The frontal lobes - Das Frontalhirn und seine Funktionen

This video explains the importance of the frontal lobe in human functioning. The video describes a young man. He has lost a full functioning frontal lobe by having an aneurysma. The frontal lobe is the zone of decision making and planning the future. More competences are described. The video takes 9 minutes.

Ergebnisse aus der Hirnforschung und aus Läsionsstudien deuten darauf hin, dass das Frontalhirn eine bedeutende Rolle in der Entscheidungsfindung und Zukunftsplanung hat. Es befähigt uns, Dinge zu beurteilen, Entscheidungen zu treffen, zwischen verschiedenen Möglichkeiten zu wählen, etwas abwägen oder über Dinge nachzudenken.

Dieses Video zeigt einen jungen Mann, welcher durch ein Aneurysma im Frontalhirn, trotz immer noch vorhandener allgemeiner Intelligenz, sein Organisationstalent und seine Planungsfähigkeit weitgehend verloren hat. Weiter wird die Entwicklung des Frontalhirns angesprochen, denn dieser Bereich des Gehirns entwickelt sich in der Kindheit zuletzt. Mit Hilfe von Tierversuchen konnte die Annahme bestätigt werden, dass das Frontalhirn an Entscheidungsprozessen beteiligt ist. Das Video dauert 9 Minuten.

Book review: The learning brain. Lessons for Education

Here I present you a very interesting book for parents, educators and teachers. A book which resumes the knowledge of Neuroscience and its meaning for learning and education.

Book review:
Blakemore & Frith: The learning brain. Lessons for Education (2005) Paperback, ISBN: 9781405124010, Price between 17.70 and 20 $ (deutsche Rezension im Blog Neuropädagogik)

Blakemore and Frith want to designate results of the brain research and its implications for education and instruction. The authoresses arrange in easily understandable way an overview for the reader to the conditions of the brain research and its results about "learning". In particular high expectations to the brain research, waked by individual neuro and education scientists, are analyzed on the basis the existing research. They come to the conclusion that many educational transmissions are on one side, hasty and rather speculative. The authoresses argue questions with controversies for the estimate of the research results concerning the brain development.

Interesting book structures and contence:

• development of reading-, computing and writing ability is considered
• brain processes are treated, which have to do with mathematics.
• brain systems are considered, which have to do with the reading ability.
• how to learn reading, writing weakness and its neuroscientific realizations
• disturbances of the social and emotional development.
• brain research considered development in the Adoleszenz
• remaining chapters lights up, as adult learn
  
• which views give the neuro sciences to the nature of learning.
• which brain mechanisms are appropriate for topic different learning methods

Characteristics:

• well understandably
• done to a large extent without specialized jargon (special terms are described in the glossary)
• scientifically founds a balance pulls over it which the neuro sciences of the Paedagogik have to offer at the moment at realizations
• ideal book for a risers into the topic neuro sciences and Paedagogik

RESULT:
In particular for parents, educators and teachers the book offers important background knowledge. It lights up at the possibilities and borders of neuroscientific knowledge for education and instruction and is for this a well understandable overview of the current conditions of the research. From the brain research already hastily drawn conclusions are related thereby and their actual content is presented


More book reviews:
Dr. Keith S. Taber: here
Dr. Alona Soschen, Department of Linguistics and Philosophy and the Department
of Brain and Cognitive Sciences, MIT: here

About Sarah-Jane Blakemore:
group leader cognitive neuroscience
http://www.icn.ucl.ac.uk/dev_group/people.htm

About the book:
http://www.icn.ucl.ac.uk/sblakemore/book.htm
Study results from S.-J. Blakemore:

Ground-breaking British research has revealed that teenagers' brains change during adolescence much more than had previously been thought

http://www.guardian.co.uk/science/story/0,3605,1640240,00.html

It’s not just the hormones, says Vivienne Parry. During puberty teenagers’ brains are undergoing a radical readjustment

http://www.dimaggio.org/Eye-Openers/young_people.htm

Look inside the book by "google books": here !

