Transcript Sounds to Syllabi

Overview
– Brain
•
•
•
•
Development
Macroanatomy
Microanatomy
Plasticity
Brain - Gross Anatomy
1/3
• Basic subdivisions
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–
–
–
Spinal Cord
Brain Stem
Cerebellum
Cerebral Cortex
• Conscious thought
• Planning
• Language
Adult Brain - Gross Anatomy
2/3
• Inputs
– Neurons with
processes extending
to the eyes, ears,
nose, tongue and skin.
• Output
– Movement – arms,
legs, tongue, lips etc.
Adult Brain - Gross Anatomy
3/3
• Other areas of
cerebral cortex
–
–
–
–
Broca’s
Wernicke’s
Prefrontal
Temporal lobe
• Hippocampus
Adult Brain - Microanatomy
1/2
• 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 - Microanatomy
2/2
• 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/bbs0000049500/bbs.pulvermueller.html
• Digital Anatomist:
http://www9.biostr.washington.edu/cgibin/DA/imageform