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Brain Functions and Psychology

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Brain Functions and Psychology

Abstract
Different specialties within the field of psychology are interested in various divisions of the human brain due to its elaborate and multifaceted relationship between behavior and the brain. The brain or encephalon can be divided in to a varying number of divisions that are explored by different specialty groups within the field of psychology including biological psychologists, cognitive neuroscientist, cognitive psychologists, neuropsychologists, and general research psychologists. Research performed by different psychology professionals on the brain offers a venue for gaining further understanding of certain conditions such as multiple sclerosis, epilepsy, Parkinson’s disease, and Alzheimer's. This paper concludes by discussing personal reasons for wanting to research memory and the opposing factor of forgetfulness.

Part 1: Psychological Interest in the Human Brain

Different specialties within the field of psychology are interested in various divisions of the human brain due to its elaborate and multifaceted relationship between behavior and the brain. The first part of this paper will be looking at the divisions of the brain which appeal to research and cognitive psychologists. The second part of the paper will be looking at the division of the brain which this counselor is interested in researching further and the thought process for choosing said particular division.

Scientific Interest in the Brain

The brain or encephalon can be divided in to a varying number of divisions based on who a person may speak with. The basic divisions of the encephalon, as noted by Breedlove, Watson, and Rosenzweig (2013) include the forebrain, the midbrain, and the hindbrain. The forebrain can be further broken down in to the telencephalon (cerebrum) and the diencephalon. The midbrain is classified as the mesencephalon and the hindbrain is broken down in to the metencephalon and the myelencephalon. The two hemispheres of the cerebrum are commonly studied by psychological professionals focusing on the brain. The two hemispheres interpret emotional states and reactions, control higher level functioning, make complicated human judgments, and store and retrieve memories. Also of interest to psychology professionals is an aspect of the limbic system which is responsible for regulating emotional behaviors (Breedlove et al., 2013).

Understanding the biological basis of behavior is a key goal for psychology professionals. To gain a better understanding researcher investigate the chemical and electrical communication systems within the brain. Understanding how nerve cells communicate and the role neurotransmitters can play in the regulation of behavior leads the psychology profession one step closer to fully understanding the human brain.

Breaking Down the Different Professions

Biological psychologists focus on neural functioning and general biology of the brain. Behavioral neuroscientists study how structures within the brain such as the hippocampus and surrounding tissue contribute to overall human functioning (Roediger & Wertsch, 2008). Cognitive neuroscientist use imaging procedures to gain a graphic representation of neural activity during the encoding and recall process (Roediger & Wertsch, 2008). Cognitive psychologists use behavioral experiments to study learning and memory (Roediger & Wertsch, 2008). Neuropsychologists study diseases of the brain such as Alzheimer disease, traumatic brain injury, multiple sclerosis and brain tumors which commonly cause memory disorders (Roediger & Wertsch, 2008). General research psychologists focus on why a person may conduct one’s self and think in a particular manner. This same group of professionals explores how a person may remember events and potential causes for forgetfulness, how feelings and desires or wants are met, and investigates the different manner in which one person can perceive the same event.

