The Disappearance of Personality

GKKaty

I’ve spoken before about my grandfather, and his Alzheimer’s Disease, but as with all stories, changes and new instalments occur.

Last I wrote, they were taking him off the Aricept. That was less than two months ago.

 

~

 

Last weekend, my parents saw him. He seemed well in general, until he asked after me, when he insisted he’d never been told that I have a partner.

He has met my other half several times over the last 6 years – but according to his brain, he had never heard of this, and asked what he’s like, and whether we would marry.

I wondered if he had forgotten my O.H because that little pathway is inaccessible.

But the fact that I’m with someone, might have stuck.

It seems not only has he forgotten the most important person in my life, but he’s forgetting more of me every day.

I cannot explain away that sadness.

 

My heart broke when I realised he will never know my future. Even if he lives long enough, he’ll never know my marriage, my children. And they would never know him.

Because he’s not just losing his memories of his family.

He’s losing himself.

 

~

 

I’ve talked before about my wish to be a scholar, and how in this topic I just can’t bring myself to understand the science of the disease.

Nevertheless, I told my mum he might have just had a bad day – that loss isn’t linear in this disease. That the protein build up on his neurons shifts every day, and that only specific neurons will have been affected.

 

But he used to have such a sense of honour, of loyalty; such a love and respect for education, and he used to get everyone out of their chairs to go for a walk, or play tennis, or croquet.

Hell, we played croquet less than six months ago, at his request!

 
It seems the man my mother had to sit beside knows none of those things. 

 

 

~

 

From my understanding, he’s not supposed to lose his core identity only a year or two into a disease described as “early stages, slow moving”. Not two months after he’s been taken off the medication that only halted it for six months in the first place.

 

The loss of new events, the inability to find the right words to explain things and the personality differences don’t occur in stage 1.

 

~

 

Which means he’s shifted in stage 2 of a 3 stage process.

And the small child inside who remembers him bouncing me on his knee has realised:

 I’ll never get him back.

Tuesday Titbit – Week 19: The Development Edition

Week ten entered while my laptop was undercover. Thus, it’s another short one and it’s a bit late. Here are week nine’s facts.

This week we learnt about Consciousness in Schizophrenia and Neural Development in Sensory and Motor Function:

-          There are six stages in the creation of neurons.

-          0.6% of people are diagnosed with schizophrenia. That’s 400,000 people in the UK.

-          People with psychotic depression often experience auditory hallucinations in the second person.

-          Neurons begin as stem cells, which then divide and travel up along guide wires (radial glia) to form a layer of cells.

-          The earliest produced cells form the inner layers of the brain. The oldest layers form the brain which is just below the skull.

-          As these layers form, gene expression occurs from the chromosomes.

-          If you destroy cat’s eyes in various ways, it leads to weird findings. Only exposing 3-week old kittens to vertical lines until they are 3-months old means they’re unable to perceive horizontal lines; even moving ones.

-          Turns our some scientists really are horrible and cruel.

-          However, cutting the communication to one eye provides temporary blindness than can be repaired if you surgically repair it.

-          There will be more neurons on the single eye which worked throughout this.

That’s it for this week. Next week I’ll be mixing science program information with my final lecture on animal consciousness.

– Rose –

Tuesday Tidbit – Week 13: Bwainz

Third Week of University.

Once more this is a “top ten” format, and summarises three lectures; as I was ill and missed my Sensory and Motor Function lecture. Our fMRI lecture also had nothing of any significant value to anyone, unless you want to know how to select participants in order to get published in Nature.

So here is one Visual Consciousness lecture and one Neuro-Anatomy lecture:

-          The white matter in your brain (connections between regions) decreases 10% every 10 years.

-          Your pre-frontal cortex (planning & reasoning) deteriorate faster.

-          It’s fairly accepted that as we age, we lose consciousness.

-          The working memory used to be thought to store 7 -/+ 2 items. It’s now thought we can hold 4 blocks of information. “Oh there’s a car driving, that dog’s looking angry, what shall I have for dinner, that flower’s pretty”

-          The spinal cord has the same layers protecting it as the brain has: dura mater, arachnoid layer, subarachnoid space and pia mater.

-          The neurotransmitter GABA turns part of the brain off. Glutamate turns bits on.

-          A neurotransmitter called Noradrenaline (Norepinephrine if you’re American) controls your fight/flight response, and is the main reason heroin withdrawal gives you fight/flight symptoms.

