0:05 i want to finish up the brain so for the
0:06 break last time we
0:09 ended with a whole flurry of information right
0:10 right
0:14 about the loaves and all the parts
0:16 hello eunice and ricky right hey y'all welcome
0:18 welcome
0:24 and so we started going really fast and
0:26 i said okay and that is also an example
0:28 of mania
0:32 which is good when you feel like
0:33 someone's talking too fast there's all
0:35 this pressure in their speech and you
0:36 can't keep up
0:38 um so i wanted to talk a little bit
0:40 about the lobes this image shows
0:43 us the lobes uh so we have up here
0:45 over the frontal lobes that's the most
0:47 important important part
0:51 of uh what makes us human i guess
0:54 um what helps uh give us our personality
0:55 and our ability to have higher level thought
0:56 thought
1:03 phineas gage last time so uh how many
1:05 people in here have heard about phineas gage
1:05 gage
1:07 eunice do you want to tell us about it
1:09 all right so apparently he was working
1:19 yes and he's lost some of his uh partial
1:20 of his
1:21 he got what it was but something around
1:23 there yeah doesn't figure out what the
1:24 part was
1:29 yes so excellent job he was working on
1:32 celebrate uh kind of right
1:36 yes okay um he was working on the
1:38 railroad and he was trying to shove
1:40 basically gunpowder into a hole of
1:43 rock in order to blow up that rock so
1:44 they can build the railroad
1:45 so he put the gunpowder and then he got
1:48 a metal that steel rod that he's holding
1:50 in that picture that's actually him
1:52 and he used that to shove the gunpowder
1:55 in well somehow it ignited
1:58 and so gunpowder and a big steel rod it
1:59 turned into a massive bullet
2:01 and it went straight through his face
2:03 out the top of his head
2:05 this is his actual skull here it's now
2:08 in one of the uh smithsonian museums um
2:09 and you can see where it came out the top
2:10 top
2:11 you can see here that his eye got you
2:13 know all messed up but
2:15 the story goes that this happened and he
2:18 just kind of get walking around and went home
2:19 home
2:20 and everyone's like what what's
2:22 happening here and it wasn't until he
2:25 got home he called a doctor and he said
2:27 hey this bad thing happened can you
2:29 check me out and the doctor like didn't
2:31 really believe it because here he
2:34 was still up and functioning and running
2:37 and he seemed okay um
2:39 and the story goes that he the doctor
2:41 didn't believe it until
2:44 phineas coughed up basically a teacup-sized
2:45 teacup-sized
2:48 amount of brain something like that he
2:50 like coughed and all this stuff came out
2:53 um and so then i was like oh okay but
2:56 he was fine except his friends said
3:00 he was no longer gage he wasn't himself
3:02 anymore and we find that his
3:04 personality changed before he was
3:06 capable and efficient
3:09 and he was good at his job afterwards he
3:11 couldn't hold down a job he bounced from
3:13 one job to the nets and people described
3:14 him as
3:17 fitful and impatient and so he ended up
3:19 turning into kind of like a
3:21 sideshow act at a circus where he'd go
3:22 around and
3:24 show his metal rod and it's kind of a
3:25 sad story in the end he got
3:27 ended up having seizures and he died
3:28 from seizures
3:31 um i had written down his age but now
3:32 i'm not seeing
3:36 it it must have been on my other notes
3:38 he was uh oh there it is he was 25 when
3:40 it happened he died at 37 from those seizures
3:41 seizures
3:44 but this told us that hey different
3:44 areas of brain
3:47 are responsible for different things and
3:48 this front portion
3:50 has to do with that magic that makes us us
3:51 us
3:53 so we are talking about the front
3:55 frontal lobes
3:58 we don't want to mess that up you'll change
3:59 change
4:00 just about at the end last time maybe in
4:02 car accidents this gets damaged
4:05 uh the parietal loads remember parents
4:06 flicking us
4:09 here this one student said and you think
4:10 parade hopefully you just remember me
4:11 hitting myself in the head when you're
4:12 taking the exam
4:15 you're like parietal parents pain you
4:16 talked about how that has to do with
4:18 these sensory things
4:20 with pain with touch but also location
4:21 of body parts
4:23 um there's two things that i didn't
4:25 point out last time
4:28 um the somatosensory cortex is part of
4:29 the parietal lobe
4:31 it's that little strip right there in
4:33 front of the parietal lobe
4:35 and right in front of that strip is the
4:36 motor cortex which is part of the
4:37 frontal lobe
4:39 which is going to help you control that
4:41 voluntary movement we see the occipital
4:43 lobe in the back of the head remember
4:44 the saying
4:45 she's got eyes in the back of her head
4:47 that's how you can think about that
4:49 uh temporal is going to be above the
4:51 ears remember think about tempo
4:54 okay so there's a couple things i wanted
4:56 to mention
4:59 well one there's this myth that people
5:00 that uh
5:01 that we have like two different types of
5:02 people left-brained people and
5:04 right-brained people how many people
5:06 have heard this
5:09 how many identifies left brain
5:11 how many identifies right right brain
5:13 right brain is the creative
5:16 um let's see the creative type that's intuitive
5:17 intuitive
5:19 and free thinkers and all about big
5:20 pictures and they're interested in
5:22 qualitative things
5:24 whereas the left brain is going to be analytical
5:25 analytical
5:28 about details and logic um
5:32 all of that is a myth it's not true
5:33 it's not that you're a right brained
5:35 person or a left brain person
5:36 uh it's something again that we've
5:38 exaggerated because
5:40 different areas of the brain have
5:42 different functions it's the same thing as
5:42 as
5:46 uh what's his name uh what is the thing
