The nervous system is an extremely complex network of nerve fibres and nerve cells that pass information around the body (see model below outlining this).Cognitive learning theory in the classroom as the nervous system is very complicated with many different functions, it is practical to divide it into sections to better understand how it works.Cognitive learning theory in the classroom the first division is between the central nervous system (CNS) and the peripheral nervous system (PNS).

The somatic nervous system is a network of nerve fibres running throughout the body, and sense receptors such as those in our skin, muscles and internal organs.Cognitive learning theory in the classroom the nerve fibres pass information to and from the CNS using sensory and motor neurons that are myelinated (covered with a myelin sheath which is a fatty wrapping), which helps the messages travel faster.Cognitive learning theory in the classroom

The autonomic nervous system (ANS) is a network of special nerves which also take information to and from the CNS but does so more slowly as the nerve fibres are not myelinated.Cognitive learning theory in the classroom the ANS uses information from our internal organs to coordinate our general physiological functioning while also responding directly to information such as stressful or emotional events.Cognitive learning theory in the classroom

The fight or flight response allows you to call on energy and strength to deal with the situation regardless of whether you choose to run away or stay and fight.Cognitive learning theory in the classroom it does this as there is no need for energy reserves if the encounter may potentially leave you dead. The autonomic nervous system (ANS) therefore steps in when a threat is detected and sends messages to your body, making it ready for action which is what we know as the fight or flight response.Cognitive learning theory in the classroom

The autonomic nervous system switches from parasympathetic activity to sympathetic activity during the fight or flight response. The result is we breath more deeply, our heart rate increases and the blood carries more oxygen.Cognitive learning theory in the classroom our eyes also dilate and we also begin to sweat more to cool our muscles. The digestive system also changes so we metabolise sugar quickly, enabling instant energy.Cognitive learning theory in the classroom the blood also thickens in preparation for possible injury so it clots more easily. The brain also produces natural painkillers known as endorphins.Cognitive learning theory in the classroom this states is maintained by the endocrine system, which continues to release adrenaline to keep the body in the aroused state.

Research into the brain has helped us understand the brain better and although we do not fully understand every part of it, we do know that some brain functions are associated with particular areas on the folded outer layers of the cerebrum known as the cerebral cortex.Cognitive learning theory in the classroom these localised functions include movement, vision, hearing, language and touch.

The area responsible for controlling movement is called the motor area.Cognitive learning theory in the classroom it controls deliberate movement, using motor neurons to send signals to our muscles. Our fingers and thumbs have a larger share of the motor cortex than less active parts like the torso.Cognitive learning theory in the classroom the area behind this is the somatosensory area, which is responsible for touch. The more sensitive a part of the body is, the larger the amount of the somatosensory cortex it will involve.Cognitive learning theory in the classroom

The visual cortex is in the occipital lobe which is just above the cerebellum. This was linked to vision during the first world war when soldiers suffered shrapnel damage to the back of the head and became partially blind.Cognitive learning theory in the classroom the visual cortex receives information from both the eyes through the optic nerves while another area on the temporal lobe, the auditory cortex, serves the same job for hearing.Cognitive learning theory in the classroom the auditory cortex receives information from the ears so damage to this area of the brain can lead to hearing loss. Language areas of the brain

cognitive learning theory in the classroom

One of the key features that distinguishes human beings from animals is how we use language. Humans have specialised areas on the left hemisphere of the brain, which are dedicated to language processing.Cognitive learning theory in the classroom for example, broca’s area is at the base of the left frontal lobe and deals with speech production (see image below). If this area is damaged, people may still understand what is being said to them, but struggle with saying things themselves.Cognitive learning theory in the classroom this condition is known as motor aphasia.

