All means of mass communication, primarily television, by their nature are capable of maintaining the normal functioning of the society to which their influence extends. The very fact that different people regularly watch a program already indicates a certain commonality between them, but the broadcaster must consciously work to strengthen this sense of belonging from everyone to everyone. The dominant feature of broadcasting is identifying common values for the audience (universal, national, pan-European, city-wide, etc.), discussing ways to solve common problems and counteracting destructive trends that are dangerous to society.
The larger and more diverse the community targeted, the more carefully programming must be designed to ensure that no part of the audience is discriminated against. In addition to national and religious characteristics, attention is paid to social (including class), socio-psychological, and age differences of people. Television channels, in addition, satisfy the need of each viewer to identify themselves both with the world community as a whole, and with a certain group of people, with their specific interests.
The integrative (consolidating, unifying) function of television is solved by all sections of broadcasting (journalism, art, sports, entertainment). It seems to be superimposed on other functions, partially coinciding with informational, cultural and educational, organizational, educational, etc. For a journalist who consciously implements the integrative function of television, the first quality can be called the ability to combine the needs of society with the concerns of an individual in front of the TV in his approach to the material .
Gone are the previously used methods of consolidation, rallying the domestic audience by contrasting it with the rest of the world: “us” and “them”, with “us” being assigned all conceivable virtues, and “them” being left with exclusively negative qualities. The teleconferences of 1986–1987 were a breakthrough towards civilized thinking. with the participation of ordinary citizens of our country and the USA, Great Britain, Japan, as a result of which “we” and “they” felt like partners in dialogue and neighbors on the planet.
The task of interethnic consolidation within the Commonwealth of former Soviet republics remains the most important. A single state in its former form does not exist, but information-consolidating ties remain: they are determined by the commonality of historically established realities - in the economy, culture, in the very mentality of people who went through the communist experiment, in interpersonal and intra-family relationships that suddenly became “cross-border”. Explaining to people their fundamental, not always realized interests (for example, such as the paramount importance of conflict prevention, the need to abandon outdated dogmas, etc.) requires political balance and high skill from the journalist. In the early nineties, rash value judgments in television programs called information (“Time”, “Vesti”, “600 seconds”, etc.) caused many protests from the Baltic states, Transcaucasia and Ukraine. Instead of consolidating peoples, disunity was aggravated by inept and inappropriate propaganda. The disrespectful, unethical behavior of journalists from the former Central Television in dialogues with the popularly elected leaders of the newly independent states offended not only the leaders, but also their voters. Exaggerated attention to the Orthodox Church aroused the jealousy of adherents of other faiths. Journalists had difficulty getting rid of the mentoring, teaching tone and other stereotypes associated with the “leading role of the Center,” to which they considered themselves.
Communication function
Culture shapes the conditions and means of human communication.
Culture is the condition and result of human communication. The condition is because only culture provides truly human forms of communication and means of communication - sign systems, languages. The result is that only through communication can people create, preserve and develop culture. Culture is the field of human communication. It is what connects and unites people.
The development of forms and methods of communication is the most important aspect of the cultural history of mankind. At the earliest stages of anthropogenesis, our distant ancestors used only gestures and sounds to contact each other. A fundamentally new means of communication was articulate speech, which unusually expanded the possibilities of transmitting information to each other. The next stage begins with the advent of special means of communication. Over the course of history, their power and range have grown - from primitive signal drums to satellite television. The invention of writing creates the basis for widespread communication across time and space. The modern era is characterized by the introduction of mass media (MSC) into everyday life, with the development of computer networks covering the whole world and making instant contact with any source of information available.
As a result of the development of social media, the number of contacts of an individual with other people increases enormously. So, on TV, everyone sees and hears many interlocutors - and many of them are very interesting. But these contacts are indirect and one-sided, the viewer is passive in them, and his opportunities to exchange his thoughts with his interlocutors are very limited. A huge mass of contacts and at the same time a lack of communication is a paradox of modern culture. One more point can be noted: with the development of culture, the internal side of communication improves. People of high culture increase the importance of spiritual and psychological factors in communication, and develop an increased ability for mutual understanding.
