As humans evolved, the skull also adapted to accommodate the growing brain size. Over time, the skull became rounder, allowing for a larger braincase while still offering maximum protection. As early humans began to live in larger social groups, the need for advanced communication, cooperation, and understanding of social dynamics became more critical. The larger brain allowed for better social cognition, which helped in forming alliances, organizing group hunts, and passing down knowledge through language and culture. While studies show that there is a slight correlation between brain size and intelligence, it’s not as clear-cut as one might think.

Wemust now make an explicit connection between two study areas – the Tim Shallicewith the reputation as frontal lobe theorist is the same Tim Shallice whoteamed up with America’sDonald Norman in the early 1980s to formulate their theory of the SupervisoryAttentional System (SAS). We have introduced this theory in our e-paper on “Mode Errorin System Control”, so here is an alternative telling of the story ….. Otherauthors, meanwhile, were still trying to get to the bottom of the frontallobes’ role in cognition. Luria and Homskaya (1964), for example, took ananalytical eye to the classic symptomatology of frontal lobe syndrome andmanaged to reduce Bianchi’s five areas of deficit see Section 2 to just cerebrumiq two,thus …..

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A July 2015 study found that dynamic proprioceptive activities—which specifically involve the cerebellum—increased working memory by 50 percent. Working memory creates the mental workspace that facilitates creativity and fluid intelligence. In the passage below, I cobbled together a timeline of various studies I’ve written about in previous Psychology Today blog posts. All of these findings are part of my ongoing attempt to solve the riddle of what role the cerebellum (Latin for “little brain”) plays in cognitive and creative processes.

This means the view that it is a ‘self-stimulation behaviour’ is not correct, and for this reason the term ‘stimming’ is not widely used. It is an observation of repetitive body movements, that is all we really know at present, although there are many theories. In CVI we have seen repetitive body movements, including head turning from side to side, sometimes when a person is excited about something visual.

They tested a sample of 20 frontal lobe patients on a set ofnine TOH problems of increasing difficulty, and found that performance wasimpaired relative to normal controls. The visual cortex is a region at the back of our brains and forms part of the cerebral cortex. Neurones in the visual cortex receive information from either our right or left eye and are clustered together in structures called ocular dominance columns. Right ocular dominance columns receive information from our right eye while left ocular dominance columns receive information from our left eye.

• The signs of ADHD include difficulty staying focused, and being forgetful, careless, disorganised, impatient, irresponsible, impulsive and inconsiderate.
• He, too, warned that the standard clinical tests were “toostructured and examiner-led”, and thus found it difficult “to capturethe core problems of initiation, planning, and self-monitoring” (p9).
• A class of antidepressants known as selective serotonin reuptake inhibitors (SSRIs) work by binding to serotonin reuptake proteins within synapses, blocking the proteins and preventing them from reabsorbing serotonin.
• TheWord Fluency Test (WFT) was introduced by Goodglass and Kaplan (1972)and promoted by Benton and Hamsher (1976), and measures how many words a patientcan generate beginning with a given letter of the alphabet in a measuredminute.

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This all happens very early in life and relies on both of our eyes receiving visual input. The period of early life when our brains are developing is called the critical period. During the critical period, synapses that receive visual stimulation and pass on action potentials into the visual cortex are retained and strengthened. Synapses that do not receive visual stimulation, so the neurones between them are not firing, are removed. This means that if visual stimulation does not occur during the critical period (i.e. if a baby is born with cataracts which obscure vision or if they are born in a cave) then their visual cortex will not develop properly because many of the synapses will have been destroyed.

Sensory Processing DifficultiesThis is a general term meaning that the challenges a person may face, could be due to how the brain is processing information received from the senses. All the incoming information to the brain comes via the senses, so you really need a bit more information, as all it essentially means is that the difficulties are due to how the brain processes the incoming information from the senses, which is not specific enough to mean much. The researchers examined how the distribution of NAA in the frontal and parietal lobes related to fluid intelligence and found that energy metabolism in the left lateralized frontal-parietal brain region predicts fluid intelligence. For this study, the Beckman researchers used magnetic resonance spectroscopic imaging (MRSI) to measure N-acetyl aspartate (NAA). NAA is a biochemical marker used to gauge the neural energy production within specific brain regions.

For the past ten years, I’ve been trying to answer questions about the cerebellum that my father posed to me before his death in 2007. ” moment—in which you wrestle to find an analytic solution, but then have an intuitive flash of insight that provides a correct answer—is an example of fluid intelligence. On the other hand, crystallized intelligence is the strict analytic ability to utilize skills, knowledge, and experience to answer questions. JonathanEvans (MRC, Cambridge)addressed the question whether executive dysfunction could actually be restoredor retrained.

• The test waspreviously part of the Army IndividualTest Battery (1944), and comes in twoparts.
• Moreover, although thenature of the brain’s various memory systems implied that we often needed tostimulate the hippocampus, we actually had “no real idea” how to doso in practice, neither in terms of tasks which would “force episodicbinding” nor of when to apply them if we had them.
• Godefroy’steam therefore recommends a more focused attack on the problem, and identifiesthree discrete research objectives, namely (1) to decipher the role played byshort-term storage, (2) to establish the “architecture of executivefunctions” (p16), and (3) to specify the various “controloperations”.
• That said, I still haven’t been able to analytically connect all the dots into a seamless conclusion.

The target area is still the orbital cortex, although BrianSimpson of University Hospital Wales now attacks the thalamocortical tract veryearly on, while it is still within the anterior parts of the internal capsule(Simpson, 1996). Bridges (1996) reports that between 20 and 30 procedures arecurrently carried out annually in Britain, mainly for depression or obsessiveanxiety. Low Vision & Learning DelayThis term is often used in education to separate those children with visual impairments who are more able learners, from those who need more support. A visually impaired child who is working towards exams to go to University and a child who may only speak a few words and is learning to hold a cup need different approaches and support – BUT both need approaches and support matched to their known difficulties. Low Vision & Learning Delay is an extremely broad term, and support needs to be tailored to the needs of the individual person.