25/four-optical-illusions-reveal-the- hidden-workings-of-your-brain/8742310 Things to think about while you read the article: 1. What do these illusions say about your conscious experience? 2. Can illusion inform us about the brain? 3. Are you a good person to ask about consciousness? 4. How does this relate to neuroscience? 3 Mind and Conscious Experience The checkershadow illusion 4 Mind and Conscious Experience Female? Male? 5 Mind and Conscious Experience The Coffer Illusion 6 Mind and Conscious Experience The Mask of Love 7 Mind and Conscious Experience The Mask of Love 8 Mind and Conscious Experience Chat with your neighbour(s) for a few minutes: 1. What do these illusions say about your conscious experience? 2. Can illusion inform us about the brain? 3. Are you a good person to ask about consciousness? 4. How does this relate to neuroscience? 1. everyone has a different experience. Our visuals are informed by context. 2. we can conciously manipulate our perception. Brain is a pattern completion/separation organ, good at locating patterns in the world. 3. Not one way to ‘experience’ conciousness. Everyone experiences it differently. 4. Illusions show how the brain works, in the immediate and how it was wired. Brain is lazy, how to expend the least amount of work to see. 9 Mind and Conscious Experience The Dress… White and Gold? Black and Blue? 10 Mind and Conscious Experience illusions not limited to visual, but can also be auditory. “brain storm/brain needle” 11 Why Study Brain and Behaviour? domorebemore.org wikipedia.org wikipedia.org 12 Perspectives on Brain and Behaviour There are three broad historical approaches to brain and behaviour: 1.Mentalism 2.Dualism 3.Materialism 13 nonmat. entity governs behaviour essential conciousness survives death Perspectives on Brain and Behaviour can’t touch, it is not a physical thing 1. Mentalism ⑳ An explanation of behaviour as a function of the nonmaterial mind. This view was championed by Aristotle (384 – 322 BC). Believed the brain cooled the blood and had no role in producing behaviour. Psyche: Synonym for mind; an entity once proposed to be the source of human behaviour. Psyche and Cupid (1798) ↳ non material ; responsible for conciousness , perceptions , emotions , imagination , desire , memory , + reason. ↳ departure = death nothing is concrete, nothing is physical. everything we touch and feel is sensation. 14 Cartesian dualism Perspectives on Brain and Behaviour 2. Dualism There are two types of “stuff” in the world, physical and non-physical. This idea was championed by René Descartes (1596 – 1650). He believed that both a nonmaterial mind and the material body contribute to behaviour. Mind is unique to humans… wikipedia.org ↳ mind in brain mind to , body How does one explain the interaction of a nonmaterial mind and a material body? 16 pineal (beside brain ventricles) that directs fluid nerves + muscles. to ↳ Mind instructs , fluid expands muscles body moves ↳ , Perspectives on Brain and Behaviour Descartes proposed that information between the mind and body passes through the brain. This occurs via the pineal gland, which sits beside the brain’s fluid-filled ventricles. foot in fire, mind influences pineal gland, you remove foot Mind regulates behaviour by directing the flow of ventricular fluid to the muscles. 17 Perspectives on Brain and Behaviour How would you go about testing this? 18 Perspectives on Brain and Behaviour How would you go about testing this? lesion the gland, see what happens 19 Perspectives on Brain and Behaviour Some issues with Cartesian Dualism: The pineal gland is involved in biological rhythms, but not in intelligence or behavioural control. Movement is not elicited via the flow of fluid from the ventricles. I no way for nonmat entity to influence body ; requires sport. energy. which violates law of The mind-body problem cons. of matter + energy ↳ Difficulty explaininghow a nonmat. mind + mat. body interact some people take advtage of this theory argue young children and mentally ill people must lack minds b/c they can’t reason properly, without minds they are machine (not due respect/kindness). cruel treatment of animals, children, mentally ill were justified by this theory 20 Perspectives on Brain and Behaviour brain and behaviour are physical phenomena ucl.ac.uk 3. Materialism Behaviour can be fully explained by the workings of the nervous system, without explanatory recourse to an immaterial mind. Supported by the evolutionary theories of Alfred Wallace (1823 – 1913) and Charles Charles Darwin Darwin (1809 – 1882). Both of whom were struck at the many similarities among species. Expands > - below natural selection, gene inheritance, epigenetics are foundations of materialism. These theories have 3 important implications for studying brain/behaviour: 1. because all animal species are related, their brains must be related ie. we can use animal brains to extend findings to human 2. becase all animal species are related, their behaviour must be related emotional expression