| Papers [1-14] of 100 :: [Page 1 of 8] | | Go to page : 1 2 3 4 5 6 7 8 —> | Search results on "SPLIT BRAIN THEORY": |
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Split Brain Theory, 2002.
A look at the significance of 'Split Brain' experiments to our knowledge of brain function.
2,400 words (approx. 9.6 pages), 8 sources, £ 61.95
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Abstract
This paper discusses the "split-brain" theory. There are two hemispheres of the brain. Glassman's summary explains that our material and science-based view of human consciousness means that there must be a physical root of consciousness, and that this will have something to do with the nature of the brain, as a physical organ that can be measured by scientists and that can be observed by psychologists. (2000:69)
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Split-Brain Research, 2000.
A look at Split-Brain research and what happens when the right and left hemispheres of the brain can no longer communicate.
1,850 words (approx. 7.4 pages), 2 sources, £ 41.95
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From the Paper
"In those of us with healthy, intact brains, information presented to one hemisphere is quickly sent to the other hemisphere via the corpus callosum, the ?superhighway? of neurons connecting the halves of the brain. What happens when the right and left hemispheres of the brain can no longer communicate? This is exactly what a split-brain patient experiences. If a person were to talk with one of these patients, they would probably not notice anything unusual. The patient appears completely mentally and physically intact and unchanged when observed by family and friends. If there are no other brain illnesses present, then cognitive functions are usually within their normal range. It is only when specific tests are administered do the symptoms of disconnection emerge."
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Left Brain/Right Brain Differences, 1988.
Biological/psychological study of functional differences between brain's hemispheres. Discusses brain damage, perception, nervous system activity, test measurements, expression & facial emotion.
1,125 words (approx. 4.5 pages), 8 sources, £ 27.95
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From the Paper
"This biological psychology paper will discuss left brain/ right brain differences. What is meant by left brain/right brain differences are differences between the two major hemispheres of the brain, the right hemisphere and the left hemisphere. The focus
will be on how the hemispheres differ functionally to affect psychology. A number of studies will be summarized.
II. Biological Aspects
Study of patients with damage to only one brain hemisphere is used to deduce how the right brain and left brain are different-iated. Robertson and Delis (1986) note that patients with damage to the left brain have more difficulty in visuospatial part-whole processing than do patients with damage to the right brain."
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Brain and Language, 2002.
An examination of how the brain functions in order to develop and produce language.
1,260 words (approx. 5.0 pages), 9 sources, MLA, £ 29.95
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Abstract
This paper examines the functions of the three areas of the brain - the fore brain (Prosencephalon), the mid brain or the mesencephalon and the hind brain or the rhombencephalon; and explains how each region within the brain is adapted for a special task. The paper then analyzes the connection with the brain and language development and discusses some conditions such as ?Broca Aphasia?, with which people have the ability to understand language but find it difficult to express themselves.
Introduction
Brain and Language
The Broca?s and Wernicke?s Areas
The Critical Period
The Split Brain Condition
Conclusion
Bibliography
From the Paper
"Our principal way of communication with the world is through language. Language is the medium through which we express our feelings to the outer world. The neural basis of our language and communicating ability is an interesting aspect of study and researchers have unearthed vital information pertaining to the language processing ability of the brain. The whole process of thinking and speaking is a bit complex though it seems rather simple to us. In short we are actually executing all the minor details like jaw movement, construction of the semantics, and the sound generation everything in split second that we fail to recognize the complex task that the brain handles so effectively. Researchers have found out that we produce about one sound every tenth of a second and yet with only an error margin of one sound error per million sounds. [David Caplan] This astounding performance speaks of the power and the capacity of the human brain."
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Ectopic or Heterotopic Brain Tissue, 2002.
This paper gives an overview of ectopic brain tissue, extracranial brain tissue that is not directly connected to the brain itself.
3,987 words (approx. 15.9 pages), 10 sources, APA, £ 75.95
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Abstract
The paper shows that extracranial brain tissue that is not directly connected to the brain itself may be an isolated cutaneious embryonic defect. It discusses how these are usually located on the occipital or parietal areas of the scalp and are often called heteropic brain tissue or cutaneous ectopic brain (CEB). Most of the time these are simple defective tissue that can easily be removed from the scalp. However, there are several different types of ectopic brain tissues and some of these can be signs of underlying central nervous system problems. The paper discusses several cases where the importance of getting a thorough evaluation of the tissue is shown.
