tag:blogger.com,1999:blog-25343772131593273882024-03-18T22:23:29.348-06:00Talking about learningThis blog shares the neurocognitive approach of learning, from a theoretical and some times applied vision to try to understand how we learn without seeking any black hole.Unknownnoreply@blogger.comBlogger65125tag:blogger.com,1999:blog-2534377213159327388.post-34613363123988700722015-02-17T18:38:00.001-06:002015-02-17T18:38:53.934-06:00Chronotype and Learning<br /><div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 16.0pt;">Learning process is a complex group
of factors that depends of genetic and environmental influences, and one of them
seems to be the chronotype, which is defined as a propensity of a person to
sleep at a particular time during a circadian period.</span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjdH23_yhdoL3bWcYzqY2-eoL7YP3ihhZGMcLA2d2bjxFCpNspe0YmmwtoM-G0lRmRXx_z_QZUqZMHT4hmG4_gS_hl9Urty102evFlo6PiODBsHU5Qc9ldfGoffev3g5qdwSEGnmLu6PTY/s1600/biological_clock_human.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjdH23_yhdoL3bWcYzqY2-eoL7YP3ihhZGMcLA2d2bjxFCpNspe0YmmwtoM-G0lRmRXx_z_QZUqZMHT4hmG4_gS_hl9Urty102evFlo6PiODBsHU5Qc9ldfGoffev3g5qdwSEGnmLu6PTY/s1600/biological_clock_human.png" height="207" width="400" /></a></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 16.0pt;">Even if is usual to believe that
habits can make a difference between students, since they learn to adapt their findings
from a chronobiology perspective highlight a deeper molecular accent into how
can humans can handle changes of light, from a evolutionary point of view. Life
on planet in general is sensible to changes called cycles. One of them is known
as Circadian rhythms.</span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 16.0pt;">Circadian rhythms are approximate
24-h biological cycles that prepares an organism for daily environmental changes,
driven by molecular clocks that basically are a trasncriptional-translational
feedback mechanism that involves the core clock genes in mammals and it is
present in virtually all cells of an organism<sup> 1</sup>. </span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 16.0pt;">Roenneberg, Kuehnle, Pramstaller,
Ricken, Havel, Guth, and Merrow<sup>2</sup>, explain that chronotype “depends
on genetic and environmental factors but also on age”, and at the same that some
other authors add gender to the landscape <sup>3</sup>.</span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiqxLpYjSJ-LG1TG9l5dBOk_nLSY6jn1XucKsSh09J_HvEjYdIUMywDZTem1MoJxSjYmXy0lWV4ww-ccHshssU-GZ0RYBbLJDLFVwkcTk4vLsVHCgdDzxbOzEwLqM1nJbInV2FuCgXuV4Q/s1600/M_Id_430769_Roenneberg_.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiqxLpYjSJ-LG1TG9l5dBOk_nLSY6jn1XucKsSh09J_HvEjYdIUMywDZTem1MoJxSjYmXy0lWV4ww-ccHshssU-GZ0RYBbLJDLFVwkcTk4vLsVHCgdDzxbOzEwLqM1nJbInV2FuCgXuV4Q/s1600/M_Id_430769_Roenneberg_.jpg" height="241" width="400" /></a></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 16.0pt;">Chronotype changes with age, and
some researchers have found systematical differences between children and
adolescents, showing that children are early chronotypes and change slowly but progressively
until delay and reaching a maximum of diurnal preferences around the age of 20,
which suggests the end of adolescence<sup>3</sup>.<sup> </sup>However, the chronotype
will change again with increasing age.</span></div>
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<br /></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 16.0pt;">Adolescents’ circadian clocks
typically run late<sup>4</sup>, they love to sleep until late and it’s easy to
believe this is related with a crazy nightlife. <span style="mso-spacerun: yes;"></span>However, different studies shows that in fact,
these diurnal preferences can be something due circadian timing system. One
explanation leads to endocrine factors, since hormones begin to run around
adolescents systems for example studies how a time of day dependent of growth
hormones which reaches its maximum and cortisol a minimum at around 1 am<sup>2</sup>.
</span></div>
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<br /></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgV1g97UKmiwNSns7bpjlOYNNkkX90kkdXuele9X26LHGVpzKhjWW-JRCLmK1r5bPacU2ndQXJs40jbHuM0tG4HymU01agT79thUdQhbT_arhK81H24AhJJrWG-TCv6AxNA8bQ8tvrjkfI/s1600/internaltime3.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgV1g97UKmiwNSns7bpjlOYNNkkX90kkdXuele9X26LHGVpzKhjWW-JRCLmK1r5bPacU2ndQXJs40jbHuM0tG4HymU01agT79thUdQhbT_arhK81H24AhJJrWG-TCv6AxNA8bQ8tvrjkfI/s1600/internaltime3.jpg" height="228" width="320" /></a></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 16.0pt;">These changes are associated with
two different situations, one medical and one related with academic
performances.</span></div>
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<br /></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 16.0pt;">From a medical perspective, aging is
associates with sleep problems, including earlier awakening and a decrease of
sleep patterns, mainly finding problems to consolidate sleep during the night<sup>5</sup>.
</span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 16.0pt;">With this is mind is clear it can be
explained an academic situation that many students suffer: sleep difficulties
affect the way their learnings are consolidated. For example Pincher and
Walters<sup>7</sup>, studied the performance of 44 students who had to complete
the Watson-Glaser-Critical Thinking Appraisal after either 24 hours of sleep
deprivation or approximately 8 hours of sleep. In this study, after completing
the cognitive task, participants with sleep deprivation performed significantly
worse than the non-deprived participants. Other studies have found very similar
results even using different tests<sup>8-12</sup>.</span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 16.0pt;">All these studies show a relationship
between sleep and academic performance and most of studies have focused on
medicine students<sup>12</sup> since they have the worst problems about
morningness-eveningness so it’s easy to see the influence on learning,
particularly of college students. </span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 16.0pt;">However, another issue must be add
to this puzzle, It seems there is a relationship between age and activities and
how they push to persons to create more and more gaps between sleep timing on
workdays and weekends which is knows as <i style="mso-bidi-font-style: normal;">social
jetlag </i>which can<i style="mso-bidi-font-style: normal;"> </i>be described as
the discrepancy between work and free days, this means a difference between
social and biological time, leading to a considerable sleep debt <sup>14</sup>.</span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhhEX0iNFvrNAE4H6Whyphenhyphen4zHbdLnU5WWu5D3_vlwRTXWprB3seq9Bnh8ZEB4hTBqH8kE5I-Uaq6A5bfAaZCX9taN7PUCZog4OhW7-mtwL4_CxHw6tiiWlhHotxJBWEMNeQlxuKqkDyte4ZA/s1600/clock.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhhEX0iNFvrNAE4H6Whyphenhyphen4zHbdLnU5WWu5D3_vlwRTXWprB3seq9Bnh8ZEB4hTBqH8kE5I-Uaq6A5bfAaZCX9taN7PUCZog4OhW7-mtwL4_CxHw6tiiWlhHotxJBWEMNeQlxuKqkDyte4ZA/s1600/clock.png" height="273" width="400" /></a></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 16.0pt;">The term social jetlag was coined in
2006 by researchers at Ludwig-Maximilians University in Munich, Germany, who
wanted to know the effects caused by differences between person’s internal
biological clocks and the social clock time.</span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 16.0pt;">This social jetlag has been of
course related with poor academic performances, and some studies like the one
conduced by Haraszti, Ella, </span><span style="font-family: Arial; font-size: 16.0pt; mso-fareast-font-family: "Times New Roman";">Gyöngyösi, Roenneberg, and
Káldi<sup>15 </sup>suggests than circadian misalignment can have a significant
negative effect on academic performance and they suggest that this is socially
enforced. </span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: Arial; font-size: 16.0pt; mso-fareast-font-family: "Times New Roman";">Considering
all these factors, education has much more to considerate for a successful
environment to most of students. Late schedules to <span style="mso-tab-count: 1;"> </span>older students based on their chronotype, and of course personal
habits that can be broken easily with social activities effect how learning can
be performance.</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: Arial; font-size: 16.0pt;">References</span></div>
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<br /></div>
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<div class="svarticle" style="margin-left: .5in; mso-list: l0 level1 lfo1; text-indent: -9.0pt;">
<span class="slug-doi"><span style="font-family: Arial; font-size: 16.0pt; mso-fareast-font-family: Arial;"><span style="mso-list: Ignore;">1.<span style="font: 7.0pt "Times New Roman";">
</span></span></span></span><span style="font-family: Arial; font-size: 16.0pt;">Harfmann, BD., Schroder, EA., Esser, KA. (2014) Circadian Rhythms, the
molecular clock, and skeletal muscle. <i style="mso-bidi-font-style: normal;">Journal
of Biological Rhythms. </i></span><span class="slug-metadata-note"><span style="font-family: Arial; font-size: 16.0pt; mso-fareast-font-family: "Times New Roman";">doi:
</span></span><span class="slug-doi"><span style="font-family: Arial; font-size: 16.0pt; mso-fareast-font-family: "Times New Roman";">10.1177/0748730414561638</span></span></div>
<div class="MsoListParagraphCxSpFirst" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="font-family: Arial; font-size: 16.0pt; mso-fareast-font-family: Arial;"><span style="mso-list: Ignore;">2.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: Arial; font-size: 16.0pt;">Roenneberg,
T., Kuehnle, T., Pramstaller, PP., Ricken, J., Havel, M., Guth, A., Merrow, M.
(2004) A marker for the end of adolescence. <i style="mso-bidi-font-style: normal;">Current
Biology,</i> 14(24) R1038-R1039.</span></div>
<div class="MsoListParagraphCxSpLast" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="font-family: Arial; font-size: 16.0pt; mso-fareast-font-family: Arial;"><span style="mso-list: Ignore;">3.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: Arial; font-size: 16.0pt;">Randle,
C. (2010) Age and gender differences in morningness-eveningness during
adolescence<i style="mso-bidi-font-style: normal;">. Journal of Genetic
Psychology: Research and Theory on Human Development</i>, 172(3) 302-308.</span></div>
<div class="svarticle" style="margin-left: .5in; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span class="slug-doi"><span style="font-family: Arial; font-size: 16.0pt; mso-fareast-font-family: Arial;"><span style="mso-list: Ignore;">4.<span style="font: 7.0pt "Times New Roman";">
</span></span></span></span><span style="font-family: Arial; font-size: 16.0pt;">Van der Vinne, V., Zerbin, G., Siersemat, A., Pieper, A., Merrow, M.,
Hut, RA., Roenneberg, T., Kantermann, T. (2014) Timing examinations affects
school performance differently in early and ate chronotypes. Journal of
Biological Rhythms. </span><span class="slug-metadata-note"><span style="font-family: Arial; font-size: 16.0pt; mso-fareast-font-family: "Times New Roman";">doi:
</span></span><span class="slug-doi"><span style="font-family: Arial; font-size: 16.0pt; mso-fareast-font-family: "Times New Roman";">10.1177/0748730414564786</span></span></div>
<div class="MsoListParagraphCxSpFirst" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="font-family: Arial; font-size: 16.0pt; mso-fareast-font-family: Arial;"><span style="mso-list: Ignore;">5.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: Arial; font-size: 16.0pt;">Duffy,
J., Czeisler, CA. (2002) Age-related change in the relationship between
circadian period, circadian phase, and diurnal preference in humans. <i style="mso-bidi-font-style: normal;">Neuroscience letters</i>, 318(3) 117-120.</span></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="font-family: Arial; font-size: 16.0pt; mso-fareast-font-family: Arial;"><span style="mso-list: Ignore;">6.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: Arial; font-size: 16.0pt;">Buboltz,
WC., Brown, F., Soper, B. (2001) Sleep habits and patters of college students:
A preliminary study. <i style="mso-bidi-font-style: normal;">Journal of American
College Health,</i> 50(3) 131-135</span></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="font-family: Arial; font-size: 16.0pt; mso-fareast-font-family: Arial;"><span style="mso-list: Ignore;">7.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: Arial; font-size: 16.0pt;">Pincher,
JJ., & Walters, AS. (2007) How sleep deprivation affects psychological
variables related to college students’ cognitive performance. <i style="mso-bidi-font-style: normal;">Journal of American College Health.</i> 46
(3)121-126.</span></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="font-family: Arial; font-size: 16.0pt; mso-fareast-font-family: Arial;"><span style="mso-list: Ignore;">8.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: Arial; font-size: 16.0pt;">Curcio,
G., Ferrara, M., De Gennaro, L.(2006) Sleep loss, learning capacity and
academic performance,<i style="mso-bidi-font-style: normal;"> Sleep Medicine
Reviews.</i>10(5) 323-337.</span></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="font-family: Arial; font-size: 16.0pt; mso-fareast-font-family: Arial;"><span style="mso-list: Ignore;">9.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: Arial; font-size: 16.0pt;">Woltson,
AR., Carskadon, MA. (2003) Understanding adolescent’s sleep patterns and school
performance: a critical appraisal. <i style="mso-bidi-font-style: normal;">Sleep
Medicine Reviews</i> 7(6) 491-506.</span></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="font-family: Arial; font-size: 16.0pt; mso-fareast-font-family: Arial;"><span style="mso-list: Ignore;">10.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: Arial; font-size: 16.0pt;">Pilcher,
J., Ginter, DR., Sadowsky, B. (1997) Sleep quality versus sleep quantity:
Relationships between sleep and measures health, well-being and sleepiness in
college students. <i style="mso-bidi-font-style: normal;"><span style="mso-spacerun: yes;"> </span>Journal of Psychosomatic Research. 42(6)
583-596.</i></span></div>
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<span style="font-family: Arial; font-size: 16.0pt; mso-fareast-font-family: Arial;"><span style="mso-list: Ignore;">11.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: Arial; font-size: 16.0pt; mso-fareast-font-family: "Times New Roman";">Randler, C.,<span style="mso-spacerun: yes;"> </span>& Frech, D. (2006) Correlation between
morningness-eveningness and final school leaving exams. <i style="mso-bidi-font-style: normal;">Biological Rhythm Research</i>, 37(3) 233-239.</span></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="font-family: Arial; font-size: 16.0pt; mso-fareast-font-family: Arial;"><span style="mso-list: Ignore;">12.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: Arial; font-size: 16.0pt; mso-fareast-font-family: "Times New Roman";">Medeiros, ALD., Mendes, DBF., Lima,
P., & Araujo, JF. (2001) The relationship between sleep-wake cycle and
academic performance in medical students. <i style="mso-bidi-font-style: normal;">Biological
Rhythm Research</i>, 32(2) 263-270.</span></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="font-family: Arial; font-size: 16.0pt; mso-fareast-font-family: Arial;"><span style="mso-list: Ignore;">13.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: Arial; font-size: 16.0pt; mso-fareast-font-family: "Times New Roman";">Haraszti, RA., Ella, K., Gyöngyösi,
N., Roenneberg, T., and Káldi, K. (2014) Social jetlag negatively correlates
with academic performance in undergraduates. <i style="mso-bidi-font-style: normal;">Chronobiology International, </i>31(5) 603-612.</span></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="font-family: Arial; font-size: 16.0pt; mso-fareast-font-family: Arial;"><span style="mso-list: Ignore;">14.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: Arial; font-size: 16.0pt; mso-fareast-font-family: "Times New Roman";">Wittman,, M., Dinich, J., Merrow,
M., Roenneberg, T. (2006) Social Jetlag: Misalignment of biological and social
time. <i style="mso-bidi-font-style: normal;">Chronobiology international, </i>23(2)
497-509.</span></div>
<div class="MsoListParagraphCxSpLast" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="font-family: Arial; font-size: 16.0pt; mso-fareast-font-family: Arial;"><span style="mso-list: Ignore;">15.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: Arial; font-size: 16.0pt; mso-fareast-font-family: "Times New Roman";">Haraszti, RA., Ella, K., Gyöngyösi,
N., Roenneberg, T., and Káldi, K. (2014) Social jetlag negatively correlates
with academic performance in undergraduates. <i style="mso-bidi-font-style: normal;">Chronobiology International, </i>31(5) 603-612.</span></div>
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<span style="font-size: 16.0pt;"> Note: All images were taken from internet</span></div>
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Unknownnoreply@blogger.com1tag:blogger.com,1999:blog-2534377213159327388.post-3956043415333438322014-06-13T16:47:00.000-05:002014-06-13T16:47:17.103-05:00How does our brain learn?<i><b>This was written with special dedication to Valeria Galván Celis</b></i><div class="MsoNormal">
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<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Times New Roman"; font-size: 18.0pt; mso-ansi-language: EN-US;">Everything
is in our brain, when I say everything I mean EVERYTHING! From our dreams, our talent,
our future, our ideas, our perception of love and pain, and the way we learn. The
Brain is the only one item shared by any human being on this planet, no matter the
color of our skin, socio-economic condition, culture or age. </span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Times New Roman"; font-size: 18.0pt; mso-ansi-language: EN-US;">The
way we walk, understand the world, write, how we learn, our perception of life
is regulated by infinite processes based on electric and chemical impulses,
effect of proteins, hormones and genes.</span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Times New Roman"; font-size: 18.0pt; mso-ansi-language: EN-US;">While
some researches are focus on cure and prevent brain diseases like Parkinson,
Alzheimer or understanding the neurodevelopment process, some others are
searching how to build a brain, for example the Human Brain Project and the
Blue Brain Project leaded by Henry Markham, professor of Neuroscience, whose
laboratory is located in the Swiss Federal Institute of Lausanne, who will
spend one billion Euros trying to unlock the secrets of consciousness, by using
data to trace electronic signals between the neurons (Honigsbaum, 2013).</span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Times New Roman"; font-size: 18.0pt; mso-ansi-language: EN-US;">One
of the many goals is using all this knowledge about the brain into schools,
creating programs based on brain to help children with or without disabilities
to learn better, faster and more effectively. Many authors believe that is
possible to “teach” our brain to respond in a particular way, and of course,
science fiction has ignited this idea and we can learn everything with a click
and finish with the huge differences between gift and mental retarded children.</span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Times New Roman"; font-size: 18.0pt; mso-ansi-language: EN-US;">For
good or bad, things are not so easy. Our brain learns in an unknown way. Why
can some children understand numbers or science?, why are some children wonderful
singers?, what is the difference among talent and passion for learning?</span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Times New Roman"; font-size: 18.0pt; mso-ansi-language: EN-US;">These
questions began to bother me some years ago, when I saw children with
disabilities. Brain scans showed a perfect brain, but these kids were not
capable to speak or follow simple orders. If they have a perfect brain, was there
another factor?, where was <i style="mso-bidi-font-style: normal;">the problem</i>?</span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Times New Roman"; font-size: 18.0pt; mso-ansi-language: EN-US;">As
neuroscientist, I began studying brains; I was capable to explain specific structures
related with a particular process (Dzib Goodin, 2013a), if a teacher asks me
why a child cannot read, I can explain the process that the brain needs to focus
on something so complex, but I could not explain why a specific child does not
read.</span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Times New Roman"; font-size: 18.0pt; mso-ansi-language: EN-US;">After
some frustrations, my position changed, the brain was the receptor of the
stimuli in the environment, all information comes from outside our brain, so what
are we putting in it?. The question was not how do we learn? But how did learning
process arrived to our brains? (Dzib Goodin, 2013b).</span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Times New Roman"; font-size: 18.0pt; mso-ansi-language: EN-US;">This
question takes us to a long and challenged road called evolution. Our brains
are the current version of natural prototypes. More time we spend on this
planet, new needs must be solved; for example to read these lines, you need eyes
and ears. </span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Times New Roman"; font-size: 18.0pt; mso-ansi-language: EN-US;">Reading
process is a combination of a sound (identification of sounds of alphabet) and
pictures (every letter has a different shape, let’s think that most of alphabets
have capital and lowercase letters).</span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Times New Roman"; font-size: 18.0pt; mso-ansi-language: EN-US;">Auditory
system is a combination of mechanic and neural impulses; our current prototype
has needed to design a perfect relationship between tiny bones and hair cells capable
to send information to a nerve and then the brain. We have learned to
distinguish between sounds in the environment, music, and language, but not
only that, we are efficient to determinate the place of the object of emission,
intensity and decide if it's a dangerous/friendly sound. Why? because as specie
during long time <span style="mso-spacerun: yes;"> </span>humans tried to survive
from predators.</span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhHvixe0EFguIvTEDWdSsn6GZvCkfdsTTSMRFRKEhe60AcyvHDUl7CjzfC8mmWylEtPGZcQTjyIhlEKg1MqKZhyphenhyphenbAZny8FXUdsDGPDAO-tQONaKKGSGxrd5smzoBDWsikfFPSGEuz0eSlU/s1600/journal.pbio.0030137.g001.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhHvixe0EFguIvTEDWdSsn6GZvCkfdsTTSMRFRKEhe60AcyvHDUl7CjzfC8mmWylEtPGZcQTjyIhlEKg1MqKZhyphenhyphenbAZny8FXUdsDGPDAO-tQONaKKGSGxrd5smzoBDWsikfFPSGEuz0eSlU/s1600/journal.pbio.0030137.g001.png" height="400" width="325" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Image from: Chitka, L., Brockman, A (2005) Perception Space - The final Frontier. <i>Plos Biology. Available at: http://www.plosbiology.org/article/info%3Adoi%2F10.1371%2Fjournal.pbio.0030137</i></td></tr>
</tbody></table>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Times New Roman"; font-size: 18.0pt; mso-ansi-language: EN-US;">Let’s
think for a second, hearing sounds is not enough to survive in the middle of
the night with all kind of hunger creatures, we needed eyes. Let’s keep on mind
that during many years we were not humans, we were in the ocean, with not
enough light to see, so that eye began needing only systems to see in the dark,
and we still need them, or we couldn’t see during the night, those cells are
called rods. </span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgUl28NDvdt1fgR1gIHzQ1OWQueodbAD7lT3HS6CS7UYd-5c4lZFfpa56KtekKRsTzIg4ZIqFRx8zXm5-IArIzu1ky27DUf0Hz6d5HDD5mEfqdpw0kwYd4mCihWfkWOOd0lTlWJioBcMFY/s1600/eagle-eyes.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgUl28NDvdt1fgR1gIHzQ1OWQueodbAD7lT3HS6CS7UYd-5c4lZFfpa56KtekKRsTzIg4ZIqFRx8zXm5-IArIzu1ky27DUf0Hz6d5HDD5mEfqdpw0kwYd4mCihWfkWOOd0lTlWJioBcMFY/s1600/eagle-eyes.jpg" height="250" width="400" /></a></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Times New Roman"; font-size: 18.0pt; mso-ansi-language: EN-US;">Eventually,
those primitive eyes had to adapt to light, so those eyes needed new cells, we
began to see light, that eye began to see colors, and we needed so much that currently
we can see colors between 400 to 650 nanometers and that amazing difference
needed <i style="mso-bidi-font-style: normal;">maybe </i>few hundred thousands
years (Nilsson and Pelger, 1994). Inhuman specie’s case, when the fire was
discovered, we had to adapt to a wider range of colors, we add yellow and red
to our palette, and this means we were capable to distinguish green fruits to
mature fruits.</span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Times New Roman"; font-size: 18.0pt; mso-ansi-language: EN-US;">These
two systems, hearing and sight, learned to work together, so when we hear a
noise our eyes search that noise…but that’s not all!, we needed a neck to
support that movement. Movement is another amazing complex process, because
species had to move to survive, some mammals like chipmunks or rabbits have to
move fast to avoid to be someone’s dinner, but humans had to move to find a
better place to live, find food and care babies. Let's add to all those skills the need of moving our eyes to focus on an objects.</span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhze__mlc3f1MeN0ap5TyXo_C4w8g6HUPiD4H_8eEhvBc70G_bLI-05y5QJo6uFO0lxOWWC8aFVxjcH7G1CaJFZBJKHpnHZZNVl61sAU1a9MKqQ_gt1aa5bDn-h2yMQ8OwtIfCXG7MsDCY/s1600/Child_reading_at_Brookline_Booksmith.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhze__mlc3f1MeN0ap5TyXo_C4w8g6HUPiD4H_8eEhvBc70G_bLI-05y5QJo6uFO0lxOWWC8aFVxjcH7G1CaJFZBJKHpnHZZNVl61sAU1a9MKqQ_gt1aa5bDn-h2yMQ8OwtIfCXG7MsDCY/s1600/Child_reading_at_Brookline_Booksmith.jpg" height="266" width="400" /></a></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Times New Roman"; font-size: 18.0pt; mso-ansi-language: EN-US;">One
more step was necessary to be able to read, maybe I should say another BIG
step: after creating a language, based on sounds, we had to learn to recognize
those sounds, just like a baby does it, and after that, humans create
alphabets, this means we could <i style="mso-bidi-font-style: normal;">see</i>
those sounds. That coordination between learning the sounds and see them, is
not natural to our brain, because this is a new skill to our specie, and even
though it has existed since thousands of years, not all persons had access to
reading and writing, this has been a recent addition to our neo cortex. This is
the reason many persons, even in college have problems with spelling. Who
doesn’t have a spelling mistake now and then? This is because we must
coordinate two systems, we write as we hear, but words not always can be
written following the sound.</span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Times New Roman"; font-size: 18.0pt; mso-ansi-language: EN-US;">Of
course learning process is amazingly complex. I am sure Henry Markham will
spend more than a decade trying to build a brain, if we think that nature has
needed thousands of years, maybe millions, 10 years is a very optimistic agenda,
specially with a system than never stop adapting to new environments. 45 years
ago only few had access to computers, and we continue adding features, every 2
or 3 years another update surprises us. Nature has much more updates, now we
can walk on a crowdie street, avoiding cars and other persons and check Facebook
at the same time. Some of us won’t create a coordinated system fast enough, and
others continue trying.</span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Times New Roman"; font-size: 18.0pt; mso-ansi-language: EN-US;">Can
we <i style="mso-bidi-font-style: normal;">teach</i> to our brains? I don’t think
so, I wouldn’t spend time or money in that direction, we must enrich our
environments to create new skills, because at the end, our brain was designed