Culture unites peoples, social groups, and states.
Any social community that develops its own culture is held together by this culture. A single set of beliefs, values, and ideals that are characteristic of a given culture and determine the consciousness and behavior of people spreads among members of a community. They develop a sense of belonging to the same cultural group.
Members of our group - “ours” (compatriots, peers, representatives of our profession, our social class, etc.) - seem closer to us in comparison with people from “another circle”. We can hope that we will have more mutual understanding with them. The basis for this is our cultural community with members of the group to which we ourselves belong.
Preservation of cultural heritage, national traditions, historical memory creates a connection between generations. This is what builds the historical unity of the nation and the self-awareness of the people as a community of people that has existed for centuries. The unity of culture is an important condition for the strength of the state. The common Orthodox faith, introduced by Prince Vladimir in Kievan Rus, formed a spiritual connection between the Slavic tribes who had previously worshiped tribal gods, which contributed to the unity of the Russian principalities and their unification around Moscow in the fight against the Mongol conquerors. In the twentieth century, a single Marxist ideology supported the integrity of the multinational Soviet state for seven decades. And the collapse of this ideology immediately caused its collapse.
However, in human history, there are different cultures in every era. Cultural differences make it difficult for people to communicate, interfere with their mutual understanding, and act as barriers that separate social groups and communities. People belonging to the same cultural circle as us are perceived as “We”, and representatives of other cultural circles are perceived as “They”. Solidarity between “ours” can be accompanied by wariness and even hostility towards “outsiders”, resulting in confrontation and hostility.
But the difference in cultures in itself does not necessarily give rise to tension and conflict in relations between them. Distrust and antipathy towards “foreign” cultures and their carriers - peoples, countries, social groups and individuals - had some justification in the past, when contacts between different cultures were weak, rare and fragile. However, in the course of world history, contacts between cultures are gradually increasing, their interaction and interpenetration is growing. Differences in cultures, of course, persist in our time, but the point is not to destroy these differences, but to unite what is different. Cultural diversity colors the life of humanity and enriches the experience it accumulates. The integrative function of culture is not aimed at erasing cultural differences, but at uniting people, and, ultimately, at realizing the unity of all humanity.
All means of mass communication, primarily television, by their nature are capable of maintaining the normal functioning of the society to which their influence extends. The very fact that different people regularly watch a program already indicates a certain commonality between them, but the broadcaster must consciously work to strengthen this sense of belonging from everyone to everyone.
The dominant feature of broadcasting is identifying common values for the audience (universal, national, pan-European, city-wide, etc.), discussing ways to solve common problems and counteracting destructive trends that are dangerous to society.
The larger and more diverse the community targeted, the more carefully programming must be designed to ensure that no part of the audience is discriminated against. In addition to national and religious characteristics, attention is paid to social (including class), socio-psychological, and age differences of people. Television channels, in addition, satisfy the need of each viewer to identify themselves both with the world community as a whole, and with a certain group of people, with their specific interests.
The integrative (consolidating, unifying) function of television is solved by all sections of broadcasting (journalism, art, sports, entertainment). It seems to be superimposed on other functions, partially coinciding with informational, cultural and educational, organizational, educational, etc. For a journalist who consciously implements the integrative function of television, the first quality can be called the ability to combine the needs of society with the concerns of an individual in front of the TV in his approach to the material .
Gone are the previously used methods of consolidation, rallying the domestic audience by contrasting it with the rest of the world: “us” and “them”, with “us” being assigned all conceivable virtues, and “them” being left with exclusively negative qualities. The teleconferences of 1986–1987 were a breakthrough towards civilized thinking. with the participation of ordinary citizens of our country and the USA, Great Britain, Japan, as a result of which “we” and “they” felt like partners in dialogue and neighbors on the planet.
