The Nervous System Major division - Central vs. Peripheral Central Nervous System Peripheral Nervous System Major division - Central vs. Peripheral Central or CNS- brain and spinal cord Peripheral- nerves connecting CNS to muscles and organs

Peripheral Nervous System 3 kinds of neurons connect CNS to the body sensory motor interneurons Motor - CNS to muscles and organs Sensory - sensory receptors to CNS Interneurons: Connections Within CNS Spinal Cord Brain Nerves key words: peripheral nervous system

Peripheral Nervous System k e l t a ( o m i c ) y p h P r s A u n N v key words: peripheral nervous system; skeletal nervous system; somatic nervous system; autonomic nervous system; sympathetic nervous system; parasympathetic nervous system

Somatic System Nerves to/from spinal cord control muscle movements somatosensory inputs Both Voluntary and reflex movements Skeletal Reflexes simplest is spinal reflex arc Muscle Motor Neuron Interneuron Skin receptors Sensory Brain

Autonomic System Two divisions: Control involuntary functions sympathetic Parasympatheitic Control involuntary functions heartbeat blood pressure respiration perspiration digestion Can be influenced by thought and emotion

Sympathetic “ Fight or flight” response CENTRAL NERVOUS SYSTEM Brain Spinal cord SYMPATHETIC Dilates pupil Stimulates salivation Relaxes bronchi Accelerates heartbeat Inhibits activity Stimulates glucose Secretion of adrenaline, nonadrenaline Relaxes bladder Stimulates ejaculation in male Sympathetic ganglia Salivary glands Lungs Heart Stomach Pancreas Liver Adrenal gland Kidney “ Fight or flight” response Release adrenaline and noradrenaline Increases heart rate and blood pressure Increases blood flow to skeletal muscles Inhibits digestive functions keywords: sympathetic nervous system; fighlt or flight response

Parasympathetic “ Rest and digest ” system CENTRAL NERVOUS SYSTEM Brain PARASYMPATHETIC Spinal cord Stimulates salivation Constricts bronchi Slows heartbeat Stimulates activity Contracts bladder Stimulates erection of sex organs Stimulates gallbladder Gallbladder Contracts pupil “ Rest and digest ” system Calms body to conserve and maintain energy Lowers heartbeat, breathing rate, blood pressure key words: parasympathetic nervous system; rest and digest system

Summary of autonomic differences Autonomic nervous system controls physiological arousal Sympathetic division (arousing) Parasympathetic division (calming) Pupils dilate EYES Pupils contract Decreases SALVATION Increases Perspires SKIN Dries Increases RESPERATION Decreases Accelerates HEART Slows Inhibits DIGESTION Activates Secrete stress hormones ADRENAL GLANDS Decrease secretion of stress hormones key words: sympathetic nervous system; parasympathetic nervous system

Central Nervous System Spinal Cord Brain Brain and Spinal Cord key words: central nervous system; brain; spinal cord

Brain has 2 Hemispheres Left & Right sides are separate Corpus Callosum : major pathway between hemispheres Some functions are ‘lateralized’ language on left math, music on right Lateralization is never 100% Left Hemisphere Corpus Callosum Right key words: left hemisphere; right hemisphere

Each hemisphere is divided into 4 lobes Frontal Parietal Occipital Temporal key words: cerebral cortex; lobes; frontal; parietal; temporal; occipital

Sensory Information sent to opposite hemisphere Left visual field Right visual Optic nerves Corpus Callosum Left Visual Cortex Right Visual Principle is Contralateral Organization Sensory data crosses over in pathways leading to the cortex Visual Crossover left visual field to right hemisphere right field to left Other senses similar key words: left hemisphere; right hemisphere; visual infomation; touch information

Contralateral Motor Control Movements controled by motor area Right hemisphere controls left side of body Left hemisphere controls right side Motor nerves cross sides in spinal cord Somatosensory Cortex Motor Cortex

Corpus Callosum Major ( but not only) pathway between sides Connects comparable structures on each side Permits data received on one side to be processed in both hemispheres Aids motor coordination of left and right side Corpus Callosum Medial surface of right hemisphere Example : You read a geometry problem in a textbook. The words are seen and the visual forms translated into meaning by the language center in the left hemisphere. To solve the problem you have to imagine a cone shaped object. This is accomplished by centers in the right hemisphere. The solution is written down using language generated by the left hemisphere. What would happen in cases like this if the callosum was damaged ?

