Skip to main content

Home/ Neuropsychology/ Group items tagged intelligence

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
David McGavock

What is intelligence ? | BrainFacts.org Blog - 0 views

blog.brainfacts.org/...what-is-intelligence

shared by David McGavock on 31 Dec 12 - No Cached
  • What do we mean when we say someone is intelligent and is there any scientific basis for defining intelligence? These questions have been at the center of a more than century-old debate in psychology.
  • Although it may be practical for people to think of intelligence as something that exists, whether science should consider intelligence and how it would define it remains very controversial.
  • A recent study published by Hampshire et al.1 from the University of Western Ontario has looked into the brain areas that are activated by tasks that are typically used to test for intelligence. In doing so they hoped to determine if brain areas related to cognitive demands are activated altogether as demands increase during intelligence tests of various kinds, or if some areas were activated during tests for a specific intelligence domain and not for others.
  • ...1 more annotation...
  • The study is interesting because it provides three candidate intelligence factors (instead of 1) that have been built not from intuition about what tasks do but based on the set of brain areas that might contribute to those tasks. However don’t get too excited, the methods used have severe limitations and we are still only at the hypothesis level. We do not know how these areas contribute to performance in intelligence tests and we do not know why they are activated and how they interact together to create the behavior.
  • David McGavock on 31 Dec 12
     
    A recent study published by Hampshire et al.1 from the University of Western Ontario has looked into the brain areas that are activated by tasks that are typically used to test for intelligence. In doing so they hoped to determine if brain areas related to cognitive demands are activated altogether as demands increase during intelligence tests of various kinds, or if some areas were activated during tests for a specific intelligence domain and not for others.
Tero Toivanen

AK's Rambling Thoughts: Nerve Cells and Glial Cells: Redefining the Foundation of Intel... - 0 views

artksthoughts.blogspot.com/...nd-glial-cells-redefining.html

brain Glial Cells neuron action potential axon synapse network microglia macroglia astrocytes oligodendrocytes ependymal cells radial glia