to answer to the environment and adapt, creating new and more sophisticated
strategies, like the <i style="mso-bidi-font-style: normal;">simple</i> act of
reading.</span></div>
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<br /></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Times New Roman"; font-size: 18.0pt; mso-ansi-language: EN-US;">References:</span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Times New Roman"; font-size: 18.0pt; mso-ansi-language: EN-US;">Blue
Brain Project EPFL. Available at: <a href="http://bluebrain.epfl.ch/">http://bluebrain.epfl.ch/</a></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Times New Roman"; font-size: 18.0pt; mso-ansi-language: EN-US;">Dzib
Goodin, A. (2013a) La arquitectura cerebral como responsible del proceso de
aprendizaje.<span style="mso-spacerun: yes;"> </span><i style="mso-bidi-font-style: normal;">Revista Mexicana de Neurociencia. </i>14(2): 81-85.</span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Times New Roman"; font-size: 18.0pt; mso-ansi-language: EN-US;">Dzib
Goodin, A.<span style="mso-spacerun: yes;"> </span>(2013b) La evolución del
aprendizaje: más allás de las redes neuronales. <i style="mso-bidi-font-style: normal;">Revista Chilena de Neuropsicología.</i> 8(1): 20-25</span><span style="font-family: Arial; font-size: 18.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi;">.</span></div>
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TD. (2011) Evolution of eye. <i style="mso-bidi-font-style: normal;">Scientific
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<span style="font-family: "Times New Roman"; font-size: 18.0pt; mso-ansi-language: EN-US;">Masaki,
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2534377213159327388.post-78946773538462999462014-04-25T17:22:00.000-05:002014-04-25T17:22:54.140-05:00Adult brain and neuro-plasticity<div dir="ltr" style="text-align: left;" trbidi="on">
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<i style="mso-bidi-font-style: normal;"><span lang="ES" style="font-size: 16.0pt; line-height: 150%; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";"></span></i><span lang="EN" style="font-size: 16.0pt; line-height: 150%; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";">As I have been sharing in other posts, plastic capacity
of young brains has been tirelessly studied, but what does happen with the neuro<i style="mso-bidi-font-style: normal;">plasticity of the adult brain</i>?, are
brain structures modifiable?. </span></div>
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<span style="font-size: 16.0pt; line-height: 150%; mso-ansi-language: ES; mso-bidi-font-family: "Times New Roman";"><span style="mso-spacerun: yes;"> </span></span><span lang="EN" style="font-size: 16.0pt; line-height: 150%; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";">It is known that there are critical periods which depend
on the explosion of neural connections and they decay during lifetime, however,
new research show a different vision, and now is said that is never too late to
make a brain learn new tricks. </span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgjy7n4Vv59nRdmzUPiPbvd0MUCR_SLS2WxOyHazr2gvdY3qeY74VRSCPWxiMK0fPDJ4KzuoK6RS-sE2M92HgeOd_TaQgD8aMWu77acrEmFlMZhwA-rvsQ_oB_Vlepnz8NZBQ4szQfnxU0R/s1600/imagen_14_pagina82_mini_muestra.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgjy7n4Vv59nRdmzUPiPbvd0MUCR_SLS2WxOyHazr2gvdY3qeY74VRSCPWxiMK0fPDJ4KzuoK6RS-sE2M92HgeOd_TaQgD8aMWu77acrEmFlMZhwA-rvsQ_oB_Vlepnz8NZBQ4szQfnxU0R/s1600/imagen_14_pagina82_mini_muestra.jpg" height="291" width="400" /></a></div>
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<span lang="EN" style="font-size: 16.0pt; line-height: 150%; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";"> For example, according to preliminary studies in the
laboratory of Michael Merzenich of the University of California at San
Francisco, who is a pioneer in the understanding of plasticity, memory in pre
senile individuals can, with the help of training, be dramatically rejuvenated,
and his studies show that plasticity has no limits. Some times even if areas of
the cortex, e.g. Broca's area are destroyed by a stroke, a brain attack or a
brain tumor, patient is likely to recover function once moved the circuit
affected by others who may have other capabilities (Shreeve2005).</span><span style="font-size: 16.0pt; line-height: 150%; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"></span></div>
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<span lang="EN" style="font-size: 16.0pt; line-height: 150%; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";">Something remarkable both neurogenesis, synaptogenesis is
the direct relationship between increased mental activity and physical
exercise, which suggests that people could reduce the risk of neural diseases
and thereby help to repair brain processes choosing mental challenges and a physically
active life, that’s the reason a majority of researches are running
environmental stimulation as an important part of the recovering process,
demonstrating that the environment can affect on the brain structure, which
opens up the possibility a complete new field on areas as architectural designs
which could modify the way they build <span style="mso-spacerun: yes;"> </span>homes, offices and schools in order to allow more
enriched environments that seek better cognitive functioning.</span><span style="font-size: 16.0pt; line-height: 150%; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjk5YlcWkXyZhV9vFk68YngWFU15p2U36BNHaXVEJ4p1usoWFigTrfvElsjpEtvgCZGvt0D7-uih3RbskroLXNRfXwcS2FuWwinpkPNaT8U9PrgevACkmbn8SpkRuttzWGkYMQLo3iUPin8/s1600/20130907967-3_default.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjk5YlcWkXyZhV9vFk68YngWFU15p2U36BNHaXVEJ4p1usoWFigTrfvElsjpEtvgCZGvt0D7-uih3RbskroLXNRfXwcS2FuWwinpkPNaT8U9PrgevACkmbn8SpkRuttzWGkYMQLo3iUPin8/s1600/20130907967-3_default.jpg" height="387" width="400" /></a></div>
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<span lang="EN" style="font-size: 16.0pt; line-height: 150%; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";">But what about brains who suffers an
injury?, current research indicates that plasticity exists, during the pre and post
natal, recognizing the existence of critical periods to make this happens,
however, once the synaptic connections are established and they break or
deteriorate, the pattern of cortical reorganization <span style="mso-spacerun: yes;"> </span>the functional recovery of different
capabilities is not the same, while the basic mechanisms of plasticity are
shared by all the cortex.</span><span style="font-size: 16.0pt; line-height: 150%; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"></span></div>
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<span lang="EN" style="font-size: 16.0pt; line-height: 150%; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";">However, there are peculiarities in the
patterns of recovery depending on the type of injury, mainly finding the
following modalities: linguistic and sensory motor, neuropsychological injuries</span><span style="font-size: 16.0pt; line-height: 150%; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhW3RgsKLN3dfK4_wLgmD3gTPKOiMA1SHbHV9XDYEJqkSIpWKPzfXxYvUY8tdQx-jp611V1Wmv-3oWauClLHFRw7Ry2OcpQbj0KVToO3vBtcikCnrQN67QhoAKAPnz5JvboqTyoAnpBSCry/s1600/46c3390f73035fa81541afaf1986e044.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhW3RgsKLN3dfK4_wLgmD3gTPKOiMA1SHbHV9XDYEJqkSIpWKPzfXxYvUY8tdQx-jp611V1Wmv-3oWauClLHFRw7Ry2OcpQbj0KVToO3vBtcikCnrQN67QhoAKAPnz5JvboqTyoAnpBSCry/s1600/46c3390f73035fa81541afaf1986e044.jpg" height="268" width="400" /></a></div>
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<span lang="ES" style="font-size: 16.0pt; line-height: 150%; mso-ansi-language: ES; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-style: italic; mso-bidi-font-weight: bold;">Regarding the recovery of a motor injury, it is known that </span><span lang="ES" style="font-size: 16.0pt; line-height: 150%; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";"><span style="mso-spacerun: yes;"> </span></span><span lang="EN" style="font-size: 16.0pt; line-height: 150%; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";">structures of the cerebral cortex is constantly changing
in response to training, or behavioral and motor acquisitions. It is thus that
the construction of functional maps of motor areas that have been made possible
thanks to the use of three neuroimaging techniques: <i style="mso-bidi-font-style: normal;">Transcranial <span style="mso-bidi-font-weight: bold;">magnetic
stimulation</span></i>: which is one way not-invasive stimulation of the
cerebral cortex, it’s one of the latest tools that have built-in neuroscience,
both for purposes of study and research; <i style="mso-bidi-font-style: normal;">functional
magnetic resonance imaging: </i>which are a type of magnetic resonance imaging
in which the response is measured hemodynamics (blood flow) related to the
neural activity in the brain or spinal cord; also we can find the <i style="mso-bidi-font-style: normal;">Positron Emission Tomography</i>: which is a
technique used on nuclear medicine that produces a three-dimensional image of
the body's functional processes, <span style="mso-spacerun: yes;"> </span>these techniques
that have made possible the understanding of the way in which the motor cortex
adapts and changes in response to injury and therapeutic intervention.</span><span lang="EN" style="font-size: 16.0pt; line-height: 150%; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"> </span><span style="font-size: 16.0pt; line-height: 150%; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"></span></div>
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<br /></div>
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<span lang="EN" style="font-size: 16.0pt; line-height: 150%; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";">Studies conducted in people with central
hemiplegia, show that functional recovery through rehabilitation, produces
mechanisms of plasticity that differ depending on the timing of the injury. </span><span style="font-size: 16.0pt; line-height: 150%; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"></span></div>
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<br /></div>
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<span lang="EN" style="font-size: 16.0pt; line-height: 150%; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";">When the injury requires a longer
recovery time and therefore more long-term treatment, permanent changes in the
cerebral cortex are generated. In most of the cases new motor routes are
created starting<span style="mso-spacerun: yes;"> </span>at the motor cortex in
the healthy hemisphere and are directed in a ipsilateral manner (contrary), in
a way that takes place the functional recovery of the affected side. While in
other less numerous group of patients, new axons from the motor cortex not
damaged are wrongly projected bilaterally, producing a less functional recovery
with intense movements in mirror, this is an example of <i style="mso-bidi-font-style: normal;">wrong adaptive plasticity </i>where the patient moves the left hand, at
the same time that moves right hand (<span style="mso-bidi-font-weight: bold;">Diaz-Arribas,
Pardo-Hervas, Tabares-washing, Rios-lago and Maestu, 2006)</span></span><span lang="EN" style="font-size: 16.0pt; line-height: 150%; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"> </span><span lang="ES" style="font-size: 16.0pt; line-height: 150%; mso-ansi-language: ES; mso-bidi-font-family: "Times New Roman";">.<span style="mso-spacerun: yes;"> </span></span><span style="font-size: 16.0pt; line-height: 150%; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"></span></div>
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<br /></div>
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<span lang="ES" style="font-size: 16.0pt; line-height: 150%; mso-ansi-language: ES; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-style: italic; mso-bidi-font-weight: bold;">Talking about linguistic recovery, </span><span lang="ES" style="font-size: 16.0pt; line-height: 150%; mso-ansi-language: ES; mso-bidi-font-family: "Times New Roman";">neurobiological studies provide data corresponding to
language and its configuration in a certain moment of neurodevelopmental, have
allowed increasingly better understand the role of language and their behavior
after injury. </span><span style="font-size: 16.0pt; line-height: 150%; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"></span></div>
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<span lang="EN" style="font-size: 16.0pt; line-height: 150%; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";">In this sense it is known that children
around 4 years old have very well located the representation of language in the
left hemisphere, in the majority of cases, virtually unchanged in the adult.
However, these studies have found evidence that brain cortex involved in
linguistic functions is also sensitive to the experience, so the <span style="mso-bidi-font-style: italic;">centers </span>related to the language processes
<span style="mso-spacerun: yes;"> </span>are not stable over time, and expand or
contract depending on the experience, since new words are learned or <span style="mso-spacerun: yes;"> </span>we stop employ others throughout our life. </span><span style="font-size: 16.0pt; line-height: 150%; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"></span></div>
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<span lang="EN" style="font-size: 16.0pt; line-height: 150%; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";">Apparently, this area is initially
broader throughout the perisylvian areas, which are focusing as it reaches the
competence in the language, on the basis of increased complexity and level of
specialization, in such a way that the peripheral areas which originally
related to the language retains this ability as a secondary capability latent,
capable of supplementing or completing the linguistic function in case of
injury of the primary area (<span style="mso-bidi-font-weight: bold;">Hernandez-Muela,
Mules, and Mattos, 2004).</span></span><span style="font-size: 16.0pt; line-height: 150%; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg6UlW7cWBGN2BLUivAXepCVlRZkN_io99VcZD8UTD-MPveaqpqeToPVAaRTMj9SWt41vvwdoyEdDK8P1OHHGdmPMpx6W2mgXIAqdAGff2ol130beZr2KZLXUmcOFTtauI3M72fK2EL42fv/s1600/head_trauma.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg6UlW7cWBGN2BLUivAXepCVlRZkN_io99VcZD8UTD-MPveaqpqeToPVAaRTMj9SWt41vvwdoyEdDK8P1OHHGdmPMpx6W2mgXIAqdAGff2ol130beZr2KZLXUmcOFTtauI3M72fK2EL42fv/s1600/head_trauma.jpg" height="400" width="378" /></a><span lang="ES" style="font-size: 16.0pt; line-height: 150%; mso-ansi-language: ES; mso-bidi-font-family: "Times New Roman";">However, it is worth mentioning that
lesions of the left hemisphere are associated with greater involvement of the
normal activity of the right hemisphere and an atypical asymmetry in
activations of the perisylvian during linguistic activities area, to a greater
extent when the injury takes place in early stages, that when it happens at
later stages in life (</span><span lang="EN" style="font-size: 16.0pt; line-height: 150%; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-style: italic;">Gage, 2007)</span><span lang="ES" style="font-size: 16.0pt; line-height: 150%; mso-ansi-language: ES; mso-bidi-font-family: "Times New Roman";">.</span><span style="font-size: 16.0pt; line-height: 150%; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"></span></div>
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<br /></div>
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<span lang="EN" style="font-size: 16.0pt; line-height: 150%; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";">In this way, as a result of brain
plasticity that happens after injury occurred in early stages, diverse studies have
been found an increase in the prefrontal, frontoparietal and lower bottom regions
activation, for expressive language, and inferior temporal, temporary front and
temporary regions for the receptive language. Probably, because these
structures are related with the area responsible for functions associated to
the language in early stages, that with the maturing and growing complexity of
the neural connections, so these are free depending on the type of tasks, but
retain this ability, latent form to resume its function in case of later injury
(Gollin, 1981; Maciques, 2004; Tubino, 2004; Ginarte, 2007)</span><span lang="ES" style="font-size: 16.0pt; line-height: 150%; mso-ansi-language: ES; mso-bidi-font-family: "Times New Roman";">.</span><span lang="EN" style="font-size: 16.0pt; line-height: 150%; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";"></span></div>
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<br /></div>
<div class="separator" style="clear: both; text-align: justify;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgJR53EBjIzRy5pkBkB4eE49zx5UOhxDP6Z4DXth_5S_JpQas_0doim34Tto2QGqTnLRSHwWjvGcVNIBNmKQRviGHXOf-cWt6JznJMAE9HqZSBA9Fr7cGZPBzQAGSiRFQI9irla4_jOOeVh/s1600/head.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgJR53EBjIzRy5pkBkB4eE49zx5UOhxDP6Z4DXth_5S_JpQas_0doim34Tto2QGqTnLRSHwWjvGcVNIBNmKQRviGHXOf-cWt6JznJMAE9HqZSBA9Fr7cGZPBzQAGSiRFQI9irla4_jOOeVh/s1600/head.jpg" height="400" width="300" /></a></div>
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<span lang="ES" style="font-size: 16.0pt; line-height: 150%; mso-ansi-language: ES; mso-bidi-font-family: "Times New Roman";">In this sense, an early lesion that
took place before the first year of life, leads to an extensive reorganization
both of the right and left hemisphere, this is known as <i style="mso-bidi-font-style: normal;">adaptive plasticity</i>, as occurs in the motor cortex, but there is
evidence of plasticity in the regions responsible for the language after a
neurological damage, may be different in the case of the motor domain (</span><span lang="EN" style="font-size: 16.0pt; line-height: 150%; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-weight: bold;">Diaz-Arribas, Pardo-Hervas,
Tabares-Lavado, Rios-Lago and Maestú, 2006)</span><span lang="ES" style="font-size: 16.0pt; line-height: 150%; mso-ansi-language: ES; mso-bidi-font-family: "Times New Roman";">.</span><span style="font-size: 16.0pt; line-height: 150%; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"></span></div>
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<br /></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify; text-indent: 35.4pt;">
<span lang="EN" style="font-size: 16.0pt; line-height: 150%; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";">However, the plastic changes are not
limited only to the motor cortex or the language, but it also occurs in sensory
systems. In this regard, an example is the case of <i>hearing</i><span style="mso-bidi-font-style: italic;">, which requires </span>connection with
environmental sounds as stimuli and whose processing is important for verbal
communication, so it is a decisive step for the acquisition of language. This
sensory modality is known that there is an auditory critical period for
language acquisition. So was demonstrated in studies conducted in deaf children
after application of cochlear implants (<span style="mso-bidi-font-weight: bold;">Hernandez-muela,
mules and Mattos, 2004).</span></span><span style="font-size: 16.0pt; line-height: 150%; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"></span></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<span style="font-size: 16.0pt; line-height: 150%; mso-ansi-language: ES; mso-bidi-font-family: "Times New Roman";"><span style="mso-spacerun: yes;"> </span></span><span lang="EN" style="font-size: 16.0pt; line-height: 150%; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";"><span style="mso-spacerun: yes;"> </span>In this regard, in
terms of language difficulties secondary to the existence of a sensory deficit
by hearing loss, it is necessary to consider two situations: the first one, is
when hearing loss takes place prior to the acquisition of language, in the very
early stages, while a second situation occurs when the loss hearing occurs
subsequent to the acquisition of the language. </span><span style="font-size: 16.0pt; line-height: 150%; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"></span></div>
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<br /></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<span lang="ES" style="font-size: 16.0pt; line-height: 150%; mso-ansi-language: ES; mso-bidi-font-family: "Times New Roman";"> In the first case, the plasticity will be through a
migration of the function, while in the second case, the potentiation will be
to more long term and will require the support of cochlear implant (</span><span lang="ES-MX" style="font-size: 16.0pt; line-height: 150%; mso-ansi-language: ES-MX; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-style: italic;">Coplan, 1985;</span><span lang="ES-MX" style="font-size: 16.0pt; line-height: 150%; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";"> </span><span lang="ES" style="font-size: 16.0pt; line-height: 150%; mso-ansi-language: ES; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-weight: bold;">Hernandez-Muela, Mules and Mattos, 2004)</span><span lang="ES" style="font-size: 16.0pt; line-height: 150%; mso-ansi-language: ES; mso-bidi-font-family: "Times New Roman";">.</span><span style="font-size: 16.0pt; line-height: 150%; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"></span></div>
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<br /></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh_qp-lA9zb3IlsXtucjN-CDFZHQlVx3I6sHFW5DROLn3RzObmyXnye6-fsJu9TUJmZUTV5DlIKQYNF4a1XaCrBYhN3OWJHjY8LpC2On-rcy4OMT45rD-wfksW4puh5IKqDqtBakSSMT2Jn/s1600/my-eye--4ce6c9c23598d_hires.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh_qp-lA9zb3IlsXtucjN-CDFZHQlVx3I6sHFW5DROLn3RzObmyXnye6-fsJu9TUJmZUTV5DlIKQYNF4a1XaCrBYhN3OWJHjY8LpC2On-rcy4OMT45rD-wfksW4puh5IKqDqtBakSSMT2Jn/s1600/my-eye--4ce6c9c23598d_hires.jpg" height="300" width="400" /></a></div>
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<span lang="ES" style="font-size: 16.0pt; line-height: 150%; mso-ansi-language: ES; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-style: italic;">The other
sensory aspect to consider is the <i>visual capacity</i>, even </span><span lang="ES" style="font-size: 16.0pt; line-height: 150%; mso-ansi-language: ES; mso-bidi-font-family: "Times New Roman";">tought plasticity of visual fields is not well known, it’s
possible to talk about at least two situations, on the one hand, when the
visual cortex is damaged by a traumatic injury, and when, despite the strength
of the occipital cortex, or if by peripheral reasons, it is not possible to develop
the vision.</span><span lang="ES" style="font-size: 16.0pt; line-height: 150%; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";"> </span><span style="font-size: 16.0pt; line-height: 150%; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"></span></div>
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<br /></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify; text-indent: 35.4pt;">
<span style="font-size: 16.0pt; line-height: 150%; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";">With respect to the first situation, some descriptive
studies show the transfer of function from the visual cortex to adjacent areas on
the occipital cortex, such as posterior regions of the parietal and temporal
lobes, similar to the hearing process, which is called plasticity by migration
(Castroviejo, 1996; Deacon, 2000; Ginarte, 2007).</span></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify; text-indent: 35.4pt;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify; text-indent: 35.4pt;">
<span lang="EN" style="font-size: 16.0pt; line-height: 150%; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";">Talking about the second situation,
which presents peripheral blindness, caused by tumors in the optic chiasm for
example, may be determinants of blindness at very early stages, it has shown
the existence of the so-called mode <i style="mso-bidi-font-style: normal;">cross
plasticity </i>i.e. Permanent reorganization that allows in principle do not
own capabilities to a certain area, which appears to increase or facilitate
compensatory alternative perceptions of deficit sensory. These changes involve
mechanisms neuroplasticos in which areas that processed certain information,
accept, process, and respond to other types of information from different
sensory modality (<span style="mso-bidi-font-weight: bold;">Hernandez-Muela, Mules,
and Mattos, 2004;</span></span><span lang="EN" style="font-size: 16.0pt; line-height: 150%; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";">
</span><span lang="ES-MX" style="font-size: 16.0pt; line-height: 150%; mso-ansi-language: ES-MX; mso-bidi-font-family: "Times New Roman";">Ginarte, 2007)</span><span lang="ES" style="font-size: 16.0pt; line-height: 150%; mso-ansi-language: ES; mso-bidi-font-family: "Times New Roman";">.</span><span style="font-size: 16.0pt; line-height: 150%; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"></span></div>
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<br /></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify; text-indent: 35.4pt;">
<span lang="EN" style="font-size: 16.0pt; line-height: 150%; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";">This way is usually explained the
process of plasticity of occipital cortex from blind children ocurred at early
stages, which facilitates and at the same time is result of the learning to
read Braille, which creating occipital cortex networks ranging from motor areas
that allow the movement of the fingers on the paper, and the areas that usually
is used for viewing the letters in compensation by the absence of vision. This widening
of the cortical representation of the index finger may be due to two
mechanisms: the first, by <i style="mso-bidi-font-style: normal;">unmasking of
silent connections </i>(increase of synaptic efficacy), in the same area
injured or deficient and adjacent, and the second, structural plasticity, while
other studies have shown the expansion, in the cortex somatosensory
representation of the finger index, fundamental Braille readingwith what it
says is that people can "see" through their fingers, as they achieve
recognition of shapes and even colors at the touch of a surface (</span><span lang="ES-MX" style="font-size: 16.0pt; line-height: 150%; mso-ansi-language: ES-MX; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-style: italic;">Poch, 2001)</span><span lang="ES" style="font-size: 16.0pt; line-height: 150%; mso-ansi-language: ES; mso-bidi-font-family: "Times New Roman";">. </span><span style="font-size: 16.0pt; line-height: 150%; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"></span></div>
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<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";">References:</span><span style="font-size: 16.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"></span></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<span lang="ES-MX" style="font-size: 16.0pt; mso-ansi-language: ES-MX; mso-bidi-font-weight: bold;">Díaz-Arribas,
M., Pardo-Hervás, P., Tabares-Lavado, M., Ríos-Lago, M. y Maestú, F. (2006)
Plasticidad del sistema nervioso central y estrategias de tratamiento para la
reprogramación sensoriomotora: comparación de dos casos de accidente
cerebrovascular isquémico en el territorio de la arteria cerebral media. </span><span lang="ES-MX" style="font-size: 16.0pt; mso-ansi-language: ES-MX;">Rev Neurol. 42 (3):
153-158</span></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<span lang="ES-MX" style="font-size: 16.0pt; mso-ansi-language: ES-MX; mso-bidi-font-weight: bold;">Hernández-Muela,
S., Mulas, F. y<span style="mso-spacerun: yes;"> </span>Mattos, L. (2004) </span><span lang="ES-MX" style="font-size: 16.0pt; mso-ansi-language: ES-MX;">Plasticidad
neuronal funcional<b> </b><i style="mso-bidi-font-style: normal;">Rev Neurol</i>.
