Author Archives: Debbie Ann Madera Lebron

Measuring the Brain

Throughout this semester I found the second lesson to be one of the most difficult ones to understand: Cognitive Neuroscience. The most challenging part of this lesson was for me measuring the Brain. I found it difficult to identify how and when the different technologies are necessary and what their use is.

Scientists in the San Diego School of Medicine from the University of California, have discovered that a Volumetric MRI can measure the ‘memory centers’ and compare them to the ideal size in order to predict the progression from Mild Cognitive Impairment (MCI) to Alzheimer’s disease (Pain & Central Nervous System Week, 2009).

“Use of this procedure is like bringing the experience of an expert neuro-radiologist to any clinic that has the right software,” said James Brewer, MD, PhD, assistant professor in UC San Diego’s Departments of Radiology and Neurosciences.

MCI is considered to be a transitional stage between the forgetfulness that comes with aging and Alzheimer’s disease. Even though most of the patients suffering from MCI don’t always transfer towards Alzheimer, its important to find the difference between them so that they can receive the adequate treatment.

According to Michael Rafii, it is to early to determine a conclusive difference, but as for now, the shrinking of the Hippocampus, seems to be an important piece of evidence. Moreover, the atrophy of the Medial Temporal Lobe has also been associated with an increased risk of conversion from MCI to Alzheimer’s disease. On a study with 269 patients that measured their brain, researchers discovered that there was a faster clinical decline on individuals with smaller volumes on the hippocampus and amygdala. “These values objectively measure the hippocampus and amydala, and early data confirm previous findings that these brain areas may atrophy early in Alzheimer’s disease and can offer a clinical marker for change,” said Rafii (Pain & Central Nervous System Week, 2009).

References:

Pain & Central Nervous System Week. (2009). UNIVERSITY OF CALIFORNIA – SAN DIEGO;
Measuring brain atrophy in patients with mild cognitive impairment. P. 35. Retrieved from

http://www.lexisnexis.com.ezaccess.libraries.psu.edu/hottopics/lnacademic/?verb=sr&csi=270193&sr=HLEAD(University%20of%20California%20-%20San%20Diego%20Measuring%20brain%20atrophy%20in%20patients%20with%20mild%20cognitive%20impairment)%20and%20date%20is%202009

 

 

Development of Collaborative Problem Solving

Being a teacher of Preschoolers we are always trying to work on their problem solving skills. Once every 3 months we test our students to see at what level they are at with problem solving skills. We use a maze and sometimes puzzles to see how advanced they are at their problem solving skills.

This article involves a study where children from 3 1/2 to 5 1/2 years of age, are face with a problem that they need to solve. It is meant to be a collaborative effort where the situation cannot be solved without the piece that the other one has. The kids were provided with a scale that needed to be balanced. Every kid was provided with the necessary blocks to do so, they were all the same size, but different weight.

The study found that as the children were older, they were able to solve it faster. More importantly are the findings that they did not make more attempts, nor did they spend more time working; instead, they were more efficient, requiring fewer attempts to find a pair (Cooper, 1980). The study found that it is to communicative behaviors that the children enhance and develop problem solving skills. When adequate vocabulary is used for labeling and relating concept, there is a successful collaboration among the preschoolers. It was also proven that when the children are presented with questions, attention-focusing statements, and directive, they are challenged to use their problem solving skills.

Children are able to develop problem solving through collaboration and interaction with their peers. It is important that the children are face with questions and attention-focusing statements so that they can better understand the process and how to solve it. Problem solving skills develop throughout time and through interaction. It is important that children are able to develop this skill from a very early age since it is a skill that will help them throughout life.

 

References:

Cooper, C. R. (1980). Development of collaborative problem solving among preschool children. Developmental Psychology,16(5), 433-440. doi:http://dx.doi.org/10.1037/0012-1649.16.5.433

 

 

 

Child’s Attention: How to retain it

Working as a Teacher for Preschooler it is very difficult to get and keep their focus. We have to constantly remind them that we must have “listening ears”. We recently had Home Visits and with a large number of children going to Kindergarten, we were emphasizing the need for the children to develop a longer attention span. We have a little girl that is going to Kindergarten next year and she has yet to develop her attention span. She cannot sit still for more than 5 minutes and she would not even attempt to write her name or complete art crafts. When we spoke to her mom about it she simply replied: “she doesn’t sit here either, I don’t know what to do”. As surprising as this may sound, some parents do not know how this might affect their children in the coming years. Kindergarten now requires the children to sit for at least an hour to complete an activity and at least 10-20 minutes to look at book individually and quietly. It is important for parents to take time and sit with their children to help them develop this ability.