shared by Tero Toivanen on 25 Jun 09 - Cached
  • Glia are generally divided into two broad classes, microglia and macroglia. Microglia are part of the immune system, specialized macrophages, and probably don't participate in information handling. Macroglia are present in both the peripheral and central nervous systems, in different types.
  • Traditionally, there were four types of glia in the CNS: astrocytes, oligodendrocytes, ependymal cells, and radial glia. Of these, the one type that's most important to the developing revolution in our ideas are those cells called astrocytes.2 It turns out that there are at least two types of cell (at least) subsumed under this name.24, 25, 31, 32 One, which retains the name of astrocyte, takes up neurotransmitters released by neurons (and glial cells), aids in osmoregulation,10 controls circulation in the brain,1, 31 and generally appears to provide support for the neurons and other types of glia.
  • Although both NG2-glia and astrocytes extend processes to nodes of Ranvier in white matter ([refs]) and synapses in grey matter, their geometric relationship to these neuronal elements is different. Thus, although astrocytes and NG2-glia bear a superficial resemblance, they are distinguished by their different process arborizations. This will reflect fundamental differences in the way these two glial cell populations interact with other elements in the neural network.
  • ...13 more annotations...
  • Both types of glia are closely integrated with the nervous system, receiving information from action potentials via synapses22 (which, only a few years ago were thought to be limited to neurons), and returning control of neuron activity through release of neurotransmitters and other modulators. Both, then, demonstrate the potential for considerable intelligent activity, contributing to the overall intelligence of the brain.
  • Astrocytes probably (IMO) are limited, or mostly so, to maintaining the supplies of energy and necessary metabolites. They receive action potentials,3, 6 which allows them to closely and quickly monitor general activity and increase circulation in response, even before the neurons and NG2-glia have reduced their supply of ATP.21 They appear to be linked in a network among themselves,2, 5 allowing them to communicate their needs without interfering with the higher-level calculations of the brain.
  • NG2-glia appear to have several functions, but one of the most exciting things about them is that they seem to be able to fire action potentials.33 Their cell membranes, like those of the dendrites of neurons, have all the necessary channels and receptors to perform real-time electrical calculations in the same way as neural dendrites. They have also demonstrated the ability to learn through long term potentiation.
  • Dividing NG2-glia also retain the ability to fire action potentials, as well as receiving synaptic inputs from neurons.23 Presumably, they continue to perform their full function, including retaining any elements of long term potentiation or depression contained in their synapses.
  • Oligodendrocytes are responsible for the insulation of the axons, wrapping around approximately 1 mm of each of up to 50 axons within their reach, and forming the myelin sheath.
  • Although the precise type of neuron formed by maturing cells hasn't been determined, the very fact that cells of this type can change into neurons is very important. We actually don't know whether the cells that do this maturation are the same as those that perform neuron-like activities, there appear to be two separate types of NG2-glia, spiking and non-spiking.26 It may very well be that the "spiking" type have actually differentiated, while the "non-spiking" type may be doing the maturing. Of course, very few differentiated cell types remain capable of division, as even the "spiking" type do.
  • What's important about both dendrites and NG2-glia isn't so much their ability to propagate action potentials, as that their entire cell membranes are capable of "intelligent" manipulation of the voltage across it.
  • While there are many ion channels involved in controlling the voltage across the cell membrane, the only type we really need to worry about for action potentials is voltage-gated sodium channels. These are channels that sometimes allow sodium ions to pass through the cell membrane, which they will do because the concentration of sodium ions outside the cell is very much higher than inside. When and how much they open depends, among other things, on the voltage across the membrane.
  • A normal neuron will have a voltage of around -60 to -80mV (millivolts), in a direction that tends to push the sodium ions (which are positive) into the cell (the same direction as the concentration is pushing). When the voltage falls to around -55mV, the primary type of gate will open for a millisecond or so, after which it will close and rest for several milliseconds. It won't be able to open again until the voltage is somewhere between -55 and around -10mV. Meanwhile, the sodium current has caused the voltage to swing past zero to around +20mV.
  • When one part of the cell membrane is "depolarized" in this fashion, the voltage near it is also depressed. Thus, if the voltage is at zero at one point, it might be at -20mV 10 microns (μm) away, and -40mV 20μm away, and -60mV 30μm, and so on. Notice that somewhere between 20μm and 30μm, it has passed the threshold for the ion channels, which means that they are open, allowing a current that drives the voltage further down. This will produce a wave of voltage drop along the membrane, which is what the action potential is.
  • After the action potential has passed, and the gates have closed (see above), the voltage is recovered by diffusion of ions towards and away from the membrane, the opening of other gates (primarily potassium), and a set of pumps that push the ions back to their resting state. These pumps are mostly powered by the sodium gradient, except for the sodium/potassium pump that maintains it, which is powered by ATP.
  • the vast majority of calculation that goes into human intelligence takes place at the level of the network of dendrites and NG2-glia, with the whole system of axons, dendrites, and action potentials only carrying a tiny subset of the total information over long distances. This is especially important considering that the human brain has a much higher proportion of glial matter than our relatives.
  • This, in turn, suggests that our overall approach to understanding the brain has been far too axon centric, there needs to be a shift to a more membrane-centric approach to understanding how the brain creates intelligence.
  • Tero Toivanen on 25 Jun 09
     
    Our traditional idea of how the brain works is based on the neuron: it fires action potentials, which travel along the axon and, when the reach the synapses, the receiving neuron performs a calculation that results in the decision when (or whether) to fire its own action potential. Thus, the brain, from a thinking point of view, is viewed as a network of neurons each performing its own calculation. This view, which I'm going to call the axon-centric view, is simplistic in many ways, and two recent papers add to it, pointing up the ways in which the glial cells of the brain participate in ongoing calculation as well as performing their more traditional support functions.
Tero Toivanen

Music and Intelligence | Boost Your IQ - 0 views

boostyouriq.co.cc/music-and-intelligence

music brain intelligence training musical training research higher brain functions abstract reasoning skills math science