are similar b/n human and animal because we inherited from a common ancestor 3. brains and behaviours in complex animals evolved from simpler animals 4.conciousness and other processes attributed to the mind must be the product of the nervous system Alfred Wallace 21 Perspectives on Brain and Behaviour There is considerable debate as to which explanation is correct (mostly between dualism and materialism). Most scientists (but not all) are materialists. The mind is brain in action… 22 Perspectives on Brain and Behaviour The Theory of Natural Selection: What’s the first thing that comes to mind? ucl.ac.uk Charles Darwin Alfred Wallace 23 Perspectives on Brain and Behaviour The Theory of Natural Selection: Survival of the fittest - Differential success in the reproduction of different characteristics (phenotypes) results from the interaction of organisms with their environment. New species evolve and existing species change over time. Species – group of organisms that can breed amongst themselves Phenotype – individual characteristics that can be measured (physical or behavioural) Genotype – particular genetic makeup of an individual genes do not incode for behaviour. they encode for proteins. 24 Perspectives on Brain and Behaviour Appearance of New Trait (e.g. via mutation) Adaptive Trait Increases Chances of Survival Trait Passed on to Offspring 25 Perspectives on Brain and Behaviour Appearance of New Trait (e.g. via mutation) Adaptive Trait Non-adaptive Increases Trait Chances of Survival Trait Passed Decreases on to Offspring Chances of Survival 26 What are the Implications for Brain and Behaviour? How does the theory of evolution relate to brain and behaviour? ↓ 27 What are the Implications for Brain and Behaviour? Descartes does not have a mind no conciousness How does the theory of evolution relate to brain and behaviour? evolutionary biologist his behaviours are adapted all behvaiour is motivated Kanzi Bonobo (P. paniscus) 28 Announcements D3 Your first quiz is on September 19 th o All the material covered from the start of the course o You can use your lecture notes! 1 Last Class Mind and Conscious Experience Perspectives on Brain and Behaviour o Evolution and its implications 2 Check Your Understanding Briefly describe one of the illusions we discussed in class. Why are illusions useful from a neuroscientific perspective? 1. We learn how our perception is altered by our experience. diff between sensation and perception. 2. how the brain forms and uses schemas. Insight into software of brain, how it works. 3. brain fills ambiguity. brain is lazy. finds patterns, fills in the blanks. 4. perception of reality isn’t objective, it is subjective. 5. illusions highlight what your brain does in situations of ambiguity. 6. how you can train your brain to see from other perceptives. plasticity of the brain. neuroplasticity. 3 What are the Implications for Brain and Behaviour? 1. Because all animal species are related, their brains must be related. similarity of function and structure 4 What are the Implications for Brain and Behaviour? 2. Because all animal species are related, their brains must be related. o As such, we can use simpler animals to understand humans. Analogous brain structures across species simple system- using simpler systems/brains to understand human systems/brains 5 What are the Implications for Brain and Behaviour? 2. Because all animal species are related, their behaviour must be related. o Emotional expression in humans (across cultures) and other animals is similar. behaviour is the major output of the central nervous system. if brains are related throughout species, so should behaviour. 6 What are the Implications for Brain and Behaviour? 2. Because all animal species are related, their behaviour must be related. o Emotional expression in humans (across cultures) and other animals is similar. 7 What are the Implications for Brain and Behaviour? 3. Brain and behaviour in complex animals such as humans (except below) evolved from simpler animals’ brains and behaviours. more complicated the brain is, we’d expect more Big Brother Canada - Where to Watch and Stream - TV Guide complicated repitore. 8 What are the Implications for Brain and Behaviour? 4. Consciousness and other processes attributed to the mind must be the product of the nervous system. 9 What are the Implications for Brain and WS not essential for life Behaviour? · increase of nervous system complexity, increase of complexity of behaviour Nervous system complexity 10 What are the Implications for Brain and Behaviour? Shared brain structures in chordates. *Note the increase in brain size and folding 11 What are the Implications for Brain and Behaviour? The Primate Order 12 What are the Implications for Brain and Behaviour? Topographic map – represents the different functional areas within the central nervous system (CNS). Connectome map – All the pathways connecting regions of the CNS ↳ how are things wired up in the brain. wiring within certain subgroups, and what connects to them? 13 What is the Brain? We typically talk about the two divisions of the nervous system: 1. Central Nervous System (CNS) 2. Peripheral Nervous System (PNS) 14 What is the Brain? 