</span><span lang="ES-TRAD" style="font-size: 16.0pt;">38 (Supl 1): S58-S68.</span></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="texto11" style="text-align: justify;">
<span style="font-family: Cambria; font-size: 16.0pt; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-style: italic; mso-hansi-theme-font: minor-latin;">Gage, F. (2007) Brain, repairs yourself. In Floyd
E, Bloom (2007) <i>The best of the brain from Scientific American: mind,
matter, and tomorrow’s brain</i>. </span><span lang="ES" style="font-family: Cambria; font-size: 16.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-font-style: italic; mso-hansi-theme-font: minor-latin;">Washington DC. Dana Press.</span></div>
<div class="MsoNormal" style="text-align: justify;">
<span lang="ES-MX" style="font-size: 16.0pt; mso-ansi-language: ES-MX;">Ginarte, Y. (2007) La
neuroplasticidad como base biológica de la rehabilitación cognitiva. </span><i style="mso-bidi-font-style: normal;"><span lang="ES-TRAD" style="font-size: 16.0pt;">Geroinfo</span></i><span lang="ES-TRAD" style="font-size: 16.0pt;">. Vol. 2. No. 1. 31-38</span></div>
<div class="MsoNormal" style="margin-left: 35.45pt; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<span lang="ES-TRAD" style="font-size: 16.0pt;">Gollin. E. S. (1981) <i style="mso-bidi-font-style: normal;">Developmental and plasticity: behavioral and biological aspects of
variation in developmental</i>. New York. Academic Press.</span></div>
<div class="MsoNormal" style="margin-left: 35.45pt; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<span lang="ES-MX" style="font-size: 16.0pt; mso-ansi-language: ES-MX;">Maciques (2004)<span style="mso-spacerun: yes;"> </span>Plasticidad Neuronal. <i style="mso-bidi-font-style: normal;">Revista de neurología</i>. 2 (3) 13-17. </span></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<span lang="ES-MX" style="font-size: 16.0pt; mso-ansi-language: ES-MX; mso-bidi-font-style: italic;">Poch,
M.L. (2001) Neurobiología del desarrollo temprano. <i>Contextos educativos</i>.
4. 79-94.</span></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<span lang="ES-TRAD" style="font-size: 16.0pt;">Shreeve, J. (2005) Cornina’s brain: all
she is… is here. </span><i style="mso-bidi-font-style: normal;"><span lang="ES-MX" style="font-size: 16.0pt; mso-ansi-language: ES-MX;">National Geographic</span></i><span lang="ES-MX" style="font-size: 16.0pt; mso-ansi-language: ES-MX;">. Vol. 207. num.
3.<span style="mso-spacerun: yes;"> </span>6-12.</span></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<span lang="ES-MX" style="font-size: 16.0pt; mso-ansi-language: ES-MX;">Tubino, M. (2004) Plasticidad
y evolución: papel de la interacción cerebro – entorno. <i style="mso-bidi-font-style: normal;">Revista de estudios neurolingüsticos.</i> Vol. 2, número 1. 21-39.</span></div>
</div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2534377213159327388.post-56646339315731267282014-04-17T16:09:00.000-05:002014-12-09T18:06:58.031-06:00Stem cells in adults and embryos<div dir="ltr" style="text-align: left;" trbidi="on">
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<span lang="EN" style="font-family: "Times New Roman"; font-size: 18.0pt; line-height: 150%; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";">I will continue
this time with the topic of neuro-plasticity and I can mention that there are
two lines of research which are currently the most studied: on the one hand, it
is the idea that postnatal human brain has <i style="mso-bidi-font-style: normal;">adult</i>
<i style="mso-bidi-font-style: normal;">stem cells</i> apparently remain during
the adulthood and that they can help rising new neurons, this line of work has
opened a door in the field of regenerative medicine because until recently, was
believed to be the brain ability to restore its function through neural
regeneration was null. </span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh-tWpGuaodFIhFFBp-NJ40dy5wLpLi2rv5Xr9jm8kFS5_ZkPGPq1XWGY9OqTvkR1aOmFcWiri5zb9AmFnilFwdFPtia7-joDswUGADer683mlJTQ6pno3a0ssgZMqXWk5yhbDcJtBQb23v/s1600/imagen_1_pagina15.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh-tWpGuaodFIhFFBp-NJ40dy5wLpLi2rv5Xr9jm8kFS5_ZkPGPq1XWGY9OqTvkR1aOmFcWiri5zb9AmFnilFwdFPtia7-joDswUGADer683mlJTQ6pno3a0ssgZMqXWk5yhbDcJtBQb23v/s1600/imagen_1_pagina15.jpg" height="292" width="400" /></a></div>
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<span lang="EN" style="font-family: "Times New Roman"; font-size: 18.0pt; line-height: 150%; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";">In this sense some
researchers isolated brain live stem cells from human corpses up to five days after
the body died. This was possible <span style="mso-spacerun: yes;"> </span>keeping
frozen the bodies and it was observed that cells obtained from these bodies
gave rise to new neurons and glial cells <i>in vitro</i><span style="mso-bidi-font-style: italic;">,</span> so currently, it is believed that the presence of brain stem
cells can at least in part, explain the great plasticity and functional
improvement seen in patients after cerebral damage, even extensive injury.
However, it is not known yet, the specific role and regenerative capacity in
response to different congenital and acquired diseases of the central nervous
system (</span><span lang="EN" style="font-family: Times; font-size: 18.0pt; line-height: 150%; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";">Belkind-Gerson and Suárez-Rodriguez, 2004; Aguilar, 2005)</span><span lang="ES" style="font-family: Times; font-size: 18.0pt; line-height: 150%; mso-ansi-language: ES; mso-bidi-font-family: "Times New Roman";">. </span></div>
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<span lang="EN" style="font-family: "Times New Roman"; font-size: 18.0pt; line-height: 150%; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";">By this reason, this
line of research has focused on studying the fact that under certain
conditions, stem cells can be differentiated towards cell type required to
regenerate the damaged tissue signals acquired directly on the site of the
lesion, since once there is a neural injury, damaged neurons come in contact with
the myelin sheath which has released other injured neurons, and since myelin
contains several inhibitors, that prevent neurons that have not died to restore
their connections, it is not possible even to understand the mechanisms in
which it is possible to restore functions (Belkind-Gerson, Suarez-Rodriguez,
2004).</span><span style="font-family: Times; font-size: 10.0pt; line-height: 150%; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"></span></div>
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<span lang="EN" style="font-family: "Times New Roman"; font-size: 18.0pt; line-height: 150%; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";">This capacity has generated other kinds of studies searching
answers of cell regeneration, which direct their efforts towards the calls <i style="mso-bidi-font-style: normal;">stem cells</i></span><span lang="ES" style="font-family: "Times New Roman"; font-size: 18.0pt; line-height: 150%; mso-ansi-language: ES; mso-bidi-font-family: "Times New Roman";">.</span><span style="font-family: Times; font-size: 10.0pt; line-height: 150%; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"></span></div>
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<br /></div>
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<span style="font-family: "Times New Roman"; font-size: 18.0pt; line-height: 150%; mso-ansi-language: ES; mso-bidi-font-family: "Times New Roman";"><span style="mso-spacerun: yes;"> </span></span><span lang="EN" style="font-family: "Times New Roman"; font-size: 18.0pt; line-height: 150%; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";">These are
embryonic cells, i.e. their destination still has not been decided and will be
transformed through a process of differentiation and proliferation in different
types of cells. These are very different from any other in the body which can
be used to regenerate tissue-specific. The <i style="mso-bidi-font-style: normal;">neural
stem cells </i>are those which is capable of self-renewal and that can generate
other kinds of cells different from them through an asymmetric cell division
process, so you are defined by their multipotency. These cells are found in
bone marrow and they have been used successfully to generate heart tissue (León
Carrión, 2003, <span style="mso-bidi-font-weight: bold;">Hernandez-Muela, Mules,
Mattos, 2004;</span> Shreeve, 2005</span><span lang="ES" style="font-family: "Times New Roman"; font-size: 18.0pt; line-height: 150%; mso-ansi-language: ES; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-weight: bold;">).</span><span style="font-family: Times; font-size: 10.0pt; line-height: 150%; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"></span></div>
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<span style="font-family: "Times New Roman"; font-size: 18.0pt; line-height: 150%; mso-ansi-language: ES; mso-bidi-font-family: "Times New Roman";"><span style="mso-spacerun: yes;"><table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiFsb_hg7JUoBCS-cm8-istPN5zCIFt0epxqxySn0t9NNX-OuczHgDrYC3qAJCR2zRG9dzWUysqEhI1-sE4WIOotKBqE5L5UUaKSNLaifiJrZxdEDZg1hgHqd3nxmQoD-gHDX6mK76BtDBJ/s1600/12041189714_027c0b4939_o.jpg" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiFsb_hg7JUoBCS-cm8-istPN5zCIFt0epxqxySn0t9NNX-OuczHgDrYC3qAJCR2zRG9dzWUysqEhI1-sE4WIOotKBqE5L5UUaKSNLaifiJrZxdEDZg1hgHqd3nxmQoD-gHDX6mK76BtDBJ/s1600/12041189714_027c0b4939_o.jpg" height="335" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Foto <br />
<a class="owner-name truncate" data-rapid_p="6" data-track="attributionNameClick" href="https://www.flickr.com/photos/112863604@N07/" title="Go to ian tunkin's photostream">ian tunkin</a></td></tr>
</tbody></table>
</span></span><span lang="EN" style="font-family: "Times New Roman"; font-size: 18.0pt; line-height: 150%; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";">Certainly this
breaks with the dogma that neurons do not grow spontaneously in every part of
the adult brains, however, research pioneers began in the decade of the 90s,
when researchers in the field of Neurobiology found that mature brains of some
mammals were able to generate new neurons. </span><span style="font-family: Times; font-size: 10.0pt; line-height: 150%; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"></span></div>
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<span lang="EN" style="font-family: "Times New Roman"; font-size: 18.0pt; line-height: 150%; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";">Of course, biologists believed that this was only
possible in young brains, but Elizabeth Gould of the Rockefeller University,
showed that new cells grew in adult brains, in particular, it has been found in
the hippocampus (part of the limbic system, responsible for learning and memory
processes) hundreds of new cells grow every day. </span><span style="font-family: Times; font-size: 10.0pt; line-height: 150%; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"></span></div>
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<br /></div>
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<span style="font-family: "Times New Roman"; font-size: 18.0pt; line-height: 150%; mso-ansi-language: ES; mso-bidi-font-family: "Times New Roman";"><span style="mso-spacerun: yes;"> </span></span><span lang="EN" style="font-family: "Times New Roman"; font-size: 18.0pt; line-height: 150%; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";">Since then, many
more researchers have shown the cells destined to become neurons travel from
the ventricle of the olfactory bulb, especially in a pair of structures
responsible for receiving information that olfactory cells in the nose. </span><span style="font-family: Times; font-size: 10.0pt; line-height: 150%; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"></span></div>
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<span lang="EN" style="font-family: "Times New Roman"; font-size: 18.0pt; line-height: 150%; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";">Although no one is sure why the olfactory bulb requires
so many new neurons.<span style="mso-spacerun: yes;"> </span>It can be
speculated that this being a necessary structure for learning new information,
it is essential to add neurons to create connections between existing neurons
and new, thus increasing the brain power to process and store the new
information (León Carreón, 2003, Avaria, 2005, Shors, 2009).</span><span lang="ES" style="font-family: "Times New Roman"; font-size: 18.0pt; line-height: 150%; mso-ansi-language: ES; mso-bidi-font-family: "Times New Roman";"><span style="mso-spacerun: yes;"> </span></span><span style="font-family: Times; font-size: 10.0pt; line-height: 150%; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"></span></div>
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<span lang="ES" style="font-family: "Times New Roman"; font-size: 18.0pt; line-height: 150%; mso-ansi-language: ES; mso-bidi-font-family: "Times New Roman";">
</span><span style="font-family: Times; font-size: 10.0pt; line-height: 150%; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgPtDdF2xssXEMvZwrqvPIWJnXpjCuAsrMKuISxopuNUbNSQWp6ssP8VA8G039E0hHDEinU5kOPdITrrRyECGR-XXbIv6mAJPTPtU8gi_dqCp14G3iwb7qGH5tRWJi-WRuosKUYnft2FBEi/s1600/imagen15_fondo_cafe.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgPtDdF2xssXEMvZwrqvPIWJnXpjCuAsrMKuISxopuNUbNSQWp6ssP8VA8G039E0hHDEinU5kOPdITrrRyECGR-XXbIv6mAJPTPtU8gi_dqCp14G3iwb7qGH5tRWJi-WRuosKUYnft2FBEi/s1600/imagen15_fondo_cafe.jpg" height="292" width="400" /></a></div>
<span lang="EN" style="font-family: "Times New Roman"; font-size: 18.0pt; line-height: 150%; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";">While there are
other investigations focus on <i style="mso-bidi-font-style: normal;">neurogenesis
</i>(growth, spontaneous or induced neurons)<i style="mso-bidi-font-style: normal;">
</i>and the discovery of new neurons out of the hippocampus and the olfactory
bulb, these not have systematized their findings, and one of the reasons is
that the methods used to prove the existence of neurogenesis is difficult,
although recently they have come to detect neural growth in the bone marrow of adults.
</span><span style="font-family: Times; font-size: 10.0pt; line-height: 150%; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"></span></div>
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<span lang="EN" style="font-family: "Times New Roman"; font-size: 18.0pt; line-height: 150%; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";">Even when
neurogenesis depends on the genetic component, the various contributions to
this theme in works with other species such as mice have become so clear that
different laboratories have tried to make progress with humans. In fact
researchers United States and Sweden, showed that this was possible also in
humans, though not with as much clarity as in other species (Shors, 2009; Gage,
2007; Avaria, 2005; Leon Carrion, 2003). </span><span style="font-family: Times; font-size: 10.0pt; line-height: 150%; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"></span></div>
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<div class="MsoNormal" style="line-height: 150%; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="font-family: "Times New Roman"; font-size: 18.0pt; line-height: 150%; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";">In animal studies,
it was found that in only a couple of weeks, most of these newly born neurons,
died, unless the animal was challenged to learn something. This new learning,
which required much effort, especially kept alive those cells. But works have
found that neurons are not necessary for all types of learning, because even
though they can play a role in the resolution of problems, based on past
experience, they are not generated at specific times, since its production is
linked mostly with a large number of environmental factors.</span><span style="font-family: Times; font-size: 10.0pt; line-height: 150%; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"></span></div>
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<br /></div>
<div class="MsoNormal" style="line-height: 150%; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Times New Roman"; font-size: 18.0pt; line-height: 150%; mso-ansi-language: ES; mso-bidi-font-family: "Times New Roman";"><span style="mso-spacerun: yes;"> </span></span><span lang="EN" style="font-family: "Times New Roman"; font-size: 18.0pt; line-height: 150%; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";">For example it has been observed that alcohol use delays
the generation of new cells, while the rate of neurogenesis can be increased by
the exercise. This was demonstrated in research with mice, which spent a great
time running on a wheel and increased twice the neuronal production compared
with mice with a sedentary lifestyle (Shors, 2009).</span><span style="font-family: Times; font-size: 10.0pt; line-height: 150%; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"></span></div>
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<span lang="ES" style="font-family: "Times New Roman"; font-size: 18.0pt; line-height: 150%; mso-ansi-language: ES; mso-bidi-font-family: "Times New Roman";">
</span><span style="font-family: Times; font-size: 10.0pt; line-height: 150%; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"></span></div>
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<span lang="EN" style="font-family: "Times New Roman"; font-size: 18.0pt; line-height: 150%; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";">However, even
though this discovery takes a turn to the neurobiological research, unanswered
questions remain, which do not allow all the application of these findings to
identify the effects of learning on the survival of new neurons, for example:
what neurotransmitters and receptors, proteins are involved?, and how do they
operate these mechanisms?; Why do these new neurons helps learning to integrate
neural networks? or Do they only promotes the survival of those that are
already connected?; do these neurons contribute to knowledge?.</span><span style="font-family: Times; font-size: 10.0pt; line-height: 150%; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"></span></div>
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<span lang="EN" style="font-family: "Times New Roman"; font-size: 18.0pt; line-height: 150%; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";">The goal is that
these studies will help to understand degeneration neuronal, but mainly people
health, mainly to avoid diseases such as Alzheimer's and Parkinson's, as well
as understand the neural processes related to the developmental disorders.</span><span lang="ES" style="font-family: "Times New Roman"; font-size: 18.0pt; line-height: 150%; mso-ansi-language: ES; mso-bidi-font-family: "Times New Roman";"> </span></div>
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<span lang="EN" style="font-family: "Times New Roman"; font-size: 18.0pt; line-height: 150%; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";">References: </span></div>
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<span style="font-family: "Times New Roman"; font-size: 18.0pt; line-height: 150%; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"> </span><span lang="ES-MX" style="font-size: 18.0pt; line-height: 150%; mso-ansi-language: ES-MX;">Aguilar,
F. (2005) Razones biológicas de la plasticidad cerebral y la restauración
neurológica. <i style="mso-bidi-font-style: normal;">Revista <span style="mso-bidi-font-weight: bold;">Plasticidad y Restauración Neurológica</span></i><span style="mso-bidi-font-weight: bold;">. Vol. 4 Num.1. 5-6.</span></span></div>
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<span lang="ES-MX" style="font-size: 18.0pt; line-height: 150%; mso-ansi-language: ES-MX;">Avaria, M. A. (2005)<span style="mso-spacerun: yes;">
</span><span style="mso-bidi-font-weight: bold;">Aspectos biológicos del
desarrollo psicomotor.<span style="mso-spacerun: yes;"> </span></span></span><i style="mso-bidi-font-style: normal;"><span lang="ES-TRAD" style="font-size: 18.0pt; line-height: 150%;">Rev. Ped. Elec</span></i><span lang="ES-TRAD" style="font-size: 18.0pt; line-height: 150%;">. [en línea] Vol 2, N° 1. </span></div>
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<br /></div>
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<span lang="ES-MX" style="font-size: 18.0pt; line-height: 150%; mso-ansi-language: ES-MX;">Belkind-Gerson, J.<span style="mso-spacerun: yes;"> </span>y<span style="mso-spacerun: yes;"> </span>Suárez-Rodríguez, R.<span style="mso-spacerun: yes;"> </span>(2004) Regeneración cerebral. Realidades,
posibilidades y esperanzas. <i style="mso-bidi-font-style: normal;"><span style="mso-bidi-font-weight: bold;">An Med Asoc Med Hosp ABC</span></i><span style="mso-bidi-font-weight: bold;">.</span> 49 (4): 201-207.</span></div>
<div class="MsoNormal" style="line-height: 150%; mso-layout-grid-align: none; tab-stops: 394.0pt; text-align: justify; text-autospace: none; text-justify: inter-ideograph;">
<br /></div>
<div class="texto11" style="line-height: 150%; text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Times New Roman"; font-size: 18.0pt; line-height: 150%; mso-bidi-font-style: italic;">Gage, F. (2007) Brain, repairs
yourself. In Floyd E, Bloom (2007) <i>The best of the brain from Scientific
American: mind, matter, and tomorrow’s brain</i>. Washington DC. Dana Press.</span></div>
<div class="texto11" style="line-height: 150%; text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%; mso-layout-grid-align: none; text-align: justify; text-autospace: none; text-justify: inter-ideograph;">
<span lang="ES-MX" style="font-size: 18.0pt; line-height: 150%; mso-ansi-language: ES-MX; mso-bidi-font-weight: bold;">Hernández-Muela, S., Mulas, F. y<span style="mso-spacerun: yes;"> </span>Mattos, L. (2004) </span><span lang="ES-MX" style="font-size: 18.0pt; line-height: 150%; mso-ansi-language: ES-MX;">Plasticidad
neuronal funcional<b> </b><i style="mso-bidi-font-style: normal;">Rev Neurol</i>.