-          There are 12 types of cranial nerves; one of each type on each side of your head. Thus there are 24 cranial nerves, all of which are either sensory or motor.

-          There are two types of pain-information fibre: the A-delta fibre, which gives you sharp, strong pains, and the C fibre, which causes your dull aches.

-          Opiates stop this pain response at the spinal cord; stopping the fibres from going up to tell your brain that you’re in pain.

That’s this week’s key lecture notes. Next week my MRI lecture will still be difficult to get in, and my Anatomy lectures have finished; so it’ll be all about motion perception and implicit learning.

– Rose –

Tuesday Tidbit – Week 12: Dreaming and Energy

Week Two. The Twelfth Tuesday Tidbit. Hello Again.

This week I’m back with another top ten things I learnt. Because the courses are all inter-linking this term, I’m unable to really focus on any specific lectures or courses and am really just learning the same thing about rats whiskers in three different ways… and getting confused in the process.

Once more, I’m summarising from four lectures: Sensory and motor functions, Basic neuro-anatomy, Neuroscience of consciousness and Advanced fMRI.

Here they are, pub quiz style:

-          There are four states of sleep: Wakefulness, early non-REM, late non-REM and REM sleep.

-          Non-REM sleep causes paralysis of the motor system, and cuts off the brain from sensory input.

-          A lot of sleep deprivation models are based on animal studies including the rat and fruit fly. These drosophila are put in a centrifugal chamber and continually shook to keep them from sleeping. I’m not sure how they keep the rats awake.

-          General Anaesthesia is nothing like sleeping. It is a reversible, chemically-induced coma, and usually there’s a second paralysing agent used in the process.

-          Some people in a vegetative state or who are minimally conscious can regain consciousness temporarily if given a SLEEPING PILL. The mind boggles.

-          I bet your dreams don’t smell. If they do, please tell me in the comments and then you’re local university/sleep study centre. Seriously.

-          The brain (2% of your body) uses 20% of all your energy.

-          60% of this energy is spent on neuronal transmissions

-          Most of energy used in neuronal signalling restores ion gradients (89%)

-          The brain is the most blood-vesselled of all organs. Each neuron within your brain is only ever a maximum of 20 microns away from a blood vessel.

All those are from two lectures (first six, consciousness and last four from fMRI). Apologies for the statistics-heavy approach and apologies for the lack of vampires. But that fruit fly is cool (and cruel, right?). Next week you’ll get the full week of lecture material – unfortunately I used this week’s Thursday material to cover the gaps in my knowledge.

 

Do your dreams smell?

Do people change identity randomly and, it doesn’t phase you?

Has anyone here ever had an out of body experience or lucid dreamed?

 

Let us know your thoughts, your questions and your experiences in the comments section.

– Rose –

New Year’s Theme: Connect With The Phoenix Mind

January’s step forward to get my brain in gear is to write this post and reach out, as part of my word for 2012: Connect.

Without this step, my brain would be going “yeah yeah, connect, whatever”. But by stepping up on day 3 of the year and saying “right, I want to connect with everyone, about everything which relates to my passions, my experience, my potential and to connect them with their potential and here is how I’m doing it”, I’m taking the most important step in saying that I’m serious about this.

Not only have I made a space for you to connect with me, I’m even telling you about it NOW (the very next day).  That give sit flow (make it day 3, share it day 4, get some feedback on day 5) and also brings up the extra motivation of public expectation and making sure this works; not letting you down as readers.

The Theme

This year, I am connecting. I have four aspects to connect with:

Space, Spirit, Emotions & Potential

However, I also have my Phoenix Mind themes, which began to fall into place last year:

Mental health, Neuroscience, Shivanata, Psychology

So, for this year, I’m beginning a new section of the blog about Connecting, and of course, I want to hear your views and your questions. And then share them on the blog to connect you and I to others!

*It’s all Win.*

The Form & Topics

I’ve made a little page for your queries here.

Head to this page to ask any question or request a blog post covering anything on the topics of:

  • science (biology, psychology, physics, chemistry),
  • mental health (illnesses, charities, lifestyle choices, volunteering),
  • being a student (of psych, neuroscience, Msc, in England, at Sussex) or about
  • Shivanata (as a practise, with habits, as a teacher, as a student, with a fear of doing things wrong).

Or anything else you think I could help with:
(linguistics, languages, buddhist meditation, emotions, anger management, quantum mechanics, falconry, literature, sustainable living, herbal teas…)
but these may get lower priority over blog-related queries.

