Living with half a brain

Neural Plasticity The brain has the ability to be changed by experience. Rosenzweig (1984) demonstrated the importance of experience to neural development Rats raised in more complex environments had larger neurons and more synaptic connections. Other research has found those rats raised in more complex environments are better at solving problems The brain changes in response to experience. This appears to happen as a response to expertise (e.g. practicing the violin) Neural plasticity The ability of the brain to be changed structurally and chemically by experience. Rosenzweig (1984) demonstrated the importance of experience to neural development Rats raised in more complex environments had larger neurons and more synaptic connections Other research has found those rats raised in more complex environments are better at solving problems The brain changes in response to experience. This appears to happen as a response to expertise (e.g. practicing the violin) The strength of the response varies as well as the amount. Adult brains are capable of neurogenesis, the creation of neurons over the course of one’s lifetime This finding has lead to new research into the potential to grow cells to replace damaged cells, or finding ways to encourage damaged cells to repair themselves. Morris, (c) 2006, Prentice Hall

Brain Plasticity The idea that the brain, when damaged, will attempt to find news ways to reroute messages. Children’s brains are more plastic than adults.

Name That Brain Damage Damage to certain areas of the brain can cause specific deficits in behavior. This activity links specific brain areas with their functions. RELATED TOPICS: Neuroscience and behavior, the older brain, the cerebral cortex. NOTES You may wish to have students read their textbook chapter about the brain and behavior before presenting this activity. On the next four slides you will find illustrations of the various brain areas, labeled according to their general functions. Be sure to communicate to students that the functions are only a “short list” of those associated with the brain areas in the illustrations. Also note that some functions are hemisphere-specific (such as language). Acknowledgements: This activity was written by Antoinette R. Miller, Clayton State University

Overview of Brain Anatomy: (1) Lower Brain Structures [ “life support” ] [sleep/wake] [sensation] NOTES Be sure to communicate to students that the functions are only a “short list” of those associated with the brain areas in this illustration.

Overview of Brain Anatomy: (2) Lower Brain Structures [coordination and balance] NOTES Be sure to communicate to students that the functions are only a “short list” of those associated with the brain areas in this illustration.

Overview of Brain Anatomy: (3) Lower Brain Structures { [hunger thirst body temperature sexual behavior] [anger and fear] [memory] NOTES Be sure to communicate to students that the functions are only a “short list” of those associated with the brain areas in this illustration.

Overview of Brain Anatomy: (4) Cerebral Cortex [vision] [touch/sensation] [movement / speech (left)] [hearing; comprehension (left)] NOTES Be sure to communicate to students that the functions are only a “short list” of those associated with the brain areas in this illustration. Remind students that some functions are hemisphere-specific, indicated by “left” in this illustration.

What is a Lesion? Lesion = tissue destruction. Damage to a brain structure (or to multiple structures) may affect a person’s behavior or abilities. Damage may be deliberate (experimental) or accidental (head injury, stroke, etc.) NOTES Once students understand that a lesion is tissue destruction that can be naturally or experimentally caused, tell them they will next be presented with six case studies. For each study, have students determine (as specifically as possible) which brain area or areas may be damaged, based on the changes in the patient’s behavior or abilities.

Case Study 1: Patient JP suffered a minor stroke recently Case Study 1: Patient JP suffered a minor stroke recently. Although he has recovered most of his function, he still is unable to speak clearly. He sounds stilted, and almost “Tarzan-like.” parietal lobe hippocampus cerebellum frontal lobe NOTES The correct answer for Case Study 1 is “D.” Point out that the damage, specifically, is in the left frontal lobe in Broca’s area. Further explain that Broca’s area controls language expression. An area of the frontal lobe, usually in the left hemisphere, it directs the muscle movements involved in speech. If you are using Classroom Response System (iClicker) technology to poll your students, you can graph their responses. For more information on iClicker, go to: http://www.iclicker.com If you don’t have iClicker technology, tally responses manually by having students write responses on a piece of paper. You may collect the papers or ask students to raise their hands to indicate the response they chose.