shared by Tero Toivanen on 22 Jun 09 - Cached
  • Studies indicate that early exposure to musical training helps a child’s brain reach its potential by generating neural connections utilized in abstract reasoning.
  • The reasoning skills required for a test in spatial reasoning are the same ones children use when they listen to music. Children use these reasoning skills to order the notes in their brain to form the melodies. Also, some concepts of math must be understood in order to understand music. Experts speculate that listening to music exercises the same parts of the brain that handle mathematics, logic, and higher level reasoning.
  • In 1997 a study involving three groups of preschoolers was conducted to determine the effect of music versus computer training on early childhood development.
  • ...9 more annotations...
  • The group that received the piano/keyboard training scored 34% higher on tests measuring spatial-temporal ability than either of the other two groups. These results suggest that music enhances certain higher brain functions, particularly abstract reasoning skills, required in math and science.
  • The use of music in training four and five year old children yielded the highest improvement in the ability to name body parts.
  • Although the three experimental groups displayed an increase in their ability to name body parts the music group exhibited the highest degree of improvement.
  • First grade students received extensive Kodaly training for seven months.
  • At the end of seven months the experimental group had higher reading scores than the control group, which did not receive any special treatment. Not only did the seven month instruction increase reading scores, but continued musical training proved to be beneficial. The experimental group continued to show higher reading scores with continued training.
  • Students who were involved in arts education achieved higher SAT scores. The longer students were involved in arts education, the higher the increase in SAT scores. This study also correlated arts education with higher scores in standardized tests, reading, English, history, citizenship, and geography.
  • The results indicated that students with a relatively lower socioeconomic status, that were exposed to arts education, had an advantage over those students without any arts education which was proportionally equal to the students with a relatively higher socioeconomic status and exposure to arts education.
  • Music exposure affects older students as well. Three groups of college students were exposed to either Mozart’s Sonata for Two Pianos, K448, a relaxation tape, or silence. The group exposed to the Mozart piece was the only group to achieve an increase on the spatial IQ test. Further studies revealed that neither dance music nor taped short stories produced an increase in spatial IQ similar to the Mozart piece. The increase in spatial IQ appears to be related to some unique aspects of the Mozart piece rather than music in general.
  • Music may not only be related to intelligence by its stimulation of the brain, but it may also increase intelligence by the type of attitudes, interests, and discipline it fosters in children.
  • Tero Toivanen on 22 Jun 09
     
    Studies indicate that early exposure to musical training helps a child's brain reach its potential by generating neural connections utilized in abstract reasoning.
Tero Toivanen

How To Keep Mentally Fit As You Age | Boost Your IQ - 0 views

boostyouriq.co.cc/mentally-fit-age

brain aging memory intelligence physical exercise fruits vegetables fish alcohol educate learn sleep

shared by Tero Toivanen on 23 Jun 09 - Cached
  • Tero Toivanen on 23 Jun 09
     
    When you are young and mentally fit, you will perhaps never be able to comprehend that your memory, intelligence and overall mental fitness can actually decline as you age. However, as we grow older, our mental sharpness will gradually decline (and at an increasing rate) if we fail to keep on top of things.
Tero Toivanen

Jeff Hawkins on how brain science will change computing | Video on TED.com - 0 views

www.ted.com/...nce_will_change_computing.html

brain science theory computing TED memory

shared by Tero Toivanen on 24 May 09 - Cached
  • Tero Toivanen on 24 May 09
     
    Treo creator Jeff Hawkins urges us to take a new look at the brain -- to see it not as a fast processor, but as a memory system that stores and plays back experiences to help us predict, intelligently, what will happen next.
Tero Toivanen

Creativity and the Aging Brain | Psychology Today Blogs - 0 views

blogs.psychologytoday.com/...creativity-and-the-aging-brain

creativity aging brain

shared by Tero Toivanen on 23 May 09 - Cached
  • So instead of promoting retirement at age 65, perhaps we as a society should be promoting transition at age 65: transition into a creative field where our growing resource of individuals with aging brains can preserve their wisdom in culturally-valued works of art, music, or writing.
  • Numerous studies suggest that highly creative individuals also employ a broadened rather than focused state of attention. This state of widened attention allows the individual to have disparate bits of information in mind at the same time. Combining remote bits of information is the hallmark of the creative idea.
  • Other studies show that certain areas of the prefrontal cortex involved in self-conscious awareness and emotions are thinner in the aging brain. This may correlate with the diminished need to please and impress others, which is a notable characteristic of both aging individuals and creative luminaries.
  • ...1 more annotation...
  • Finally, intelligence studies indicate that older individuals have access to an increasing store of knowledge gained over a lifetime of learning and experience. Combining bits of knowledge into novel and original ideas is what the creative brain is all about.
  • Tero Toivanen on 23 May 09
     
    The aging brain resembles the creative brain in several ways. For instance, the aging brain is more distractible and somewhat more disinhibited than the younger brain (so is the creative brain). Aging brains score better on tests of crystallized IQ (and creative brains use crystallized knowledge to make novel and original associations).
Tero Toivanen

