Titlebook: Brain Mechanisms in Problem Solving and Intelligence; A Lesion Survey of t Robert Thompson,Francis M. Crinella,Jen Yu Book 1990 Springer Sc

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General Methods,esions were accomplished by aspiration, while all subcortical lesions were made stereotaxically by passing a constant anodal current of 1.0–2.5 mA for a duration of 5–10 sec through an implanted stainless steel electrode (0.5 mm in diameter) with 0.5–1.0 mm of the tip exposed. Sham-operated control

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Interpreting the Results of the Problem-Solving Atlas, much of which is new. In view of the large number of brain sites examined and the diversity of laboratory tasks investigated, these data have the potential to offer perspectives for increasing insight into the neural mechanisms of learning. In fact, it is our view that embedded within this pool of

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Implications of Centrencephalic Theory,n, however, the activities of certain brainstem formations (which we have termed the “centrencephalic core,” or CC) play a dominant role in the awareness of sensory experience, in the activation of stored information, in the orchestration of the various operations of the cerebral hemispheres, in the

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Epilogue,m mechanisms in the mediation of higher mental functions. In an effort to offset this trend, an attempt has been made to restore some degree of luster and plausibility to Penfield’s centrencephalic theory. While the fundamental impetus for this restoration grew out of newly acquired data on the nons

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https://doi.org/10.1007/978-3-030-65900-4ation of the brain, on the other. But first, it is necessary to review some of the conclusions bearing upon brain—learning relationships that have been drawn from the data shown in Chapter 4. Any comprehensive theory of brain function must necessarily come to grips with these conclusions.

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General Findings,ei situated at various levels of the central nervous system. Whereas Luria attempted to discover these constellations by studying the cognitive capacities of patients with damage to different parts of the brain, we chose to expose them by testing the learning ability of young rats with lesions to different brain sites.

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Interpreting the Results of the Problem-Solving Atlas,ation of the brain, on the other. But first, it is necessary to review some of the conclusions bearing upon brain—learning relationships that have been drawn from the data shown in Chapter 4. Any comprehensive theory of brain function must necessarily come to grips with these conclusions.

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1572-4565 lly a discourse on the functional organization of the brain in relation to problem-solving ability and intelli­ gence. During the period between 1980 and 1989, well over 1000 weanling albino rats were subjected to localized brain damage (or sham operations in the case of the controls) under deep ane