</span><span lang="ES-TRAD" style="font-size: 18.0pt; line-height: 150%;">38 (Supl
1): S58-S68.</span></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%; mso-layout-grid-align: none; text-align: justify; text-autospace: none; text-justify: inter-ideograph;">
<span lang="ES-MX" style="font-size: 18.0pt; line-height: 150%; mso-ansi-language: ES-MX; mso-bidi-font-style: italic;">León Carrión, J. (2003) Células madre, genética y
neuropsicología. <i>Revista Española de Neuropsicología</i>. 5 (1) 1-13. </span></div>
<div class="MsoNormal" style="line-height: 150%; mso-layout-grid-align: none; text-align: justify; text-autospace: none; text-justify: inter-ideograph;">
<br /></div>
<div class="texto11" style="line-height: 150%; text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Times New Roman"; font-size: 18.0pt; line-height: 150%; mso-bidi-font-style: italic;">Shors, T. (2009) Saving new brain
cells. <i>Scientific American</i>. Vol. 300. num. 3. 41-48.</span></div>
</div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2534377213159327388.post-6313245343020237972014-04-16T14:45:00.001-05:002014-04-16T14:45:24.751-05:00Our brain is not programmed to reading or writing<div dir="ltr" style="text-align: left;" trbidi="on">
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<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">The title
is certainly somehow confused, but here I'll explain you how I came up to this.</span></div>
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<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">I am
advisor of a very intelligent woman who is studying musical cognition and her
work proposes a relationship between the processes of reading and writing music
and natural language. We have written a couple of articles which we hope to
publish soon, but while we were working with her thesis I made comments, and
about a paragraph I wrote her the following note: <i style="mso-bidi-font-style: normal;">remember that our brain is not evolutionarily programmed for reading
and writing</i></span><span lang="ES-TRAD" style="font-size: 16.0pt; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">.<span style="mso-spacerun: yes;"> </span></span></div>
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<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">She knows
me very well and of course she has read my writings both scientific as my blog,
so I never could imagine that a simple comment would take us to a fascinating
explanation which I would like to share with all of you.</span></div>
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<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgJGv7u2b-J8ZBV-xqA0fU63bbVJzKbM92JY9MVzk5ISc4G0g59SKTUQSbpPTbIjdBNxz4w1zLCB3BDCJfdcIRKcxCumunQuCEmO4t1G2k1di-rpDkKUeoVWaxm6z3SJzqa2XF8aVsLdwPZ/s1600/imagen_1_pagina15.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgJGv7u2b-J8ZBV-xqA0fU63bbVJzKbM92JY9MVzk5ISc4G0g59SKTUQSbpPTbIjdBNxz4w1zLCB3BDCJfdcIRKcxCumunQuCEmO4t1G2k1di-rpDkKUeoVWaxm6z3SJzqa2XF8aVsLdwPZ/s1600/imagen_1_pagina15.jpg" height="292" width="400" /></a></div>
<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">"Our brain
processes learning, including the process of reading and writing, tell me how
come is not evolutionarily programmed to do this?"</span><span style="font-family: Times; font-size: 10.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"></span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">The
evolutionary process has led the species to acquire different skills, which
have taken thousands of years to become part of the system, and therefore
conquer a brain structure which command it. </span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">Vision is
for example, a victory that has taken much more time to development than the
language. Each evolutionary triumph is a process of adaptation, which involves
different prototypes that never seems to arrive at the final product, since
nature makes adjustments depending on the environment, and although sometimes
we take for granted that we are born with our fabulous capabilities <span style="mso-spacerun: yes;"> </span>to understand the world but not all of them
have a genetic complement.</span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">That is
the case of the reading and writing acquisition, it's not something<span style="mso-spacerun: yes;"> </span>even ontogeny arises from the moment of
birth, because children require at least between 4 and 6 years to start the
acquisition process, and many more years to consolidate it.</span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">When we
think in terms of history of human evolution, we can see how language is a
process that requires <span style="mso-spacerun: yes;"> </span>hearing the
differences of every letter of the alphabet, and language recognition, and that
involved the development of hearing, and probably the first acoustic traits
were environmental, which allowed beginning to distinguish different sounds such
as rain, singing of birds or wild animal sounds, and through many years and
effort, led to the conquest of the language, which is, is a trophy of homo
sapiens, as some claim.</span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">The
development of the vision began as is estimated around 600 million years ago in
vertebrates, maybe after hearing. If we think of the cosmic calendar that Carl
Sagan gave us to find life on Earth, we will be able to see that language arose
more or less in November and literacy, which involves integration of signs at
eye level and its relationship with the sounds of the alphabet, (see the sound
of language) I think arises around the last minute of December...</span></div>
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<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiJtCoKZYNd8AS0ARwfq4cTdJGMjLav7XJ5weje5d2Cbxw2E6NVD53Kp5S1OHijv75dg9O1YOY4l2qaEzPzn5NZoExW1I94eeQQJ3KYyWd50EtwQEiT1NBoLRdGqZ7jo1VMntpkKSLeSe7F/s1600/brain-braingrowth_tcm7-96744+-+Copy.gif" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiJtCoKZYNd8AS0ARwfq4cTdJGMjLav7XJ5weje5d2Cbxw2E6NVD53Kp5S1OHijv75dg9O1YOY4l2qaEzPzn5NZoExW1I94eeQQJ3KYyWd50EtwQEiT1NBoLRdGqZ7jo1VMntpkKSLeSe7F/s1600/brain-braingrowth_tcm7-96744+-+Copy.gif" height="320" width="400" /></a></div>
<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">Babies can
listen through the medium within the womb, although hearing in an air
environment is different from the aquatic environment, even though a few days
old baby is able to recognize sounds, although it does not distinguish them,
and gradually begins the process to make differences with the sounds of the
language, to begin an amazing preparation to modulate it, repeat it and finally
begin to talk and conversations If this is culturally stimulated. </span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">The same
should happen with the reading and writing process, since we can find find
people who know how to speak, but cannot read and write. This step requires
environmental stimulation and the reason is simple, the emergence of the
reading - writing, it was not an ability shared by all people, only a few had
access to learning and developing skill, the bulk of the population had no
access to the alphabet, books or writing.</span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">With the
arrival of Gutenberg's printing press, many more people could have access to
the books, provided they could pay them... so it took many years before
literacy became a learning with open access among the population, but if we
think <span style="mso-spacerun: yes;"> </span>that this happened at the last
moment of December 31st in the Cosmic Calendar, then is easier to understand
why our<span style="mso-spacerun: yes;"> </span>brain does not have sufficient
practice to develop it without help.</span></div>
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<br /></div>
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<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgy9zy98n160Y5EX_cERNuPvrk953ybMdA8r-9aFqyi2ISc82vL8MjOFxLKUYte6K-GsfPl5wBVDMlLrHkEd15-Bqxvjs3SuBAwTzSjS3qlesLNf4p2l_okxNpKU3vPInAqSQdevckDqlT3/s1600/imagen_5_pagina27.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgy9zy98n160Y5EX_cERNuPvrk953ybMdA8r-9aFqyi2ISc82vL8MjOFxLKUYte6K-GsfPl5wBVDMlLrHkEd15-Bqxvjs3SuBAwTzSjS3qlesLNf4p2l_okxNpKU3vPInAqSQdevckDqlT3/s1600/imagen_5_pagina27.jpg" height="292" width="400" /></a></div>
<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">What my
student and I are exploring, is the way that our brain is using are sharing the
musical and natural language (We think music was first, and we have shared for
many thousands of years, so no one teaches us how to move hips when we heard
drums), and this same brain structures are shared by literacy, to conform
this new <span style="mso-spacerun: yes;"> </span>cognitive skill.</span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">For this
reason that when a child has difficulties in the acquisition or consolidation
school learning process, we recommend to thinkabout baby steps, finally the
human specie has need thousands of years to learn and we never stop.</span><span style="font-family: Times; font-size: 10.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"></span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">References:</span><span style="font-family: Times; font-size: 10.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"></span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">Lamb, T., Collin,
SP., Pugh, Jr., e. (2007) Evolution of the vertebrate eye: opsin
photoreceptors, retine and eye cup. <i style="mso-bidi-font-style: normal;">Nature
reviews Neuroscience, </i>8, 960-976.</span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">Masterson,
B., Heffner, H., and Ravissa, r. (2005) The evolution of human hearing. <i style="mso-bidi-font-style: normal;">The Journal of the Acoustical Society of
America. </i>45, 966.</span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">Wright, S.
(1931) Evolution in Mendelian populations. <i style="mso-bidi-font-style: normal;">Genetics</i>.
Available at: <span style="mso-field-code: " HYPERLINK \0022http\:\/\/www\.microsofttranslator\.com\/bv\.aspx?from=es&to=en&a=http%3A%2F%2Fwww\.ncbi\.nlm\.nih\.gov%2Fpmc%2Farticles%2FPMC1201091%2Fpdf%2F97\.pdf\0022 \\t \0022_top\0022 ";"><u><span style="color: blue; mso-themecolor: hyperlink;">http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1201091/pdf/97.pdf</span></u></span></span><span style="font-family: Times; font-size: 10.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"></span></div>
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2534377213159327388.post-70737801489541756682014-04-08T20:52:00.000-05:002014-04-08T20:53:50.566-05:00Brain programming<div dir="ltr" style="text-align: left;" trbidi="on">
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<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">There is
nothing more fascinating to me than hearing<span style="mso-spacerun: yes;"> </span>my
husband and his colleagues when they talk about </span><span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">programming </span><span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">problems.
The programming language allows any device capable of responding to such <span style="mso-spacerun: yes;"></span>code, to do so fabulous things that make us
buying them, looking at them or playing for hours and hours with them,
virtually we become addicted to them.</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg9k45HPkawO8wKfw2OG84wnKY8wlSQq3MW8hPTbBRSGA-JAPIL7dJbVmrzd_ZEW40XXbAlolIBIEkdolPd-JCxlR1oSUx3cKsykB64HcU0u092hk3hdoIA34re5gHS1BIrxrc5AtbEew1o/s1600/23976500.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg9k45HPkawO8wKfw2OG84wnKY8wlSQq3MW8hPTbBRSGA-JAPIL7dJbVmrzd_ZEW40XXbAlolIBIEkdolPd-JCxlR1oSUx3cKsykB64HcU0u092hk3hdoIA34re5gHS1BIrxrc5AtbEew1o/s1600/23976500.png" height="400" width="318" /></a></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">A simple
task, as accepting a click on a button or the touch on a tab, involves long
chains of operations that allow <span style="mso-spacerun: yes;"> </span>to the
device to have contact with the user, to do this, developers build more
sophisticated sequential chains, linked in logical commands that tell the
system what to do, when to do it and what information to show if the user
hasn't done something correctly. That is what advertisers call intelligent
devices.</span></div>
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<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">Those talks
delights me because I can imagine the amount of logical sequences that our brain
made from the first moment when it’s build only <span style="mso-spacerun: yes;"> </span>by <span style="mso-spacerun: yes;"> </span>two
cells to the last second when that it is disconnected. Apparently simple tasks,
as open your eyes every morning, would involve thousands of lines of code,
because they require to tell to the system what muscles are used, patterns of
opening, the recognition if eyes are closed, because if they are open obviously
cannot have a task that involves opening them, and I know that this sounds so
stupid, but motor diseases allow us to recognize that this sequence should be
recognized. That task has been attributed to the cerebellum together with the
Corpus Callosum, but the script must be written.</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjemCHKYhmS_yRh1_D7UtIQIcyZCiCagCXrNG357n6KUuAnOVsDQVGmifGx7QzAvLSmtL7QoOA7xqI0FwS6t-1Eewp_7D9q7c2O7c1qon0hGEPjwIKrXYZO2oqmRkowu1Im9qDWz9-ZiR7O/s1600/OCRDiagram.gif" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjemCHKYhmS_yRh1_D7UtIQIcyZCiCagCXrNG357n6KUuAnOVsDQVGmifGx7QzAvLSmtL7QoOA7xqI0FwS6t-1Eewp_7D9q7c2O7c1qon0hGEPjwIKrXYZO2oqmRkowu1Im9qDWz9-ZiR7O/s1600/OCRDiagram.gif" height="231" width="400" /></a></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">As we have
two eyes, they must be opened in coordination, and once opened, they will
recognize the light, shapes, and sent signals to begin making daily decisions. </span><span style="font-family: Times; font-size: 10.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"></span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">If you have
observed the decision-making, Bayesian systems and schemes, please add to all
this programming language and then you can imagine the thousands of connections
that makes the brain every second. Even if this is the <span style="mso-spacerun: yes;"> </span>only process, we can say Henry Markram is
going to spend years and years building a brain and I hope he can succeed
before he died; but the real challenge is not to build sequences, the problem
is that these sequences should be adapted to respond to the environment, so are
open constantly evolving systems.</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEioP_LBYbgv_PBNPD9RzmL9siBZrQ-lHcdrLMtLjp5hzld_M6Vs2heWM_mYaUk7ya5sigabpgmDMJAeoC1iITvVC_LlGYqLx78ku2iMZm-7qznAYzNNo26y59Gnf6mDNWLTHl88gALFAtRz/s1600/f+wefWFLanguages.JPG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEioP_LBYbgv_PBNPD9RzmL9siBZrQ-lHcdrLMtLjp5hzld_M6Vs2heWM_mYaUk7ya5sigabpgmDMJAeoC1iITvVC_LlGYqLx78ku2iMZm-7qznAYzNNo26y59Gnf6mDNWLTHl88gALFAtRz/s1600/f+wefWFLanguages.JPG" height="387" width="400" /></a></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">Those who
only read about studies published in press and little neuroscientific, easily fall
into the idea that there is a structure for each action. Ramón y Cajal studied
almost every area of the brain, and even in those years, he found that the
brain adapts to the needs. Maybe I am an enthusiast of neuro plasticity and in
some decades from now, we will find that it is a mistake, but we learn in
science and re learn all the time. As well as my friend Irina Pechonkina has <span style="mso-spacerun: yes;"> </span>taught me, the true task is not learning, but unlearn
to this adaptation. </span></div>
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<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">The
programming tasks that involve making conscious the scripts needed to run a
task, in cognition, this is called Metacognition, I explain it in a simple way:
this is the ability to tell each small task and sequence to execute an action.</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjNl6clS78Htiy34kRYqHY4tBi-ygjIgcfHKPGK8jVQlo9y5ONJFM4jI0jpjMyiUkWWZwuFlnKrudtZodsQ3XXDdMtmZbW_Fj6m4KVYBOmf9TN5sf1QNcKxVmE-WLej_0tZscWG4ECud-4s/s1600/imagen_7_pagina30.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjNl6clS78Htiy34kRYqHY4tBi-ygjIgcfHKPGK8jVQlo9y5ONJFM4jI0jpjMyiUkWWZwuFlnKrudtZodsQ3XXDdMtmZbW_Fj6m4KVYBOmf9TN5sf1QNcKxVmE-WLej_0tZscWG4ECud-4s/s1600/imagen_7_pagina30.jpg" height="292" width="400" /></a></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">The brain
must be set not only the relationship between neurons, but between molecules,
genes, and bacterias, it must respond to an environment that does not change
only by the climate, but by the type of toys that we use, the words we hear,
culture and other circumstances surrounding a system that generates lines
infinite sequences that allow us to do tasks that seem simple.</span><span style="font-family: Times; font-size: 10.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"></span></div>
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<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">Current
studies show that there is the DNA of the DNA, which leads me to remember those
years that I worked hard to understand Wittgenstein theories, who spoke about a
<span style="mso-spacerun: yes;"> </span>language of the language, which called
meta language, and when I could understand the concept, someone with an evil
tone threw one book on my <span style="mso-spacerun: yes;"> </span>table in which
Wittgenstein explained the meta-meta language.</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg5AKDvFrZwvMYFM1EjpnInO4npAFNkOZ96OQwsOFimcL1obdsYagmenD-i1Kb7PVgCDBiHXhWwsMFHvUWFk7W8L9f6y4PG2CUj8sxbjH4WN02Hwv8lMy2EgtsaNjuhtgB4bBPmwSXEZHjZ/s1600/PIC2010422155567682.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg5AKDvFrZwvMYFM1EjpnInO4npAFNkOZ96OQwsOFimcL1obdsYagmenD-i1Kb7PVgCDBiHXhWwsMFHvUWFk7W8L9f6y4PG2CUj8sxbjH4WN02Hwv8lMy2EgtsaNjuhtgB4bBPmwSXEZHjZ/s1600/PIC2010422155567682.jpg" height="183" width="400" /></a></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">Do not
think that I have lost the idea that gives rise to this writing, if we return
the task of open your eyes in the morning, think that sometimes the eyes open
slowly, because recognizing the amount of light in the room, know that it is
time to get up, but and if there is a noise that produces a s tate of alert, your
eyes will be opened and will seek the source of noise, sometimes open by
carefully because we are lying down with the face on the pillow... that
sometimes forgets to remove contact lenses, which sucks the moisture from the
eye and open them is difficult than usual.</span></div>
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<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">The idea
is not to imagine all possible conditions, I am there are N minus 1, but if we think
that the scripts are not always clear, as the original order was written, there
are many circumstances which must be considered.</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjvrt4RDTO6yscf6_UsmbrbU2lLv0k3CFErNce2rcpbKrbaNtvIXk7GKt2glVmJn4yFmQytzbqTVvGLJZ0SLmGKVG4qXT_Ucw_yDUMHzVLGNPBayqqDQOqlfDY6gb-nG1BMAg6Ot9ubL43V/s1600/haskell_universe2.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjvrt4RDTO6yscf6_UsmbrbU2lLv0k3CFErNce2rcpbKrbaNtvIXk7GKt2glVmJn4yFmQytzbqTVvGLJZ0SLmGKVG4qXT_Ucw_yDUMHzVLGNPBayqqDQOqlfDY6gb-nG1BMAg6Ot9ubL43V/s1600/haskell_universe2.jpg" height="400" width="337" /></a></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">Sometimes,
colleagues of my husband tell him that he wants to reinvent the wheel, but,in
his quest for efficiency he can search<span style="mso-spacerun: yes;">
</span>breaking programming commands and get away with it. I wonder if that
would be making learning?, and if so, because we must tell everyone how and
that he must learn, instead of allowing people to <span style="mso-spacerun: yes;"> </span>suit their actions to the environment, because
in the end, not always may apply learned sequences.</span><span style="font-family: Times; font-size: 10.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"></span></div>
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<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">In this
sense, children with neurodevelopmental disorders, teach us that recognize
sequences that carry out for tasks and because they carry them out incorrectly,
sometimes because they do not recognize the task, or part of the sequence is
wrong, and ultimately learn that the goal is the objective, and not the
repetition of the error.</span></div>
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<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;"></span><span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "MS 明朝"; mso-hansi-font-family: Cambria;">I know that it is foolish to say that the brain functions
like a computer, but so far, technology has taught devices in a better way,
than <span style="mso-spacerun: yes;"> </span>many schools have achieved with
learners. I don't blame teachers, even curriculum designers by not leaving the
box and innovate. In theory you learn from mistakes, but it seems that
education, not yet recognized the mistake, so the system continues <span style="mso-spacerun: yes;"> </span>sending <span style="mso-spacerun: yes;"> </span>signals that something has gone wrong, but
let's not forget that children have the right to learn, in their own way,
because there is an evolutionary program created for this purpose.</span><span lang="ES-TRAD"></span>
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2534377213159327388.post-21253944862799687892014-03-19T18:00:00.000-06:002014-03-19T18:00:45.784-06:00Brain Plasticity and learning<div dir="ltr" style="text-align: left;" trbidi="on">
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<div class="MsoNormal" style="line-height: 150%; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="font-family: "Times New Roman"; font-size: 16.0pt; line-height: 150%; mso-ansi-language: EN;">It is known that during development the architecture of brain
associative and progressive connections are susceptible to modifications from
the experience, however these changes become be apparently stationed in adulthood.