The task of interethnic consolidation within the Commonwealth of former Soviet republics remains the most important. A single state in its former form does not exist, but information-consolidating ties remain: they are determined by the commonality of historically established realities - in the economy, culture, in the very mentality of people who went through the communist experiment, in interpersonal and intra-family relationships that suddenly became “cross-border”. Explaining to people their fundamental, not always realized interests (for example, such as the paramount importance of conflict prevention, the need to abandon outdated dogmas, etc.) requires political balance and high skill from the journalist. In the early nineties, rash value judgments in television programs called information (“Time”, “Vesti”, “600 seconds”, etc.) caused many protests from the Baltic states, Transcaucasia and Ukraine. Instead of consolidating peoples, disunity was aggravated by inept and inappropriate propaganda. The disrespectful, unethical behavior of journalists from the former Central Television in dialogues with the popularly elected leaders of the newly independent states offended not only the leaders, but also their voters. Exaggerated attention to the Orthodox Church aroused the jealousy of adherents of other faiths. Journalists had difficulty getting rid of the mentoring, teaching tone and other stereotypes associated with the “leading role of the Center,” to which they considered themselves.
Only gradually comes understanding of the new role of television journalism in preserving a single informational, cultural, and spiritual space. The integrative function has become the main, determining one in the activities of the interstate television company Mir, created in 1993. Its programs are aired on the first (1) ORT channel, and are prepared with the help of its own representative offices in the CIS countries
More on the topic Integrative function:
- Integrative nature of the subject of legal psychology.
- Functions of journalism. The concept of function The diversity of social and information needs of society is the objective basis of the functions of journalism.
The integrative function of culture is that culture is an important factor ensuring the stability and integrity of society. Culture unites peoples, social groups, and states. Any social community that develops its own culture is held together by this culture. Because a single set of views, beliefs, values, and ideals characteristic of a given culture spreads among members of a community. These phenomena determine the consciousness and behavior of people, they develop a sense of belonging to one culture. Preservation of cultural heritage, national traditions, historical memory creates a connection between generations. The historical unity of the nation and the self-awareness of the people as a community of people that has existed for a long time are built on this. A broad framework of cultural community is created by world religions. A single faith closely binds representatives of various nations that make up the world of Islam or the Christian world.
Thus, culture can act as a factor of differentiation and delimitation between relatively small and sometimes very significant human groups, which, however, does not exclude the processes of their mutual enrichment. In addition, it is these processes of international exchange that provide interconnection between cultures of different eras and peoples, contributing to their fusion into world civilization.
Any social community in which its own culture develops is held together by this culture, because a single set of views, beliefs, values, and ideals that are characteristic of a given culture and determine the consciousness and behavior of people spreads among the members of the community. They develop a sense of belonging to the same cultural group.
Preservation of cultural heritage, national traditions, historical memory creates a connection between generations. This is what builds the historical unity of the nation and the self-awareness of the people as a community of people that has existed for centuries. The unity of culture is an important condition for the strength of the state.
Cultural differences make it difficult for people to communicate and interfere with their mutual understanding. These differences act as barriers that separate social groups and communities.
The relationships between these groups are ambiguous and complex. History shows that cultural differences between communities have often become the cause of their confrontation and enmity, although the difference in cultures itself does not necessarily give rise to tension and conflict in relations between them.
The integrative function of culture is now aimed not at erasing cultural differences, but at uniting people both within one culture and beyond, and at realizing the unity of all humanity.
Integrative functions are understood as the analytical and synthetic activity of the cerebral cortex and many subcortical structures. These functions: learning, memory, reason, speech, consciousness and some others are usually called the higher (or cognitive) functions of the nervous system.
LEARNING AND MEMORY
Education- the ability to change behavior based on experience.
Memory- the ability to evoke memories of past events on a conscious or unconscious level. Both processes are closely interrelated.
Forms of training
There are associative and non-associative learning. With non-associative learning (habituation and sensitization), the body learns only about one stimulus, with associative learning (conditioned reflex) - about the relationship of one stimulus to others.
addictive- the simplest form of training, during which a neutral stimulus is repeated many times. A common form of addiction is orientation reflex(reflex “what is it?”). The orienting reflex is characterized by an attentional reaction and a generalized change in the electrical activity of the brain. As it is repeated, the neutral stimulus produces a smaller and smaller electrical response. Finally, the subject becomes completely accustomed to the stimulus and ignores it (fading of the orientation reflex).