This is your time to say what you really want to see on The Phoenix Mind Blog and will direct the news I share about recent studies you’ll hear about within the newsletter too.


http://www.surveymonkey.com/s/H599QK9

It’s all anonymous and could all be shared on the blog unless you say “please don’t share this, here’s my email address for a private reply”. That’s totally fine too, just make sure you let me know.

Happy New Year, I look forward to connecting and I’ll see you there,

Rose.

Tuesday Titbit – Week 9: Nature-Nurture Interactions

100-500 words of interesting science for use in pub quizzes and general knowledge relating to science. Today, I’m talking about the famous nature/nurture debate and how we’re coming to understand the importance of interactions, thanks to my Cognitive Neuroscience lecture. 

In Psychology, there is this phenomena of nature (genetics) and nurture (environment child grows up in).

We began with predetermined developmental views in the 1930s, but now most scientists follow the view of probabilistic development; where your experience can affect which genes are switched on and off.

The nature-nurture debate generally follows twin studies and adoption studies – Monozygotic twins (identical) share the exact DNA so any differences must be nurture-based; and adoption studies can provide very similar environments to those with different DNA, thus differences are attributed to nature.

Interactions

The war has been waging for decades now, and the most common theory now involves a mixture of the two. However, it’s not as simple as I’d first thought as this currently falls under two subheadings: Gene-environment interplay and gene-environment interaction

The interplay suggest that the environment affects the gene expression, so having X genes cause people to seek out certain Y environments, while the interaction focuses on how a behaviour can alter how the gene switches on or off what you were already predisposed to.

Let’s take the example used in my class: smoking cannabis and experiencing schizophrenic symptoms…

With interplay, it would be that having gene S for a likelihood of getting schizophrenia would cause you to smoke. Smoking would not be by chance for you. This is not currently supported (in fact studies found that even having the high S genes does not increase your likelihood of risky behaviour or smoking cannabis.

So, if we then look at the interaction between smoking cannabis and then acquiring schizophrenic symptoms – you have gene S and then happen to smoke cannabis – the gene has not caused you to smoke; it’s purely a gene that means if you DO smoke cannabis, it will probably switch itself on.

Conclusion

These are currently two aspects of the Nature/Nurture debate which seem to have support for different genes (basketball talent may be interplay, schizophrenia may be interaction).
However, it seems nothing is considered to be purely one or other any more.

– Rose –

For more information, the study I’m citing is Caspi et al. (2005) in Dunedin, NZ.

Tuesday Titbit – Week 6: Attachment Hormones – Vole Love

100-500 words of interesting science for use in pub quizzes and general knowledge relating to science. Today, I want to tell you about prairie voles and Montane voles. Mhmm. Seriously cute neuroscience coming up from my Social Neuroscience lecture.

Hallo! This week, I learnt about lots of scary brain stuff. And then, I learnt about VOLE LOVE. And I learnt, just about the cutest thing I have every heard in a Neuroscience lecture. Seriously cuteness, coming right up…

Vole Love or Lust?

Right. Vole. Love. [notice you can spell both those word with the same letters].

Prairie voles are monogamous, family-unit-focused voles that form an enduring attachment with their partner, known as a pair-bond.

Montane voles, however, are kind of slutty… who mate then sod off; not even sticking around to raise the kids.

The roles of two hormones are shown to be crucial in these behavioural differences; oxytocin and vasopressin, which are only a few amino acids different, with similar effects on attachment.

Hormones

Oxytocin, simply explained, reduces your stress and is crucial in forming bonds with partners, friends or your children. Oxytocin affects both males and females, though is more effective in females.

Vasopressin, gives you that “I will kill you if you harm my child” emotion, raising your stress and causing aggression to intruders. This hormone has a higher response in males.

Vole Hormones

Both vole species have similar amounts of oxytocin in their brains; yet the distribution (where in the brain; which lobes and areas they’re found in and thus where the stress is increased or decreased) differs.

Williams et al. (1992) ran a partner preference paradigm with these voles, letting each male near one female for a night. Then the male is given the choice of two females – the same one form the night before, and a new one.

Montane voles, instantly attempt to mate with the new one.  (Much like rats, I do believe)

Prairie voles, however, prefer to return to their previously attached female and generally, are content to just NUZZLE HER.

*Cue AWWWWWWWWWWW*

It turns out that disruption of oxytocin or vasopressin prevents the formation of this partner preference, and this oxytocin release is especially important in the nucleus accumbens, alongside dopamine.