1. Central Nervous System (CNS) o Consists of the brain and the spinal cord. o Anything that is encased in bone… 15 What is the Brain? 2. Peripheral Nervous System (PNS) o All of the nerve cells (neurons) in the body that are located outside of the CNS eproduces movement Somatic nervous system –includes the cranial and spinal nerves to and from the muscles, joints, and skin. Autonomic nervous system – Sproduces regulates the functioning of internal organs and glands. Enteric nervous system – mesh of Smostly neurons embedded in the lining of the gut. rest and digest response parasympathetic (calming) + sympathetic Crousing) onerates autonomously 16 What is the Brain? signifigant communication between the 2 systems and each subgroup. these systems work together to create a experience of the world 17 What is the Brain? 18 What is the Brain? Frontal · ing si n g i lo targ decision ↓ voluntary movement occipital be V jual senessing I temporal lobe : higher order hearing , language music, , facial recognition remotional processing 19 What is the Brain? Although associated w/diff- things,neither a wor The brain is comprised of two major divisions: 1. Forebrain – prominent in mammals and birds, responsible for most conscious behaviours. 2. Brainstem – central brain structure responsible for most of our unconscious behaviours. re-entric brain: info flows in, info flows out. part Dominrainstem ant > - O human ↓ - cerebellum 20 What is the Brain? j The brain contains two nearly symmetrical halves (hemispheres). specialized for learning + coordinating movement 21 What is the Brain? covering the brain crinkly tissue The most prominent feature of the cerebrum is the neocortex (cortex = bark). & o We call the bumps on the surface gyri and the grooves sulci. bumps/grooves: as much brain volume in a small space responsible connectivity of functional units. things that have similar functions, tend to be closer for our together. local clusters of neurons, concious preforming similar functions, output that info to other behaviour distant neurons for further processing. https://www.researchgate.net/figure/Illustration-of-the-structures-gyri-and-sulci_fig1_322608606 22 What is the Brain? The four lobes of the cerebral cortex. 23 What is the Brain? topographical representations of how information is processes. this is pretty outdated tho. ie. occipital lobe isn’t solely responsible for vision, other lobes play parts. The four lobes of the brain (in no particular order): 1. Temporal Lobe 3. Parietal Lobe o Hearing o Goal-directed movement o Language o Integration of sensory info o Memory 2. Frontal Lobe 4. Occipital Lobe o Executive functions o Visual processing o Decision making o Voluntary movement 24 What is Behaviour? How do we define behaviour? Eibesfeldt (1970) defines it as such, “behaviour consists of patterns in time”. OED – “the way in which an animal or person acts in response to a particular situation or stimulus”. o Movements o Vocalizations o Thinking 25 What is Behaviour? Behaviours may be fixed (innate) or can be learned. Innate behaviour depends upon heredity. Learned behaviour requires plasticity. 26 What is Behaviour? Narrow Range of Wider Range Behaviour of Behaviour Simple Complex Nervous System Nervous System 27 Evolution of Brain and Behaviour 28 Relating Brain Size and Behaviour Jerison (1973) Principle of Proper Mass: o Species exhibiting more complex behaviours will possess relatively larger brains. Jerison developed an index of brain size to allow comparisons among different species. o Used body size to predict brain size. o As body size goes up the brain increases approximately 2/3 the increase of body weight. 29 Relating Brain Size and Behaviour Encephalization Quotient (EQ): o Measure of brain size obtained from the ratio of actual brain size to the expected brain size for an animal of a particular body size. Humans have the highest EQ (most of us) 30 Relating Brain Size and Behaviour [Insert Fig. 1-14] Line = EQ of 1.0 31 Relating Brain Size and Behaviour EQ works well in most instances… biganimals.com Balaenoptera musculus wikipedia.org wikipedia.org C. elegans 32 Relating Brain Size and Behaviour Counting and Measuring Brain Cells o Methods available to estimate the number of brain cells in a given species o From this we can estimate packing density of neurons… 33 Relating Brain Size and Behaviour Counting and Measuring Brain Cells o Methods available to estimate the number of brain cells in a given species o From this we can estimate packing density of neurons… RAT PRIMATE 34 Relating Brain Size and Behaviour 50-60 billion neurons Approx. 60 billion neurons 75-90 billion neurons Approx. 86 billion neurons 35 Relating Brain Size and Behaviour It’s not just how big it is, it’s what you do with it… Approx. 86 billion neurons Approx. 