Imprinting(imprinting, habituation option) - consolidation in memory in the early period of development of distinctive
signs that affected the body by external objects or some innate behavioral acts. It is preserved subsequently and imprints not individual, but species-specific characteristics of a vital object. In other words, animals have genetically fixed complex acts of behavior that are activated after exposure to a corresponding stimulus.
Sensitization is the opposite of addiction. Repeated stimuli increase the response if it is paired one or more times with a pleasant or unpleasant stimulus. It is well known that the intensity of vital awakening stimuli in humans increases (a sleeping mother in a noisy environment instantly wakes up upon hearing the voice of her child).
Conditioned reflex(this concept was introduced into scientific circulation by Ivan Petrovich Pavlov in 1901) - a reflex response to an indifferent (i.e., not previously causing a reaction of the body) stimulus, which, being repeated several times along with another stimulus that always causes a reaction of the body, itself causes this reaction. In classical experiments I.P. Pavlova caused salivation in a hungry dog by feeding the dog meat. A bell was then rung before each feeding, and this procedure was repeated until salivation occurred only in response to the bell (without subsequent feeding of meat). In this experiment, meat - unconditioned stimulus(always causes salivation), and the call - conditioned stimulus.
Disappearance of the conditioned reflex. If a conditioned stimulus is repeated without reinforcement by an unconditioned stimulus, the conditioned reflex eventually disappears. This extinction, or internal inhibition. If immediately after a conditioned reflex stimulus some unexpected external influence appears, then the conditioned reflex does not arise. This external inhibition. However, if a conditioned reflex is supported from time to time by a combination of a conditioned stimulus with an unconditioned stimulus, then it persists for a long time. It is important that the unconditioned stimulus is associated with the activation of the reward system (or the punishment and pain system) and thus stimulates positive or negative reinforcement of the conditioned reflex.
Instrumental reflexes. An independent form of conditioned reflexes are instrumental reflexes. They are formed on the basis of active and purposeful activity. This also includes training, or operant conditioning(learning by trial and error).
Physiological significance of conditioned reflexes. Conditioned reflexes:
are developed and accumulated in the individual life of each subject;
are adaptive in nature, making behavior more flexible and adapted to specific environmental conditions;
have a signaling character, i.e. precede unconditioned reflex reactions, prevent their subsequent occurrence, preparing the body for them. Thus, conditioned reflexes are individually acquired systemic adaptive reactions that arise on the basis of the formation in the nervous system of a temporary connection between a conditioned (signal) stimulus and unconditioned reflex activity.
Memory
There are several forms of memory - from primitive ones (such as habituation and sensitization) to a complex of conscious memories. Forms of memory (depending on the type of information stored) are divided into non-declarative (reflexive, unaccountable) and declarative (Table 17-1).
Table 17-1. Forms of memory
Nondeclarative memory is completely unconscious in most cases. Declarative memory always involves consciousness in the reproduction of events and facts. These types of memories are formed in different ways and in different parts of the brain. Regardless of the forms of memory, understanding the mechanisms of its fixation and storage is not beyond the scope of hypotheses.
Declarative memory is usually classified as instantaneous (sensory), short-term, intermediate long-term and long-term.
Instant Memory- trace imprint of the current stimulus in the receptive structure. It lasts a fraction of a second, does not depend on the will and is not subject to conscious control.
Short-term memory lasts from several seconds to several minutes. Typically this equates to a seven/ten digit phone number or 7-10 individual short facts. Short-term memory only works as long as a person continues to think about the phone number or facts received. It is believed that short-term memory is based on repeated multiple circulation of nerve impulses through a closed system of neurons.
Intermediate long-term memory may last from a few minutes to several weeks. If this memory is not accidentally lost and its traces become more permanent, it becomes a long-term memory. It is believed that maintaining this memory is the result of temporary physicochemical changes in postsynaptic neurons caused by the activation of metabotropic receptors.
Long-term memory depends, as it is believed, on the restructuring of synapses, which causes long-term changes in their sensitivity during the transmission of nerve signals. To date, we do not know what exactly is the matrix (neural networks, macromolecules or their complexes in neurons), what fixes memory and how memory traces are extracted.