Table of Contents:
Definition of Cutaneous Ectopic or Heterotopic Brain Tissue
Summary of Four Patients with Scalp Nodules Surrounded by Hair Collars In the Study by Drolet and Clowry
History of CEB
The Hair Collar Sign: Marker for Cranial Dysraphism
Why the ?Hair Collar?
Ectopic Brain as Orbital and Conjunctival Mass
Heterotopic Brain and Meningeal Tissue
Information about Heterotopic and Ectopic Brain Tissue
From the Paper
"Perhaps the question can be asked why the researchers termed the phrase, ?hair collar?. Why is there a hypertropic ring of long hair that surrounds these lesions? If these were examined, the hair follicles would be found to increase in number and many of these will be quite large. In fact, the angle that each hair follicle exits the skin does not fall randomly, but are located at precise directions that the hair follicles take.
? The hair pattern is thought to be dictated by differential shearing forces and the point of maximal tension, the vertex, is where the parietal scalp whorl is commonly found. Perhaps at some point early in development, encephaloceles and meningoceles produce aberrant shearing forces during the formation of the follicles forcing them to point outward, away from the defect? (Drolet and Lawrence 309).
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Brain vs. Mind, 2002.
Examines the relationship of the split hemispheres of the human brain.
1,050 words (approx. 4.2 pages), 10 sources, MLA, £ 25.95
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Abstract
The philosopher Thomas Nagel became famous for his advocacy of the idea that human consciousness and subjective experience cannot be reduced to a discussion of ?mere? brain activity and that the human brain is bifurcated into two hemispheres. The paper shows that in his essay on ?Brain Bisection & the Unity of Consciousness,? Nagel stresses that merely because this is the case, the sum or interaction of human being?s two brain hemispheres of left and right is essentially greater than the catalogued capabilities of the two parts. Nagel stresses this as proof of his thesis that the human consciousness is more extensive than simply a list of the respective components of the brain?s left and right hemispheres. The paper critically analyzes Nagel's view. It also touches on the growing research on gender differences between the interaction of brain hemispheres
From the Paper
"Even if human beings are indeed all ?brain,? this does not mean that human beings will not vary in the ways that the different components of their brain interact in an interesting, varied, and compassionate manner. Nagel fears the potential predictability of the human consciousness as reducing the mysteries of human subjectivity to a catalogue of components. But to suggest, for instance, that the right brain might deal more with abstraction, as to the hemispherical components of left brain which are said to deal more with verbal capacity, can hardly predict the relative ability of any individual to use those abstractive or verbal capacities."
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Congenital Brain Defects, 2002.
An overview of congenital brain defects which affect the normal development of the human brain.
650 words (approx. 2.6 pages), 4 sources, £ 18.95
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Abstract
This paper addresses the topic of congenital brain defects, a group of disorders of brain development.
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Marx's Impact on Social Stratification Theories, 2001.
A look at various social stratification theories with focus on Karl Marx's philosophies
5,340 words (approx. 21.4 pages), 12 sources, £ 91.95
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Abstract
This paper will examine Karl Marx?s class stratification; Max Weber?s status and political stratifications; Gerhard Lenski?s class systems? stratification; and, Edna Bonacich?s split labor market theory. Criticisms of power-conflict stratification will be discussed and examples will be provided. The author will then focus on Karl Marx's theories of class startification.
From the paper:
"People are unequal in their access to wealth, power, and prestige. In all societies, people receive different shares of what is valued and limited. This unequal distribution of the society's resources creates a system of stratification. People are grouped based on how much of the society's rewards they receive, and these groups, or strata, are arranged in a rank order, or hierarchy. Those at the top receive the most of what there is to get and those at the bottom the least. According to Leicht (2000), societies may include any number of strata, but in all cases, this system of inequality is structured. This means that stratification is not random, with groups and individuals occupying different positions by chance; rather, social institutions such as government, the economy, education, and religion operate to assure the position of various groups in the hierarchy. In addition, the system of stratification in all societies is legitimized by an ideology that justifies the resulting inequality. The pattern of stratification in a society is therefore stable for many generations."
