CEREBRAL CORTEX & LANGUAGE. ORGANIZATION OF THE COURSE Spinal Cord Brainstem/ Cerebellum Sensory Pathways Cerebrum Motor Pathways Cranial Nerves Other.

CEREBRAL CORTEX & LANGUAGE

ORGANIZATION OF THE COURSE

Spinal Cord

Brainstem/ Cerebellum

Sensory Pathways

Cerebrum Motor Pathways

MIDTERM EXAM

• It was difficult for several reasons:

• Motivation to improve study skills for final exam

• With high expectations comes high achievement

• Learning strategies for using information

• All new questions means many may have had problems – A few questions have already been removed.

• For the sake of time, please make an appointment with me to review the exam.

METACOGNITION BREAK

• "Domain-specific knowledge consists not only of a well-formed semantic network of valid information in an academic discipline but also of strategies for using this information to represent (comprehend) problems, search for and select algorithms, use resources from the task environment, and evaluate the adequacy of answers (Doyle, 1983, p. 168).

• How many days each week did you spend looking over the material for this class?

• Did you study mostly the day before the exam? Or several days prior?

• Did you review the lecture notes? Did you re-listen to the lectures on Echo?

• Did you review material from lab?

• Did you set goals for yourself to prepare for the exam?

• Did you review your past quizzes?

METACOGNITION BREAK

• You should spend at least 5 out of 7 days looking at Neuro (even if it’s only for a short period each day, or one pathway each day)

• Cramming the night before DOES NOT WORK anymore. Figure out how much you need to study prior to the exam and divide it into a 3-4 day span prior to the exam.

• You should review your lecture notes, come to office hours, or look in the book for any concepts you may be confused about. Don’t wait until the last minute!

• Reviewing old quizzes and clicker questions will help you prepare and practice answering questions for the exam.

• Article on learning techniques

CEREBRUM:

• Cerebral Cortex & Language

• White Matter, Diencephalon

• Diencephalon (Thalamus, Hypothalamus, Epithalamus), and Autonomic Nervous System

• Limbic Pathways & Memory

• Limbic Pathways & Emotion

CEREBRAL CORTEX OBJECTIVES

• For each region, describe the location, function, and other areas associated with it:

• Primary and secondary sensory areas

• Frontal eye fields

• Primary motor and motor planning areas

• Association areas

• Describe the evidence suggesting the functions of Wernicke’s and Broca’s areas.

• Discuss the significance of these language centers.

CEREBRAL CORTEX LAYERS - CEREBELLUM ON STEROIDS (JK)

• Molecular Layer

• External Granular Layer

• External Pyramidal Layer

• Internal Granular Layer

• Internal Pyramidal Layer

• Multiform Layer

Visual cortex Motor cortexInfant cortex

NEURONS

• Pyramidal neurons – projection, commissural, or association fibers

• Main cortical efferents

• Like purkinje neurons of cerebellum

• Fusiform – projection

• To thalamus

• Stellate – interneurons

• Entire neuron remains within cortex

NEOCORTEX VS. ALLOCORTEX

BRODMANN’S AREAS

• http://en.wikipedia.org/wiki/Brodmann_area

• Each functional region of the cerebral cortex aligns with 1 or more Brodmann’s Areas

FUNCTIONAL REGIONS

• Primary Motor Area

• Motor Planning Areas

• Primary Sensory Areas

• Secondary Sensory Areas

• Association Areas

SMA

PM

P1 S1 S2 Auditory 1

Auditory 2 Visual 1 Visual 2

PrefrontalParietotemporal

SENSORY AREAS S1 S2 Auditory 1

Auditory 2 Visual 1 Visual 2SomatosensoryAuditoryVisualVestibularOlfactoryGustatory

PRIMARY SOMATOSENSORY (S1)

• Brodmann’s Areas 1-3, Post-central Gyrus

• Somatotopically Arranged

• Receives input relayed from the ventral nucleus of the thalamus (VPL & VPM)

• Crude awareness of somatosensation occurs in the thalamus

• S1 locates and discriminates size, shape, texture, intensity

SECONDARY SOMATOSENSORY (S2)

• Brodmann’s Areas 5 & 7

• Caudal (posterior) to S1

• Stereognosis

• Processes and integrates tactile information

PRIMARY AUDITORY

• Brodmann’s Areas 41 & 42

• Within superior temporal gyrus

• Receives auditory information

• Cochlea -> Inferior Colliculus -> Medial Geniculate Body -> Primary Auditory Cortex