Culture influences brain function

http://web.mit.edu/newsoffice/2008/psychology-0111.html
(Diesen Artikel finden Sie im Blog Neuropädagogik in deutscher Sprache:http://www.scienceblogs.de/neuropaedagogik/2008/01/hirnfunktionen-hangen-von-kulturkreis-ab.php
Note:
The different perception processes could be to due also to the following circumstances:

First the childlike perception is graphically shaped. In the European and American culture area figurative perception dominance becomes increasingly more abstract by the school attendance, so that the figurative perception ability suffers and humans of this culture area on visual tasks of perception must spend more brain capacities. In the asiatic culture area the graphic perception is continued to train also after the first day at school by its figurative writing language. This could explain additionally, why the Asians altogether have less strong brain activities by comparing pictures.

Antonio Damasio: Speech about the role of emotions

Antonio Damasio speaks about: "Brain and mind: from medicine to society"

It would be usefull, if you first read the description, before looking the video. For a good learning a pre-information will structure your brain and you would have an expectation of what is following. Your memory catches on this way more contents.

And here the description illustrated with pictures originally from researches of Damasio:

Video description in English (with google translated from spanish speech)

Original page in spanish speech

"Neuroscience meets Developmental Psychology"

Developmental Psychology "develops" to Developmental Science and includes now biological sights of development.

Herbert Scheithauer, Kay Niebank
To See an Elephant: Developmental Science
European Journal of Developmental Science

2007/1,1 ; S. 6–22:
The aim of Developmental Science is to understand the complex interacting biopsychosocial mechanisms in the development of living organisms. Thus, Developmental Science has roots in both the biological and social disciplines and can bee seen as a meta-theory rooted in developmental principles to guide work and thinking on biology and social behaviour and their interactions over ontogeny.

Free download of all articles in PDF on the website of Vandenhoeck & Ruprecht:

Inhalt

Scheithauer, Herbert / Ittel, Angela / Josephs, Ingrid E. et al.
Editorial: The European Journal of Developmental Science
S. 1–5

Scheithauer, Herbert / Niebank, Kay
To See an Elephant: Developmental Science
S. 6–22

Ittel, Angela
Historical Roots of Developmental Science
S. 23–32

Mack, Wolfgang
Developmental Science as a Boundary Opening Framework for Anthropology, History, Cultural Sciences, and Philosophy
S. 33–46

Josephs, Ingrid E. / Valsiner, Jaan
Developmental Science Meets Culture: Cultural Developmental Psychology in the Making
S. 47–64

Sarimski, Klaus
Understanding Mental Health Problems Among Children with Mental Retardation from a Biopsychological Perspective
S. 65–81

Greve, Werner / Ebner, Natalie C.
Intentional Self-Development – Genetically Framed
S. 82–94

Call for Papers
S. 95–96

Vilayanur Ramanchandran: The emerging mind

Book-Review in English for english speaking visitors:

The emerging mind

Vilaynur S. Ramachandran

Profile Books Ltd (December 4, 2003)
ISBN-10: 1861973039
ISBN-13: 978-1861973030

or the same content in another book:

A brief tour of human consciousness

The author of the book is a physician and experimental psychologist. Starting point of his lectures summarized in this book, neurological malfunctions are caused, by a change in a tiny brain region of the patients. Even if critical readers cannot divide his point of view for the range of neuroscientific research, then one does not come to it from its fascination over its realizations to neurological disturbances to be stuck on past to be able. Ramachandran introduces the reader in understandable way into the fascinating world of his patients: Humans with phantom limb, Synaesthesien, visual processing disturbances and Capgras syndrome. Skeptiker and critics of the modern neuroscience may “be pleased” with the reading about the implicitly contained contradictions Ramanchandrans: [..]now we stand before the largest revolution - which explanation of the human brain (s.17) [… ] it means, it does not give structure, which is as complex organized as the human brain in the entire universe… [… ] By the fact one calculated that the number of possible arrangements and combinations of brain activities - in other words, the number of the brain conditions - which number of the elementary particles in the well-known universe exceeds. (S.18) Sympathizers of the “no free will” find with Ramachandran an advocate. I found Ramachandran’s remarks particularly interesting to the “artistic brain”.