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Brain Cancer Rehabilitation, 2008.
This paper discusses the different treatments and therapies available to aid in rehabilitation following brain cancer.
1,933 words (approx. 7.7 pages), 8 sources, MLA, £ 42.95
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Abstract
In this article, the writer discusses that brain cancer, unlike other cancers, possesses certain characteristics that make physical therapy treatment similar to that of treatments of other brain injuries such as strokes or trauma. The writer notes that while the prospect and dread associated with brain tumors is understandable, timely diagnosis, surgery, post-operative cancer eradication and expedient physical therapy can restore functionality, independence and productivity. The writer looks at the different kinds of brain cancer and then examines diagnosis matters and different types of treatment and therapy.
Outline:
Overview
Types of Brain Cancer
Pathogenesis
Signs and Symptoms
Diagnosis
Treatment
Impairments, Functional Limitations and Disabilities
Physical Therapy Treatment
Conclusion
From the Paper
"Clinical suspicion of a brain tumor and possible localization through clinical neurological physical findings should lead to a means of visualizing the central nervous system in the least invasive manner possible. The gold standard for diagnosis would ideally be biopsy of the tumor; however, such procedures may jeopardize the patient's life, if at all impractical for most tumors lying deep within the brain parenchyma. However, these may be indicated when diagnostic imaging fails to convey a definite impression and a biopsy, with all risks and benefits carefully weighed and preliminary medical treatment to prevent brain herniation undertaken. Moreover, a biopsy of the lesion must be able to show that in being done, it will affect subsequent medical treatment."
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The Effects of a Neurotoxin on the Mammalian Brain, 2000.
A paper which studies the effects of the Superfund Neurotoxin Methylazoxymethanol (MAM) on brain dendritic spine density in long hooded Evans Rats Rattus norvegicus.
2,100 words (approx. 8.4 pages), 11 sources, APA, £ 45.95
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Abstract
The paper shows that in the study of structural development in the brain there have been several proposed biomarkers for quantifying brain plasticity. These include but are not limited to cortical thickness, dendritic length and branching, expression of neuronal proteins, and the presence of DNA adducts. The paper discusses the theory that a measure of brain plasticity emerging late in embryonic development will be a very sensitive biomarker for detecting subtle damage suffered by brain cells during earlier stages of brain development not detectable by other means. The paper shows that to test this, the effects of a neurotoxin on the late developing dendritic spines were studied. A significant decrease in spine density was observed as the neurotoxin, methylazoxymethanol, increased. The author of the paper shows how the implications are widespread in the study of neuro-degenerative disease.
From the Paper
"Fifty years ago, Donald Hebb demonstrated that the conditions under which laboratory rats were housed could significantly affect their performance in a variety of complex spatial tasks later in life (1). The complex environment rearing paradigm has been valuable in assessing plasticity of a variety of brain components including cerebral cortical microvasculature, astrocyetic morphology, dentritic branching patterns, synaptic number, and synaptic structure are all affected by complex environment rearing (2). It has been suggested that multiple synaptic contacts (spines) may play a role in the spread of the additive effect of learning known as potentiation, among neighboring unstimulated neurons. A lack of these spines and their connection with boutons of neighboring neurons could then result in a decrease in the capacity for learning. Some recent work has indicated that the presence of multiple synaptic contacts may be altered by experience. Most of this research has focused on structural changes in the hippocampus. Dendrtic spines show great variability in structure and connectivity, both within and across brain structures, including 10-fold differences in length and diameter as well as variations in the number of branches and spines per dendrite."
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Human Brain, 2001.
Examines structure & function of brain; neuroscience. Cites research studies. Argues that brain is not a digital computer.
2,025 words (approx. 8.1 pages), 14 sources, £ 49.95
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From the Paper
"This research examines the structure and function of the human brain. The plan of the research will be to set forth varieties of research and opinion regarding how the brain works and then to discuss the hypothesis that the brain is a digital computer, with a view toward demonstrating that such a hypothesis cannot be sustained.