Corpus Callosum What happens when the corpus callosum is cut? Sensory inputs are still crossed Motor outputs are still crossed Hemispheres can’t exchange data key words: left hemisphere; right hemisphere; corpus callosum; epilepsy One method used to treat severely epileptic patients involves cutting the corpus callosum to prevent the spread of seizures acorss the entire brain. The video clip on this slide shows a man who has had such a surgery. Double click on video to start video clip. This clip discusses the types of information processing deficits associated with cutting the corpus callosum and shows a task often used to assess corpus callosum damage. This task is also represented in drawing form on the following slide as well.

The ‘Split Brain’ studies Surgery for epilepsy : cut the corpus callosum Roger Sperry, 1960’s Special apparatus picture input to just one side of brain screen blocks objects on table from view Nonverbal right hemisphere Verbal left key words: left hemisphere; right hemisphere; corpus callosum; epilepsy This slide is a schematic of the task shown in the video clip on the previous slide

The ‘Split Brain’ studies I saw an apple. “What did you see?” Nonverbal right hemisphere Verbal left Nonverbal right hemisphere Verbal left ?? “What did you see?” “Using your left hand, Pick up what you saw.” Picture to right brain can’t name the object left hand can identify by touch Picture to left brain can name the object left hand cannot identify by touch

Localization of function Frontal Parietal Occipital Temporal key words: cerebral cortex; lobes; frontal; parietal; temporal; occipital

Occipital Lobe Input from Optic nerve Contains primary visual cortex most is on surface inside central fissure Outputs to parietal and temporal lobes Occipital Lobe Visual Lobe

Temporal Lobe Contains primary auditory cortex Inputs are auditory, visual patterns speech recognition face recognition word recognition memory formation Outputs to limbic System, basal Ganglia, and brainstem Temporal Lobe

Parietal Lobe Inputs from multiple senses Somatosensory Cortex contains primary somatosensory cortex borders visual & auditory cortex Outputs to Frontal lobe hand-eye coordination eye movements attention

Frontal Lobe Contains primary motor cortex No direct sensory input Working Memory Motor Cortex Broca’s Area Contains primary motor cortex No direct sensory input Important planning and sequencing areas Broca’s area for speech key words: cerebral cortex; lobes; frontal; motor functions Frontal lobe is not directly involved in sensation or perception. Its functions are related to motor action (behavior). The motor cortex is the start of nerves that run through the spinal cord to the muscles. Broca’s area organizes sequences of speech movements. Damage leads to productive aphasia Dorsolateral Prefrontal Cortex is important in working memory. WM is short term memory for information needed to maintain a context, to prepare for the next step in a sequence of thought, and /or to inhibit irrelevant responses The wisconsin card sorting task illustrates the importance of working memory in maintaining context and inhibiting irrelevant responses Prefrontal area for working memory

Frontal Lobe Disorders Broca’s area productive aphasia Prefrontal area lose track of ongoing context fail to inhibit inappropriate responses Often measured with the Wisconsin Card Sorting Task key words: cerebral cortex; lobes; frontal; motor functions

Wisconsin Card Sorting Task Row of 4 example cards set out Patient is given a deck of 64 different cards Told to place each card under the one it best matches key words: frontal lobe; perseverence; Wisconsin Card Sorting task This slide and the following Wisconsin Card Sorting Task (WCST) slides give an example of one of the types of deficits seen in patients with frontal lobe damage. Frontal lobe patients often have problems with perseverance (e.g. switching strategies when an old strategy is ineffective). In the WCST after the patient has figured out the rule (e.g. color) the examiner switches to a new rule (e.g. shape or number). Frontal patients make errors after a rule switch for a longer time than normals, because they perseverate on (fail to inhibit) the old rule. Told correct or incorrect after each card Correct! Must deduce what the underlying rule is.

Wisconsin Card Sorting Task key words: frontal lobe; perseverence; Wisconsin Card Sorting task These slides are set up in the following manner: Hit enter once and a row of 4 cards will appear. The cards differ in terms of color, shape and number of the objects on the card. Beforehand, the instructor should select the strategy they want the student to pick (i.e. the correct card is the red card; or the correct card in the one with four objects; or the correct card is the one with the circles on it). The instructor should tell the student to pick the card that is correct. Do not tell the students the strategy you are using or even that there is a strategy. Just say " I want you to tell me which card is correct." Based on their response, you tell them whether they were right or wrong. After they make one response and give them feedback (whether they were correct or incorrect), hit enter again and the next trial will start and a new set of four cards will appear. Repeat the same process as with the first set of cards. Eventually the student will pick up on the strategy you are using and will start to get them correct. After the student gets 4 in a row correct, switch strategies (i.e. if the student previously had to pick the card with red objects, now he may have to pick the card with only two objects on it.) The strategy you switch to should be one of the parameters on the card from the previous trial. That is, if the correct card in the previous trial had 2 red circles and your strategy was red objects, now your new strategy on the next card should be either circles or the card with 2 objects. Note how long it takes for the student to catch on and switch strategies. People with frontal lobe damage will take much longer to switch to a new strategy. Actions buttons are located on top of each slide. If you choose not to do the WCST or want to get out of it, just click on the arrow button and you will move ot the next lobe of the brain.