If there’s anything you want to ask or say about this, it would be great to see your comments, but really; I wanted to share that not all neuroscience is boring – sometimes it’s full of CUTE!

– Rose –

Plasticity, the Phoenix and your Patterns

So, what’s with this Phoenix in The Phoenix Mind?
Here’s the Meaning in Myth and in Science.

Redefinition

The Phoenix is a mythological creature who is a bird-like creature of the element of fire. They are made of flames, or have the plumage of flame-colours.

At the end of their life-cycle, which is usually considered to be at least 100-years, they burn to cinder; turning into a pile of ash.

From this ash, comes another Phoenix. Different sources hold different views on the “who” this is; the same phoenix re-born or a new phoenix from the old material.

Whichever is true; the Phoenix has been redefined.

The Phoenix in Our Brain

There’s a phenomenon in brain science right now called ‘plasticity’, or ‘long-term-potentiation’.

The brain is comprised of many neuronal strings, or wires; called neurons. These are cells which can fire energy along their string to the next neuron.

As we grow, experience and learn, these wires become stronger or become weaker. Like a muscle, the more a neuron is firing, the stronger and more efficient it becomes. It has more energy along it so it gets wider, puts in shortcuts and has many more exits at the end so the energy won’t have to queue.

This is how the brain works.

Strength and Atrophy

When we act, neurons fire. Thinking, speaking, moving our arms or eyes, or hearing – neurons in each cortex fire energy towards the next neuron in the string. So millions of neurons create little strings from the motor cortex to the muscles of the arm.

The more you move the arm, the stronger and more efficient these tubes become.

The less we use a skill, the thinner and weaker the wire becomes, until it dies and a little protein comes and cuts off the dead branch. However, a new sapling can grow there again; whether you’re 5 or 95, your brain can create new neurons and get them up to that efficient stage again.

Neuro-plasticity in Practise

So here at The Phoenix Mind, I’m focused on those thoughts, actions and experiences which will keep the neurons you want to use a lot strong and any actions or habits you dislike; help you to ignore those neurons or create a fork in the road so they have a different outcome.

We’re here to grow the strong neurons of compassion, learning, communication and positive connotations. We can equally re-wire bad habits and negative thoughts to connect with happy and productive experiences instead.

Three Instant Actions to Support Neuronal Growth:

    1. Move your body. In new ways. Put your arms above your head. Now touch your lower back.
    2. Mix up your senses. Read out loud. Do simple mathematics while dancing or re-name different letters with emotional words.
    3. Learn another language. Sign language, Esperanto or the language of the brain: using words like “cognitive” “phenomena” and “imaging”. If you don’t have the resources; Make a Language Up.  Seriously. Talk it with your child or teach your dog to fetch/sit to the command; assign meanings to strings of syllables.

For more information on general practises to improve your mind and body, sign up to the library letter and gain access to my free guide to well-being.

Got any tips to share or questions? Want to ask if X activity will help? Want more details on plasticity? Share in the comments!

Rose –

Reworking Patterns – Shivanata Science


When it comes to Shiva Nata, you’ll find a lot of people mentioning how brilliant the practise is at changing your ‘patterns’.

Patterns? You’re not talking about quilt designs, are you?

 

Mental Patterns and Habits

Mental patterns are actions, behaviours or thoughts, which have a specific trigger or pattern to them.

As a psychologist, I may call it “reinforced behaviour”, as a behaviourist “conditioning” or, as a neuroscientist, “learning via LTP”.

For example, if someone hits us, we may act in many ways: hitting back, yelling, falling silent, or using some other mechanism.

They are the things you do/think when one familiar trigger occurs. Sometimes this can be as simple as a mood shift. Sometimes they’re motivated by our fears, sometimes by our dreams. Other times, by pure experience; what’s worked or failed in the past.

My Personal Example

I have a pattern of trying to take photographs of every moment of my life: Especially with other people. I then have a pattern of making everything into a ritual or a “tradition”.

At first, I didn’t see it. I’d find a “rabbitional reason” or say it was “fun” or “important”. After three years of being in my photos, a friend made a comment and the penny dropped.

This comes from many motives:

- I fear losing my memory therefore I have to record everything.

- I can’t throw away birthday cards in case that person dies and I find I’ve recycled the most recent part of them. I fear loss of their love, their words, of being loved.

- I fear never re-experiencing emotion. If I’m happy in a moment; I fear I’ll never feel that happy again. So I make it a regular thing. I took a photo of R and I when we first moved into Uni and on the day she moved out..  Then when we came back for Year 2, and when she left Year 2.. and when she arrived to year 3.. (and so on).