Memory consolidation. In order for short-term memory to turn into long-term memory and be updated after weeks and years, its consolidation is required. Minimum
Long consolidation period is 5-10 minutes, durable consolidation - 1 hour or more. So, if a strong sensory impact is applied to the brain, and it is followed (after a few minutes) by an electric shock, then the sensory impact is not remembered. General anesthesia, brain contusion and other effects have the same effect. However, if electric shock is applied after 15-20 minutes, then partially the memory can be subsequently reproduced. After 1 hour, the memory is almost completely consolidated, and the electric shock does not disrupt it.
Repetition of information. Repeated presentation of the same information is important for memory consolidation. This may explain the fact that a small amount of deeply studied material is recalled much better than a large amount of superficially learned information (a classic example is a student before an exam). A person who is alert and thinking clearly can consolidate memory much better than a person who is in a state of mental fatigue.
Memory encoding. Memory consolidation is accompanied by the encoding of new memory into different classes. During consolidation, new memories are not stored in the order in which they were received by the brain, but are stored in direct association with memory forms of the same kind. In this case, a preliminary comparison of old and new memory takes place to clarify similarities and differences. This circumstance allows you to find the necessary information by using recent information to retrieve earlier data. Memory encoding is preceded by working memory processes.
Working memory- a temporary store of information used to plan future actions - is not directly related (unlike memory consolidation) to the hippocampus, but is a function of different areas of the neocortex, primarily the prefrontal area (see below). When the subject speaks while recalling the spatial location of visual stimuli, activity in the right occipital, parietal and frontal lobes of the cortex increases. An attempt by a subject to remember a sequence of letters of the alphabet and repeat them “in his head” (without naming them) increases activity in other areas of the cortex. The prefrontal region is divided into separate
segments for storing various types of temporary memory (for example, storage for temporary memory that reproduces the size and shape of objects, the size of body parts or its movements). Anatomical topography of memory of the Hippocampus. The hippocampus and adjacent parts of the medial temporal cortex are involved in the encoding processes when converting short-term memory into long-term memory (Fig. 17-1, A). The hippocampus and its connections to major forebrain structures use acetylcholine as a primary mediator of cognitive function, learning and memory. Loss of cholinergic function is associated with declines in memory, abstract thinking, and judgment.
Mastoid bodies and thalamus, directly and indirectly associated with the hippocampus, are also involved in short-term memory mechanisms.
Rice. 17-1. Declarative memory. A - areas of the brain related to the encoding of long-term memory; B - pathways for encoding declarative memory in the medial temporal region. Input of information from visual and other cortical areas through the parahippocampal gyrus (PI), perirenal cortex (PC), and entorhinal cortex (EC) into the hippocampus and return of encoded information to the cortex (marked by shaded areas).
Cerebral cortex. While short-term memory is encoded by the hippocampus and functionally related structures, long-term memory is stored in various parts of the neocortex.
Possible mechanism for encoding declarative memory in the form of a working hypothesis is presented in Fig. 17-1, B. According to the hypothesis, incoming sensory stimuli initiate an excited state of neural circuits in the associative areas of the cerebral cortex that are adequate to the sensory signal. Nerve impulses are sent to the medial temporal lobe, to the parahippocampal gyrus, perirenal and entorhinal areas. From the entorhinal cortex, signals enter the hippocampus, where as yet unknown mechanisms for encoding short-term memory occur. Pathways emerging from the hippocampus through the entorhinal cortex connect together with neural circuits in the neocortex (where the signals came from) and form a permanent and stable long-term memory that can be retrieved by various triggers.
FUNCTIONS OF THE NEW CORTEX
Memory and learning are functions of most of the brain, but the centers that control speech mechanisms are located in the neocortex. Speech and other intellectual functions have received specific development in humans. According to modern views, language is an innate skill, the full formation of which requires a linguistic environment. In comparative anatomical terms, it is in humans that three large associative areas(Fig. 17-2): frontal(located anterior to the prefrontal region), parietotemporal(between the somatosensory area and the visual cortex, extended to the posterior portion of the temporal lobe) and temporal, extending from the inferior part of the temporal lobe to the limbic system.
