Dr Gemma Gray ggraywarwickacuk Warwick in London Summer School Learning Objectives After todays lecture you will be able to Give a brief overview of major neuroanatomy Explain what cognitive neuropsychology is ID: 779185
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Slide1
Cognitive Neuropsychology
Dr. Gemma Grayg.gray@warwick.ac.uk
Warwick in London
Summer School
Slide2Learning Objectives
After today’s lecture, you will be able to: Give a brief overview of major neuroanatomyExplain what cognitive neuropsychology is
Describe some famous case studies and what they have told us about the brain
Describe what disorders of vision, action and speech tell us about normal brain function
Slide3Introduction to the brain
What is cognitive neuropsychology?
Case studies and what they tell us
Slide4The Brain
Squishy!Cerebral Cortex: outer layer of the brainConvoluted: Gyri – ridges, Sulci – grooves
Two hemisphere joined by the corpus callosum
Corpus callosum
Gyri
Sulci
Slide5The Brain
Each hemisphere has 4 lobes Frontal Lobe: planning, decision making
Parietal Lobe: somatosensory functioning
Temporal Lobe: Hearing, memory
Occipital Lobe: vision
Cerebellum: Balance and coordination
Slide6The Brain
Contralateral control: Each hemisphere controls the opposite side - vision, attention, action
Slide7Brain imaging
Electroencepholo-graphy (EEG)Positron Emission Topography (PET)
Slide8Brain imaging
Magnetic Resonance Imaging (MRI)Functional Magnetic Resonance Imaging (fMRI)Transcranial Magnetic Stimulation (TMS)
https://www.youtube.com/watch?v=iSOfP5w_AHY
Slide9What is cognitive neuropsychology?
Slide10What is cognitive neuropsychology?
Study of cognitive impairments following brain injuryLooks at individual cases to determine what processes have been disrupted
Develop understanding of normal cognitive processing
Slide11What is Cognitive Neuropsychology
Looks at case studies of patients with brain lesionsUses this information to understand normal cognitive ability
Uses a variety of neuropsychological tests to understand the patients impairment
Slide12Associations and Dissociations
Associations: clusters of abilities or tasks that patients can’t doConclude that damaged area of the brain is involved in both tasks
Task A
Task B
Test Performance
Patient A
Control
Speech
Reading
Slide13Associations and Dissociations
Dissociation: a patient who is impaired at one task but normal at another
Double dissociation
:
2+ patients with opposing deficits
Conclude that two functions involve separable processes
Speech
Memory
Test Performance
Patient B
Patient A
Slide14Modularity
By looking at what mental processes are disrupted by brain injury
We can make some conclusions about normal functioning
Slide15Single Case Studies
Looking at the abilities of single patients with brain injury
Compared to abilities of age matched controls
BUT individual differences between patients
Slide16Assessment
Cognitive assessment: a range of tests designed to assess normal etc.
More specific tests used to determine more specific cognitive problems, i.e. where in the processes problems lie.
Slide17Single case studies and what they tell us about the brain
Slide18Famous cases
Phineas GageRailway worker who had an accidentAccident caused a metal rod to pierce his brain (
orbito
-frontal areas,
Damasio
et al., 1994)
Massive personality change following accident
Slide19Conclusions
Frontal lobes are involved in…Personality: “vulgar… intolerable to decent people”
Inhibition:
“impatient of restraint or advice when it conflicts his desires”
Planning:
Abandoning “future plans for others that appear more feasible”
Slide20HM (Scoville and Milner, 1957)
Parts of temporal lobe and hippocampus removed to control seizures
Following surgery:
Retrograde amnesia:
remembering past events
Antegrade amnesia:
learning new information
Slide21HM (Milner, 1962)
Mirror drawing task: assesses motor learning
Normal mirror drawing performance: Intact procedural memory
Slide22Clive Wearing
www.youtube.com/watch?v=Vwigmktix2Y
Slide23Conclusions
Hippocampus and temporal lobe important for forming memoriesDissociation between different memory systems: STM, LTM and procedural knowledgeHM and Clive Wearing: Problem with memory consolidation – transferring information from STM to LTM
Slide24HJA
Stroke resulting in occipital lobe damageResulted in visual problemsUnable to recognise objects – visual agnosia
‘I have not the glimmerings of an idea. The bottom point seems solid and the other bits are feathery. It does not seem logical unless it is some sort of brush’
Humphreys and
Riddoch
(1987)
Slide25Conclusions
Impaired at recognising range of objectsIntact ability to copy pictures, to draw from memory and recognise objects from other modalitiesHJAs problem is in perceiving the whole object
Slide26Summary
Cognitive neuropsychology involves studying how the abilities of people with brain injury differ from people without brain injuryCase studies of patients with damage to different regions of the brain have informed much of our theories about normal behaviour
Slide27Spatial Neglect
Slide28Spatial Neglect
Spatial attention disorder: Fail to notice things in one side of spaceFollowing injury to the parietal lobe and temporoparietal junction (usually RH)
Observable in different aspects of their daily life
https://www.youtube.com/watch?v=d4FhZs-m7hA
Slide29Assessment of Spatial Neglect
Drawing and copying tasks
Bisection and cancelation tasks
Slide30Is neglect person centred, object-centred, space centred…?
Varies according to the patientObject centred or space-centred?
Ogden scene copying task
Slide31Is neglect person centred, object-centred, space centred…?
Varies according to the patientObject centred vs. space-centred
Near Space vs. far space:
Halligan and Marshall, 1991;
Vuilleumier
et al, 1998
Personal vs
peripersonal
space
Slide32Does neglect occur in imagination?
Varies according to the patientRepresentational Neglect: Bisiach
and
Luzzatti
(1978)
Slide33Speech Disorders: Aphasia
Slide34Aphasia
Inability to comprehend or produce speechBroca (1861) Patient Tan: Broca’s aphasia (Expressive Aphasia) Can understand speech, but have trouble producing speech
Wernicke (1874)
Wernickes’s
aphasia (Receptive Aphasia) Can produce speech but have trouble understanding speech
Slide35Goodglass
(1983) Cookie theft task
Slide36Videos of Brocas and Wernickes
aphasiaWernickes aphasia www.youtube.com/watch?v=3oef68YabD0
Broca’s aphasia
https://www.youtube.com/watch?v=JWC-cVQmEmY&t=84s
Slide37What does aphasia tell us about speech and language?
Different parts of the brain are involved in speech production and speech comprehension
Distinction between Broca’s and Wernicke’s aphasia too simplistic
Other brain areas involved
Slide38Summary
Cognitive neuropsychological assessment allows us to determine exactly where in a process a patient is impairedBy studying patients with brain injury we can determine how the brain normal processes informationDisorders such as neglect and aphasia have been investigated thoroughly to inform our understanding of language and attention
Slide39Further Reading
Gazzaniga, M.S. (2018) Psychological SciencesChapter 3: Biology and Behaviour (Sections 3.2 and 3.4)