257 billion neurons 36 Relating Brain Size and Behaviour It’s not just how big it is, it’s what you do with it… Approx. 86 billion neurons Approx. 257 billion neurons Cerebrum – Approx. 16 billion Cerebrum – Approx. 5.6 billion Cerebellum – Approx. 68 billion Cerebellum – Approx. 251 billion Ratio = 1:4 Ratio = 1:45 37 Announcements D4 Your first quiz is still on September 19th! o All the material covered from the start of the course o You can still use your lecture notes! 1 Last Class Implications of Evolution 1. Because all animal species are related, their brains must be related 2. Because all animal species are related, their behaviour must be related 3. Brain and behaviour in complex animals such as humans evolved from simpler animals’ brains and behaviours. 4. Consciousness and other processes attributed to the mind must be the product of the nervous system. What is behaviour? Relating brain size and behaviour 2 Relating Brain Size and Behaviour Jerison (1973) Principle of Proper Mass: o Species exhibiting more complex behaviours will possess relatively larger brains. Jerison developed an index of brain size to allow comparisons among different species. o Used body size to predict brain size. o As body size goes up the brain increases approximately 2/3 the increase of body weight. Direct relationship bin body size and I brain size 3 Relating Brain Size and Behaviour Encephalization Quotient (EQ): o Measure of brain size obtained from the ratio of actual brain size to the expected brain size for an animal of a particular body size. Humans have the highest EQ (most of us) 4 EQ above 1 is good , means bigger brain Relating Brain Size and Behaviour EQ high d [Insert Fig. 1-14] = ↑ 1 above line Line = EQ of 1.0 below line = ↓I & has EQ of1 body weight = brain weight 5 Relating Brain Size and Behaviour EQ works well in most instances… biganimals.com Balaenoptera musculus Blue whale small I wikipedia.org brain saysand wikipedia.org but Esmartest ⑭ I wor dumb though Smart" be C. elegans 6 Relating Brain Size and Behaviour Counting and Measuring Brain Cells o Methods available to estimate the number of brain cells in a given species o From this we can estimate packing density of be neurons… should I hehavi smart o ural repitoire ↓ 7 Relating Brain Size and Behaviour Counting and Measuring Brain Cells o Methods available to estimate the number of brain cells in a given species o From this we can estimate packing density of neurons… RAT PRIMATE 8 Relating Brain Size and Behaviour 50-60 billion neurons Approx. 60 billion neurons 75-90 billion neurons Approx. 86 billion neurons 9 Relating Brain Size and Behaviour It’s not just how big it is, it’s what you do with it… Approx. 86 billion neurons Approx. 257 billion neurons 10 * # of neurons in Cortex matters Humans & Dogs &. , = good w/ sociability (among others) ↳ when it comes to cognitive function Relating Brain Size and Behaviour It’s not just how big it is, it’s what you do with it… ↑ >Approx. 86 billion neurons Cerebrum – Approx. 16 billion Cerebellum – Approx. 68 billion Ratio = 1:4 Diff. Packing density Approx. 257 billion neurons Cerebrum – Approx. 5.6 billion Cerebellum – Approx. 251 billion in Ratio = 1:45 higher ratio 11 EQ is useful but has caveats [Insert Fig. 1-15] 12 Check Your Understanding primary function of brain is to produce movement ↳ to do so , we need info like vision , audition etc. sensory What are the benefits/costs associated with a big brain? Benefits lots of energy Costs greater behavioural repitoire easier to injury, more space for stuff to go wrong greater range of emotions brain is expensive from metabolic perspective. takes a allows us to take over our environment. flexible long time to develop/‘put together’. lot of investment in our behaviour of child to parent humans have relatively weak forms, but our difficulty birthing, big brain brains allow us to alter our environemnts, create lots of space for connections to go wrong, like armour etc. (ex., fight against orangatang) elephants probs dont have adhd finer subdivisions in a number of structures, physically supporting a large brain is a lot of work leads to more accurate output and greater consequence of living longer, we experience more computation. degenerative disorders like alzheimers and stuff we have ability to communicate effectively w each other, humans are social creatures 13 relationship dietary requirements and Brain size bin Relating Brain Size and Behaviour know which fruit needs better vision , aprobs is good , memory ↑ Diff. can Al attributed to survival. SM =moretrutSend Grazers (ie cows). fend to have smaller brains14 from text d out bla non-mammal -jumps high Ed out b [Insert Fig. 1-15] Ejumps - Humans ↓ 15 [Insert Fig. 1-15] 16 Relating Brain Size and Behaviour One of the few animals to demonstrate an ability to construct tools. They have huge brains relative to other birds of similar size. 17 Relating Brain Size and Behaviour constructedt a / 18 Relating Brain Size and Behaviour shows vid can crows for future plan https://www.youtube.com/watch?v=O6nNllouHpw&t=42s 19 Relating Brain Size and Behaviour An Evolutionary Approach allows us to make brain- behaviour comparisons between species. We should be cautious when making brain-behaviour comparisons within the same species. 