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Conclusion on mirror neurons
Conclusion on mirror neurons
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Mirror neurons have been one of the most exciting neurological discoveries in recent years. Some researchers have even gone as far as comparing the discovery of mirror neurons to DNA. Mirror neurons may be analogous to other human sensory systems and some believe that mirror neurons represent their own unique sensory system. Mirror neurons fire when a person or animal performs certain activities as well as when they watch another perform the same activity (Winerman, 2005). Basically, they allow animals and humans to imitate and possibly even learn from others. While the original studies were conducted in monkeys, recent research has extended the theory to humans and other abilities outside of basic motor movements. In this paper, research on mirror neurons in humans, language, and autism will be summarized. In addition, the limitations on this work will be discussed.
Original Findings
The widely popular research on mirror neurons and various applications of the research findings began with an important, but unexpected finding in the brains of macaque monkeys. The original studies did not intend to look at mirror neurons and in fact the existence of mirror neurons was found by accident. Neuroscientist Giacomo Rizzolatti and his colleagues found a group of cells that fired whenever a monkey prepared to act on a stimulus as well as when it watched another monkey act on the stimulus (Winerman, 2005). For example, the monkeys showed a similar pattern of activation when they were performing a simple motor action like grasping a peanut and when they watched another monkey perform the same action (Winerman, 2005). In other words, monkey see, monkey fire -- monkey do, monkey fire. This grouping of cells was called "mirror neurons." The ...
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...ther people are undoubtedly do to the uniqueness of the human brain. However, the statements suggesting causality and global functioning of mirror neurons are misleading. Mirror neurons are only one important piece of a very complex puzzle.
Works Cited
Azar, B. (2005). How mimicry begat culture. Monitor on Psychology, 36 (9), 54.
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Pineda, J. Mirror neurons and autism. Video shown in class on February 2, 2010.
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Thompson, R. A., & Nelson, C. A. (2001). Developmental Science and the Media: Early Brain Development. American Psychologist, 56(1), 5-15.
Winerman, L. (2005). The mind’s mirror. Monitor on Psychology, 36 (9), 48.
In “Television Harms Children”, Ann Vorisek White claims that the intellectual and cognitive development of children who frequently watch television is threatened. To support this claim, she points to the findings that “the more television children watch, the weaker their language skills and imaginations” (White, 2006). Before the brain fully matures around age 12, it is in the stage of rapid development. The American Academy of Pediatrics (AAP) “recommends that children under the age of two not watch TV or videos, and that older children watch only one to two hours per day of nonviolent, educational TV” (White, 2006). A study from the AAP (as cited in White, 2006) found that the average American child watches four hours of television every day. Considering "expression and reasoning are not automatic" abilities, young children who routinely watch television eventually become "passive and nonverbal" to stimuli in their environment (White, 2006). Since the normality of curiosity and imaginations of young children are the foundation of how they learn, remaining passive for extended periods of time affects their intellectual and moral development.
Autism is a behavioral syndrome related to differences in brain functioning and sensory responses. The disorder impacts normal development of the brain in such areas as social interaction and communication skills, leading to a deficit in these areas. Recent studies have attributed this deficit and struggle with social interaction in children with autism to the mirror-neuron system not functioning properly. Researchers found that mirror neurons preform the same functions that are disrupted in Autism. Therefore, it can be hypothesized that one cause of Autism is a dysfunctional mirror-neuron system, given that the presumed functions of these class of neurons – such as empathy, intention-reading, mimicry, pretend play, and language learning- are deficient in autism. Studying the unexpected relationship between mirror neurons and autism is vital because this may have implications for the development of early behavioral interventions aimed at training basic mechanisms supported by the mirror-neuron system, rather than attempting to correct higher levels of complex behaviors.
Identical, conjoined, and half-twins are all examples of intrinsic variability in humans. Intrinsic variability exists in all animals and is an adaptive mechanism built into the nervous system in response to input. This mechanism allows humans to distinguish the same inputs as different from one another and therefore, the possible outputs vary with time. It is possible that due to identical genetic input, the twins could share identical neural pathways and identical I-Functions. This hypothesis could explain the identical behaviors and inter-connectedness of feelings and thoughts that twins share. Differences that are seen in twin behaviors could simply be due to intrinsic variability causing differing output or behaviors.