Eventually, progressive connections also seem to lose plasticity while the
synapses of associative connections remain one susceptibility for
experience-dependent changes. The persistent adaptability of reciprocal
connections is probably the key to the acquisition of skills that are generated
due to patterns perceptual and engines throughout the life (Aguilar 2003;</span><span lang="EN" style="font-family: "Times New Roman"; font-size: 16.0pt; line-height: 150%; mso-ansi-language: ES;"> </span><span lang="EN" style="font-family: "Times New Roman"; font-size: 16.0pt; line-height: 150%; mso-ansi-language: EN; mso-bidi-font-weight: bold;">Díaz-Arribas, Pardo-Hervas, Tabares-Lavado, Rios-lago, Maestú, 2006). </span></div>
<div class="MsoNormal" style="line-height: 150%; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgOqxnKNnmIcUWRRGm9Wy1zaHKvctFTJZH_yFTChhGUuPtCqNKdY_abt2ea93NH1bpcIeWelIxw4f0VkugpdzdatWd_MGMgXuxCPxUWXHq46MwnDUujqCqj0Yyc2Bs-vTZlXP8jiH5c0nA/s1600/20090403ma2.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgOqxnKNnmIcUWRRGm9Wy1zaHKvctFTJZH_yFTChhGUuPtCqNKdY_abt2ea93NH1bpcIeWelIxw4f0VkugpdzdatWd_MGMgXuxCPxUWXHq46MwnDUujqCqj0Yyc2Bs-vTZlXP8jiH5c0nA/s1600/20090403ma2.jpg" height="400" width="321" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Yo-Yo Ma</td></tr>
</tbody></table>
<div class="MsoNormal" style="line-height: 150%; margin-left: 3.1pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-indent: 32.3pt; text-justify: inter-ideograph;">
<span lang="EN" style="font-family: "Times New Roman"; font-size: 16.0pt; line-height: 150%; mso-ansi-language: EN;">At this sense, it will
be the individual and surrounding external influences which decide in the end,
what should be the lattice of synaptic networks that are formed. Thus for
example, in string musicians, the area of the cortex which governs the
fingering hand is greater than the hand that does not have so much execution;
fingers most used<span style="mso-spacerun: yes;"> </span>will have more cortex space.
Another example of connections that can be developed is in the people who read
Braille, whom visual cortex is activated when they felt the prominences of the
writing with their fingers (Aguilar, 2005).</span></div>
<div class="MsoNormal" style="line-height: 150%; margin-left: 3.1pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-indent: 32.3pt; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-indent: 35.4pt; text-justify: inter-ideograph;">
<span lang="EN" style="font-family: "Times New Roman"; font-size: 16.0pt; line-height: 150%; mso-ansi-language: EN;">This is a possible explanation about why some behaviors should
be developed early as swimming, walking or the speech, but once the adjustments
have been made and neural trimming is obvious, what do we have?. Some authors
explains of the functional maturity that occurs when surplus neuronal
connections have been removed and plasticity begins to decline, the process
depends on the survival of the more suitable connections, thus the so-called
critical period of development ends when the neuronal removal process has come
to the point is that only a few synapsis, if some remain, thay might still have
competitive interaction.</span></div>
<div class="MsoNormal" style="line-height: 150%; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-indent: 35.4pt; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%; margin-left: 3.1pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-indent: 32.3pt; text-justify: inter-ideograph;">
<span lang="EN" style="font-family: "Times New Roman"; font-size: 16.0pt; line-height: 150%; mso-ansi-language: EN;">However, it is not
only environmental stimulation which can cause long-lasting modifications in
neurodevelopment. An example of this can be found with stimulation such as <i><span style="mso-bidi-font-weight: bold;">tactile stimulation, postnatal</span></i>,
maintained in soft and permanent manner for some time after the birth
(consistent touch manipulation) exerts beneficial effects in the form of a less
emotional reactivity, for example is less likely to stress, greater learning
ability in emotional situations. While that when stimulation is <i style="mso-bidi-font-style: normal;">inconsistent </i>because you drill them
touch have been irregular in form and frequency, children have greater
emotional reactivity and see reduced its capacity for some learning.</span></div>
<div class="MsoNormal" style="line-height: 150%; margin-left: 3.1pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-indent: 32.3pt; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%; margin-left: 3.1pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-indent: 32.3pt; text-justify: inter-ideograph;">
<span lang="EN" style="font-family: "Times New Roman"; font-size: 16.0pt; line-height: 150%; mso-ansi-language: EN;">This could mean<span style="mso-spacerun: yes;"> </span>that environment is able to modify the
function and brain structure, in such a way that the experience has
consequences at different levels of integration more or less enduring. This is
especially true during the early stages of life in which the brain development
in which experience has one greater importance, if possible, since it not only
facilitates patterns, but it should be noted that the modification of a
function is not always accompanied by modification of the structure, and this
should have it present especially when the brain is subjected to incisive and
constant disturbances that impede the expression of adaptive processes in all
fullness (Flores, 2005).</span></div>
<div class="MsoNormal" style="line-height: 150%; margin-left: 3.1pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-indent: 32.3pt; text-justify: inter-ideograph;">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjIM0gZFExZZNwxA3P2-nn7Pi-WwikufkxIaN1eCUmDTuMtonqUUmmz4XRbdNi4bsCHnzn7wte5mfcAdI3F7aaxKDQ9Uc3Y3oo6khbL8kaKJ-nmLCcS1MuIkB-DSGiCF_OUBI4R39aK2QE/s1600/imagen_14_pagina82_mini_muestra.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjIM0gZFExZZNwxA3P2-nn7Pi-WwikufkxIaN1eCUmDTuMtonqUUmmz4XRbdNi4bsCHnzn7wte5mfcAdI3F7aaxKDQ9Uc3Y3oo6khbL8kaKJ-nmLCcS1MuIkB-DSGiCF_OUBI4R39aK2QE/s1600/imagen_14_pagina82_mini_muestra.jpg" height="292" width="400" /></a></div>
<div style="text-align: justify;">
<span lang="EN" style="font-family: "Times New Roman"; font-size: 16.0pt; line-height: 150%; mso-ansi-language: EN; mso-bidi-font-style: italic;">So it has been speculated
that rapid learning of infants, especially during critical periods, reflects
the exploitation of the large number of synapses available at that time, some
of which not be connected soon will be removed or pruned. Being so, when
surplus cells have been removed and the number of neurons that innervate is
adjusted, then the flexibility and plasticity of this early phase of life seems
to decline (</span><span lang="EN" style="font-family: Times; font-size: 16.0pt; line-height: 150%; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";">Patchev, Rodrigues, Sousa, Spengler and Almeida, 2014</span><span lang="ES" style="font-family: Times; font-size: 16.0pt; line-height: 150%; mso-ansi-language: ES; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-style: italic;">).</span></div>
<div class="MsoNormal" style="line-height: 150%; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-indent: 35.4pt; text-justify: inter-ideograph;">
<span lang="ES" style="font-family: Times; font-size: 16.0pt; line-height: 150%; mso-ansi-language: ES; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-style: italic;"> </span><span lang="ES" style="font-family: Times; font-size: 16.0pt; line-height: 150%; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";"> </span><span style="font-family: Times; font-size: 10.0pt; line-height: 150%; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-left: 3.1pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="ES" style="font-family: "Times New Roman"; font-size: 16.0pt; line-height: 150%; mso-ansi-language: ES;"><span style="mso-spacerun: yes;"> </span></span><span lang="EN" style="font-family: "Times New Roman"; font-size: 16.0pt; line-height: 150%; mso-ansi-language: EN;">Even though there are several examples reported on the
changes of environment on cognitive development, the study on environmental
enrichment is one that most have been reproduced and applied to the teaching
and learning models in particular. This model, applied to animals, usually
rodents, which were put cage larger than usual, and with the largest number of
inhabitants per cage. The cages are placed toys of forms and various colours
that are exchanging systematically; stairs, casters are included and there are
difficulties in access to food that also varies in texture and flavor.</span></div>
<div class="MsoNormal" style="line-height: 150%; margin-left: 3.1pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhF_yp-kWGuTljknzfbRiq3kKJj9M7PrG3WX7zQQ3k11DkDhtOEpDkTbt1CFgspg2pClwPNUzBaBZKY4irHgtBxS3dCBr3IeLDn1n1t4GRKVbgOHa8RXgIeXMYZddMqMVusaSF1xGFp3vE/s1600/kat-and-mouse.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhF_yp-kWGuTljknzfbRiq3kKJj9M7PrG3WX7zQQ3k11DkDhtOEpDkTbt1CFgspg2pClwPNUzBaBZKY4irHgtBxS3dCBr3IeLDn1n1t4GRKVbgOHa8RXgIeXMYZddMqMVusaSF1xGFp3vE/s1600/kat-and-mouse.jpg" height="336" width="400" /></a></div>
<div class="MsoNormal" style="line-height: 150%; margin-left: 3.1pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-indent: 32.3pt; text-justify: inter-ideograph;">
<span lang="EN" style="font-family: "Times New Roman"; font-size: 16.0pt; line-height: 150%; mso-ansi-language: EN;">A classical study
exlained that animals that have been subjected to this type of stimulation
during various time periods (usually 1 or 2 months after weaning) presented
substantial synaptic differences compared to peers who live in standard
conditions, in this sense, is the first to better perform tests which require a
complex learning, are more proficient in tests assessing memory space viso and
short-term memory, and may even show late signs of aging. These results of a
cognitive nature are accompanied by neuroanatomical changes, such as the
increase of thickness of the cerebral cortex, the increase in the number of
dendritic spines and the increase in the number and size of synapses, as well
as increasing the process of neurogenesis.</span><span lang="ES" style="font-family: "Times New Roman"; font-size: 16.0pt; line-height: 150%; mso-ansi-language: ES;"> </span></div>
<div class="MsoNormal" style="line-height: 150%; margin-left: 3.1pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-indent: 32.3pt; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%; margin-left: 3.1pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-indent: 32.3pt; text-justify: inter-ideograph;">
<span lang="EN" style="font-family: "Times New Roman"; font-size: 16.0pt; line-height: 150%; mso-ansi-language: EN;">At the neurochemical
level, also shown an increase in the expression of some genes that have to do
with neural development, and changes in the operation of the signalling
pathways intra-neuronal that are activated in response to different
neurochemicals stimuli. By what the moral of the whole research can be
summarized that the experiences, which can be understood as learning, school or
not, create brain patterns that allow long-term, create new brain connections,
which can help others coming and consolidate (Lois y Álvarez Buylla, 1992; Álvarez
Buylla and Garcia, 2002; Bredy, Lin, Wei, Baker-Andersen, Mattick, 2011). </span></div>
<div class="MsoNormal" style="line-height: 150%; margin-left: 3.1pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-indent: 32.3pt; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="font-family: "Times New Roman"; font-size: 16.0pt; line-height: 150%; mso-ansi-language: EN;">References: </span></div>
<div class="MsoNormal" style="line-height: 150%; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; text-align: justify; text-autospace: none; text-justify: inter-ideograph;">
<span style="font-family: "Times New Roman"; font-size: 16.0pt; mso-ansi-language: EN-US;"> </span><span lang="ES-MX" style="font-family: "Times New Roman"; font-size: 16.0pt; mso-ansi-language: ES-MX;">Aguilar, F. (2003 b) Plasticidad cerebral: parte 1. <i style="mso-bidi-font-style: normal;">Rev Med IMSS</i>. 41(1) 55-64.</span></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; text-align: justify; text-autospace: none; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; text-align: justify; text-autospace: none; text-justify: inter-ideograph;">
<span lang="ES-MX" style="font-family: "Times New Roman"; font-size: 16.0pt; mso-ansi-language: ES-MX;">Aguilar,
F. (2005) Razones biológicas de la plasticidad cerebral y la restauración
neurológica. <i style="mso-bidi-font-style: normal;">Revista <span style="mso-bidi-font-weight: bold;">Plasticidad y Restauración Neurológica</span></i><span style="mso-bidi-font-weight: bold;">. Vol. 4 Num.1. 5-6.</span></span></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; text-align: justify; text-autospace: none; text-justify: inter-ideograph;">
<br /></div>
<div class="texto11" style="text-align: justify; text-justify: inter-ideograph;">
<span lang="ES-MX" style="font-family: "Times New Roman"; font-size: 16.0pt; mso-ansi-language: ES-MX; mso-bidi-font-style: italic;">Álvarez Buylla, A. & García Verdugo, J.M.
(2002) Neurogenesis in adult subventricular zone. <i>Journal of neuroscience. </i>22
(3) 629 - 634.</span></div>
<div class="texto11" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span lang="ES-TRAD" style="font-family: "Times New Roman"; font-size: 16.0pt;">Bredy, TW.,
Lin, Q., Wei, W., Baker-Andersen, D., & Mattick, JS. (2011) MicroRNA
regulation of neural plasticity and memory. <i style="mso-bidi-font-style: normal;">Neurobiology
of Learning and Memory</i>. 96 (1) 89-94.</span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; text-align: justify; text-autospace: none; text-justify: inter-ideograph;">
<span lang="ES-MX" style="font-family: "Times New Roman"; font-size: 16.0pt; mso-ansi-language: ES-MX; mso-bidi-font-weight: bold;">Díaz-Arribas, M., Pardo-Hervás, P., Tabares-Lavado,
M., Ríos-Lago, M. y Maestú, F. (2006) Plasticidad del sistema nervioso central
y estrategias de tratamiento para la reprogramación sensoriomotora: comparación
de dos casos de accidente cerebrovascular isquémico en el territorio de la
arteria cerebral media. </span><i style="mso-bidi-font-style: normal;"><span lang="ES-MX" style="font-family: "Times New Roman"; font-size: 16.0pt; mso-ansi-language: ES-MX;">Rev Neurol</span></i><span lang="ES-MX" style="font-family: "Times New Roman"; font-size: 16.0pt; mso-ansi-language: ES-MX;">. 42 (3): 153-158.</span></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; text-align: justify; text-autospace: none; text-justify: inter-ideograph;">
<br /></div>
<div class="texto11" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: "Times New Roman"; font-size: 16.0pt;">Flores, J. (2005) <span style="mso-bidi-font-weight: bold;">Atención temprana en el síndrome de Down: Bases neurobiológicas<span style="mso-spacerun: yes;"> </span></span><i>Rev
Síndrome de Down 20: 132-142.</i></span></div>
<div class="texto11" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span lang="ES-TRAD" style="font-family: "Times New Roman"; font-size: 16.0pt;">Lois, C.
and </span><span lang="ES" style="font-family: "Times New Roman"; font-size: 16.0pt; mso-ansi-language: ES;">Álvarez Buylla, A. (1992) Proliferating subvetricular
zone cells in the adult mammalian forebrain can differentiate into neurons and
glia. <i style="mso-bidi-font-style: normal;">Proceedings of the National Academy
of Science of the United States of America .</i></span><span lang="ES-TRAD" style="font-family: "Times New Roman"; font-size: 16.0pt;">90; 2074-2077. </span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span lang="ES-TRAD" style="font-family: "Times New Roman"; font-size: 16.0pt;">Patchev,
AV., Rodrigues, AJ., Sousa, N., Spengler, D., and Almeida, OFX. (2014) The
future is now: early life events preset adult behavior. <i style="mso-bidi-font-style: normal;">Acta Physiologica.</i> 210 (1) 46-57.</span></div>
</div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2534377213159327388.post-476071323283077032014-03-12T19:10:00.000-06:002014-08-22T13:35:06.458-05:00Why is brain plasticity necessary ?<div dir="ltr" style="text-align: left;" trbidi="on">
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<div class="MsoNormal" style="margin-left: 3.0pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-bidi-font-family: Arial;">Brain development is based on genetic information and from a mechanism of
adaptation to the environment. However, during the gestation period, since the
uterine environment is very similar in the majority of individuals, the brain
seems to grow based on genetic information, so it will be developing bases of
the mechanisms that will be run later, that allow interaction with the external
world. The genes that determine this polarity, are called <i style="mso-bidi-font-style: normal;">organizers genes </i>and they are not only expressed in the nervous
system, but in other tissues and organs. While the genes that direct the
differentiation-specific structures known as <i style="mso-bidi-font-style: normal;">regulatory genes </i>because they govern not only the anatomical
structure but the function of the cells (Poch, 2001).</span></div>
<div class="MsoNormal" style="margin-left: 3.0pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="margin-left: 3.0pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-indent: 15.0pt; text-justify: inter-ideograph;">
<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-bidi-font-family: Arial;">The reasons why the distribution of structures and the
development agenda are preset are not very clear, but one theory is that the
nature or complexity of the functions and the genetic programming can perhaps
obey physical laws that govern other natural processes. In this sense Walsh and
Diller (1981) explain that the brain maturity is a progression of neural
development, which is determined by two types of neurons that built the kind of
connections that are established between structures. On the one hand, pyramidal
neurons (called macro neurons) differ from the neurons of local type, by which
the first develop much earlier, establishing early connections then it will be
difficult to restore after a brain injury, apparently these neurons are genetically
clip-art and are running during birth, and they are responsible for
establishing the functions of lower order, for example in the case of language,
sound analysis and its phonological representation; while local neurons, will
enjoy a longer<i style="mso-bidi-font-style: normal;"> liberty </i>or <i style="mso-bidi-font-style: normal;">plasticity </i>and will be responsible to
establish new connections in more advanced developmental periods. This type of
neurons will be involved in the processes of higher order, is consolidating in
a more progressive way and involved in functions such as semantic processing
(Tubino, 2004).</span></div>
<div class="MsoNormal" style="margin-left: 3.0pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-indent: 15.0pt; text-justify: inter-ideograph;">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiqFB5tf6rTffSMpseP2BM3WvkcY-vCsk8YkjwXfIZH46R0z1Q6H4qLjAXU3Hj1QozFUSJTdtajjpv-rT4hvkX8VMT6zM-O1tZIscKmmShFzBpYdGI-iPyS6TgvmOUZhCyqCWxqXpKc0Fs/s1600/imagen_1_pagina15.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiqFB5tf6rTffSMpseP2BM3WvkcY-vCsk8YkjwXfIZH46R0z1Q6H4qLjAXU3Hj1QozFUSJTdtajjpv-rT4hvkX8VMT6zM-O1tZIscKmmShFzBpYdGI-iPyS6TgvmOUZhCyqCWxqXpKc0Fs/s1600/imagen_1_pagina15.jpg" height="292" width="400" /></a></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-indent: 17.85pt; text-justify: inter-ideograph;">
<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-bidi-font-family: Arial;">In this way, brain plasticity mechanisms may include neurochemical changes,
on cortex, receivers or structures, so it’s possible to say that functional
plasticity is accompanied by <i style="mso-bidi-font-style: normal;">structural
plasticity</i>, most important among the mechanisms of functional
reorganization are the unmasking, the synaptic bud, the dendritic arborization,
inhibition and facilitation and modification of neurotransmitters, among
others, so it admits the possibility that there are several types of neuronal
plasticity, which are considered to a) the developing brain plasticity; b)
plasticity of the brain in learning period and c) plasticity in the adult brain
(Aguilar, 2003).</span><span style="font-size: 16.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: Arial;"></span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-indent: 17.85pt; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-indent: 35.4pt; text-justify: inter-ideograph;">
<i style="mso-bidi-font-style: normal;"><span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-bidi-font-family: Arial;">Plasticity of the brain in
development</span></i></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-indent: 35.4pt; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-bidi-font-family: Arial;">Deacon
(2002) explains about </span><span lang="ES" style="font-size: 16.0pt; mso-ansi-language: ES; mso-bidi-font-family: Arial;">the <i style="mso-bidi-font-style: normal;">plasticity
of the brain in development</i>, </span><span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-bidi-font-family: Arial;">that during the period of
embryogenesis genes are those who will determine the distribution of the
different brain tissues and will also be responsible for the coordination of
the processes that later will take place in the formation of the embryo,
including the basic structures of the brain; but after the birth the genetic will
run other mechanisms of brain structure that will largely depend on the
environment both internal and external.</span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-bidi-font-family: Arial;"> </span><span style="font-size: 16.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: Arial;"> </span></div>
<div class="MsoNormal" style="margin-left: 3.1pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-indent: 32.3pt; text-justify: inter-ideograph;">
<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-bidi-font-family: Arial;">So at the beginning of the development of the nervous
system, there is an excess of neural fibers, and an important part of the
development process includes the neuronal trimming of excessive connections
that are not necessary and may in fact be can be harmful to normal operation. </span></div>
<div class="MsoNormal" style="margin-left: 3.1pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-indent: 32.3pt; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="margin-left: 3.1pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-indent: 32.3pt; text-justify: inter-ideograph;">
<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-bidi-font-family: Arial;">In fact, thought this explosion of connections as early
is part of the process of plasticity during development, and this has
advantages of adaptation. However if any damage occurs during the period in
which there are excessive and available connections, there are more
possibilities of the system to survive despite the damage that you can design a
route of alternate connections that may be suitable for the repair of the
damage (Avaria, 2005).</span></div>
<div class="MsoNormal" style="margin-left: 3.1pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-indent: 32.3pt; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="margin-left: 3.1pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-indent: 32.3pt; text-justify: inter-ideograph;">
<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-bidi-font-family: Arial;">It is so accepted that there are moments or critical
periods in which each of the different areas of the central nervous system has
special sensitivity and responsiveness to the changes induced by the different
influences, and there is enough evidence about the influence of the experience
affects most the final organization of the local circuits which to the main
roads, because time has already completed the topographic organization of large
circuits. </span></div>
<div class="MsoNormal" style="margin-left: 3.1pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-indent: 32.3pt; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="margin-left: 3.1pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-indent: 32.3pt; text-justify: inter-ideograph;">
<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-bidi-font-family: Arial;">But even if there is a period of particular sensitivity
to receive sensory information that ultimately is going to influence and direct
the learning, so although there is a certain structural predisposition that is
set from the beginning and favors a previously established connection ans its
maintain, this connection depends on the strength of the neuronal signals, as
no matter where come from those signals but are retained and are finally
established. However, is </span><span lang="ES-MX" style="font-size: 16.0pt; mso-ansi-language: ES-MX; mso-bidi-font-family: Arial;">known that the age in which
the injury occurred is one of the crucial factors to take into account to
predict the course of brain injuries, as it has been found in research that
focal lesions before one year of age will have a worse prognosis of
intellectual function that injuries of the same type after that age</span><span lang="ES-MX" style="font-size: 16.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: Arial;"> </span><span lang="ES" style="font-size: 16.0pt; mso-ansi-language: ES; mso-bidi-font-family: Arial;">(</span><span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-bidi-font-family: Arial;">Riva & Cazzaniga 1986; Woods, 1980; </span><span lang="EN" style="font-size: 16.0pt; mso-ansi-language: ES-MX; mso-bidi-font-family: Arial;"><span style="mso-spacerun: yes;"> </span></span><span lang="ES" style="font-size: 16.0pt; mso-ansi-language: ES; mso-bidi-font-family: Arial;">Tubino,
2004).</span><span style="font-size: 16.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: Arial;"> </span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-autospace: none; text-justify: inter-ideograph;">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjIM0gZFExZZNwxA3P2-nn7Pi-WwikufkxIaN1eCUmDTuMtonqUUmmz4XRbdNi4bsCHnzn7wte5mfcAdI3F7aaxKDQ9Uc3Y3oo6khbL8kaKJ-nmLCcS1MuIkB-DSGiCF_OUBI4R39aK2QE/s1600/imagen_14_pagina82_mini_muestra.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjIM0gZFExZZNwxA3P2-nn7Pi-WwikufkxIaN1eCUmDTuMtonqUUmmz4XRbdNi4bsCHnzn7wte5mfcAdI3F7aaxKDQ9Uc3Y3oo6khbL8kaKJ-nmLCcS1MuIkB-DSGiCF_OUBI4R39aK2QE/s1600/imagen_14_pagina82_mini_muestra.jpg" height="292" width="400" /></a></div>
<div class="MsoNormal" style="margin-left: 3.1pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-indent: 32.3pt; text-justify: inter-ideograph;">
<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-bidi-font-family: Arial;">In this sense, since plasticity is greater in the first
years of life, for most of the lesions and gradually decreases with age, the
learning and the recovery will be enhanced if experiences are provided or
stimuli early to the individual, especially in children, since the structures
nerve in the first years of life are a maturation process that continuously new
synaptic connections are established and growing myelination occurs their
structures, so that in response to the stimuli coming from the experience, and