20 Relating Brain Size and Behaviour A human brain… 21 Relating Brain Size and Behaviour that happened to belong to Einstein 22 Human Brain Size and Intelligence Human brains vary from approx. 1000g to 2000g Women’s brains typically weigh about 10% less than men, but the two sexes do not differ in measures of average intelligence. A number of phenomena can impact brain size: size no longer predictive of Overall mass of Nutrition size body w/in species. Learning Aging may impact brain brain a brain size - size Stress sections overa - not intelligence Fetal Alcohol Spectrum Disorder (FASD) Autism Spectrum Disorder (ASD) 23 Human Brain Size and Intelligence How does one measure intelligence? o People vary enormously in their individual abilities, depending on the task. o Training, motivation, interest, health, etc. Person A Person B Excellent math abilities Poor math abilities Poor spatial abilities Excellent spatial abilities Which person is more intelligent? 24 Human Brain Size and Intelligence There have been a number of attempts to measure intelligence. blog.wellcomelibrary.org o Single factor theory, referred to as g Sthere (general intelligence). o Common factor that relates to intelligence. is no I thing Charles Spearman (1863-1945) 25 Human Brain Size and Intelligence wikipedia.org Wechsler Adult Intelligence Scale (WAIS) 26 Human Brain Size and Intelligence There have been a few attempts to measure intelligence. uky.edu o Gardner suggests there are multiple different intelligences. Howard Gardner https://www.simplypsychology.org/multiple-intelligences.html 27 Culture and Brain Size “The most remarkable thing that our brains have made possible is ever more complex and diverse culture – learned behaviours passed from generation to generation through teaching and experience.” (p. 30) Memes – an idea, a behaviour, or style that spreads from person to person within a culture ↳ play on word from genes Is culture uniquely human? 28 Culture and Brain Size 29 Culture and Brain Size Scientists at the University of Washington in Seattle trapped crows while wearing masks. o The crows that were captured, remembered the masks, attacking them whenever they saw them again. Dangerous… Neutral… 30 Culture and Brain Size Scientists at the University of Washington in Seattle trapped crows while wearing masks. o The crows that were captured, remembered the masks, attacking them whenever they saw them again. o Even crows that were never captured started to attack the masked men (horizontal social transmission). 31 Culture and Brain Size The memory has lasted for several years (crows live up to 15-40 years). o Even future generations of crows are angry! o This suggests that the information has been passed on to their offspring (vertical transmission). https://aeon.co/videos/whats-this-buzz-about-bees-having-culture-inside-a-groundbreaking-experiment 32 Check Your Understanding What might you predict about the behavioural repertoire of a species with an EQ of 0.70 versus a species with an EQ of 2.3? (3 marks) 33 Announcements Your first quiz is on Thursday!!! o All of the material covered from the start of the course o Open book (lecture notes only) o Point form, diagrams, etc. can be used to answer questions. 1 Last Class Principle of Proper Mass Encephalization Quotient Culture… weat a aveassem evel o pment https://www.science.org/doi/10.1126/sciadv.ado2733 2 Culture and Brain Size “The most remarkable thing that our brains have made possible is ever more complex and diverse culture – learned behaviours passed from generation to generation through teaching and experience.” (p. 30) Memes – an idea, a behaviour, or style that spreads from person to person within a culture Is culture uniquely human? 3 Culture and Brain Size 4 Culture and Brain Size Scientists at the University of Washington in Seattle trapped crows while wearing masks. o The crows that were captured, remembered the masks, attacking them whenever they saw them again. Dangerous… Neutral… 5 Culture and Brain Size Scientists at the University of Washington in Seattle trapped crows while wearing masks. o The crows that were captured, remembered the masks, attacking them whenever they saw them again. o Even crows that were never captured started to attack the masked men (horizontal social transmission). 