Cortical connections.The neural connections within the neocortex form an extremely complex neural network. All areas of the cerebral cortex have rich afferent-efferent connections with deep brain structures (see Fig. 17-2). Particularly
Rice. 17-2. Cerebral cortex. Primary sensory and motor areas and association areas are shown.
but the relationship between the cerebral cortex and the thalamus is important. Plasticity of connections. The extensive neural connections of the cortex are not immutable: in sensory and other areas they can change relatively quickly, reflecting the degree of use of the cortical representation of a particular peripheral structure (limb, fingers, etc.). Specialization and dominance of the hemispheres. It is now generally accepted that the cerebral hemispheres of the human brain asymmetrical. The functions of spoken and written language and their understanding are more dependent on one of the hemispheres of the brain. This is the so called dominant hemisphere relating to the concepts of categories and symbols. At the same time, the other hemisphere specializes in the functions of spatiotemporal relationships: it is responsible for recognizing faces and identifying objects
and objects by their shape, for recognizing musical sounds. Consequently, it is advisable to replace the concept of “hemispheric dominance” with the concept of “additional specialization of the hemispheres.” One hemisphere serves for sequential analytical processes (including speech functions). This is the left (so-called categorical) hemisphere. The other hemisphere is necessary for visuospatial relationships. This is the right, so-called representative hemisphere.
Specialization hemispheres is related to the leading role of the hand, determined genetically. In 96% of right-handed people (right-handers make up 91% of the population), the left hemisphere is the leading (categorical). In 4%, the right hemisphere is dominant. Approximately 15% of left-handed people (left-handed) have right hemisphere dominance, 15% have no clear lateralization, and 70% of left-handed subjects have left hemisphere dominance. Disability in learning to read (dyslexia) is detected 12 times more often in left-handed people than in right-handed people. However, the special talents of left-handed people are, on average, higher: a disproportionate number of artists, musicians and mathematicians are left-handed. For unknown reasons, left-handed people have a shorter lifespan than right-handed people.
Anatomical differences between the two hemispheres. The right frontal lobe is normally thicker than the left, and the left occipital lobe is wider than the right occipital lobe. The portion of the superior surface of the left temporal lobe is normally larger in right-handed people than in left-handed people.
Chemical differences. In the pathways between the striatum and the substantia nigra, the content of dopamine is higher in the left hemisphere of right-handers, and in the right hemisphere of left-handers.
Intellectual brain functions
Speech perception is the most important property of the human brain. The emergence of a second signaling system in humans made it possible to carry out abstract forms of reflection of the surrounding reality in the form of verbal concepts and ideas, as well as judgments and conclusions (thinking and consciousness). The speech function is performed by different areas of the cortex, including specific areas of Wernicke and Broca (Fig. 17-3, A).
Rice. 17-3. Some functions of the cerebral cortex. A - areas of the left hemisphere related to speech function; B - paths of movement of impulses when naming a visible object (horizontal section of the brain, numbers indicate the path of movement of impulses); B - areas of the right hemisphere of a right-handed person related to face recognition
Φ Wernicke area. The somatic, auditory and visual association areas of the cortex touch at the border of the posterior third of the superior temporal gyrus, where the temporal, parietal and occipital lobes meet. This part of the brain is especially highly developed in the left hemisphere of right-handed people. It plays a decisive role in the highest function of the brain - the function of understanding (or, as they usually say, the mind). This part of the brain is called by many names (gnostic, conceptual, tertiary association area), but it is better known as the sensory center for speech (Wernicke's center).
Φ Brovd region. Wernicke's area is connected through the arcuate fasciculus to the motor center of speech - the region
Broca's region, located in the lower part of the third frontal gyrus (see Fig. 17-3, A).