Increasing amount of research in recent years has added to developing knowledge of phantom limb pain (PLP). In this research proposal I aim to test the mirror therapy as an effective treatment in PLP. Phantom limb pain occurs in at least 90% of limb amputees. PLP may be stimulated by disconnection between visual feedback and proprioceptive representations of the amputated limb. Therefore, I will research both the neurobiology behind this phenomenon and whether illusions and/or imagery of movement of the amputated limb (mirror therapy) is effective in alleviating PLP of lower limbs. Mirror therapy has been used with noted success in patients who have had upper body amputation, but has not been determined in lower limb amputations. I would like to identify if form of treatment is equally effective in lower limb amputations. Yet, to consider mirror therapy as an effective means of treatment, one must understand PLP in its entirety. The main concern being if a limb is no longer attached to the body, how can neurons in the limb transport signals to the nervous system in order for the body to detect sensations? The biological significance of this project is to determine what occurs on the sensory level to cause PLP. Once that is discovered we can address whether or not mirror therapy is a plausible form of treatment.
Mitchell, R. W. (1992). Developing concepts in infancy: Animals, self-perception, and two theories of mirror self-recognition. Psychological Inquiry, 3(2), 127-130. doi:10.1207/s15327965pli0302_9
The question as to whether television is a good way to teach children has always been hotly debated. There has been studies conducted that demonstrate that school age children can benefit from educational programs geared toward their age range. Some elementary schools in the United States have implement educational shows into their daily classes; even high schools and colleges use educational videos as part of their lectures and many say they are beneficial. Yet there is a new trend that seems to be sweeping across America; infant targeted media products. These new shows are now targeting children as young as 12 months, telling parents that it will help their child develop faster and ahead of their peers. It’s an appeal that no parent could pass up because everyone what’s their child to be the next Einstein. The question however is do these products actually work? This is the question DeLoache et al. (2010) and Krcmar, Grela, and Lin (2007) attempt to answer in their research into media and infant learning. Both studies focus on infant related media shows vs patent interaction, which learning style works the best, and if the claims by marketers about the effectiveness of their shows hold some or any validity.
Strasburger, V., & Donnerstein, E. (1999). Children, Adolescents, and the Media: Issues and Solutions. Pediatrics, 103(1), 129-139.
Influence on Children Media - History of Media for Children, General Considerations, Studies of Media Influence, Domains of Influence, Recommendations http://education.stateuniversity.com/pages/2212/Media-Influence-on-Children.html#ixzz1PoYlQRnG
Moses, Annie M., and Benson McMullen. "What Television Can (And Can't) Do To Promote Early Literacy Development." YC: Young Children 64.2 (2009): 80-89. Education Research Complete. Web. 18 Apr. 2014.
In Animals, it is possible to consider creativity in three steps: recognition of the problem (novelty), observation of it and create an innovative behaviour(Kaufman & Kaufman, 2004). For example, some animals are able to create a new behaviour to give solution to a new situation (Animal innovation, 2003). Furthermore, in neuroscience it is common to use animal for investigation. In fact, ...
Numerous speculations have been advanced to clarify the relationship between what we call your mind and your brain. They incorporate Jackson and Nagel 's journey to oppose recognizing what we call 'mental
Studies have shown that mirror neurons are present in the brains of a wide variety of species. These neurons fire when an animal acts, as well as when the animal perceives another animal doing the same action. In human brains, our mirror neuron system allows us to feel empathy, as well as understand the actions and intentions of other humans.
Well, let's take a look at the brain. From being in class, my awareness about what I'm doing, what I'm seeing, what I'm hearing, what I'm thinking has come to reflect upon not just what, but how is it all being done by my brain. This morning I woke up, my eyes opened, I looked out my window, I saw the sun rising, it was this beautifully deep yellow/orange color. I thought, "How beautiful" and I smiled with a sense and feeling of wonderment. It could be said that I experienced nothing out of the ordinary this morning. Yet, if I could narrate these few activities in terms of the networking of neurons resulting in my eyes opening, my sight of the sun, my ability to perceive its color, my inner acknowledgment of its beauty and the emotions that sight evoked in me, you would be reading for a very long time and what I did this morning would indeed present itself in quite an extraordinary light. It is in recognition of this, with respect to the brain's aptitudes, that Howard Hughes in his paper, "Seeing, Hearing and Smelling the World" quoted May Pines in expressing, "We can recognize a friend instantly-full face, in profile, or even by the back of his head. We can distinguish hundreds of colors and possibly as many as 10,000 smells. We can feel a feather as it brushes our skin, hear the faint rustle of a leaf. It all seems so effortless: we open our eyes or ears and let the world stream in. Yet anything we see, hear, feel, smell, or taste requires billions of nerve cells to flash urgent messages along linked pathways and feedback loops in our brains, performing intricate calculations that scientists have only begun to decipher"(1).
Palmer, Edward L. Children in the Cradle of Television. United States of America: D.C. Health, 1987.
Children can be influenced and impacted in many ways whether it is from their parents, peers, and even strangers. One thing many people don’t realize is that many children, nowadays, are actually being influenced by the media, meaning they are being affected by different media sources, such as television and the internet. The question is whether the sources of media, television and the internet has a positive effect or a negative effect on children, and which source of media has a bigger effect.