6 Culture and Brain Size The memory has lasted for several years (crows live up to 15-40 years). o Even future generations of crows are angry! o This suggests that the information has been passed on to their offspring (vertical transmission). https://aeon.co/videos/whats-this-buzz-about-bees-having-culture-inside-a-groundbreaking-experiment 7 Check Your Understanding What might you predict about the behavioural repertoire of a species with an EQ of 0.70 versus a species with an EQ of 2.3? (3 marks) This question focuses more in behaviour, so gear answers towards that. Not specifically about brain but behaviour you'd believe 0.7 would have a lower behavioural repitoire Smaller brain, bigger body Diff in terms of intelligence Diff in range of behaviour Lower eq would have more innate behaviour than learned behaviour Higher eq would likely engage in horizontal and vertical learning Behavioural flexibilityy, ie ability to change along w the environment etc. 8 What Is the Nervous System’s Functional Anatomy? (Chapter Two) How do we know where we are? o It is important to understand the nomenclature used to describe different views or parts of the brain. o A single part of the nervous system may be referred to by several different names. 9 Finding Your Way Around The Brain – Brodmann area 17 – V1 – Striate cortex – Primary visual cortex 10 Finding Your Way Around The Brain We typically speak about the location of structures relative to the whole brain or other structures within the brain. Common terms are: o Dorsal – above, top o Ventral – below, bottom o Medial – midline, inward from o Lateral – side, outward from o Anterior – front, forwards of o Posterior – back, behind 11 12 Finding Your Way Around The Brain Note that each of the different rotations provides a unique view of the brain and its structures. 13 Finding Your Way Around The Brain When we look inside the brain, we usually do so in one of three planes. 1. Coronal (frontal view) 2. Horizontal (dorsal view) 3. Sagittal (medial view) 14 The Brain’s Surface Features The brain is protected by a number of different layers. The skull… 15 The Brain’s Surface Features The brain is protected by a number of different layers. o The skull. o The meninges, which constitutes three layers of protective tissue. SKULL 1. Dura mater: o “hard mother”; tough outer layer of fibrous tissue 2. Arachnoid layer: o “like a spider’s web”; thin sheet of delicate connective tissue 3. Pia mater: o “soft mother”; moderately tough inner layer that clings to the brain’s surface BRAIN 16 The Brain’s Surface Features ARACHNOID LAYER DURA MATER SKULL 17 The Brain’s Surface Features Meningitis – inflammation of the meninges. o Headache, stiff neck o Drowsiness o Stupor o Coma Pus o Death Encephalitis – inflammation of the brain. o COVID-19 can access the brain through the olfactory pathway… Bacterial Meningitis 18 Cerebrospinal Fluid The space just below the Arachnoid layer (the subarachnoid space) is filled with cerebrospinal fluid (CSF). CSF is made up of salts (sodium and potassium chloride, etc.) in solution. "clean" brain. -Helps What is CSF for? ↳ helps absorb shock 6 keeps bouyant prevents from ventualae a I resting on certain parts 19 & Cerebrospinal Fluid Several important functions: Buoyancy –the brain is suspended in CSF, reducing its effective mass to 1/30th Prevents resting on ventral side. Protection – protects the brain from injury (to a certain extent). Chemical Stability – delivery and removal of products associated with metabolic activity. ↳ salt is produced+ drained through cerebral aqueduct 20 Cerebrospinal Fluid Where does it come from? Produced in the ventricles (cavities) of the brain. There are four of them. coronal drien 21 Cerebrospinal Fluid a version Il & produces drains connects If gra 4th ventricle - 22 Cerebrospinal Fluid Gif showed I movement of quid 23 An Example… 24 Neuroscience In The News 25 Traumatic Brain Injury (TBI) drmarks.com flagerlive.com blog.procpr.org thv11.com TBI is not limited to athletes… 26 Traumatic Brain Injury 27 Traumatic Brain Injury 28 Traumatic Brain Injury 1. What are the mechanics of TBI? 2. Why can it be so challenging? 3. What is being done/can be done about it? 29 Traumatic Brain Injury 1. What are the mechanics of TBI? If a blow to the head is strong enough it can result in two discrete areas of damage. 1. We call damage at the site of impact the coup. 2. Damage opposite the site of impact is called the countercoup. 30 Traumatic Brain Injury 31 Traumatic Brain Injury 32 Announcements Di Your first quiz is now!!! o Graded ASAP Your first midterm is on Oct 3rd o 45 MCQ o Lecture notes (Discussions 1-9) o Chapter 1 o Chapter 2 I will provide updates as we approach the exam 1 Last Class Culture Where are we in the brain? CSF Traumatic Brain Injury 2 Traumatic Brain Injury 1. What are the mechanics of TBI? 2. Why can it be so challenging? 3. What is being done/can be done about it? 3 Traumatic Brain Injury 1. What are the mechanics of TBI? If a blow to the head is strong enough it can result in two discrete areas of damage. 