by means of internal biochemical processes, the infant brain is forming. </span></div>
<div class="MsoNormal" style="margin-left: 3.1pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-indent: 32.3pt; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="margin-left: 3.1pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-indent: 32.3pt; text-justify: inter-ideograph;">
<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-bidi-font-family: Arial;">During this critical period, the circuits of the cerebral
cortex have, as already mentioned, large capacity of plasticity, for which the
absence of an adequate intake of stimuli, experiences or nutrients has
important future functional consequences (Wash and Diller, 1981; Deacon, 2000; <span style="mso-bidi-font-weight: bold;">Hernandez-Muela, Mules, Mattos, 2004; Avaria,
2005).</span></span></div>
<div class="MsoNormal" style="margin-left: 3.1pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-indent: 32.3pt; text-justify: inter-ideograph;">
<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-bidi-font-family: Arial;"><span style="mso-bidi-font-weight: bold;"> </span></span><span lang="EN" style="font-size: 16.0pt; mso-ansi-language: ES; mso-bidi-font-family: Arial;"> </span><span style="font-size: 16.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: Arial;"></span></div>
<div class="MsoNormal" style="margin-left: 3.1pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-indent: 32.3pt; text-justify: inter-ideograph;">
<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-bidi-font-family: Arial;">Even when you know some of the factors that control the
duration and the time that establishes these periods of special sensitivity,
described that they relate to particular <i style="mso-bidi-font-style: normal;">synaptogenesis</i>,
i.e., the phase in which there is hiperproducción of synapses in the cerebral
cortex, but, as already explained, of these synapses will lose those neurons
that do not establish any relevant connection finally will be eliminated by the
system, giving rise to a phenomenon of remodeling of the brain network, so it
is said that genetically predetermined development configures phases of
production or synaptic outbreak (Wash and Diller, 1981).</span></div>
<div class="MsoNormal" style="margin-left: 3.1pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-indent: 32.3pt; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-indent: 35.4pt; text-justify: inter-ideograph;">
<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-bidi-font-family: Arial;">However, there is evidence that not all the brain areas show periods of
synaptogenesis and synaptic loss at the same time. In the primary visual
cortex, for example there is an outbreak of synaptogenesis by 3-4 months of age
with a maximum density at 4 months. But in the pre front cortex takes longer
and reaches the synaptic density maximum to 3-5 years. The time course of the
Elimination of synapses is also more prolonged in the frontal cortex (up to 20
years) than in the visual cortex (4 years); so, it is possible to affirm that
maturation times for different brain structures are different, and the primary
areas senso-motor cortical unfold before large areas of association. </span></div>
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<br /></div>
<div class="MsoNormal" style="margin-left: 3.1pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-indent: 32.3pt; text-justify: inter-ideograph;">
<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-bidi-font-family: Arial;">In this sense, e<span style="mso-bidi-font-style: italic; mso-bidi-font-weight: bold;">l made that are necessary stages so that neural
activity to complete development, involves the brain maturation is changed
through his own stimulation and experience,</span> providing the necessary
adaptability to the brain. This scheme is probably cheaper from the biological
point of view, since a model whereby the genetic control for the formation of
all synapses is needed would require a incredible number of specific molecular
markers and their respective genes, what a system rigid and dependent would do
it. This is explained because of the extreme immaturity of the brain of the
newborn, whose fragility justifies the total parental dependence of the newborn
human. This emphasizes the total difference of man with respect to most of the
animals, which even newborns, they are already capable of running many of its
basic functions (Tubino, 2004).</span><span lang="ES" style="font-size: 16.0pt; mso-ansi-language: ES; mso-bidi-font-family: Arial;"><span style="mso-spacerun: yes;"> </span></span></div>
<div class="MsoNormal" style="margin-left: 3.1pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-indent: 32.3pt; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-indent: .25in; text-justify: inter-ideograph;">
<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-bidi-font-family: Arial;">Also known that the ability to analyse and synthesize multiple sources of
information, and generate different responses from the brain, which illustrates
the centralized organization and brain function, there is a hierarchy in the organization
in such a way that the lower segments carry out specific functions subject to
the control and modulation of segments above, by which the complexity of the
information processing increases progressively as the level becomes to up to
the crust. But, from the periphery may cause, with certain stimuli, responses
in higher levels that force the organization or the acquisition of certain
functions. </span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-indent: .25in; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-indent: .25in; text-justify: inter-ideograph;">
<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-bidi-font-family: Arial;">However, it has been particularly studied the early lesions that occur in
the linguistic areas, which generally manage a good recovery function, but
currently, there is extensive evidence that the process of recovery of
functions is not able to completely eliminate the effects of the early focal
lesions as in the case of the language, throughout the subsequent development
of the infant, you can see difficulties in reading, writing, comprehension,
articulation, fluency and/or syntax (<span style="mso-bidi-font-weight: bold;">Verger
and Junque, 2000)</span></span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-indent: .25in; text-justify: inter-ideograph;">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh1T5qOYo-CZs8KXkPm9N6e9H2SZmoGHI-g7C2KYVmAaNmPKg5YMo9RxQOVjT7sEVymn0YQKFPD_-QePQwVqEviSIjQs2HafwlmzhquOXTGfCN7BOV8rkjQlLg0P7tZuzrKxXPxeOTpn_M/s1600/imagen_9_pagina51.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh1T5qOYo-CZs8KXkPm9N6e9H2SZmoGHI-g7C2KYVmAaNmPKg5YMo9RxQOVjT7sEVymn0YQKFPD_-QePQwVqEviSIjQs2HafwlmzhquOXTGfCN7BOV8rkjQlLg0P7tZuzrKxXPxeOTpn_M/s1600/imagen_9_pagina51.jpg" height="292" width="400" /></a></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-indent: .25in; text-justify: inter-ideograph;">
<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-bidi-font-family: Arial;">One possible explanation of this effect, is that all the sensory and motor
regions primary brain are related from a functional point of view, by
association fibers. Cortical association areas, for example, are directly
connected among themselves, while the primary cortical areas are connected each
other indirectly through the Association areas. Homologous areas in both
hemispheres are connected through fiber inter hemispheric, mainly by the <i style="mso-bidi-font-style: normal;">Corpus Callosum</i>. This brain
interconnectivity allows a constant interaction within each hemisphere and
between both hemispheres, and in this way is intended to adapt responses
globally and dynamics (<span style="mso-bidi-font-weight: bold;">Hernandez-Muela,
Mules and Mattos 2004; Poch, 2001).</span></span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-indent: .25in; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-indent: .25in; text-justify: inter-ideograph;">
<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-bidi-font-family: Arial;">It is thus that the brain works in a coordinated manner and analyzes the
world in a global way, for this reason, when you read something is to
understand the letters that make up each word, understood the meaning of each
of the words of a sentence, however, these processes are not synthesized
independently, but that a general sense is given to each phrase. This is
possible thanks to the coordination between each of the lobes of the brain,
this is the engineering of the brain, which that allows you to interpret the
world and the same design a spacecraft that learn the <i style="mso-bidi-font-style: normal;">abc</i>. East the working tool when it comes to learning, and modify
their connections, is the final triumph of the teaching. </span></div>
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<br /></div>
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<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-bidi-font-family: Arial;">It has be found at the same time, another important aspect that is
modifiable during critical periods: <i style="mso-bidi-font-style: normal;">cerebral
laterality</i>, this is expressed in three aspects: anatomical symmetry,
unilateral functional differences (as the location of language, speech and
analytical processing in the left hemisphere, and temporo-spatial skills, as
those related to music and the emotional and humorous repertoire (right) and
contralateral sensorimotor control, in this way, understand the functionality
of the brain in these three aspects is essential to understand the processes
that take place in the reorganization of the brain during the learning process
because it is a very rich source of experiences that can benefit education
(Maciques, 2004).</span></div>
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<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-bidi-font-family: Arial;">References:</span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-indent: .25in; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; text-align: justify; text-autospace: none; text-justify: inter-ideograph;">
<span style="color: red; font-size: 16.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: Arial;"> </span><span lang="ES-MX" style="font-size: 16.0pt; mso-ansi-language: ES-MX; mso-bidi-font-family: Arial;">Aguilar, F. (2003) Plasticidad cerebral: parte 1. <i style="mso-bidi-font-style: normal;">Rev Med IMSS</i>. 41(1) 55-64.</span></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; text-align: justify; text-autospace: none; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span lang="ES-MX" style="font-size: 16.0pt; mso-ansi-language: ES-MX; mso-bidi-font-family: Arial;">Avaria, M. A. (2005)<span style="mso-spacerun: yes;"> </span><span style="mso-bidi-font-weight: bold;">Aspectos biológicos del desarrollo
psicomotor.<span style="mso-spacerun: yes;"> </span></span></span><i style="mso-bidi-font-style: normal;"><span lang="ES-TRAD" style="font-size: 16.0pt; mso-bidi-font-family: Arial;">Rev. Ped. Elec</span></i><span lang="ES-TRAD" style="font-size: 16.0pt; mso-bidi-font-family: Arial;">. [en línea] Vol 2, N° 1. </span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; text-align: justify; text-autospace: none; text-justify: inter-ideograph;">
<span lang="ES-TRAD" style="font-size: 16.0pt; mso-bidi-font-family: Arial;">Deacon, T. (2000)
Evolutionary perspectivas on language and brain plasticity. </span><i style="mso-bidi-font-style: normal;"><span lang="ES-MX" style="font-size: 16.0pt; mso-ansi-language: ES-MX; mso-bidi-font-family: Arial;">Cognitive science.</span></i><span lang="ES-MX" style="font-size: 16.0pt; mso-ansi-language: ES-MX; mso-bidi-font-family: Arial;"> 28 (1) 34- 39.</span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; text-align: justify; text-autospace: none; text-justify: inter-ideograph;">
<span lang="ES-MX" style="font-size: 16.0pt; mso-ansi-language: ES-MX; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold;">Hernández-Muela, S., Mulas, F. y<span style="mso-spacerun: yes;"> </span>Mattos, L. (2004) </span><span lang="ES-MX" style="font-size: 16.0pt; mso-ansi-language: ES-MX; mso-bidi-font-family: Arial;">Plasticidad
neuronal funcional<b> </b><i style="mso-bidi-font-style: normal;">Rev Neurol</i>.
</span><span lang="ES-TRAD" style="font-size: 16.0pt; mso-bidi-font-family: Arial;">38
(Supl 1): S58-S68.</span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; text-align: justify; text-autospace: none; text-justify: inter-ideograph;">
<span lang="ES-MX" style="font-size: 16.0pt; mso-ansi-language: ES-MX; mso-bidi-font-family: Arial;">Maciques
(2004)<span style="mso-spacerun: yes;"> </span>Plasticidad Neuronal. <i style="mso-bidi-font-style: normal;">Revista de neurología</i>. 2 (3) 13-17. </span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; text-align: justify; text-autospace: none; text-justify: inter-ideograph;">
<span lang="ES-MX" style="font-size: 16.0pt; mso-ansi-language: ES-MX; mso-bidi-font-family: Arial; mso-bidi-font-style: italic;">Poch, M.L. (2001) Neurobiología del desarrollo
temprano. <i>Contextos educativos</i>. 4. 79-94.</span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; text-align: justify; text-autospace: none; text-justify: inter-ideograph;">
<a href="https://www.blogger.com/null" name="OLE_LINK2"></a><a href="https://www.blogger.com/null" name="OLE_LINK1"><span style="mso-bookmark: OLE_LINK2;"><span lang="ES-MX" style="font-size: 16.0pt; mso-ansi-language: ES-MX; mso-bidi-font-family: Arial;">Tubino,
M. (2004) Plasticidad y evolución: papel de la interacción cerebro – entorno. <i style="mso-bidi-font-style: normal;">Revista de estudios neurolingüsticos.</i>
Vol. 2, número 1. 21-39</span></span></a></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; text-align: justify; text-autospace: none; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; text-align: justify; text-autospace: none; text-justify: inter-ideograph;">
<span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><span lang="ES-MX" style="font-size: 16.0pt; mso-ansi-language: ES-MX; mso-bidi-font-family: Arial;">Verquer, K. & Junqué,
C. (2000) Recuperación de las lesiones cerebrales en la infancia: polémica en
torno a la plasticidad cerebral. </span></span></span><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><i><span lang="ES-TRAD" style="font-size: 16.0pt; mso-bidi-font-family: Arial;">Rev Logop Fon Audiol. </span></i></span></span><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><span lang="ES-TRAD" style="font-size: 16.0pt; mso-bidi-font-family: Arial; mso-bidi-font-style: italic;">XX(3):151-157.</span></span></span><span style="mso-bookmark: OLE_LINK1;"><span style="mso-bookmark: OLE_LINK2;"><span lang="ES-TRAD" style="font-size: 16.0pt; mso-bidi-font-family: Arial;"></span></span></span></div>
<span style="mso-bookmark: OLE_LINK2;"></span><span style="mso-bookmark: OLE_LINK1;"></span>
<br />
<div class="MsoNormal" style="margin-left: 35.45pt; mso-layout-grid-align: none; text-align: justify; text-autospace: none; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; text-align: justify; text-autospace: none; text-justify: inter-ideograph;">
<span lang="ES-TRAD" style="font-size: 16.0pt; mso-bidi-font-family: Arial;">Walsh, T. M. & Diller,
K. C. (1981) Neurolinguistic considerations on the optimum age of second
language learning. En. K.C. Diller (Ed) <i style="mso-bidi-font-style: normal;">Universal
in language learning aptitude</i> USA. Rowley: Newbury House Publishers.</span></div>
<div class="MsoNormal" style="margin-left: 35.45pt; mso-layout-grid-align: none; text-align: justify; text-autospace: none; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; text-align: justify; text-autospace: none; text-justify: inter-ideograph;">
<span lang="ES-TRAD" style="font-size: 16.0pt; mso-bidi-font-family: Arial;">Woods, B. (1980) The
restricted effects of right hemisphere lesions after age one: Wechsler test
data. </span><i style="mso-bidi-font-style: normal;"><span lang="ES-MX" style="font-size: 16.0pt; mso-ansi-language: ES-MX; mso-bidi-font-family: Arial;">Neuropsychology.</span></i><span lang="ES-MX" style="font-size: 16.0pt; mso-ansi-language: ES-MX; mso-bidi-font-family: Arial;"> 18: 65-70.</span></div>
</div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2534377213159327388.post-62070034704415716692014-03-07T21:42:00.003-06:002014-08-22T13:34:35.384-05:00Brain plasticity: history of the concept<div dir="ltr" style="text-align: left;" trbidi="on">
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<span lang="EN" style="font-family: "Times New Roman"; font-size: 16.0pt; line-height: 150%; mso-ansi-language: EN;">The term <i style="mso-bidi-font-style: normal;">plasticity
</i>was introduced in 1890 by the American psychologist William James, in which
described the natural modificability of human behavior. Although in the last
years of the 19th century, Santiago Ramón y Cajal proposed that these
behavioral modifications would surely have a anatomical substrate, attributable
to the brain, and those changes of variable duration in synaptic function which
arise with origin in external stimuli affecting learning, are modificable by
this plasticity. Thus Lugaro and Ramón y Cajal deduced it almost at the same,
with different variations of ideas, both explained that learning involves
functional plastic changes in the properties of the neurons or their
interconnections.</span></div>
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<span lang="EN" style="font-family: "Times New Roman"; font-size: 16.0pt; line-height: 150%; mso-ansi-language: EN;">From this perspective, learning may be the result of a
morphological change among the interconnections of nerve cells, similar to the
phenomena that occur during the formation of synapses in the embryonic life,
however, after Cajal’s death, it was adopted a rigid way of looking at the adult
central nervous system and it was accepted the idea that once finished its
development, anatomy of the brain remained unchanged, except for the
degenerative processes (cited in Nieto, 2003).</span><span lang="ES" style="font-family: "Times New Roman"; font-size: 16.0pt; line-height: 150%; mso-ansi-language: ES;"><span style="mso-spacerun: yes;"> </span></span><span style="font-family: Times; font-size: 10.0pt; line-height: 150%; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"></span></div>
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<span lang="EN" style="font-family: "Times New Roman"; font-size: 16.0pt; line-height: 150%; mso-ansi-language: EN;">Since then, the concept of <i style="mso-bidi-font-style: normal;">synaptic plasticity </i>has come developed mainly in studies related to
memory and learning.</span><span lang="ES" style="font-family: "Times New Roman"; font-size: 16.0pt; line-height: 150%; mso-ansi-language: ES;"><span style="mso-spacerun: yes;"> </span></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgPtDdF2xssXEMvZwrqvPIWJnXpjCuAsrMKuISxopuNUbNSQWp6ssP8VA8G039E0hHDEinU5kOPdITrrRyECGR-XXbIv6mAJPTPtU8gi_dqCp14G3iwb7qGH5tRWJi-WRuosKUYnft2FBEi/s1600/imagen15_fondo_cafe.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgPtDdF2xssXEMvZwrqvPIWJnXpjCuAsrMKuISxopuNUbNSQWp6ssP8VA8G039E0hHDEinU5kOPdITrrRyECGR-XXbIv6mAJPTPtU8gi_dqCp14G3iwb7qGH5tRWJi-WRuosKUYnft2FBEi/s1600/imagen15_fondo_cafe.jpg" height="292" width="400" /></a></div>
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<span lang="EN" style="font-family: "Times New Roman"; font-size: 16.0pt; line-height: 150%; mso-ansi-language: EN;">However, even after years evidence about the capacity of our
brain to change its functions and to compensate some damage, the importance of
this role has come to be appreciated only recently, since studies brain in late
19th century and early 20th focused on the identification of areas of specific
performance which gave the idea of a brain that governs its functions in
specific areas and thus the widespread idea in the psychology of learning must
be obtained in specific periods of time.</span><span lang="ES" style="font-family: "Times New Roman"; font-size: 16.0pt; line-height: 150%; mso-ansi-language: ES;"><span style="mso-spacerun: yes;"> </span></span></div>
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<span lang="EN" style="font-family: "Times New Roman"; font-size: 16.0pt; line-height: 150%; mso-ansi-language: EN;">Some persons believe, this was thanks to Paul Broca, who
in the mid-19th century, identified a certain area in the left frontal
lobe-related to language, which was the starting point for the neurosciences
focused strictly on localizations of processes. Since then, many others
continued describing specific brain areas with specialized functions, such as
Broadmann; who described them but with more and more improved of morphological
techniques, architectural and neurochemical studies, researchers discovered
more details of the brain structure and functional connections. </span></div>
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<span lang="EN" style="font-family: "Times New Roman"; font-size: 16.0pt; line-height: 150%; mso-ansi-language: EN;">The enormous complexity of the brain may have contributed
to the conceptual rigidity that <span style="mso-spacerun: yes;"> </span>was developed
in those years, since its organization was known within a whole, the anatomists
had to sectorize such knowledge. This motivated to Broadmann to divide the
cortex into 52 regions, and descriptions made by constituents showed them
separate, and this gave another reason to believe in concept of a rigid,
strictly divided brain. This, coupled with studies of connectivity and the
absence of concrete evidence of regeneration in the brain (in contrast to
organs like the liver which has the capability of mitotic cell duplication),
led to believe that it was a body divided in compartments, not malleable (not
plastic) and with little ability to recovery after injury, so few Anatomists,
physiologists or clinical projected a concept of dynamic adaptability of the
brain (Aguilar, 2003b; Poch, 2001, Aguilar, 2005).</span><span style="font-family: Times; font-size: 10.0pt; line-height: 150%; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgjy7n4Vv59nRdmzUPiPbvd0MUCR_SLS2WxOyHazr2gvdY3qeY74VRSCPWxiMK0fPDJ4KzuoK6RS-sE2M92HgeOd_TaQgD8aMWu77acrEmFlMZhwA-rvsQ_oB_Vlepnz8NZBQ4szQfnxU0R/s1600/imagen_14_pagina82_mini_muestra.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgjy7n4Vv59nRdmzUPiPbvd0MUCR_SLS2WxOyHazr2gvdY3qeY74VRSCPWxiMK0fPDJ4KzuoK6RS-sE2M92HgeOd_TaQgD8aMWu77acrEmFlMZhwA-rvsQ_oB_Vlepnz8NZBQ4szQfnxU0R/s1600/imagen_14_pagina82_mini_muestra.jpg" height="292" width="400" /></a></div>
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<span style="font-family: "Times New Roman"; font-size: 16.0pt; line-height: 150%; mso-ansi-language: EN-US;">Currently is kind of a
simple accept that</span><span style="font-family: "Times New Roman"; font-size: 18.0pt; line-height: 150%; mso-ansi-language: EN-US;"> an </span><span style="font-family: Times; font-size: 16.0pt; line-height: 150%; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";">adult 30 years old knows much more than
a child of 10 years old, and at 70 years old someone knows more than during 20’s,
because the cognitive development process goes hand in hand with developing
brain in particular the development of adapted neural networks that allow
respond to the environment, and all this</span><span lang="EN" style="font-family: Times; font-size: 16.0pt; line-height: 150%; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";"> depends on the genetic information which is endowed to
each individual as well as from the mechanisms of adaptation of the environment,
so these days, such assertions become searchable thanks to the study of the
process called <i style="mso-bidi-font-style: normal;">neuroplasticity </i>or<i style="mso-bidi-font-style: normal;"> brain plasticity </i>(Tubino, 2004 and
Ginarte, 2007).</span><span lang="EN" style="font-family: Times; font-size: 18.0pt; line-height: 150%; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"> </span><span style="font-family: Times; font-size: 10.0pt; line-height: 150%; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"></span></div>
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<span style="font-family: "Times New Roman"; font-size: 16.0pt; line-height: 150%; mso-ansi-language: EN-US;">However, it was not until some years later that this
concept of </span><span style="font-family: Times; font-size: 16.0pt; line-height: 150%; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";">neuroplasticity
was defined by Gollini (1981) and Kaplan (1983) as a <i style="mso-bidi-font-style: normal;">potential of nervous system to change </i>(although it has observed
this same capacity in other systems such as the endocrine, respiratory and
skeletal muscle). This capacity can modify behavior and allow the adaptation to
the environment patterns of conduct, so this ability of central nervous system allows
it to never be finished and always change and adjusting as result of the
interaction of factors genetic and cultural, but also it’s know that this
ability decreases as neurons specialize (Bergado cited in Ginarte, 2007; Poch,
2001).</span></div>
<div class="MsoNormal" style="line-height: 150%; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-indent: 17.85pt; text-justify: inter-ideograph;">
<span style="font-family: Times; font-size: 16.0pt; line-height: 150%; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"> </span><span style="font-family: Times; font-size: 18.0pt; line-height: 150%; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"> </span><span style="font-family: Times; font-size: 16.0pt; line-height: 150%; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"></span></div>
<div class="MsoNormal" style="line-height: 150%; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-indent: .25in; text-justify: inter-ideograph;">
<span lang="EN" style="font-family: "Times New Roman"; font-size: 16.0pt; line-height: 150%; mso-ansi-language: EN;">Defined more broadly, <i style="mso-bidi-font-style: normal;">plasticity
</i>is the functional adaptation of the central nervous system to minimize the
effects of the structural or physiological alterations, regardless of the original
cause. This is possible thanks to the faculty of the nervous system to
experience structural-functional changes detonated by influences endogenous
(internal) or exogenous (external), which can occur at any time of life. Some
researchers explain that this includes learning in its entirety; more
specifically, there is evidence of morphological changes such as neuronal
branching after learn a new skill. </span></div>
<div class="MsoNormal" style="line-height: 150%; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-indent: .25in; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-indent: .25in; text-justify: inter-ideograph;">
<span style="font-family: "Times New Roman"; font-size: 16.0pt; line-height: 150%; mso-ansi-language: ES;"><span style="mso-spacerun: yes;"> </span></span><span lang="EN" style="font-family: "Times New Roman"; font-size: 16.0pt; line-height: 150%; mso-ansi-language: EN;">While another group of experts, with a more intermediate
position, considered it as adaptive capacity of the central nervous system to
modify its own structural and functional organization, since plasticity
mechanisms may include neurochemical changes, <span style="mso-spacerun: yes;"> </span>at the parenquima, receivers or structures.