- I experience a lot of negativity due to my habit of reminiscence; and thus need reminders that times will get better.

- I remember being in a space where I couldn’t remember the last time I’d been happy. I take photos so I’ll always be able to remember something good if I get back to that dark space again.

Not all of our patterns are helpful. As useful/justified as some of those reasons can be made to sound; it holds me back.

- I struggle to just experience things because I’m busy trying to get my camera out.

- I worry that I’ll lose friends/family thus take photographs to prove I once had them. Whish pushes them away when I take photos every time we meet up.

- I spend my time looking over old photos instead of living my life

- I end up re-living negative experiences despite the fact that photo is positive [another pattern], such as seeing a birthday card of us smiling from this year and remembering the time she and I argued three years ago.

Perhaps it doesn’t sound too bad; but some patterns can be so destructive that you need to change them.

And in order to know how to change negative patterns; we need to know how they form.

How Patterns Are Formed – The Psychology

Many of you may have heard of Pavlov’s dogs or Skinner’s behavioural reinforcement.

Essentially, this involves pairing stimuli/triggers to cause a repeated reaction.

A rabbit is shocked via a metal grid it’s standing on when it hears a loud noise/tone.

After a while, it thinks “there’s the tone, shit, it’s going to hurt” and thus begins to flinch/cry at the mere sound of the tone.

In terms of humans.. If your housemates are being loud and you yell at them to turn it down; and they do (out of fear), then you’ll likely always try to yell at them for being loud. It worked once; it will work again.

Each time they hear you yelling, they feel afraid and notice that by being quieter, no harm comes to them. Thus in any situation where someone is yelling, they learn to be quiet, even if they’re surrounded by my people shouting happy chants at a  football match – it’s enough alike to trigger your “be quiet” response, and you feel uncomfortable.

The behaviour of silence is rewarded by lack of (anticipated) pain/negativity. The association between the yelling and the silence is strengthened each time you avoid being in trouble by acting silent.

In terms of Psychology, patterns occur where both association and reinforcement are affecting you.

How Patterns Are Formed – The Neurology

In the brain, associations are made, too. The neurons, or wires, connecting the fearful part and the memory of what happened last time are used together. Both wires fire; creating a pattern. Now when one fires, the other will also fire regardless of its own stimuli.

This is known as Long Term Potentiation.

In terms of the rabbit, the foot-shock causes pain neurons to fire. The wires that go from the motor cortex (the feet section, for example) go to the fear section (amygdala); while the auditory cortex neurons also fire.

As all three of those wires fire together; again and again and again; they “wire together”. They don’t actually fuse; but they create a bridge to shorten their route and begin to fire together automatically.

Thus, after a while, the auditory cortex fires at the tone; and the neurons connecting the fear and flinching movement of the feet also fire; as if it were being shocked. The foot moves despite no shock or pain; due to the sound.

This is often explained as “Cells that fire together, wire together.”

When you do two actions together; the neurons of those begin to work together.

- Seeing a flame brought near your finger makes you flinch/try to pull away.

- Hearing the voice of the uncle who always yelled at Christmas makes me feel sad, angry or fearful

The brain is plastic; it can change/re-wire itself in a relatively short amount of time; no matter your age. So neurology suggests the mechanisms by which psychology explains.

So the brain can be changed; leading to behavioural change.

Changing Negative Patterns

How can we change these patterns?

We un-wire them. By un-firing them.

The simple answer requires you to fire one neuron alone until it forgets to fire the other alongside it. If you play the noise a lot and don’t shock the rabbit, after a while, it will forget the shock association.

A second method involves wiring it to a new one. So when the sound plays, make a light come on as well. As the rabbit learns to associate the light and sound, it will then look up at the light when the tone sounds; forgetting that once upon a time, it would have braced for a shock.

This would work in our yelling case:

So we hear yelling (A – auditory neuron), feel the fear (B – amygdala) and run/hide (C – motor neurons).

If we break the pattern; put a new action or stimuli into the picture, such as experience a lot of yelling in positive contexts – (football games where your team’s winning and karaoke parties) neuron A fires a lot without the other two being supported. Instead, new, positive emotions are invoked (D – hippocampus) when we hear (A) yelling.

Shiva Nata

Shiva Nata is a fabulous way of doing this.

Essentially it:

* Wires diff cells together – un-associating strand A and B, thus breaking old patterns.

* Wires new cells together A to X instead – thus giving new patterns.