5:48 with the lumps on the head phonology
5:50 he thought all this stuff said okay was
5:52 going to be uh friends joseph gaul
5:53 different things are going to be
5:54 different areas but it was all just
5:56 guesswork but he got the fact
5:58 right right that certain parts are
5:59 responsible for certain things
6:02 so while the left may be more of our
6:04 speech our grammar our verbal processing
6:05 and the right may be more spatial
6:07 perceptual visual recognition and emotion
6:08 emotion
6:10 if we study two different people one
6:12 who's creative and one who's analytical
6:14 their brains do not function differently
6:16 one doesn't use more so
6:17 more the right and the other doesn't use
6:19 more of the left so another myth remember
6:20 remember
6:24 uh y'all do we only use 10 of our brain
6:26 no that's a myth okay test question you
6:27 all got it okay
6:29 there's two parts of the brain i want to
6:31 go through that have to do with speech
6:33 production um so these are kind of the
6:35 important notes i put on here but i'm
6:36 going to go through it
6:38 we have different language centers of
6:39 the brain
6:42 the first is vernica's area it's going
6:44 to be in the temporal lobe
6:47 both language uh centers are in the left
6:48 side of the brain we saw that in the
6:50 last slide
6:52 vernica's area is in the temporal lobe
6:54 whereas broca's area
6:56 that you see here in purple is going to
6:57 be in the frontal lobe
6:59 how i was thinking about this how can
7:00 you remember that broca's is in the front
7:01 front
7:04 and vernicas is in the temporal does
7:11 i thought bro bros before
7:15 vernicus i was laughing so much as i say
7:16 this over and over again
7:20 bros before veritas
7:22 so bros is going to be broca's is going
7:23 to be in the front part
7:25 veronica's or some people say it
7:27 differently is going to be in the
7:31 uh temporal so it's in the temporal
7:32 it's the language comprehension center
7:34 it helps us develop
7:37 a plan for speech now what i find
7:38 interesting about this
7:40 is what about when somebody something
7:42 something's wrong
7:45 when somebody has a problem with language
7:46 language
7:49 with speech if they have a problem
7:52 in vernica's area their sentences are
7:55 going to come out like this
7:58 i called mother on the tv and did not
8:01 understand the door
8:02 i called mother on the tv and did not
8:03 understand the door it doesn't make any sense
8:05 sense
8:08 their plan for speech is messed up
8:10 it's technically word salad that's
8:11 remember what we said when we were
8:13 talking about schizophrenia and the sp
8:14 you know people who struggle with
8:16 schizophrenia and how they talk it comes
8:18 out as word cell it's incoherent
8:21 and the victim is generally unaware that
8:23 they're doing this
8:25 when it comes to like the speech being fluent
8:26 fluent
8:28 it is and the grammar is normal the
8:30 syntax is normal the rate is normal
8:32 so it sounds like they have no speech
8:34 problems but it doesn't have any meaning
8:36 what they're saying doesn't make sense
8:38 so that's vernica's area that's in the
8:40 temporal part now think about okay
8:42 temporal has to do with hearing all that
8:44 kind of stuff
8:47 broca's is right next to that motor
8:50 cortex i just talked about a second ago
8:51 the motor test remember in the frontal
8:53 lobe broca's is in the frontal lobe
8:55 this has to do with speech production so
8:57 think production actually moving your
8:58 mouth ink motor
9:00 think okay by the motor motor cortex in
9:02 the frontal lobe
9:04 if so this is about carrying out that
9:07 plan baronica creates the plan
9:10 broca's carries it out if you have a
9:11 problem in broca's area
9:15 say you have a broker's aphasia the
9:16 speech imp
9:18 impairment your sentences your sentences
9:19 are going to be super
9:22 simple cash train home
9:24 it's only just going to be verbs and
9:26 nouns really limited
9:30 sentences you struggle to carry out your plan
9:31 plan
9:33 and for these people it's incredibly frustrating
9:34 frustrating
9:35 if anyone struggles with this kind of
9:36 thing you have all this stuff you want
9:37 to say
9:39 it all makes sense but then you open
9:40 your mouth to get it out
9:43 and it's like slow and it's a struggle
9:44 and it's
9:45 difficult and it's incredibly
9:47 frustrating because it doesn't come out
9:51 quite right it doesn't sound normal
9:54 but there is meaning to it and people
9:55 with bro
9:57 areas in broca's problems in broca's
9:59 area can't understand speech of others
10:01 if it's simple once people start getting
10:03 more complex they have more and more difficulty
10:05 difficulty
10:06 but really for them it's the problem
10:08 with carrying out the plan not with
10:09 forming the plan
10:10 i think that those two areas are
10:12 interesting especially because there are
10:13 a lot of people
10:15 that struggle with speech problems i've
10:16 had a lot of students
10:18 who struggle with speech problems and i
10:20 know this one for
10:23 in particular is very frustrating
10:25 because they have so much they
10:26 understand and they want to say
10:28 but people judge them like they're not
10:30 intelligent or they don't have any thoughts
10:31 thoughts
10:33 but really they do they just can't get
10:34 it across and so for them it's
10:36 incredibly frustrating i've talked to parents
10:37 parents
10:40 of uh of uh students
10:41 that have this issue and they're like we
10:43 don't understand how she does
10:45 anything you know but her brain
10:47 processes everything different i guess
10:48 and somehow she succeeds
10:50 i'm like well she's thinking so much in
10:51 there it's just hard for her to get it out
10:52 out
10:59 i'm here if anyone needs anything thank
11:01 you so much you guys
Chrome Extension