1. We call damage at the site of impact the coup. 2. Damage opposite the site of impact is called the countercoup. ↓ 4 not always hitting head , but the sudden stop Traumatic Brain Injury acceleration + direction of it beyond the ability of the CSF to protect brain 5 Traumatic Brain Injury video 6 Traumatic Brain Injury 2. Why can it be so challenging? Given the areas of the brain that are usually damaged (frontal, temporal, and occipital lobes) what sort of problems would you expect people with TBI to have? ↳ seeing stars ↳ personality drange is uncoordinated movement Guneven I addiction/ pupils depression ↳ memory loss soutbursts issues ↳ planning 7 Traumatic Brain Injury 2. Why can it be so challenging? Given the areas of the brain that are usually damaged (frontal, temporal, and occipital lobes) what sort of problems would you expect people with TBI to have? There are also more generalized impairments, why might this be? ↳ Brain fog (cognitive slowness) 3 Things don't feel right 8 Traumatic Brain Injury Video 9 Traumatic Brain Injury shearing forces on neurons w/ long axons , leads to neuron death. 2. Why can it be so challenging? d 10 Traumatic Brain Injury 2. Why can it be so challenging? The result is a number of tears spread out across the brain: o Loss of complex cognitive functions. o Reduction in mental speed. o Concentration deficits. s Brains We also observe a long-term disruption in energy production in the brain ↳ Brain = expensive method , so you run on less ↳ no storage energy in blood flow > - probs change 11 Traumatic Brain Injury 2. Why can it be so challenging? Long term behavioural consequences may include: o Depression o Memory disturbances s cimportant et i m port a nt o Personality changes o Sleep disruption > - Ying ? is the o Increased risk of death by suicide · Sleeping ↑ 12 Traumatic Brain Injury 2. Why can it be so challenging? Multiple TBIs may lead to Chronic Traumatic Encephalopathy (CTE). o Cerebral atrophy (likely a result of neuronal death). o Enlargement of the ventricles. o Increases in brain proteins associated with Alzheimer’s Disease. 13 Traumatic Brain Injury ht tps:/ /www.cbsnews. com /news/dave-duerson-suicide-was-brain-disease-t o-blam e/ Dave Duerson (1960-2011) sel likely Brown areas are Tau hippocampal protein and represent ↓ degenerating areas of damage main , the brain. see in pt's wi wherever impacts dementia + alzheimers of were Mike Borich Control Borich alters trajectory (1966-2009) brain. 14 helmets designed prevent skull fracture , Traumatic Brain Injury not concussion Chronic Traumatic Encephalopathy minor > - o Can just one mTBI lead to CTE? o What makes people more susceptible to CTE? can suffer from many subdinical o What constitutes TBI? people TBI'swhich can lead to GE 15 Traumatic Brain Injury 3. What is being done/can be done about it? 16 Traumatic Brain Injury 3. What is being done/can be done about it? NFL Return to play guidelines: o Athletes must be asymptomatic at rest o Athletes must be asymptomatic with full physical and cognitive exertion o Balance testing must be returned to baseline o Neurocognitive testing must be returned to baseline 17 Traumatic Brain Injury 3. What is being done/can be done about it? Creation of the CSTE at Boston University 18 Traumatic Brain Injury 19 Traumatic Brain Injury 3. What is being done/can be done about it? o Equipment changes o Revise concussion management protocols – have a doctor (not a trainer) make immediate return to play decisions. o Hold club and coach responsible for players with repeated offenses leading to supplemental discipline. o Study changes to hockey rinks that can improve player safety o Establish a committee dedicated to continued study of the issue. 20 Traumatic Brain Injury 21 Traumatic Brain Injury Dr. Hans Von Holst Multidirectional Impact Protection System (MIPS) – A low friction layer between the helmet and the padding reduces rotational forces during an impact. ↳ deflects force around skull, not through it 22 Traumatic Brain Injury 23 Rest Is Best This approach has changed Treatment? Historically “time and rest” have been prescribed o Avoid physical exertion o Avoid mental exertion Symptom management o Headache treatment (Tylenol) o Avoid aspirin, Advil, etc. as they may increase the risk of bleeding 24 Or Is It? 25 Dinopium benghalense What’s the deal with woodpeckers? 26 Woodpeckers And TBI Woodpeckers Force associated with pecking ~ 1000g – Max survivable for humans ~ 100g 27 Woodpeckers And TBI How to avoid TBI as a woodpecker… 1. Reduce the space between your brain and skull Brain bigger Less space -. Less sub-dural space to bang around 2. Have a brain that is longer from top-to-bottom Larger surface area to absorb shock 3. Have a thicker, spongier skull Distribute the incoming shock Thick, spongy, mesh-like skull bone 28 Woodpeckers And TBI How to avoid TBI as a woodpecker… 4. Let your beak absorb the shock Reduce the impact on brain 5. Turn your head when you peck Redistribute the shock Distribution of Shock 29 Announcements Quizzes will be graded ASAP o Marks posted on D2L o Available for review 1 Announcements Your first midterm is on Oct 3rd – 45 MCQ Fair game for your exam (so far) o Lecture notes (Discussions1-9) o Chapter 1 o Chapter 2 o Chapter 16 (Traumatic Brain Injury; p. 580-583) 2 Last Class Traumatic Brain Injury 1. What are the mechanics of TBI? 2. Why can it be so challenging? 