In the article presented by Dr. Beatrice Tauber Prior, she explains techniques to help our children engage on more activities that lengthen their attention ability. There are many children that have been diagnosed with ADHD and some that maybe their parents and teachers believe could have this disorder, just need some more time on this special activities. As explained in the article, How to lengthen your Child’s Attention Span, persistence and consistency is the key to help them. Parents can begin where there children is now and move on from there. Children must be part of “sit-down” activities with their parents such as puzzles, reading, and crafts. The article explains that whatever activity it is the parents must seek to spend at least 20 uninterrupted minutes a day. It  is important that the child see his/her parent engage in the activity as much as them. Some parents just think that they can sit their child with a puzzle and help them half way through it and go do something else. The child needs to see that the parent is equally committed to the activity and that they won’t get up and leave. Modeling is very important. Any dstractions must be eliminated as well, such as other toys, cell phones, and TV. The time to sit and do activities must be separated for that sole purpose. The one I believe is very important for parents to know is the minimization of TV time. I didn’t think this was so common among children until I began to work as a Teacher. I ask my kids what they did that night and all they say is “watch Netflix”. The American Academy of Pediatrics recommends NO TV TIME for children younger than 2 years, and no more than 2 hours for older children. As explained in the article, “research links early television exposure to subsequent attention problems in children. The effect of the TV on children is not only when they are sitting in front of it, but even the TV playing in the background can negatively affect them.

 

References:

References:

Prior, B. T., PsyD. (2013, Mar). How to lengthen your child’s attention span. Vibrant Life, 29, 14-15. Retrieved from http://search.proquest.com/docview/1316094683?accountid=13158

Prosopagnosia: recognizing strangers

Prosopagnosia is known as “a neurological disorder characterized by the inability to recognize faces (Shiel, p.2). Prosopagnosia, also known as Face Blindness, is believed to be caused by an abnormality or damage to the right fusiform gyrus. This part of the brain coordinates the neural system that controls facial perception and memory (Shiel, p.1).

There is an article written by David Roger Fine where he explains how at his 60 years of age he has been able to live with prosopagnosia. He described it as a very difficult illness, but also said that little by little he was able to compensate it. David mentioned that he noticed how difficult it was during his childhood to identify his twin sisters, but his mom thought it was a matter of laziness. Furthermore, he explained that he did not recall any problems during his childhood when relating with his peers. However, his microsystem was very small. Even though he mentioned not having difficulties, he couldn’t remember faces, instead he remembered special features of each individual. These features included: hats, glasses, freckles, hair color, etc. Moreover, his wife pointed out that he had a tendency to remember the worst features of a person.  It wasn’t until he turned 53 years old that he was diagnosed with prosopagnosia. Now in his later years he introduces himself and tells them about his face-blindness. Fine explains how relieved he feels that he finally has a name to what might have seemed rude to many. Now every time someone meets him they must re-introduce themselves. David comments that he is unable to go alone to places as he ends up “recognizing” strangers, and ignoring familiar faces.

Prosopagnosia is a disorder that affects the perception of the individual. It doesn’t allow you to remember the faces of those you know. Perception is the topic of the third lesson. The class textbook explains that people that suffer from prosopagnosia are unable to even recognize themselves sometimes. They can distinguish what faces are, but cannot associate them with the people they know.

 

References:

Fine, D.R. (2012).  A life with Prosopagnosia. EBSCO Host, 29(5), 354-539. doi: 10.1080/02643294.2012.736377

Shiel, W.C. (2014). Face Blindness (Prosopagnosia, Facial Agnosia). MedicineNet.com. Retrieved from http://www.medicinenet.com/face_blindness_prosopagnosia/article.htm