RESULT: An inexpensive book absolutely worth reading also for curious “laymen” well suitably. Ramnchandran preserves his readers, by doing to neurophysiological details without lengthy and fastidious. Its neurological remarks might offer for neurology still new to some specialist.

Do you want to have some "life-impressions" ? Abstract:

In a wide-ranging talk, Vilayanur Ramachandran explores how brain damage can reveal the connection between the internal structures of the brain and the corresponding functions of the mind. He talks about phantom limb pain, synesthesia (when people hear color or smell sounds), and the Capgras delusion, when brain-damaged people believe their closest friends and family have been replaced with imposters.

See the film: here

Customer reviews you find here

Lesertipp von Ralf: Film von Ramachandran

In diesem 23-minütigem englischsprachigem Film sehen Sie Vorträge aus: "Ene kurze Reise durch Geist und Gehirn" zu den Themen Phantomglieder, Capgras Syndrom und Synästhesien. Die Vorträge hält Vilaynur S. Ramachandran auf sehr lebendige, spannende Art und Weise
http://www.ted.com/index.php/talks/view/id/184

Auch wenn Sie Schwierigkeiten haben sollten das nicht ganz akzentfreie Englisch des Autors zu verstehen, lohnt es sich einen Ausschnitt daraus anzusehen. Ich denke Sie bekommen dennoch eine Vorstellung davon, wie lebendig und interessant das Buch geschrieben ist.

Die Fähigkeit zur Gesichtserkennung und Raumwahrnehmung ist genetisch determiniert

Aktuelle Nachrichten:
The Journal of Neuroscience, December 19, 2007, 27(51):13921-13925; doi:10.1523/JNEUROSCI.4001-07.2007
Nature versus Nurture in Ventral Visual Cortex: A Functional Magnetic Resonance Imaging Study of Twins Thad A. Polk,1 Joonkoo Park,1 Mason R. Smith,1 and Denise C. Park2 1Department of Psychology, University of Michigan, Ann Arbor, Michigan 48109, and 2The Beckman Institute, University of Illinois at Urbana-Champaign, Urbana, Illinois 61801 Correspondence should be addressed to Thad A. Polk, Department of Psychology, University of Michigan, 530 Church Street, Ann Arbor, MI 48109. Email: tpolk@umich.edu

Using functional magnetic resonance imaging, we estimated neural activity in twins to study genetic influences on the cortical response to categories of visual stimuli (faces, places, and pseudowords) that are known to elicit distinct patterns of activity in ventral visual cortex. The neural activity patterns in monozygotic twins were significantly more similar than in dizygotic twins for the face and place stimuli, but there was no effect of zygosity for pseudowords (or chairs, a control category). These results demonstrate that genetics play a significant role in determining the cortical response to faces and places, but play a significantly smaller role (if any) in the response to orthographic stimuli. Key words: ventral visual cortex; functional MRI; face perception; place perception; word perception; twins
Mit funktioneller Kernspintomographie wurden eineiige und zweieige Zwillinge zur Frage genetischer Prädispositionen bezüglich der Erkennung von Gesichtern, Plätzen und Pseudowörtern untersucht.

Die neuronalen Muster bei eineiigen Zwillingen wiesen deutlich mehr Ähnlichkeiten in der Gesichtserkennung und der Erkennung von Plätzen auf, als bei zweieiigen Zwillingen. Keine Effekte hingegen finden sich für Pseudowörter. Die Resultate zeigen, daß die genetische Prädisposition eine bedeutende Rolle spielt, wenn es um Gesichtserkennung und räumliche Wahrnehmung geht.