3. What is being done/can be done about it? 3 Blood Flow in the Brain There are three major arteries that provide the cerebrum with blood: 1. Anterior cerebral artery. 2. Middle cerebral artery. 3. Posterior cerebral artery. 4 Blood Flow in the Brain 5 Blood Flow in the Brain Stroke – the sudden appearance of neurological symptoms as a result of severely reduced blood flow. 6 Blood Flow in the Brain Stroke – the sudden appearance of neurological symptoms as a result of severely reduced blood flow. o Every 5 minutes someone in Canada has a stroke. o Stroke costs the Canadian economy $3.6 billion every year. o 878,000 Canadians are living with long-term stroke disability. 7 Blood Flow in the Brain Ischemic stroke – a stroke resulting from a blocked blood vessel. o More common, less severe. Hemorrhagic stroke – a stroke resulting from bleeding from a blood vessel. o More severe, fortunately less common. 8 Blood Flow in the Brain Effects of stroke: o Over-excitation of neurons o Inflammation of brain tissue o Less energy available (like TBI) o Diaschisis (neural shock) – areas connected to stroke cease to function o Changes in brain metabolism Cascade of post-stroke events (p. 583) 9 Blood Flow in the Brain What are the symptoms of stroke? 10 Blood Flow in the Brain Depends where the stroke is: o Weakness on the contralateral side of the body. o Slowed behaviour. o Short-term memory problems. o Vision problems. o Loss of coordination and balance. o Etc. 11 Blood Flow in the Brain What can we do to treat stroke? The goal is to restore normal blood flow ASAP! Tissue plasminogen activator (t-PA). o Breaks down the clot causing the stroke. 1. There is a limited window during which the treatment is effective. Most people don’t make it to the ER in time. 2. It is only effective for one type of stroke. 12 Neuroscience In The News 13 Blood Flow in the Brain Constraint-induced therapy: o Stroke patients experience learned non-use of the affected limbs. o Constraint-induced therapy binds the intact limb, forcing the patient to use the affected limb. Constraint-induced therapy (p. 584) 14 Blood Flow in the Brain 15 Check Your Understanding What does the preceding video tell us about the brain? 16 Blood Flow in the Brain wikipedia.org Arctic ground squirrel Native to Northern Canada Forages for plants, seeds, and fruit Hibernates during the Winter Brain temp just above freezing Body temp below freezing Heart rate ~ 1BPM Spermophilus parryii 17 Regions and Hemispheres 18 Regions and Hemispheres 19 Regions and Hemispheres A,C - Gray matter (cell bodies) B,D - White matter (myelin, insulation) 20 Cells and Fibers The brain contains two main types of cells: 1. Neurons – carry out the brain’s communicative and information processing functions. 2. Glial cells – a variety of critical functions including aiding and modulating neuronal activities. Figure 2-11 21 Comparative Brain Evolution Fish Mammal Human Amphibian Reptile EVOLUTIONARY SCALE 22 The Central Nervous System The Spinal Cord Involved in movement production. Often in conjunction with the brain, but not always… o Patellar Reflex o Locomotion – informed by central pattern generators (CPGs) 23 Spinal Nerves The Spinal Cord Receives and sends info to and from the entire body. The segments of our bodies (dermatomes) correspond to segments of the spinal cord. o Each dermatome has a sensory nerve, and a motor nerve associated with it. 24 Cranial Nerves There are 12 pairs of cranial nerves: o Sensory and motor control of the head and neck o Autonomic function of internal organs (Cranial Nerve 10) 25 Somatic Nervous System Connections The Law of Bell and Magendie Sensory info is transmitted to the brain (afferent) in the dorsal portion of the spinal cord. Motor info is transmitted from the brain (efferent) in the ventral portion of the spinal cord. 26 CNS: Mediating Behaviour Brainstem Central structure in the brain. Responsible for most-life sustaining behaviour. Consists of three divisions: 1. The hindbrain 2. The midbrain 3. The diencephalon 27 CNS: Mediating Behaviour 28 CNS: Mediating Behaviour http://www.miketheheadlesschicken.org/mike 29 CNS: Mediating Behaviour The Brainstem 1. The hindbrain – motor function (breathing, balance, fine movements, etc.) o Comprised of the cerebellum, medulla, pons, and reticular formation. 30 CNS: Mediating Behaviour The Brainstem 1. The hindbrain o Cerebellum – control of complex movements o Size varies as a function of the physical speed and dexterity of a species. Frog Cat Cerebellum Rat 31 CNS: Mediating Behaviour The Brainstem 1. The hindbrain 32 CNS: Mediating Behaviour The Brainstem 1. The hindbrain o Reticular Formation – responsible for stimulating the forebrain, arousal, sleep/wake behaviour o Pons and Medulla – control vital movements. The Pons receives input from the cerebellum and transmits it to the rest of the brain. The Medulla controls breathing, (this is why a blow to the base of the skull can be extremely dangerous). 33

Discussion 1 - Brain and Behaviour (Fall 2024) 2024-09-30 20_47_24.pdf

Related

Transcript

Tags

Upgrade to continue