Developing Intelligence : When Pigs Fly But Hell Hasn't Frozen Over: Semantic Anomalies... - 0 views

scienceblogs.com/..._pigs_fly_but_hell_hasnt_f.php

cognitive_neuroscience Broca's_aphasia

shared by Tero Toivanen on 23 May 09 - Cached
  • Tero Toivanen on 23 May 09
     
    Semantic Anomalies, Context, and the Inferior Frontal Gyri
Tero Toivanen

Developing Intelligence : Novelty Detection: Domain General and Domain Specific Mechanisms - 0 views

scienceblogs.com/...novelty.php

dopamine temporal_differences neuroscience

shared by Tero Toivanen on 23 May 09 - Cached
  • Tero Toivanen on 23 May 09
     
    An astonishing recent discovery in computational neuroscience is the relationship between dopamine and the "temporal differences" reinforcement learning algorithm
Tero Toivanen

First Evidence That Musical Training Affects Brain Development In Young Children - 0 views

www.sciencedaily.com/...060920093024.htm

music brain development young children brain development memory IQ Suzuki method MEG

shared by Tero Toivanen on 21 Jun 09 - Cached
  • The findings, published today (20 September 2006) in the online edition of the journal Brain [1], show that not only do the brains of musically-trained children respond to music in a different way to those of the untrained children, but also that the training improves their memory as well. After one year the musically trained children performed better in a memory test that is correlated with general intelligence skills such as literacy, verbal memory, visiospatial processing, mathematics and IQ.
  • Researchers have found the first evidence that young children who take music lessons show different brain development and improved memory over the course of a year compared to children who do not receive musical training.
  • While previous studies have shown that older children given music lessons had greater improvements in IQ scores than children given drama lessons, this is the first study to identify these effects in brain-based measurements in young children.
  • ...6 more annotations...
  • The researchers chose children being trained by the Suzuki method for several reasons: it ensured the children were all trained in the same way, were not selected for training according to their initial musical talent and had similar support from their families. In addition, because there was no early training in reading music, the Suzuki method provided the researchers with a good model of how training in auditory, sensory and motor activities induces changes in the cortex of the brain.
  • Analysis of the MEG responses showed that across all children, larger responses were seen to the violin tones than to the white noise, indicating that more cortical resources were put to processing meaningful sounds. In addition, the time that it took for the brain to respond to the sounds (the latency of certain MEG components) decreased over the year. This means that as children matured, the electrical conduction between neurons in their brains worked faster.
  • Of most interest, the Suzuki children showed a greater change over the year in response to violin tones in an MEG component (N250m) related to attention and sound discrimination than did the children not taking music lessons.
  • Analysis of the music tasks showed greater improvement over the year in melody, harmony and rhythm processing in the children studying music compared to those not studying music. General memory capacity also improved more in the children studying music than in those not studying music.
  • The finding of very rapid maturation of the N250m component to violin sounds in children taking music lessons fits with their large improvement on the memory test. It suggests that musical training is having an effect on how the brain gets wired for general cognitive functioning related to memory and attention.
  • It is clear that music is good for children's cognitive development and that music should be part of the pre-school and primary school curriculum.
  • Tero Toivanen on 21 Jun 09
     
    Researchers have found the first evidence that young children who take music lessons show different brain development and improved memory over the course of a year compared to children who do not receive musical training.
Tero Toivanen

Mozart Effect and Premature Babies - Child Psychology Research Blog - 0 views

www.child-psych.org/...music-on-premature-babies.html

music Mozart effect premature babies brains

shared by Tero Toivanen on 27 Jan 10 - Cached
  • listening to classical music, and in particular Mozart, improved test performance in college students
  • In fact, a comprehensive meta-analysis (a statistical reviews of previous studies on the topic) concluded that listening to Mozart actually had no effect on intelligence.
  • Soon after, a series of studies showed that Mozart improves performance in some people because of its calming effects.
  • ...5 more annotations...
  • Other studies also showed that playing Mozart to at risk infants (premature or those with severe medical complications) resulted in better medical outcomes, such as fewer hospitalization days and more rapid weight gain.
  • In the last issue of the journal Pediatrics, there was a very small yet fascinating study on the effects of Mozart on premature babies.
  • The authors found that within 10 minutes of the start of the music the infants experienced an average of a 10-13% reduction in their “Resting Energy Expenditure” (REE).
  • It is possible that exposing the infants to Mozart reduces their REE and this results in a higher ratio of ‘consumed calories’ to ‘calories used’, and thus more rapid weight gain and better medical outcomes.
  • these findings, combined to previous findings showing improved medical outcomes among at-risk infants exposed to music, makes you wonder whether neonatal intensive care units should consider music exposure as standard practice for at risk infants.
  • Tero Toivanen on 27 Jan 10
     
    Mozart Effect: The effect of music on premature babies
1 - 10 of 10
Showing 20▼ items per page