Likewise, functional plasticity is accompanied by a structural plasticity,
since there is also evidence of cooperation between brain areas (Aguilar,
2003b).</span></div>
<div class="MsoNormal" style="line-height: 150%; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-indent: .25in; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-indent: 17.85pt; text-justify: inter-ideograph;">
<span style="font-family: "Times New Roman"; font-size: 16.0pt; line-height: 150%; mso-ansi-language: EN-US;">In the same way,</span><span style="font-family: "Times New Roman"; font-size: 18.0pt; line-height: 150%; mso-ansi-language: EN-US;"> </span><span style="font-family: Times; font-size: 16.0pt; line-height: 150%; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";">it has been observed that there is
also a great ability to communicate between neuron-glia, which collaborates on
brain plasticity (either by creating new connections or removal and cleaning of
the existing)</span><span lang="ES" style="font-family: Times; font-size: 16.0pt; line-height: 150%; mso-ansi-language: ES; mso-bidi-font-family: "Times New Roman";"> (Aguilar, 2003a, b).</span></div>
<div class="MsoNormal" style="line-height: 150%; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-indent: 17.85pt; text-justify: inter-ideograph;">
<span lang="ES" style="font-family: Times; font-size: 16.0pt; line-height: 150%; mso-ansi-language: ES; mso-bidi-font-family: "Times New Roman";"> </span><span lang="ES" style="font-family: Times; font-size: 18.0pt; line-height: 150%; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";"> </span><span style="font-family: Times; font-size: 10.0pt; line-height: 150%; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"></span></div>
<div class="MsoNormal" style="line-height: 150%; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-indent: 17.85pt; text-justify: inter-ideograph;">
<span lang="EN" style="font-family: "Times New Roman"; font-size: 16.0pt; line-height: 150%; mso-ansi-language: EN;">In response, it should be recalled that major cellular
kinds of nervous tissue are the neurons and glial cells. Neurons, cells that
are highly specialized in quick, message reception and transmission have a
small body and multiple branches that cover an extensive area, allowing you to
optimize your intercom, making them malleable to the needs of the cerebral
environment (Nieto, 2003).</span></div>
<div class="MsoNormal" style="line-height: 150%; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-indent: 17.85pt; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-indent: 17.85pt; text-justify: inter-ideograph;">
<span lang="EN" style="font-family: "Times New Roman"; font-size: 16.0pt; line-height: 150%; mso-ansi-language: EN;">It is thus that the synaptic strength can be altered in
the different periods of development and range from milliseconds to months. </span></div>
<div class="MsoNormal" style="line-height: 150%; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-indent: 17.85pt; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-indent: 17.85pt; text-justify: inter-ideograph;">
<span lang="EN" style="font-family: "Times New Roman"; font-size: 16.0pt; line-height: 150%; mso-ansi-language: EN;">The cellular mechanisms of these changes are transitional
modifications of neurotransmission and in longer alterations, changes in gene
expression, so it can be said that there is a continuous renovation of the organization
and neuronal maturation (Aguilar, 2003a; Aguilar, 2003b; Castroviejo, 1996;
Poch, 2001).</span><span style="font-family: Times; font-size: 10.0pt; line-height: 150%; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"></span></div>
<div class="MsoNormal" style="line-height: 150%; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span lang="EN" style="font-family: "Times New Roman"; font-size: 16.0pt; mso-ansi-language: EN;">References: </span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span lang="ES-MX" style="font-family: "Times New Roman"; font-size: 16.0pt; mso-ansi-language: ES-MX;">Aguilar, F. (2003 a) Plasticidad cerebral: parte 2. <i style="mso-bidi-font-style: normal;">Rev Med IMSS</i>. 41 (2) 133-142.</span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span lang="ES-MX" style="font-family: "Times New Roman"; font-size: 16.0pt; mso-ansi-language: ES-MX;">Aguilar, F. (2003 b) Plasticidad cerebral: parte 1. <i style="mso-bidi-font-style: normal;">Rev Med IMSS</i>. 41(1) 55-64.</span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span lang="ES-MX" style="font-family: "Times New Roman"; font-size: 16.0pt; mso-ansi-language: ES-MX;">Aguilar, F. (2005) Razones biológicas de la plasticidad cerebral y la
restauración neurológica. <i style="mso-bidi-font-style: normal;">Revista <span style="mso-bidi-font-weight: bold;">Plasticidad y Restauración Neurológica</span></i><span style="mso-bidi-font-weight: bold;">. Vol. 4 Num.1. 5-6.</span></span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span lang="ES-MX" style="font-family: "Times New Roman"; font-size: 16.0pt; mso-ansi-language: ES-MX;">Castroviejo, P. (1996) Plasticidad cerebral. <i style="mso-bidi-font-style: normal;">Revista de Neurol</i>ogía 24 (135) 1361-1366.</span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span lang="ES-MX" style="font-family: "Times New Roman"; font-size: 16.0pt; mso-ansi-language: ES-MX;">Ginarte, Y. (2007) La neuroplasticidad como base biológica de la
rehabilitación cognitiva. </span><i style="mso-bidi-font-style: normal;"><span style="font-family: "Times New Roman"; font-size: 16.0pt; mso-ansi-language: EN-US;">Geroinfo</span></i><span style="font-family: "Times New Roman"; font-size: 16.0pt; mso-ansi-language: EN-US;">.
Vol. 2. No. 1. 31-38</span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="font-family: "Times New Roman"; font-size: 16.0pt; mso-ansi-language: EN-US;">Gollin.
E. S. (1981) <i style="mso-bidi-font-style: normal;">Developmental and
plasticity: behavioral and biological aspects of variation in developmental</i>.
New York. Academic Press.</span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="font-family: "Times New Roman"; font-size: 16.0pt; mso-ansi-language: EN-US;">Kaplan,
B. A. (1983) <i style="mso-bidi-font-style: normal;">Developmental psychology:
historical and philosophical learning.</i> </span><span lang="ES-MX" style="font-family: "Times New Roman"; font-size: 16.0pt; mso-ansi-language: ES-MX;">New
Jersey. Elrbaum Hillsdale.</span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span lang="ES-MX" style="font-family: "Times New Roman"; font-size: 16.0pt; mso-ansi-language: ES-MX;">Nieto, M. (2003) Plasticidad neural. <i style="mso-bidi-font-style: normal;">Mente
y cerebro</i>. O3. 72-80.</span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span lang="ES-MX" style="font-family: "Times New Roman"; font-size: 16.0pt; mso-ansi-language: ES-MX; mso-bidi-font-style: italic;">Poch, M.L. (2001) Neurobiología del
desarrollo temprano. <i>Contextos educativos</i>. 4. 79-94.</span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span lang="ES-MX" style="font-family: "Times New Roman"; font-size: 16.0pt; mso-ansi-language: ES-MX;">Tubino, M. (2004) Plasticidad y evolución: papel de la interacción
cerebro – entorno. <i style="mso-bidi-font-style: normal;">Revista de estudios
neurolingüsticos.</i> Vol. 2, número 1. 21-39</span></div>
</div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2534377213159327388.post-25690600867800970542014-02-05T14:45:00.000-06:002014-02-05T18:43:39.648-06:00When the theory brings into play the love<div dir="ltr" style="text-align: left;" trbidi="on">
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<br />
<div style="text-align: justify;">
<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">Daniel is
a Russian physicist ready to conquer the world with his ideas, but in the midst
of publications filled with Greek letters and numbers, he has failed to atract
a beautiful girl’s love of the lab at the other side of the campus. That girl
that walks around with the sweetest smile and when she meets Daniel in the
cafeteria, smiles even more broadly, knowing that he is a foreigner so she does
not want to say something wrong... that girl who ... does she make him sweat?...
perhaps so much that he has even asked her name...</span></div>
<div style="text-align: justify;">
<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;"> </span><span style="font-family: Times; font-size: 10.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"></span>
</div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">Town was
suffering the third winter storm of the season that evening, so Daniel went
into the library, hiding as it was his habit to expect bad things to pass, it
was his refuge for everything and everyone. </span></div>
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<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjlwHmhb9xTJ4I6tjdAzzyD9rdgWpE5PiAKNd2AF5-g3PwctC5VgV-GdQzKdD3TnLh4flfGRzczjyc4iN8CKhemGcuM_0PTHgF21CCN0LQQrURbTif1GyivjCOqX_foLKtY8Id85DcD-Wg/s1600/Screen+Shot+2014-01-15+at+4.58.01+PM.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjlwHmhb9xTJ4I6tjdAzzyD9rdgWpE5PiAKNd2AF5-g3PwctC5VgV-GdQzKdD3TnLh4flfGRzczjyc4iN8CKhemGcuM_0PTHgF21CCN0LQQrURbTif1GyivjCOqX_foLKtY8Id85DcD-Wg/s1600/Screen+Shot+2014-01-15+at+4.58.01+PM.png" height="70" width="400" /></a></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">He had been
studying game theory during a while, especially from Nash’s perspective, and he
was determined to publish an article about this topic, applying a proposal from
economic and biological models. Although there is a lot of articles written on
the subject, he wanted to innovate, he wanted to find something that no one
else had seen, however he had to find<span style="mso-spacerun: yes;">
</span>that something, there was no doubt he was going to find it there, or
perhaps here... maybe in this journal... maybe...</span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">He began
to move from one side to another around 300 magazines on the table when one of
them slid...... when he bent down to lift it without paying attention to the
environment, he saw a hand taking his magazine. He was ready to shout do not
touch my magazine, when his eyes followed a hand, and then an arm and then a shoulder...
he came up to the neck and two brown eyes met with his blue eyes.</span><span style="font-family: Times; font-size: 10.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"></span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">The smile was
expanded as always... but this time she modulated carefully her words: </span><span style="font-family: Times; font-size: 10.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"></span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">-Hey!, I
found <i style="mso-bidi-font-style: normal;">this</i>!... What are reading?, she
said.</span></div>
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<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjQQGF1YbRDnAn3mCq7X9fgaSBwHoeuSGplqk-dyBAjezhEWIHC693bWE8BU7uoNWh_OWIqUDepcTSRbudAqu7MDuTaM3TPcsJs9QXNX6CNeRvNxdxam7-AJdCEWfdY6Brxs2ttED7eeE4/s1600/Screen+Shot+2014-01-15+at+4.58.14+PM.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjQQGF1YbRDnAn3mCq7X9fgaSBwHoeuSGplqk-dyBAjezhEWIHC693bWE8BU7uoNWh_OWIqUDepcTSRbudAqu7MDuTaM3TPcsJs9QXNX6CNeRvNxdxam7-AJdCEWfdY6Brxs2ttED7eeE4/s1600/Screen+Shot+2014-01-15+at+4.58.14+PM.png" height="152" width="400" /></a></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">-I'm
reading Nash’s theory... He said as doubting whether those words came from his
voice or if he was listening to through his headphones, he took them off to be
able to distinguish between his voice and the music he was hearing, and they fell
to the floor.</span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">She
hurried to help him to lift them up and while she did it put attention into the
magazines on the table and reached to read one of them: game theory and their
applications in biological models...</span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">When she
concluded reading, she gave him the headphones and then she stretched out her
hand: </span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">-My name
is Kathleen, Kat... I study nanotechnology applied to biological models, and
try to explain evolutionary patterns... I see that you understand math... my advisor
says that my proposal has no future... perhaps you can help me?... huh?, what
do I say?, I’m sure you are very busy...</span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">When she
dropped his hand, he took it back and he said almost in a whisper:</span><span style="font-family: Times; font-size: 10.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"></span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">-My name
is Daniel... Dan... and yes!, in fact I want to design a model of application with
game theory to economic and evolutionary models, although this<span style="mso-spacerun: yes;"> </span>has been done before... I want to find a
specific area that allows me to innovate a bit.</span><span style="font-family: Times; font-size: 10.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"></span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhUk_4Bn3iSG39qtJS637i6vJaBocRsY2PXedeA37W2qJeOqA1tY_QghNZgLb7CCcR_wS3W9Gw7z4m_2ighyphenhyphen6SdRfMY8FTXbbu7Gug5LObM5SFBKIHdEoVU-Tjsl3-q0BwYte2QMQPTgOU/s1600/Screen+Shot+2014-01-15+at+4.58.26+PM.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhUk_4Bn3iSG39qtJS637i6vJaBocRsY2PXedeA37W2qJeOqA1tY_QghNZgLb7CCcR_wS3W9Gw7z4m_2ighyphenhyphen6SdRfMY8FTXbbu7Gug5LObM5SFBKIHdEoVU-Tjsl3-q0BwYte2QMQPTgOU/s1600/Screen+Shot+2014-01-15+at+4.58.26+PM.png" height="141" width="400" /></a></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">She moved
a chair beside her and then more magazines fell, but this time he rose and
offered her his chair, <span style="mso-spacerun: yes;"> </span>he began cleaned
the table a little and decided to <i style="mso-bidi-font-style: normal;">talk
about </i>what he knew and loved so much with her... </span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">- Please, <span style="mso-spacerun: yes;"> </span>sit down Kat, I think <span style="mso-spacerun: yes;"> </span>I can explain you from mathematics how species
have evolvied, however, remember that maths are only models that represent the
reality.</span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">-The
science is that, isn't it? Kat, said smiling.</span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">-Yes, yes...
