Author: cjh6005

Mirror Neurons

During lecture, we talked briefly about mirror neurons and their effects. Mirror neurons are activated during observational learning. We watch someone perform a task, and our neurons signal in the same way as the neurons of the person that we are observing. For another class, I had to view different TED Talks. One of these TED Talks that I examined was based on mirror neurons. In this short video, the speaker connects two volunteers from the audience to electrodes. These electrodes were connected separately to the two volunteers, and then all connected at a small electrode hub. During the video, the speaker simply explains how neurons work and that we as humans have thousands of neurons firing at one time.

The speaker then went on to explain that we can “control” someone else’s body without touching them. To prove this, he first started with one volunteer connected to the electrodes. He measured the signals produced by a simple flex of the wrist, and had her do this multiple time. Then, he connected the other audience member to the electrodes. By connecting them both to the same machine, he was able to visualize what was going on for the audience. The speaker then turned the machine on, removing all barriers between the electrodes of each volunteer. When they were both connected, the speaker had the woman flex her wrist while the other volunteer did not do anything. At first nothing happened, but by increasing the stimulus of flexing her wrist harder, there was a larger effect. The electrodes measured the male’s neural responses to watching the woman flex her wrist, and it turned out that his neurons were firing in the same way as her neurons. Soon, his neurons were “controlled” by her neurons because of observation. At one point, the male wasn’t even watching when the woman flexed her wrist. It turned out that when she flexed her wrist, his wrist also moved without him being able to control it.

This TED Talk was super interesting to me because it visualized how mirror neurons work and proved their existence to an entire audience.  By using observational learning like this, we can form new ideas and learn from experience. I had never thought that this topic could be visualized in such a simple manner, especially without practice and using random volunteers. The speaker really showed how important mirror neurons can be in development and learning.

Link to TED Talk: https://www.ted.com/talks/greg_gage_how_to_control_someone_else_s_arm_with_your_brain/transcript#t-293929

Applying Effective Study Strategies

During this unit, we discussed ways to study smarter, not harder. In this lecture, I learned a lot about my study habits and how they are benefitting, or hurting, my overall understanding of a subject. As a freshman, I definitely did not know how to study effectively. I reflect back on my study habits, now a junior, and I understand how I have been able to excel in classes that I probably would have done poorly in freshman year. During my sophomore year, I had to take organic chemistry. I knew coming into the semester that I would need to find a really good study strategy for this class. I would review the material after class, then I started studying at least a week in advance. Ensuring that I reviewed the notes after class really helped me when I started to study, and I can see how distributed practice is so beneficial to students. By thoroughly studying so “far” in advance, I was able to take the time to understand each unit. After learning one unit, I would go back and try to redo the homework assignments without any notes. This balance of distributed practice and retrieval practice enhanced my knowledge on the topic. At the time, I had no idea that these were the two strategies that one should focus on when studying.

Using distributed practice combined with retrieval practice allowed for me to fully understand the topics before the exam. I would then review the day before the exam with friends in the class. We individually went through the provided practice exams, and I found that we would teach each other based on what was asked. When one of my friends would ask me a question, I was able to explain the topic in depth on top of giving them an explanation of the answer. I found my studying strategy for this class super beneficial, and now I apply it to most of my classes. I have found myself in a routine of reviewing material after class, then starting to thoroughly study early so that I can take my time in fully comprehending the material. After learning about the most effective ways to study in this class, I feel very confident in my current study strategies.

Neurosurgery

This past summer, I had an internship position at a local hospital. During this internship, I was able to observe in the operating room every morning. I got to see a variety of surgeries, but the neurosurgery I witnessed was a surgery I will never forget. My mentor for the summer is in the cardiothoracic department, so I did not know much about neurosurgery going into the operating room. The surgeon explained many concepts to me that I have found myself connecting to this class, such as the functions of the cortex and hemisphere specialization.

Before the surgery, the team “mapped” out the brain using advanced fMRI technology, like we have talked about in class. The fMRI allowed them to overlay previous MRI scans with the scans taken directly before the surgery, which was really interesting because the MRI scans were so precise. The surgeon then connected a metal probe to the machine with the scans. Using the mapping technology, he was able to stick the probe on the patient’s head and see everything going on before having to “open them up”. If you are interested in this technology, see the following link, just note that there are some graphic images(https://cen.acs.org/articles/93/web/2015/02/Raman-Technique-Helps-Surgeons-Excise.html).

Using the probe, the surgeon worked with a neurologist to assess the patient’s motor functions. The neurologist used electrodes that he had previously connected to the patients to test the patient’s reactions. Sending signals through the electrodes would cause the patient’s motor cortex to function. For example, when the surgeon asked for right side movement, the patient lifted their right arm up while completely unconscious. The unconscious mechanisms used were due to the parasympathetic division of the somatic nervous system. The patient was calm and able to function voluntarily due to the electrode signaling.

While observing the surgery, I was able to watch the surgeon resect a tumor bordering the occipital lobe of the patient. He used the probe as much as he could to determine the precise location of the tumor and the lobes of the brain so that he did not cause any damage to the patient. If he would have hit the occipital lobe and damaged it, the patient would have had problems with vision post-surgery. This was the biggest risk of the surgery, and the surgeon was able to completely remove the tumor without causing any damage. He assessed the patient after “closing” using the probe and another fMRI scan. It is really interesting to take this class and be able to connect it to experiences I had this past summer. Learning about the function of the brain and seeing it in person, in action, is something that I will cherish.

Citations:

Arnaud, Celia Henry. “Raman Technique Helps Surgeons Excise Brain Cancer.” Chemical and Engineering News, 11 Feb. 2015, https://cen.acs.org/articles/93/web/2015/02/Raman-Technique-Helps-Surgeons-Excise,html.