Wernicke’s area is in the temporal lobe, and is concerned with understanding speech. When this area is damaged for people, they can speak perfectly well however they have problems understanding what other people are saying to them.Cognitive learning theory in the classroom this condition is known as wernicke’s aphasia. The angular gyrus is located at the back of the parietal lobe and receives information about written language from the visual cortex and interprets it as being similar to speech.Cognitive learning theory in the classroom when people experience injury to this area, they develop a condition known as acquired dyslexia where they experience difficulties in reading.Cognitive learning theory in the classroom

Method: some of the brain surgery being conducted required patients to be conscious so the surgeon can be sure that any actions occurred in the right place.Cognitive learning theory in the classroom this is painless as the brain has no sense receptors. In this study, the surgeon probed different areas of the cortex using gentle electrical stimulation and asked the patients to report what they experienced.Cognitive learning theory in the classroom

• one patient had their temporal love stimulated and reported they could hear a piano playing and could even identify the son being played. When another part of the brain was stimulated, they reported on a clear memory.Cognitive learning theory in the classroom as a method of control over the study, the surgeon told the patient he would stimulate the area again but did not activate the electrode to check their response.Cognitive learning theory in the classroom the patient reported not to experience anything.

• other research by penfield found that stimulating the visual cortex resulted in subjects reporting to see images such as balloons floating into the sky.Cognitive learning theory in the classroom stimulation of the motor and sensory areas produced movements or sensations of being touched for the patients. Penfield concluded that the temporal love was therefore active in the interpretation of meaning.Cognitive learning theory in the classroom

CT scans are able to map the brain by taking a number of X-ray “slices” of the brain, and then combining them together to build a complete image.Cognitive learning theory in the classroom as some types of tissue is more denser than other, CT scans enable them to show up in X-rays. Bone is the most dense however nerve cell bodies (grey matter), are less dense than myelinated nerve fibres (white matter), so they appear different too.Cognitive learning theory in the classroom CT scans are helpful for identifying tumours and blood clots are they show up different too within CT scans which provides a useful medical purpose.Cognitive learning theory in the classroom

Pet scans (also known as positron emission tomography) work by monitoring a small amount of radioactive chemical which is put into the blood supply.Cognitive learning theory in the classroom active brain cells use more blood than passive brain cells which enables the scanner to see which parts of the brain active and in use. PET scans are able to highlight the brain pathways in use, as well as specific areas of activity or if there are blockages in blood flow around the brain.Cognitive learning theory in the classroom due to the slight risk from radioactivity, PET scans are not used as much but they do provide medical uses when required.

Functional magnetic resonance imaging (fmri) is a modern and accurate tool used by researchers.Cognitive learning theory in the classroom fmri scanners work as the water molecules in the brain cells have tiny magnetic fields which can be influenced by the strong magnetic field of the scanner and are slightly different when the cell is active rather than quiet.Cognitive learning theory in the classroom A complete fmri scan of the brain takes only 2 seconds enabling researchers to explore brain and cognition activity. For example, if a person reads out a word or is asked to think of a specific event, the fmri scan will show which parts of the brain are active as they do this.Cognitive learning theory in the classroom fmri scanners are a popular method for researchers due to their accuracy but also the fact there there is less health risks involved, unlike the use of X-rays or radioactive substances.Cognitive learning theory in the classroom

Method: six volunteers were injected with a gold radioactive isotope which spread within the bloodstream and up to the brain. The gold isotope had a half-life of only 30 seconds and therefore presented little risk to participants.Cognitive learning theory in the classroom the distribution of the isotope was measured using a PET scanning technique called regional cerebral blood flow, which measures blood flowing in different areas of the brain.Cognitive learning theory in the classroom

Tulving’s study compared episodic memory, in this case, the memory of something participants had experienced personally like a trip or holiday, with semantic memory, such as knowledge they had learned through reading a book.Cognitive learning theory in the classroom researchers also compared whether the memory was recent or established some time ago. The volunteers all chose their own topics.

Results: three volunteers were dropped from the analysis because their results were inconsistent.Cognitive learning theory in the classroom the remaining three however showed a clear difference in blood flow patterns depending on whether what they were remembering was episodic or semantic information.Cognitive learning theory in the classroom this difference was the same regardless of whether what they were remembering was a recent memory or a memory from some time ago. Episodic recollection generally produced more activation of the frontal and temporal lobes, while semantic recollection produced more activity in the parietal and occipital lobes of the cerebral cortex.Cognitive learning theory in the classroom