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This comprehensive overview delves into the gross and microanatomy of the human brain, exploring critical subdivisions such as the cerebral cortex, brainstem, and hippocampus. It examines how neurons connect, transmit information, and adapt through plasticity across various stages of development. The relationship between neural connections and learning processes is highlighted, emphasizing the role of environmental factors and context in shaping synaptic networks. Additionally, the impact of neurochemical signaling in learning and memory formation is discussed, offering insight into how the brain learns and develops over time.
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Overview • Brain • Development • Macroanatomy • Microanatomy • Plasticity
Brain - Gross Anatomy1/3 • Basic subdivisions • Spinal Cord • Brain Stem • Cerebellum • Cerebral Cortex • Conscious thought • Planning • Language
Adult Brain - Gross Anatomy2/3 • Inputs • Neurons with processes extending to the eyes, ears, nose, tongue and skin. • Output • Movement – arms, legs, tongue, lips etc.
Adult Brain - Gross Anatomy3/3 • Other areas of cerebral cortex • Broca’s • Wernicke’s • Prefrontal • Temporal lobe • Hippocampus
Adult Brain - Microanatomy1/2 • Neurons • Receiving - dendrites • Sending – axons • Can be very long • Can be covered with a fatty substance • Connections between neurons • Chemical released by one neuron • Same chemical is “sensed” by next neuron • Chemicals may vary depending on which neuron is sending the information.
Adult Brain - Microanatomy2/2 • Connections between neurons • Chemical released by one neuron • Same chemical is “sensed” by next neuron • Chemicals may vary depending on which neuron is sending the information. • Chemical process and result of chemical processes can be affected by subcortical activity. What??
So what. I want to know how the someone learns! 1/2 • Connections between areas are pretty much fixed • A particular neuron may be connected to 100s of neurons in another or the same region.
How the brain learns! 2/2 • The connections of given sets of cells cause a group of cells to be active (network) and that particular network represents an idea, object, word. • Badly formed networks or randomly active cells can lead to problems in how a particular network is recognized. e.g. inability to identify or produce sounds, syllabi or sentences. • Previous network activation can influence which networks are subsequently activated (context).
Now I know why someone doesn’t know something but how does one learn? • Connections between cells can be changed and therefore new networks can be established. (weights) • Changes are the result of repetition within a particular context. • The larger and more distinctive the context, the easier it is to learn. • Be wary of interference!
Developing Brain and Language • During development gross connectivity can be affected by environment, genetics, or chemicals. • Connections in the developing brain are the result of physical cues and activity caused by the environment. • Fine tuning of connections can only occur after the major connections have been established. Delayed
Plasticity • Behavioral level • Gross Anatomy level • Microanatomical level • Functional Plasticity • Continuum
Extra References • http://www.bbsonline.org/documents/a/00/00/04/95/bbs00000495-00/bbs.pulvermueller.html • Digital Anatomist: http://www9.biostr.washington.edu/cgi-bin/DA/imageform