Posterior superior temporal lobe of the left hemisphere
Wernicke Center.After damage to this area, a person can hear well and even recognize various words, but he loses the ability to understand the meaning of what he heard. Moreover, a person may retain the ability to read, but does not understand the meaning of what he read. Electrical stimulation of Wernicke's area causes the appearance of complex pictures: a person can see visual scenes and remember childhood, he may have auditory hallucinations in the form of specific pieces of music and even the words of familiar people, which confirms the important role of Wernicke's area in understanding various forms of sensory experience.
Broca's areaprocesses information received from Wernicke's area in detail. It coordinates the vocalization process by sending signals to the motor cortex, which causes appropriate movements of the lips, tongue and larynx. The probable stages of information transfer when a person sees and names a familiar face are shown in Fig. 17-3, B.
Angular gyrus (visual center of speech, see Fig. 17-3, A, B) ensures the translation of read verbal information into acoustic form for transmission to Wernicke’s area. If the function of this center is impaired, then a person can understand spoken words. He sees words and even knows what the words are, but cannot explain their meaning (dyslexia, or word blindness).
Parieto-occipital-temporal cortex of the right hemisphere. Damage to Wernicke's area, located, as a rule, in the left hemisphere, leads to the loss of almost all intellectual functions associated with speech or verbal symbols: the ability to read, to carry out mathematical and logical operations is lost, but many abilities related to the functions of the temporal lobe and areas of the angular gyrus of the opposite hemisphere remain. Thus, the right hemisphere provides understanding and interpretation of music, non-verbal and visual experience, spatial relationships between the individual and his environment, understanding of “body language” and voice intonations, as well as various
no somatic experience. Thus, when we talk about the “dominant” left hemisphere, dominance refers to intellectual functions based on the use of language, but the right hemisphere can dominate in other types of mental activities.
Prefrontal association area has its own intellectual functions, which was revealed as a result of observations of patients who underwent prefrontal lobotomy surgery. Prefrontal lobotomy results in loss of:
ability to solve complex problems;
ability to track the sequence of actions
carrying out a complex task; ability to simultaneously perform multiple tasks; aggressiveness and all ambitions;
assessment of the adequacy of behavior, including loss of moral and restraining factors;
the ability to resolve issues that require intense thought. The mood quickly changes from tenderness to anger, from tears to rage. In addition, the prefrontal region helps improve thinking, deepening it and increasing abstraction by combining diverse information. By combining all temporary elements of information in working memory, the brain is able to predict, plan future actions and their consequences, choose the optimal solution, resolve complex mathematical, legal or philosophical problems, and control activities in accordance with moral standards.
Localization of other functions. Inability to recognize faces (prosopagnosia) occurs when the medial part of the right temporal lobe is affected in right-handed people. People with this condition can recognize and reproduce shapes and can recognize people's voices, but cannot identify familiar faces when they see them. The sequence of events (1-6) when processing information about faces is shown in Fig. 17-3, B.
Thinking and consciousness. The destruction of large parts of the cerebral cortex does not deprive a person of the opportunity to have his own thoughts, but
reduces their depth and degree of reporting on his surroundings. Elementary thoughts are largely determined by the centers of the lower level. The thought of pain is a good example of this, since electrical stimulation of the cerebral cortex can produce moderate pain, while stimulation of certain areas of the hypothalamus, amygdala, and diencephalon can produce excruciating pain. On the contrary, some mental representations (primarily visual ones) are realized primarily in the cerebral cortex (for example, with the loss of the visual cortex, the ability to perceive shape or color is completely lost). Excitation of the limbic system, thalamus and reticular formation is responsible for the general nature of the perception of such qualities as pleasant, unpleasant, pain, comfort, gross modalities of sensation, localization of large areas of the body and other general characteristics. Specific stimulation of the cerebral cortex determines very discrete characteristics of thought, such as the specific localization of sensations on the surface of the body and objects in the visual field.
Chapter Summary
Memory and learning are carried out by the cerebral cortex and limbic system.
Declarative and non-declarative memory involve different structures of the central nervous system.
The cerebral cortex is functionally divided into areas that control the cognitive functions of the nervous system.
Speech is a function of the brain, usually located in the left hemisphere. This dominance is observed in both right-handed and left-handed people.
Cholinergic innervation is associated with cognitive brain function.
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