SECONDARY AUDITORY

• Brodmann’s Area 22

• Superior Temporal Gyrus

• Processes and integrates auditory information

• Categorizes sounds – language, music, noise

• Relays information to other areas of the cortex

PRIMARY VISUAL

• Brodmann’s Area 17

• Occipital Pole

• Receives visual information

• Retina -> Lateral Geniculate Body -> Primary Visual Cortex

SECONDARY VISUAL

• Brodmann’s Areas 18 & 19

• Occipital lobe

• Processes and integrates visual information

• Analyzes colors and motion

• Relays information to other areas of cortex

• Relays information to tectum – visual fixation

YOU PLACE A PAPER CLIP IN YOUR PATIENT’S HAND. THEY CAN FEEL THE OBJECT BUT CANNOT IDENTIFY WHAT IT IS. WHICH OF THE FOLLOWING ARE LIKELY? YOUR PATIENT MAY HAVE: (MULTIPLE ANSWER)

A. The parieto-temporal association area

B. The primary motor area

C. The primary somatosensory area

D. The secondary somatosensory area

E. The VPL and VPM The p

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20%20% 20%20%20%

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PRIMARY MOTOR (P1)

• Brodmann area 4, Pre-central gyrus

• Somatotopically arranged

• Main source of Corticospinal Tract neurons

• Voluntary movements, especially fine distal motor control

SMA

PM

P1

PRE-MOTOR (PM) – MOTOR PLANNING

• Brodmann’s Area 6

• Rostral (anterior) to the Pre-central Gyrus (P1), lateral half

• Controls trunk musculature - stabilization

SUPPLEMENTARY MOTOR (SMA) – MOTOR PLANNING

• Brodmann’s Area 6

• Rostral (anterior) to the Pre-central Gyrus (P1), medial half

• Initiation of movements

• Orientation of eyes and head

• Bimanual and sequential movements

• Strongly linked to P1 but not active during movement

FRONTAL EYE FIELDS – MOTOR PLANNING AND EXECUTION• Brodmann’s Area 8

• Rostral to the PM and SMA cortices

• Voluntary control of eye movements

• When stimulated, this region produces saccadic eye movements

• Associated with SC and dorsal medial nucleus of thalamus

BROCA’S AREA – MOTOR PLANNING

• Brodmann’s Areas 44 & 45

• Inferior Frontal Gyrus – Pars Opercularis and Pars Triangularis

• Usually in left hemisphere

• Planning of mouth movement and speech

• Region in opposite hemisphere is involved in nonverbal communication

ASSOCIATION AREAS – EXECUTIVE FUNCTIONING

PrefrontalParietotemporal (Wernicke’s)

PREFRONTAL ASSOCIATION CORTEX

• Superior, middle and inferior frontal gyri, medial frontal lobe, orbital gyrus

• Ventral, medial dorsal, and dorsolateral prefrontal areas - combined

• Emotion, motivation, personality, goal-oriented behavior, complex planning, self-awareness

PARIETOTEMPORAL ASSOCIATION CORTEX

• Parietal and temporal lobes outside of secondary sensory regions

• Sensory integration, problem solving, language, spatial awareness, declarative memory

WERNICKE’S AREA

• Integrates auditory and visual information to understand language

• Comprehension

FLOW OF INFORMATION

WHAT IS MOST LIKELY TO HAPPEN TO A PATIENT WHO HAS SUFFERED PERMANENT DAMAGE TO A REGION IN THE PRIMARY MOTOR AREA?

A. They will never recover function because the primary motor area is where control is located

B. Control of that body region will relocate to another brain area fairly quickly due to plasticity

C. Control of that body region may relocate over time but recovery will be slow and children recover better than adults

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33% 33%33%

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LANGUAGE

• https://www.youtube.com/watch?v=67HMx-TdAZI

• https://www.youtube.com/watch?v=1aplTvEQ6ew

• https://www.youtube.com/watch?v=dKTdMV6cOZw

• https://www.youtube.com/watch?v=K09O8DYKflU

• https://www.youtube.com/watch?v=u09gaosZCVg

PRESENTATIONS TODAY!

• Presentations will be last each class.

LITERATURE REVIEW

• Assignment 3 due Wednesday

• Plan for audience

• Plan for genre

• Plan for semantic structure/schema of entire piece

• Scaffold reader - expect what they know/do not know and account for every piece of information that they will need

• "Novice [writers]… were concerned about what to write next and limited their planning to thinking about the topic or assignment and the last sentence they had written. Thus they failed to develop an adequate goal structure for the total work to guide their sentence planning" (Doyle, 1983, p. 168).