Case Study 2: Patient GN recently was struck in the head with a crowbar. Although her eyes were undamaged, she is now unable to see. occipital lobe spinal cord hippocampus reticular formation NOTES The correct answer for Case Study 2 is “A,” the occipital lobe. (Each brain hemisphere contains an occipital lobe.) If you are using Classroom Response System (iClicker) technology to poll your students, you can graph their responses. For more information on iClicker, go to: http://www.iclicker.com If you don’t have iClicker technology, tally responses manually by having students write responses on a piece of paper. You may collect the papers or ask students to raise their hands to indicate the response they chose.

Case Study 3: Patient AF is suffering from a brain tumor Case Study 3: Patient AF is suffering from a brain tumor. As the tumor grows, he is becoming increasingly belligerent and aggressive. He also seems to have no fear when confronted with threats or danger. temporal lobe amygdala medulla cerebellum NOTES The correct answer for Case Study 3 is “B,” the amygdala. (This is a structure in the limbic system). If you are using Classroom Response System (iClicker) technology to poll your students, you can graph their responses. For more information on iClicker, go to: http://www.iclicker.com If you don’t have iClicker technology, tally responses manually by having students write responses on a piece of paper. You may collect the papers or ask students to raise their hands to indicate the response they chose.

Case Study 4: Patient BB, ironically enough, has been shot in the head with a BB gun. The BB is now lodged in her brain, and she has lost feeling in her left hand. pituitary gland spinal cord parietal lobe frontal lobe NOTES The correct answer for Case Study 4 is “C,” parietal lobe. (Specifically, the right parietal lobe has been damaged.) If you are using Classroom Response System (iClicker) technology to poll your students, you can graph their responses. For more information on iClicker, go to: http://www.iclicker.com If you don’t have iClicker technology, tally responses manually by having students write responses on a piece of paper. You may collect the papers or ask students to raise their hands to indicate the response they chose.

Case Study 5: Patient PD suffers from an extreme seizure disorder Case Study 5: Patient PD suffers from an extreme seizure disorder. Doctors have located the source of the seizures. To prevent PD’s death, they have surgically removed the affected area. While PD’s seizures have lessened considerably, he is now unable to form new memories. hippocampus occipital lobe thalamus frontal lobe NOTES The correct answer for Case Study 5 is “A,” the hippocampus (a structure in the limbic system; there are two hippocampi--one in each brain hemisphere). If you are using Classroom Response System (iClicker) technology to poll your students, you can graph their responses. For more information on iClicker, go to: http://www.iclicker.com If you don’t have iClicker technology, tally responses manually by having students write responses on a piece of paper. You may collect the papers or ask students to raise their hands to indicate the response they chose.

Case Study 6: Patient FD has suffered a minor stroke Case Study 6: Patient FD has suffered a minor stroke. Now, she is extremely uncoordinated and seems to have completely lost her sense of balance. reticular formation amygdala temporal lobe cerebellum NOTES The correct answer for Case Study 6 is “D,” the cerebellum. If you are using Classroom Response System (iClicker) technology to poll your students, you can graph their responses. For more information on iClicker, go to: http://www.iclicker.com If you don’t have iClicker technology, tally responses manually by having students write responses on a piece of paper. You may collect the papers or ask students to raise their hands to indicate the response they chose.

Consider This… What other methods are available to researchers trying to link brain areas to functions? Do you think using studies of lesions’ effects on behavior is the most reliable method? Which brain area would you consider the most terrible to lose? NOTES You might point out to students that PET (Positron Emission Tomography) and fMRI (functional Magnetic Resonance Imaging) are neuroimaging techniques that allow researchers to observe a functioning brain. You might also point out that a difficulty with lesion studies is that there is not necessarily a one-to-one relationship between the brain area removed/damaged/lesioned and the functions that are seen to be lost. Some brain areas don’t serve to CAUSE behavior but to actually INHIBIT some functions (and these may be released when this brain area is damaged or removed). Also, no lesion is perfect—there is always the possibility of collateral damage that may actually explain the change in behavior. ***These questions should be used to promote class discussion. They are not constructed for use with Classroom Response System (iClicker) technology.

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