Wisconsin Card Sorting Task key words: frontal lobe; perseverence; Wisconsin Card Sorting task This slide and the following Wisconsin Card Sorting Task (WCST) slides give an example of one of the types of deficits seen in patients with frontal lobe damage. Frontal lobe patients often have problems with perseverance (e.g. switching strategies when an old strategy is ineffective). These slides are set up in the following manner: Hit enter once and a row of 4 cards will appear. The cards differ in terms of color, shape and number of the objects on the card. Beforehand, the instructor should select the strategy they want the student to pick (i.e. the correct card is the red card; or the correct card in the one with four objects; or the correct card is the one with the circles on it). The instructor should tell the student to pick the card that is correct. Do not tell the students the strategy you are using or even that there is a strategy. Just say " I want you to tell me which card is correct." Based on their response, you tell them whether they were right or wrong. After they make one response and give them feedback (whether they were correct or incorrect), hit enter again and the next trial will start and a new set of four cards will appear. Repeat the same process as with the first set of cards. Eventually the student will pick up on the strategy you are using and will start to get them correct. After the student gets 4 in a row correct, switch strategies (i.e. if the student previously had to pick the card with red objects, now he may have to pick the card with only two objects on it.) The strategy you switch to should be one of the parameters on the card from the previous trial. That is, if the correct card in the previous trial had 2 red circles and your strategy was red objects, now your new strategy on the next card should be either circles or the card with 2 objects. Note how long it takes for the student to catch on and switch strategies. People with frontal lobe damage will take much longer to switch to a new strategy. Actions buttons are located on top of each slide. If you choose not to do the WCST or want to get out of it, just click on the arrow button and you will move ot the next lobe of the brain.

Wisconsin Card Sorting Task key words: frontal lobe; perseverence; Wisconsin Card Sorting task This slide and the following Wisconsin Card Sorting Task (WCST) slides give an example of one of the types of deficits seen in patients with frontal lobe damage. Frontal lobe patients often have problems with perseverance (e.g. switching strategies when an old strategy is ineffective). These slides are set up in the following manner: Hit enter once and a row of 4 cards will appear. The cards differ in terms of color, shape and number of the objects on the card. Beforehand, the instructor should select the strategy they want the student to pick (i.e. the correct card is the red card; or the correct card in the one with four objects; or the correct card is the one with the circles on it). The instructor should tell the student to pick the card that is correct. Do not tell the students the strategy you are using or even that there is a strategy. Just say " I want you to tell me which card is correct." Based on their response, you tell them whether they were right or wrong. After they make one response and give them feedback (whether they were correct or incorrect), hit enter again and the next trial will start and a new set of four cards will appear. Repeat the same process as with the first set of cards. Eventually the student will pick up on the strategy you are using and will start to get them correct. After the student gets 4 in a row correct, switch strategies (i.e. if the student previously had to pick the card with red objects, now he may have to pick the card with only two objects on it.) The strategy you switch to should be one of the parameters on the card from the previous trial. That is, if the correct card in the previous trial had 2 red circles and your strategy was red objects, now your new strategy on the next card should be either circles or the card with 2 objects. Note how long it takes for the student to catch on and switch strategies. People with frontal lobe damage will take much longer to switch to a new strategy. Actions buttons are located on top of each slide. If you choose not to do the WCST or want to get out of it, just click on the arrow button and you will move ot the next lobe of the brain.