Research

Research performed by different psychology professionals on the brain offers a venue for gaining further understanding of certain conditions such as multiple sclerosis, epilepsy, Parkinson’s disease, and Alzheimer's. Research of this nature allows recognization of how certain ailments and diseases such as cerebral palsy, multiple sclerosis, Parkinson's and other neurodegenerative diseases can lead to damage in the brain (Breedlove et al., 2013). Hansell and Damour (2008) explain that ongoing research allows medical professionals to gain ground on the mysteries of the brain which in turn leads to new discovers that can potentially affect human behavior. Research on the brain also leads to potential findings which can be used to provide relief from conditions that still escape everyday medical treatment (Hansell & Damour, 2008). Part 2: Personal Interest in the Brain Memory This counselor is interested in researching memory and the opposing factor of forgetfulness. Psychologists study memory to better understand how memories are encoded, stored, and retrieved or in layman's terms how information gets in, gets out, and is maintained by humans. Encoding, storing/storage, and retrieving are the basic foundations or building blocks of memory. Memory malfunctions or forgetting can occur at all three levels. Zola-Morgan and Squire (1993) explain that “different kinds of memory are supported by different brain systems” (p. 547). Due to the small size of this paper this counselor shall focus on the medial temporal lobe and declarative/explicit memory. Structures within the medial temporal lobe responsible for declarative memory include the “hippocampus and adjacent cortical areas that are anatomically related to the hippocampus especially the entorhinal, perirhinal, and parahippocampal cortices” (Squire & Zola-Morgan, 1991, p. 1384; Barense et al., 2005, p. 10239; Squire, Stark, & Clark, 2004, p. 280). A considerable number of studies have investigated what role lesions may play in key areas of the brain responsible for memory. Throughout the 1970’s and 1980’s several researchers (Mahut et al, 1981; Mishkin, 1978; Zola-Morgan & Squire, 1985a; as cited by Zola-Morgan & Squire, 1993) found that lesions occurring in both the “hippocampus and amygdala produce severe memory impairment” (p. 549). Lesions occurring simultaneously in the hippocampus and extending forward to the perirhinal cortex see even greater memory impairment (Zola-Morgan & Squire, 1993). Damage occurring in the perirhinal, entorhinal, and parahippocampal regions typically produces more significant memory deficits (Zola-Morgan & Squire, 1993). To take this one step further Zola-Morgan and Squire (1993) posit that the “medial temporal lobe structures are components of a memory system essential for the formation of long-term declarative memory” (p. 557) but these same structures are not the final resting place for permanent memory. According to Bayley, Hopkins, and Squire (2006) damage occurring to the “hippocampal region and surrounding structures impairs new learning and leads to anterograde amnesia” (p. 13317). In addition, recently acquired memories are impaired more than remote memories (Frankland & Bontempi, 2005). Squire, Stark, and Clark (2004) state that “medial temporal lobe lesions [result in] profound forgetfulness” (p. 281). Explaining further Squire, Stark, and Clark (2004) express that three situations result including “multimodal memory impairment” (p. 281), that “memory impairment can occur against a background of intact perceptual abilities and intellectual functions” (p. 282), and that “immediate memory remains intact’ (p. 281). Squire, Stark, and Clark (2004) further explain that if “the medial temporal lobe is not functional at the time of learning, memory is not established in a usable way and is not available later” (p. 282). Stark, Bayley, and Squire (2002) performed a study to evaluate the ability of patients with limited hippocampal lesions to remember “faces, houses, or face-house pairs” (p. 239). Initial findings showed that patients were impaired in all three conditions. Wanting to evaluate the significance or depth of impairment researchers presented the study eight times in a row and found that patients then had results comparable to that of the control group (Stark, Bayley, & Squire, 2002) on all tests administered. Forgetfulness Forgetfulness is said to occur through a variety of means including decay, interference, retrieval-based forgetting, storage-based forgetting, and motivated forgetting (Wixted, 2004). Forgetting memories due to decay lends itself to the thought that memories fade over time (Wixted, 2004). Interference can be broken down into two categories including proactive interference and retroactive interference. In proactive interference previously learned information inhibits the gaining of new knowledge and in retroactive interference new information compresses or blocks previously learned information (Wixted, 2004). Retrieval-based forgetting is said to be a temporary delay in receiving information from long-term memory but with time and patience or possible cues information can be retrieved (Wixted, 2004). In other words the brain needs some time to sort through the overload file cabinet that one may call a brain. Storage-based forgetting occurs when long-term memory has somehow become distorted, altered, or changed (Wixted, 2004). It is said that storage-based issues are resolved if a person is able to find said information in the new storage location. The last form of forgetting involves motivated forgetting which involves a purposeful process of blocking or suppressing information. This last form of forgetfulness is best known as repressed memories. Why the Personal Preference to Study Memory & Forgetfulness Now Results such as those produced by Stark, Bayley, and Squire (2002) are significant to this counselor, on a personal level, as she sorts out how to adapt cognitively to repetitive lesions involving her hippocampal region. Reading the passage from Stark, Bayley, and Squire (2002) made this counselor realize that what she has been doing to maintain material in her brain (reviewing course material eight to ten times) has actually been documented as a viable solution for her current medical predicament.

References
Barense, M. D., Bussey, T. J., Lee, A.C. H., Rogers, T. T., Davies, R. R., Saksida, L. M., Murray, E. A., & Graham, K. S. (2005). Functional specialization in the human medial temporal lobe. The Journal of Neuroscience, 25(44), 10239-10246. doi: 10.1523/JNEUROSCI02704-05.2005
Bayley, P. J., Hopkins, R. O., & Squire, L. R. (2006). The fate of old memories after medial temporal lobe damage. The Journal of Neuroscience, 26(51), 13311-13317. doi: 10.1523/JNEUROSCI.4262-06.2006
Breedlove, S. M., Watson, N. V., & Rosenzweig, M. R. (2013). Biological psychology: An introduction to behavioral, cognitive, and clinical neuroscience (6th ed.). Sunderland, MA: Sinauer Associates, Inc. Publishers.
Frankland, P. W. & Bontempi, B. (2005). The organization of recent and remote memories. Nature Reviews Neuroscience 6, 119-130. doi:10.1038/nrn1607
Hansell, J., & Damour, L. (2008). Abnormal psychology. Hoboken, NJ: Wiley.
Roediger III, H. L. & Wertsch, J. V. (2008). Creating a new discipline of memory studies. Memory Studies, 1(1), 9-22). doi: 10.1177/1750698007083884
Squire, L. R. & Zola-Morgan, S. (1991). The medial temporal lobe memory system. Science, 253(5026), 1380-1386. doi: 10.1126/science.1896849
Squire, L. R., Stark, C. E. L., & Clark, R. E. (2004). The medial temporal lobe. Annual Review of Neuroscience, 27, 279-306. doi: 10.1146/annurev.neuro.27.070203.144130
Stark, C. E. L., Bayley, P. J., & Squire, L. R. (2002). Recognition memory for single items and for associations is similarly impaired following damage limited to the hippocampal region. Learning & Memory, 9, 238-242. doi: 10.1101/lm.51802
Wixted, J. T. (2004). The psychology and neuroscience of forgetting. Annual Review of Psychology, 55, 235-269. doi: 10.1146/annurev.psych.55.090902.141555
Zola-Morgan, S. & Squire, L. R. (1993). Neuroanatomy of memory. Annual Review of Neuroscience, 16, 547-563. doi: 10.1146/annurev.ne.16.030193.002555

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