Psychology
Neurological Damage on Behaviour
Neurological damage can significantly impact behavior by altering cognitive, emotional, and physical functioning. Damage to specific areas of the brain can lead to changes in personality, decision-making, and emotional regulation. Understanding the relationship between neurological damage and behavior is crucial for developing effective interventions and support for individuals with brain injuries or neurological conditions.
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4 Key excerpts on "Neurological Damage on Behaviour"
eBook - ePubMusic Therapy Methods in Neurorehabilitation
A Clinician's Manual
- Jeanette Tamplin, Felicity Baker(Authors)
- 2006(Publication Date)
- Jessica Kingsley Publishers(Publisher)
Chapter 1 Neurological Damage and Models of RehabilitationThis chapter introduces the reader to the acquired brain injury (ABI) population for whom clinical techniques described in the book are designed – patients who have acquired neurological damage through traumatic brain injury (TBI), cerebral vascular accident (CVA), or an ABI from other causes. We first preface this with an overview of the architecture of the brain – the localization of various areas of functioning in the human cortex. The causes of neurological damage and the residual impairments in functioning that may occur are then outlined. The remaining part of this chapter describes stages of recovery, models of rehabilitative music therapy treatment, and some thoughts on music therapy assessments.The brain and areas of functioningBefore we can examine the effects of neuronal damage on human functioning, an understanding of the brain and how the nervous system operates is needed. At the same time, it would be presumptuous to believe that a comprehensive description of the organization and functioning of the human central nervous system could be accomplished in just a few pages. Included in the following pages is a basic overview of the brain and its mechanisms as a foundation for the remaining chapters of the book.The human brain, weighing about 1.4 kilograms, is a remarkable organ that has evolved and continues to evolve with time. It is the control centre for almost every part of human existence – from the beating of our heart to a walk down the street, from our memory of the past to our thoughts of the future, and from our conversation with others to the very depths of our private emotions. Almost from the moment of conception, the brain begins to develop and learn from experience. The rate at which the brain acquires knowledge in the early years of development is so high that it is hard to comprehend.
eBook - PDF- Kevin Hayes(Author)
- 2020(Publication Date)
- Omnigraphics(Publisher)
Many medications used to treat behavioral disorders work by modifying the action of dopamine in the brain. Figure 1.7. Cell Body Brain Basics: Know Your Brain 11 NEUROLOGICAL DISORDERS When the brain is healthy it functions quickly and automatically. But, when problems occur, the results can be devastating. Some 50 million people in the United States—one in five—suffer from damage to the nervous system. The NINDS supports research on more than 600 neurological diseases. Some of the major types of disorders include: • Neurogenetic diseases (such as Huntington disease and muscular dystrophy) • Developmental disorders (such as cerebral palsy) • Degenerative diseases of adult life (such as Parkinson disease and Alzheimer disease) • Metabolic diseases (such as Gaucher disease) • Cerebrovascular diseases (such as stroke and vascular dementia) • Trauma (such as spinal cord and head injury) • Convulsive disorders (such as epilepsy) • Infectious diseases (such as acquired immunodeficiency syndrome (AIDS) dementia) • Brain tumors Chapter 2 | Overview of Traumatic Brain Injury Chapter Contents Section 2.1—Traumatic Brain Injury: Basics ................................ 15 Section 2.2—Classification of Traumatic Brain Injury ................ 26 Section 2.3—Symptoms of Traumatic Brain Injury ..................... 27 Section 2.4—Potential Effects of Traumatic Brain Injury ........... 29 15 Section 2.1 | Traumatic Brain Injury: Basics This section includes text excerpted from “Traumatic Brain Injury: Hope through Research,” National Institute of Neurological Disorders and Stroke (NINDS), April 24, 2020. WHAT IS A TRAUMATIC BRAIN INJURY? A traumatic brain injury (TBI) can be caused by a forceful bump, blow, or jolt to the head or body, or from an object that pierces the skull and enters the brain.
- Stephen F. Davis, William Buskist, Stephen F. Davis, William F. Buskist(Authors)
- 2007(Publication Date)
- SAGE Publications, Inc(Publisher)
Research methods for studying brain-behavior relation-ships fall into four logical categories: 1. Damage part of the brain or decrease its activity and see what deficits occur in behavior. 2. Stimulate increased activity in some brain area and record what behavior increases, or what experience people report. 3. Record brain activity and examine its correlation with simultaneous behaviors. 4. Compare individuals who show unusual features in either their behavior or their brain anatomy, and seek a possible correlation between behavior and anatomy. Each of these approaches has a variety of subcategories. Some are suitable for laboratory animals but not humans; some provide good temporal resolution but poor spatial resolution, or vice versa. Different methods answer differ-ent questions. EFFECTS OF BRAIN DAMAGE The earliest discoveries about the functions of various brain areas came from studies of damage. The first clear demonstration that different parts of the nervous system have different functions came in 1822, when François Magendie found that cutting the dorsal nerves of the spinal cord blocked sensory information and cutting the ventral nerves blocked motor output (Gallistel, 1981). In 1861 Paul Broca reported a link between damage to part of the left frontal cortex and a loss of the ability to speak. Traditional Neuroscience Research Methods • 133 Since then, researchers have made countless reports of behavioral impairments after brain damage from stroke, disease, and other causes. The famous studies of patient H. M. provided the first clue linking the hippocampus to memory (Scoville & Milner, 1957). Patients with prosop-agnosia demonstrated the importance of the fusiform gyrus for facial recognition (McCarthy, Puce, Gore, & Allison, 1997; Tarr & Gauthier, 2000). We learned about the func-tions of the corpus callosum from studies of split-brain patients (Gazzaniga, 1970).
- Tom McMillan, Rodger Wood, Tom M. McMillan, Rodger Ll. Wood, Tom McMillan, Rodger Wood, Tom M. McMillan, Rodger Ll. Wood(Authors)
- 2017(Publication Date)
- Psychology Press(Publisher)
Nature and impact
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1Neurobehavioural Disability over the Past Four Decades
Andrew Worthington, Rodger Ll. Wood and Tom M. McMillanOrigins and early development
The concept of neurobehavioural disability developed from early pioneering efforts to find better ways of understanding and treating the more debilitating and chronic behavioural consequences of serious brain injury. Although the origins of this approach can be traced back at least as far as the First World War it was not until the final decades of the twentieth century that significant advances were made. Prior to this it had been left to one or two gifted and enlightened clinicians to prepare the hinterland from which later practitioners benefitted. Key figures in an approach that would develop into neurobehavioural rehabilitation were Kurt Goldstein and Alexander Luria, both of whom recognised the importance of the frontal lobes in the regulation of human social behaviour.Goldstein’s recognition of the importance of injury to the frontal lobes is evident in the distinction he drew between the impact of injury on new learning as opposed to established habit patterns – ‘in patients with lesions of the frontal lobe, active (abstract) behaviour is lacking, but the concrete behaviour may be very well preserved’ (Goldstein, 1936, p. 38). About the same time Luria developed his theory of frontal lobe functioning, which was most comprehensively set out in English in his 1973 work, The Working Brain:For any mental process to take place a certain level of cortical tone is necessary and this cortical tone must be modified in accordance both with the task to be accomplished and the stage of the activity reached. The first important function of the frontal lobes is to regulate this state of activity.(p. 188)
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