* As A-B automatically connect, shivanata brings your conscious awareness to it, so you can consciously see what those patterns are so that you can focus on changing them.

* It specifically does this across the corpus callosum; the communication area between your two halves of brain (left and right), allowing the mathematical, logical side to connect with the more emotional, linguistic side.

If you’re not sure of your patterns, think about the “bad habits” you feel you portray.

Do you always get angry when someone leaves you to wash up? That’s a pattern. Do you procrastinate because you’re afraid to start or finish the work?  There’s another one.

Find your fears, check your language and you’ll find the patterns. If you’ve identified your bad habits but aren’t sure how best to re-wire them; give shivanata a try, look for the emotions behind it (fear, anger etc.) or give me an email.

- Rose -

What IS Neuroscience, Anyway?

In my passion for Neuroscience and Psychobiology, I’ve missed out a key part of the introductions at this blog.

So, without further adieu, may I please present, Neuroscience.

I forgot to talk about what neuroscience actually IS. *faceplam*

And I only realised it this weekend, after telling friends what I’m studying, and getting the response “that’s brain surgery, right?” from more then 5 people. *headdesk*

The Misconceptions

Neuroscience is a massive topic; and much like Psychology, it seems people focus on one small aspect of it.

Psychology – Being a psychologist means I can collect and analyze data and use a person’s behaviour and biological setup to make predictions about how they think, behave and experience life. Since most people work in patterns (I always get the milk out while waiting for the kettle to boil), this means you can sometimes predict that if a person acts one way in one situation, they may do so in similar future situations.

-          I cannot read your mind, see your brain without a brain-scanner or see your future; nor can I detect psychopaths just by looking at them.

What Neuroscience Is

Neuroscience works similarly. We can look at your brain activity while you behave in certain ways. This allows us to see which brain areas connect to each other, are used or cause certain behaviours.

There is then the aspect of mimicking those conditions to make people act in some way.

e.g. If we know Serotonin in the Frontal Cortex causes X behaviour, we can give the person a drug which increases Serotonin in that area and cause that behaviour.

Levels

LobesWithin “looking at the brain during certain activities” there are many system levels which I’ll explain in later posts. Essentially we can split the brain into five parts – the four lobes and mid-hindbrain areas. Each area is associated with certain behavioural aspects.

Lobe SectionsHowever, within each lobe there are certain strips or areas which specialise. So within the visual lobe there are V1 – V5 sections which focus on different aspects of spatial navigation, colour and orientation.

NeuronalThen we have the communication wires, called Neurons which connect the sections and pass on the stimulation from one wire to another.

Synaptic/ChemicalThen the wires have little bridges between them called Synapses, which when stimulated via electrical impulse; release chemicals called Neutrotransmitters.

Cellular ConductanceAnd that’s not it – each electrical impulse is controlled by a movement of positive and negative chemical ions in and out of a cell. The mix of positive and negative ions causes a rise in and spark the impulse. This process is known as Action Potential.

GeneticAside from that we can also study the genetics which alter the chemistry, cortex formation, and function within the brain. A missing or added gene can alter if a lobe develops correctly or the right chemicals travel to the right parts of the brain.

BehaviouralAnd of course, behaviour is a key element of plasticity; the ability to change neuronal function and formation.

Methods of Study

Most information comes from those who have unusual brain or behavioural aspects. Those with mental illnesses, learning difficulties, brain damage or the criminally insane give us the most influential information as they can be compared with those with normal brain and behavioural functions.

The most famous of these cases was that of Phineas Gage, who ended up with a rod going through his chin and up out the top of his frontal lobe. He survived and was able to do everything normally; except judge socially acceptable behaviour. This told neuroscientists that the behaviour must be linked to the brain area or a chemical produced there.

In healthy participants we can cause temporary damage (cease a sections function briefly) or stimulate the area electromagnetically. We can measure behavioural or biological change after both these; or just measure brain chemical or electrical levels during either their normal resting state or while they do specific activities. Similarly, there are In Vitro methods such as taking samples and then doing tests without the patient being there.

My Neuroscience Journey

My specific interest is at the Electro-Chemical level of the synapse and neurons during learning. As a beginner myself; I’ve yet to work out what form of research methods I’ll be using. However, I’ll be getting a taste of each level and methodology throughout this year, and intend to share those experiences here.

Any Questions?

If you have questions, please do ask! There’s bound to be someone else who is wondering the same thing and I want to be as clear as I can.

-Rose-