Wisconsin Card Sorting Task key words: frontal lobe; perseverence; Wisconsin Card Sorting task This slide and the following Wisconsin Card Sorting Task (WCST) slides give an example of one of the types of deficits seen in patients with frontal lobe damage. Frontal lobe patients often have problems with perseverance (e.g. switching strategies when an old strategy is ineffective). These slides are set up in the following manner: Hit enter once and a row of 4 cards will appear. The cards differ in terms of color, shape and number of the objects on the card. Beforehand, the instructor should select the strategy they want the student to pick (i.e. the correct card is the red card; or the correct card in the one with four objects; or the correct card is the one with the circles on it). The instructor should tell the student to pick the card that is correct. Do not tell the students the strategy you are using or even that there is a strategy. Just say " I want you to tell me which card is correct." Based on their response, you tell them whether they were right or wrong. After they make one response and give them feedback (whether they were correct or incorrect), hit enter again and the next trial will start and a new set of four cards will appear. Repeat the same process as with the first set of cards. Eventually the student will pick up on the strategy you are using and will start to get them correct. After the student gets 4 in a row correct, switch strategies (i.e. if the student previously had to pick the card with red objects, now he may have to pick the card with only two objects on it.) The strategy you switch to should be one of the parameters on the card from the previous trial. That is, if the correct card in the previous trial had 2 red circles and your strategy was red objects, now your new strategy on the next card should be either circles or the card with 2 objects. Note how long it takes for the student to catch on and switch strategies. People with frontal lobe damage will take much longer to switch to a new strategy. Actions buttons are located on top of each slide. If you choose not to do the WCST or want to get out of it, just click on the arrow button and you will move ot the next lobe of the brain.

Wisconsin Card Sorting Task key words: frontal lobe; perseverence; Wisconsin Card Sorting task This slide and the following Wisconsin Card Sorting Task (WCST) slides give an example of one of the types of deficits seen in patients with frontal lobe damage. Frontal lobe patients often have problems with perseverance (e.g. switching strategies when an old strategy is ineffective). These slides are set up in the following manner: Hit enter once and a row of 4 cards will appear. The cards differ in terms of color, shape and number of the objects on the card. Beforehand, the instructor should select the strategy they want the student to pick (i.e. the correct card is the red card; or the correct card in the one with four objects; or the correct card is the one with the circles on it). The instructor should tell the student to pick the card that is correct. Do not tell the students the strategy you are using or even that there is a strategy. Just say " I want you to tell me which card is correct." Based on their response, you tell them whether they were right or wrong. After they make one response and give them feedback (whether they were correct or incorrect), hit enter again and the next trial will start and a new set of four cards will appear. Repeat the same process as with the first set of cards. Eventually the student will pick up on the strategy you are using and will start to get them correct. After the student gets 4 in a row correct, switch strategies (i.e. if the student previously had to pick the card with red objects, now he may have to pick the card with only two objects on it.) The strategy you switch to should be one of the parameters on the card from the previous trial. That is, if the correct card in the previous trial had 2 red circles and your strategy was red objects, now your new strategy on the next card should be either circles or the card with 2 objects. Note how long it takes for the student to catch on and switch strategies. People with frontal lobe damage will take much longer to switch to a new strategy. Actions buttons are located on top of each slide. If you choose not to do the WCST or want to get out of it, just click on the arrow button and you will move ot the next lobe of the brain.

Wisconsin Card Sorting Task key words: frontal lobe; perseverence; Wisconsin Card Sorting task * Note: this slide also has an additional "home" action button. If you click on this, you can go back to the first WCST slide and continue on with the task. This slide and the following Wisconsin Card Sorting Task (WCST) slides give an example of one of the types of deficits seen in patients with frontal lobe damage. Frontal lobe patients often have problems with perseverance (e.g. switching strategies when an old strategy is ineffective). These slides are set up in the following manner: Hit enter once and a row of 4 cards will appear. The cards differ in terms of color, shape and number of the objects on the card. Beforehand, the instructor should select the strategy they want the student to pick (i.e. the correct card is the red card; or the correct card in the one with four objects; or the correct card is the one with the circles on it). The instructor should tell the student to pick the card that is correct. Do not tell the students the strategy you are using or even that there is a strategy. Just say " I want you to tell me which card is correct." Based on their response, you tell them whether they were right or wrong. After they make one response and give them feedback (whether they were correct or incorrect), hit enter again and the next trial will start and a new set of four cards will appear. Repeat the same process as with the first set of cards. Eventually the student will pick up on the strategy you are using and will start to get them correct. After the student gets 4 in a row correct, switch strategies (i.e. if the student previously had to pick the card with red objects, now he may have to pick the card with only two objects on it.) The strategy you switch to should be one of the parameters on the card from the previous trial. That is, if the correct card in the previous trial had 2 red circles and your strategy was red objects, now your new strategy on the next card should be either circles or the card with 2 objects. Note how long it takes for the student to catch on and switch strategies. People with frontal lobe damage will take much longer to switch to a new strategy. Actions buttons are located on top of each slide. If you choose not to do the WCST or want to get out of it, just click on the arrow button and you will move ot the next lobe of the brain.

The Nervous System: Summary Major structures of the nervous CNS, Somatic, Autonomic Two hemispheres & 4 lobes Organization contralateral input & output primary sensory areas motor areas Commissure Localization of functions Central Nervous System Peripheral Nervous System