Beginning in the 1980s, electronics and computer-imaging technicians succeeded in developing technology that could produce a 3-D digitized image of the surface of the human brain. It had long been known that brain function entails organization of neurons and metabolism, which entails measurable electrochemical action (Hibbard & Others, 1987). For example, specific neurotransmitter receptor sites for dopamine were identified with the help of radiography (Altar & Others, 1985)."
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The Human Brain, 2008.
This paper discusses the importance of the human brain, as well as it's structure, function and cognitive processes.
1,604 words (approx. 6.4 pages), 16 sources, APA, £ 36.95
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Abstract
This paper asserts that the study of the human brain has not been given enough importance or regard through the years, and this has meant that this most important organ of the human body, and the veritable center of learning, has not been given the significance it deserves. This fact is not only true for the average human being, but also for the medical student, or for anyone else who is engaged in gathering knowledge about the human brain and its functions, and the relationship between its structure and its functions, with the ultimate aim of treating brain diseases successfully. This paper discusses the structure and function of the brain as well as conscious and unconscious thought, among other cognitive processes.
From the Paper
"In short, it can be stated that cognitive science as a discipline is all about how animals and human beings acquire knowledge, learn, represent the knowledge they have acquired, and how they are able to manipulate the knowledge to their own benefit. As mentioned earlier, cognitive science is a multi disciplinary area, and cognitive psychologists must therefore be familiar with the developments in areas other than that of their own interests, like for example, the scientist must familiarize himself with computer science, so that he may be able to create a sophisticated model of the basic mental process of the brain, so that he may be able to understand its working better. Similarly, a researcher in artificial intelligence must try to show interest and must understand progress in the fields of psychology, linguistics, and neuroscience if he were to be able to base his theories on psychologically plausible and practical foundations. Today, the fast advances in the computational, behavioral, psychological, biological and neurological sciences have meant that researchers and scientists who study the human brain and cognitive science, and its impact on learning are better able to create complex models of the mind, which explain many of the hitherto unexplored and barely understood facts on the human brain. (UCLA 2007)"
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Brain Development Research, 2002.
Discusses the basic processes and functions of the brain.
2,067 words (approx. 8.3 pages), 8 sources, APA, £ 45.95
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Abstract
This paper describes the different sections of the brain, their locations, and their different processes and functions. It talks about the role of emotions in the thinking and learning process, the attention process, and the information retrieval process, and how knowledge of these processes should be used for teaching purposes. It concludes with a discussion of the early stages of the brain's development and of the importance of providing an environment for early cognitive development.
Basics of the Brain
Role of Emotions in the Thinking and Learning Process
Biology of Attention
Using the Brain to Retrieve Information
From the Paper
"The brain is the most complex part of the human body. This three-pound organ is part of the central nervous system contained within the skull and is surrounded by a layer of protective fluid (MSN Encarta, 2003). It is the control center for movement, sleep, hunger, thirst, and virtually every other vital activity necessary to survival and the source of all the qualities and emotions that define our humanity. Viewed for hundreds of years as incomprehensible, the brain is what makes us conscious, emotional, and intelligent."
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The Brain and Emotional Stimuli, 2004.
An exploration of what brain regions are activated by emotional stimuli.
1,810 words (approx. 7.2 pages), 6 sources, MLA, £ 40.95
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Abstract
This paper examines the question of which areas of the brain are engaged by emotional stimuli. The preliminary hypothesis supported is that every region of the brain is activated by emotional stimuli and that, secondarily, each region of the brain is activated in a different manner by different stimuli. It proposes to prove that notion that every region of the brain does not act similarly in response to various emotional stimuli, but most regions will react in some manner, since the amygdala ,for example, will react more aggressively to certain forms of emotional stimuli than others.
From the Paper
"The study ?Neural Correlates of Person Recognition? identified the regions of the brain that are activated by emotional stimuli in an abstract manner. In this study participants were examined to assess their ability to recognize people by viewing their faces, and the subsequent brain activity required to retrieve person specific information was compared and contrasted. Functional MRI imaging showed that several regions of the brain responded to familiar emotional stimuli or faces, including the following: left hippocampus, left middle temporal gyrus, left insula, and bilateral cerebellum (Paller, et. al, 2003). Brain activity was much more active in various regions for emotional stimuli that were personal or familiar in nature."
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