it is true... just explain the reality...</span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">- What I
know about game theory, is that studies the sharing of profits and therefore
decision making among the players, if an entity can understand that it can win
or lose during an exchange, it makes decisions based on its experience. I
believe the same applies to biological models, as if we believe that species
should take into account information from the environment and predators to
survive, then they must apply decision-making on environmental responses.</span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">Daniel
further opened the eyes and arched eyebrows...</span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span style="font-size: 16.0pt; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;"><span style="mso-spacerun: yes;"> </span></span><span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">-Exactly!,
that's the idea... Game theory is much related to economic theory, where a <i style="mso-bidi-font-style: normal;">zero-sum game </i>is a mathematical
representation of a situation in which a participant gains or loses profits and
utility is exactly balanced by the gain or loss of the participant, as opposed
to a <i style="mso-bidi-font-style: normal;">non-zero sum game </i>where both
profits and losses are added to a situation in which players interact. To sum
game zero resolves le with the<i style="mso-bidi-font-style: normal;"> Minimax </i>theorem
that is closely related to the theory of the Nash equilibrium.</span><span style="font-family: Times; font-size: 10.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"></span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="margin-left: 4.5pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="ES-TRAD" style="font-size: 16.0pt; mso-ascii-font-family: Cambria; mso-bidi-font-family: Cambria; mso-fareast-font-family: Cambria; mso-hansi-font-family: Cambria;">-</span><span lang="ES-TRAD" style="font-family: "Times New Roman"; font-size: 7.0pt; mso-fareast-font-family: Cambria;"> </span><span lang="EN" style="font-family: Times; font-size: 16.0pt; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";"><span style="mso-spacerun: yes;"> </span>I couldn’t understand that, could you
explain it to me?, but used simple words, please.</span></div>
<div class="MsoNormal" style="margin-left: 4.5pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhYSq21-q3BeZY-UPdR2q-AgF190-JT2J4EJe7mnxU5T29yUfvoe_g5AohMLuiqWJL_vGWMuN_Mk4Z9Uf3uaHVLPx2AgTAJ5SrJ8z_nrS_LtmpX-pQ7sSmaKznt18qDvvGPkpqQO0UDC6A/s1600/Screen+Shot+2014-01-15+at+4.58.32+PM.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhYSq21-q3BeZY-UPdR2q-AgF190-JT2J4EJe7mnxU5T29yUfvoe_g5AohMLuiqWJL_vGWMuN_Mk4Z9Uf3uaHVLPx2AgTAJ5SrJ8z_nrS_LtmpX-pQ7sSmaKznt18qDvvGPkpqQO0UDC6A/s1600/Screen+Shot+2014-01-15+at+4.58.32+PM.png" height="72" width="400" /></a></div>
<div class="MsoNormal" style="margin-left: 4.5pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="ES-TRAD" style="font-size: 16.0pt; mso-ascii-font-family: Cambria; mso-bidi-font-family: Cambria; mso-fareast-font-family: Cambria; mso-hansi-font-family: Cambria;">-</span><span lang="ES-TRAD" style="font-family: "Times New Roman"; font-size: 7.0pt; mso-fareast-font-family: Cambria;"> </span><span lang="EN" style="font-family: Times; font-size: 16.0pt; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";">It is a conceptual solution to the non-cooperative games that include two
or more players, in which it is assumed that it is possible to know the balance
of strategies of each player <span style="mso-spacerun: yes;"> </span>since has something
to gain by changing if strategy during the game.</span></div>
<div class="MsoNormal" style="margin-left: 4.5pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="margin-left: 4.5pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="ES-TRAD" style="font-size: 16.0pt; mso-ascii-font-family: Cambria; mso-bidi-font-family: Cambria; mso-fareast-font-family: Cambria; mso-hansi-font-family: Cambria;">-</span><span lang="ES-TRAD" style="font-family: "Times New Roman"; font-size: 7.0pt; mso-fareast-font-family: Cambria;"> </span><span lang="EN" style="font-family: Times; font-size: 16.0pt; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";">It sounds complicated...</span></div>
<div class="MsoNormal" style="margin-left: 4.5pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="margin-left: 4.5pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="ES-TRAD" style="font-size: 16.0pt; mso-ascii-font-family: Cambria; mso-bidi-font-family: Cambria; mso-fareast-font-family: Cambria; mso-hansi-font-family: Cambria;">-</span><span lang="ES-TRAD" style="font-family: "Times New Roman"; font-size: 7.0pt; mso-fareast-font-family: Cambria;"> </span><span lang="EN" style="font-family: Times; font-size: 16.0pt; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";">It is not, in fact it can be ridiculously simple: maybe if we try to
understand biological systems... look, we will assume that you have a bee and a
butterfly trying to obtain pollen from two flowers... do you work with
biological systems at this level?, or perhaps... microbes, bacteria... </span></div>
<div class="MsoNormal" style="margin-left: 4.5pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="margin-left: 4.5pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="ES-TRAD" style="font-size: 16.0pt; mso-ascii-font-family: Cambria; mso-bidi-font-family: Cambria; mso-fareast-font-family: Cambria; mso-hansi-font-family: Cambria;">-</span><span lang="ES-TRAD" style="font-family: "Times New Roman"; font-size: 7.0pt; mso-fareast-font-family: Cambria;"> </span><span lang="EN" style="font-family: Times; font-size: 16.0pt; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";">Sounds like a cute example with bees and butterflies, please explain this
and then maybe we can apply to spores...</span></div>
<div class="MsoNormal" style="margin-left: 4.5pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="margin-left: 4.5pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="ES-TRAD" style="font-size: 16.0pt; mso-ascii-font-family: Cambria; mso-bidi-font-family: Cambria; mso-fareast-font-family: Cambria; mso-hansi-font-family: Cambria;">-</span><span lang="ES-TRAD" style="font-family: "Times New Roman"; font-size: 7.0pt; mso-fareast-font-family: Cambria;"> </span><span lang="EN" style="font-family: Times; font-size: 16.0pt; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";">Daniel looked at her very happy... well... I’ll explain it with
butterflies... There are two flowers and one butterfly and one bee are trying
to obtain the maximum pollen, if Butterfly makes it first movement, it can take
all the pollen and thus the bee lost, and if the bee makes a first movement,
butterfly lost, but both want to profit, so it is important to take a decision
on the action and you can see it in simple way with a picture like this</span><span lang="ES-TRAD" style="font-family: Times; font-size: 16.0pt; mso-bidi-font-family: "Times New Roman";">: </span><span style="font-family: Times; font-size: 10.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"></span></div>
<table border="0" cellpadding="0" cellspacing="0" class="MsoNormalTable" style="border-collapse: collapse; margin-left: 4.5pt; mso-padding-alt: 0in 0in 0in 0in; mso-yfti-tbllook: 1184;">
<tbody>
<tr style="mso-yfti-firstrow: yes; mso-yfti-irow: 0;">
<td style="border: solid windowtext 1.0pt; padding: 0in 5.4pt 0in 5.4pt; width: 153.9pt;" valign="top" width="154"><div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<br /></div>
</td>
<td style="border-left: none; border: solid windowtext 1.0pt; padding: 0in 5.4pt 0in 5.4pt; width: 138.3pt;" valign="top" width="138"><div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">Bee
takes pollen from a flower</span><span style="font-family: Times; font-size: 10.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"></span></div>
</td>
<td style="border-left: none; border: solid windowtext 1.0pt; padding: 0in 5.4pt 0in 5.4pt; width: 146.1pt;" valign="top" width="146"><div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">Bee
tries to take two flower</span><span style="font-family: Times; font-size: 10.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"></span></div>
</td>
</tr>
<tr style="mso-yfti-irow: 1;">
<td style="border-top: none; border: solid windowtext 1.0pt; padding: 0in 5.4pt 0in 5.4pt; width: 153.9pt;" valign="top" width="154"><div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">The
butterfly takes pollen from a flower</span><span style="font-family: Times; font-size: 10.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; padding: 0in 5.4pt 0in 5.4pt; width: 138.3pt;" valign="top" width="138"><div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">Maximum
common benefit</span><span style="font-family: Times; font-size: 10.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; padding: 0in 5.4pt 0in 5.4pt; width: 146.1pt;" valign="top" width="146"><div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">Bee gains
and butterfly loses </span><span style="font-family: Times; font-size: 10.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"></span></div>
</td>
</tr>
<tr style="mso-yfti-irow: 2; mso-yfti-lastrow: yes;">
<td style="border-top: none; border: solid windowtext 1.0pt; padding: 0in 5.4pt 0in 5.4pt; width: 153.9pt;" valign="top" width="154"><div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">Butterfly
tries to take the pollen from two flowers</span><span style="font-family: Times; font-size: 10.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; padding: 0in 5.4pt 0in 5.4pt; width: 138.3pt;" valign="top" width="138"><div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">Butterfly
gains and bee loses </span><span style="font-family: Times; font-size: 10.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; padding: 0in 5.4pt 0in 5.4pt; width: 146.1pt;" valign="top" width="146"><div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">Maximum
common prejudice</span><span style="font-family: Times; font-size: 10.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"></span></div>
</td>
</tr>
</tbody></table>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<br /></div>
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<span style="font-size: large;"><span lang="ES-TRAD">-</span><span lang="ES-TRAD" style="font-family: "Times New Roman";"> </span><span lang="EN" style="font-family: Times;">Crap!, it sounds
so easy that even I can understand that, but surely there are a lot of numbers
and things involved as I can see in your magazines.</span></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjRUFYPWrD4VcmNhoFhG3ss3kuau97Nrrk_H-J3PK2KFloXVu3gXyW6_dhCwGuPR6bSkEZbPpWM63zU9_jh2UDcBdRX1TmTNoRfETT443AhS8NXo52XPgVhN_gyHZ2GExhxgmQ-0-Elqk4/s1600/Screen+Shot+2014-01-24+at+2.25.12+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjRUFYPWrD4VcmNhoFhG3ss3kuau97Nrrk_H-J3PK2KFloXVu3gXyW6_dhCwGuPR6bSkEZbPpWM63zU9_jh2UDcBdRX1TmTNoRfETT443AhS8NXo52XPgVhN_gyHZ2GExhxgmQ-0-Elqk4/s1600/Screen+Shot+2014-01-24+at+2.25.12+PM.png" height="380" width="640" /></a></div>
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<span lang="ES-TRAD" style="font-size: 18.0pt; mso-bidi-font-family: Cambria; mso-fareast-font-family: Cambria;">-</span><span lang="ES-TRAD" style="font-size: 18.0pt; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: Cambria;">
</span><span lang="EN" style="font-size: 18.0pt; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";">I don’t understand it if I see it that way, but let me
give you another example to see if I understood... Kat and Dan can learn from each
other, and they both make decisions ... then if I do a matrix would be this:</span><span style="font-size: 18.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"></span></div>
<table border="0" cellpadding="0" cellspacing="0" class="MsoNormalTable" style="border-collapse: collapse; margin-left: 4.5pt; mso-padding-alt: 0in 0in 0in 0in; mso-yfti-tbllook: 1184;">
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<td style="border-left: none; border: solid windowtext 1.0pt; padding: 0in 5.4pt 0in 5.4pt; width: 138.3pt;" valign="top" width="138"><div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="font-size: 18.0pt; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";">Kat speaks with Dan</span><span style="font-size: 18.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"></span></div>
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<td style="border-left: none; border: solid windowtext 1.0pt; padding: 0in 5.4pt 0in 5.4pt; width: 146.1pt;" valign="top" width="146"><div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="font-size: 18.0pt; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";">Kat does not speak with Dan</span><span style="font-size: 18.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"></span></div>
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<td style="border-top: none; border: solid windowtext 1.0pt; padding: 0in 5.4pt 0in 5.4pt; width: 153.9pt;" valign="top" width="154"><div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="font-size: 18.0pt; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";">Dan speaks with Kat</span><span style="font-size: 18.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"></span></div>
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<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; padding: 0in 5.4pt 0in 5.4pt; width: 138.3pt;" valign="top" width="138"><div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="font-size: 18.0pt; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";">Maximum common benefit</span><span style="font-size: 18.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"></span></div>
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<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; padding: 0in 5.4pt 0in 5.4pt; width: 146.1pt;" valign="top" width="146"><div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="font-size: 18.0pt; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";">Kat goes home</span><span style="font-size: 18.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"></span></div>
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<tr style="mso-yfti-irow: 2; mso-yfti-lastrow: yes;">
<td style="border-top: none; border: solid windowtext 1.0pt; padding: 0in 5.4pt 0in 5.4pt; width: 153.9pt;" valign="top" width="154"><div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="font-size: 18.0pt; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";">Dan does not speak with Kat</span><span style="font-size: 18.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"></span></div>
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<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; padding: 0in 5.4pt 0in 5.4pt; width: 138.3pt;" valign="top" width="138"><div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="font-size: 18.0pt; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";">Dan finishes his readings</span><span style="font-size: 18.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"></span></div>
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<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; padding: 0in 5.4pt 0in 5.4pt; width: 146.1pt;" valign="top" width="146"><div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="font-size: 18.0pt; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";">Maximum common prejudice</span><span style="font-size: 18.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"></span></div>
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<div class="MsoNormal" style="margin-left: 4.5pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="ES-TRAD" style="font-size: 18.0pt; mso-bidi-font-family: Cambria; mso-fareast-font-family: Cambria;">-</span><span lang="ES-TRAD" style="font-size: 18.0pt; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: Cambria;">
</span><span lang="EN" style="font-size: 18.0pt; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";">Yes, more or less like that, but both must have the same
level of profit, in this case the gain is different, you would have gone home
and I would have read 2 or 3 magazines. </span></div>
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<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh1GScBAWIZj1MrAgEcr9K7hTIwyoA291NMIadEWuIlwGpZQ2mbUidRaiTL6dXC0LWhobqpr5jjcpS3S5csu62hsFrTkEsnAG5R2IqFdQI5bnkXY_pSyk7GQs_buBLi8UzUrpxJ1A7lvyw/s1600/Screen+Shot+2014-01-15+at+4.58.51+PM.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh1GScBAWIZj1MrAgEcr9K7hTIwyoA291NMIadEWuIlwGpZQ2mbUidRaiTL6dXC0LWhobqpr5jjcpS3S5csu62hsFrTkEsnAG5R2IqFdQI5bnkXY_pSyk7GQs_buBLi8UzUrpxJ1A7lvyw/s1600/Screen+Shot+2014-01-15+at+4.58.51+PM.png" height="68" width="400" /></a></div>
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<span lang="EN" style="font-size: 18.0pt; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";">-I want to study chaotic fluctuations in phenotypic
frequency, specifically in those cases where it is necessary the adequacy of a
heterozygote based on the measure of a recessive parent the next generation,
which I think, is the measure of the adequacy of the homozygotes and
heterozygotes would therefore have a destructive effect on the homozygotes and
themselves, although to a lesser extent about themselves. This because if a
behavior is associated with a low to reply to the environment and high
fertility fitness gets a chaotic fluctuation.</span></div>
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<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="font-size: 18.0pt; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";">Daniel's eyes were opened so much that his glasses were on ready to falling,
when he could finally talk, began to mambling few words and then coughed a
little to clarify his own ideas...</span></div>
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<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="font-size: 18.0pt; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";">-Kat... I think that no doubt we both can gain from this talk, there are at
least two possible explanations, even it would be possible to make
predictions... I can apply my mathematical theories to everything you said, <span style="mso-spacerun: yes;"> </span>however, the truth is <span style="mso-spacerun: yes;"> </span>I did not understand a half of what you just
said, but we can sit down and explain every thing with pears and apples, but I believe
that we both would receive profits from all this and it is possible to balance our
profits no doubt...</span></div>
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<div class="MsoNormal" style="margin-left: 4.5pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-indent: 4.5pt; text-justify: inter-ideograph;">
<span lang="ES-TRAD" style="font-size: 18.0pt; mso-bidi-font-family: Cambria; mso-fareast-font-family: Cambria;">-</span><span lang="ES-TRAD" style="font-size: 18.0pt; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: Cambria;"> </span><span lang="EN" style="font-size: 18.0pt; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";">I want to know if it is possible to find patterns of
adaptation and survival in living populations...</span></div>
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<div class="MsoNormal" style="margin-left: 4.5pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="ES-TRAD" style="font-size: 18.0pt; mso-bidi-font-family: Cambria; mso-fareast-font-family: Cambria;">-</span><span lang="ES-TRAD" style="font-size: 18.0pt; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: Cambria;">
</span><span lang="EN" style="font-size: 18.0pt; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";">Have you ever read about the life of Conway game?</span></div>
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<span lang="ES-TRAD" style="font-size: 18.0pt; mso-bidi-font-family: Cambria; mso-fareast-font-family: Cambria;">-</span><span lang="ES-TRAD" style="font-size: 18.0pt; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: Cambria;">
</span><span lang="EN" style="font-size: 18.0pt; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";"><span style="mso-spacerun: yes;"> </span>Yes, I do!,
actually… that what gave me this idea, but I don't understand enough about
math,<span style="mso-spacerun: yes;"> </span>mmmm but I think that what you just
explained and Conway model can help me a lot, now all are algorithms to create
stable patterns, as the analysis of the databases, everything is math is our
everyday lives, everything is about looking for patterns!.</span></div>
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<br /></div>
<div class="MsoNormal" style="margin-left: 4.5pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="ES-TRAD" style="font-size: 18.0pt; mso-bidi-font-family: Cambria; mso-fareast-font-family: Cambria;">-</span><span lang="ES-TRAD" style="font-size: 18.0pt; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: Cambria;"> </span><span lang="EN" style="font-size: 18.0pt; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";">Yes it is, yes... of course... I think you just increase
our chances of achieving our dreams...Yes... can I invite a coffee?, I only
need to ... collect all these magazines... and... I think it’s not snowing
anymore... I can take you in my car, or do you have a car?</span></div>
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<span lang="ES-TRAD" style="font-size: 18.0pt; mso-bidi-font-family: Cambria; mso-fareast-font-family: Cambria;">-</span><span lang="ES-TRAD" style="font-size: 18.0pt; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: Cambria;">
Let me </span><span lang="EN" style="font-size: 18.0pt; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";">help you with this… No, I do not have a car, only my
bike, but I can leave it on campus, and I come tomorrow on the bus. Climatic
variables, increases the probability of accidents as drivers change their
behavior patterns...</span></div>
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<br /></div>
<div class="MsoNormal" style="margin-left: 4.5pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="ES-TRAD" style="font-size: 18.0pt; mso-bidi-font-family: Cambria; mso-fareast-font-family: Cambria;">-</span><span lang="ES-TRAD" style="font-size: 18.0pt; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: Cambria;">
</span><span lang="EN" style="font-size: 18.0pt; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";">Yes, it is true... well... we can put your bike in my
car... I have a porta-bike that I use on weekends... well... only when there is
no snow, because as you say... There are changes of patterns in the drivers...
Yes... ohm... then if you put your bike in my car, can I take you home?... after
coffee, of course...</span></div>
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<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjIl4pOEUpiE-sC2UeGw4VW_d3R86IRwgiZoCE6E59KQuh0Y2LOiJ5a-QgJZq6Ta8XQx-WcyksXfXOfFkHbVyYcaY5WXbNP8FqhdRPKpK2Ipj6yb7pTaopMtAdCl6pW4WpSbaJkcDZCJlA/s1600/Screen+Shot+2014-01-15+at+4.59.14+PM.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjIl4pOEUpiE-sC2UeGw4VW_d3R86IRwgiZoCE6E59KQuh0Y2LOiJ5a-QgJZq6Ta8XQx-WcyksXfXOfFkHbVyYcaY5WXbNP8FqhdRPKpK2Ipj6yb7pTaopMtAdCl6pW4WpSbaJkcDZCJlA/s1600/Screen+Shot+2014-01-15+at+4.59.14+PM.png" height="53" width="400" /></a></div>
<div class="MsoNormal" style="margin-left: 4.5pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="ES-TRAD" style="font-size: 18.0pt; mso-bidi-font-family: Cambria; mso-fareast-font-family: Cambria;">-</span><span lang="ES-TRAD" style="font-size: 18.0pt; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: Cambria;">
</span><span lang="EN" style="font-size: 18.0pt; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";">Let me think... If I say yes, then we both get gains,
then I should not take the bus tomorrow, and you know where to find me... but
in such a case, there will be probably other decisions that each player goes,
isn't it?</span></div>
<div class="MsoNormal" style="margin-left: 4.5pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="margin-left: 4.5pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="ES-TRAD" style="font-size: 18.0pt; mso-bidi-font-family: Cambria; mso-fareast-font-family: Cambria;">-</span><span lang="ES-TRAD" style="font-size: 18.0pt; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: Cambria;">
</span><span lang="EN" style="font-size: 18.0pt; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";">Yes, Yes... the pattern can be exponential... sure!</span></div>
<div class="MsoNormal" style="margin-left: 4.5pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="margin-left: 4.5pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="ES-TRAD" style="font-size: 18.0pt; mso-bidi-font-family: Cambria; mso-fareast-font-family: Cambria;">-</span><span lang="ES-TRAD" style="font-size: 18.0pt; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: Cambria;">
</span><span lang="EN" style="font-size: 18.0pt; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";">Yes, I figured that... can it become a chaotic
fluctuation... the pattern could meet different conditions and therefore...
change... evolve...</span></div>
<div class="MsoNormal" style="margin-left: 4.5pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="margin-left: 4.5pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="ES-TRAD" style="font-size: 18.0pt; mso-bidi-font-family: Cambria; mso-fareast-font-family: Cambria;">-</span><span lang="ES-TRAD" style="font-size: 18.0pt; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: Cambria;">
</span><span lang="EN" style="font-size: 18.0pt; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";">Yes, yes... it's true... yes...</span></div>
<div class="MsoNormal" style="margin-left: 4.5pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="margin-left: 4.5pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="ES-TRAD" style="font-size: 18.0pt; mso-bidi-font-family: Cambria; mso-fareast-font-family: Cambria;">-</span><span lang="ES-TRAD" style="font-size: 18.0pt; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: Cambria;"> </span><span lang="EN" style="font-size: 18.0pt; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";">Cool!, it seems that mathematics are not so complex!.!</span></div>
<div class="MsoNormal" style="margin-left: 4.5pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="margin-left: 4.5pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="ES-TRAD" style="font-size: 18.0pt; mso-bidi-font-family: Cambria; mso-fareast-font-family: Cambria;">-</span><span lang="ES-TRAD" style="font-size: 18.0pt; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: Cambria;">
</span><span lang="EN" style="font-size: 18.0pt; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";">No, no... they are not... they can explain many things
and as you say... we apply them more and more everyday... I worked applying all
this to economic models and I an algorithm to Google, so it seems that it can read
your mind when you type something...</span></div>
<div class="MsoNormal" style="margin-left: 4.5pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="margin-left: 4.5pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="ES-TRAD" style="font-size: 18.0pt; mso-bidi-font-family: Cambria; mso-fareast-font-family: Cambria;">-</span><span lang="ES-TRAD" style="font-size: 18.0pt; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: Cambria;">
</span><span lang="EN" style="font-size: 18.0pt; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";">Amazing!... have you explained biological models?</span></div>
<div class="MsoNormal" style="margin-left: 4.5pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="margin-left: 4.5pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="ES-TRAD" style="font-size: 18.0pt; mso-bidi-font-family: Cambria; mso-fareast-font-family: Cambria;">-</span><span lang="ES-TRAD" style="font-size: 18.0pt; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: Cambria;">
</span><span lang="EN" style="font-size: 18.0pt; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";">No, but... apparently... I'm about to do it... If you
allow it to me!.</span><br />
<br />
<a href="https://www.facebook.com/pages/Neuro-Science-art-Alma-Dzib-Goodin/151661878321683" target="_blank"><span lang="EN" style="font-size: 18.0pt; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";">Alma Dzib Goodin </span></a></div>
</div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2534377213159327388.post-83078366702077109352014-01-06T19:50:00.000-06:002014-01-06T19:50:29.855-06:00The evolution from a mathematical perspective<div dir="ltr" style="text-align: left;" trbidi="on">
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<div style="text-align: justify;">
<span style="font-size: 16.0pt; mso-ansi-language: EN-US; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">This time I'm going to share a
fascinating proposal about a considered a cellular <i style="mso-bidi-font-style: normal;">automaton,</i> which is known as <i style="mso-bidi-font-style: normal;">Game
of Life</i>, or simply <i style="mso-bidi-font-style: normal;">Life</i> among
experts in Artificial Intelligence and mathematics, which was created by the English
mathematician John Horton Conway in 1970.</span></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span style="font-size: 16.0pt; mso-ansi-language: EN-US; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">The game is determined by its
initial state, without need of further input.<span style="mso-spacerun: yes;">
</span>The game begins with an initial configuration and it is seen how it
evolves.</span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span style="font-size: 16.0pt; mso-ansi-language: EN-US; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">The game is due to the interest of
Conway in a problem presented by the mathematician John von Neumann who was
trying to find a machine that could build copies of itself. </span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span style="font-size: 16.0pt; mso-ansi-language: EN-US; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">Neumann succeeded when he found a mathematician
model for a machine of this type with rules applied in a rectangular grid,
which is very similar to the so-called Universal Turing machine, which is
described as an automaton artifact that was unveiled in 1936 in the Journal
Proceedings of the London Mathematical Society and which is basically a device
that manipulates symbols on a strip of tape according to a set of rules that
can be adapted to simulate the logic of any algorithm which can help to
understand the limits of mechanical calculations, which provides advances to
complexity theory.</span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span style="font-size: 16.0pt; mso-ansi-language: EN-US; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">Returning to the Game of Life, Conway
found a way to dramatically simplify the notion of von Neumann, using only 4
rules for the implementation of a cellular automaton.</span><span style="font-family: Times; font-size: 10.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"></span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span style="font-size: 16.0pt; mso-ansi-language: EN-US; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">The game was released in October
1970 in the magazine Scientific American column mathematical games of Martin
Gardner and opened a line of mathematical research known as the field of
cellular automatons because of the analogy of the emergence, transformation and
fall of any society of living organisms belonging to well-known simulation
games in which the patterns can evolve.</span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<i style="mso-bidi-font-style: normal;"><span style="font-size: 16.0pt; mso-ansi-language: EN-US; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">Life</span></i><span style="font-size: 16.0pt; mso-ansi-language: EN-US; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;"> allows
an example of emergence and self-organization of patterns by what has attracted
the interest of multiple fields of science and giving way to studies of <i style="mso-bidi-font-style: normal;">emerging complexity </i>or <i style="mso-bidi-font-style: normal;">self-organization systems.</i></span><span style="font-family: Times; font-size: 10.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"></span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span style="font-size: 16.0pt; mso-ansi-language: EN-US; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">Life is played in an infinite orthogonal
network cell square (I recommend widely to visit the link of Wikipedia that I
am here referring), each cell is in one of two possible States, alive or dead. </span><span style="font-family: Times; font-size: 10.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"></span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span style="font-size: 16.0pt; mso-ansi-language: EN-US; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">Every cell interacts with its 8
neighbors, which are the horizontal or vertical, diagonal or adjacent cells,
with the passage of time, it is possible to observe the following transitions
which are the rules of the game:</span></div>
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<br /></div>
<div class="separator" style="clear: both; text-align: center;">
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<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span style="font-size: 16.0pt; mso-ansi-language: EN-US; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">The initial pattern is considered
the <i style="mso-bidi-font-style: normal;">seed</i> of the system. The first
generation is created through the application of the above rules simultaneously
to every cells of seeds that includes births and deaths which can occur at the
same time and discreetly called this a tick, which implies that each generation
is a pure function of the precedent and the game continues until the last cell
dies.</span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span style="font-size: 16.0pt; mso-ansi-language: EN-US; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">From these simple rules, life has
become one of the examples of what is known as <i style="mso-bidi-font-style: normal;">emergent complexity </i>and <i style="mso-bidi-font-style: normal;">self-organization
systems.</i></span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span style="font-size: 16.0pt; mso-ansi-language: EN-US; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">Now, let me explain why this made me
jump off my seat and go running the stairs to search Google in this respect:</span><span style="font-family: Times; font-size: 10.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"></span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span style="font-size: 16.0pt; mso-ansi-language: EN-US; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">These simple rules allow the
understanding of such complex phenomena such as the arrangement of the petals
of a rose, or patterns on the skin of a zebra, and it is that in life, science
attempts to explain complex patterns, always applying the idea that simple is
best, I remember clearly professor Colm Donaldson saying loudly: make it simple,
simplicity is more beautiful in science.</span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span style="font-size: 16.0pt; mso-ansi-language: EN-US; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">So those simple patterns of
interaction are the beginning a complex process of interaction that unlike the
rest of the games, life part of the standards themselves to make patterns,
while in conventional games, developers create multiple game situations that
must be met to advance. </span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj5qln9jz1WNSYQ_B5pIgDe1YMvQQ_5BhPgwJN6sGSsrXUGQoKSl64AAJZiRxpW8MkT_pPchyphenhyphent5Uudly_9qfGwo67ZTot6ngYGkiMgDG36YNG-g8b9MeegFmjlg1sxW47CjXFNt9YzLUPE/s1600/turing_js_r.gif" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj5qln9jz1WNSYQ_B5pIgDe1YMvQQ_5BhPgwJN6sGSsrXUGQoKSl64AAJZiRxpW8MkT_pPchyphenhyphent5Uudly_9qfGwo67ZTot6ngYGkiMgDG36YNG-g8b9MeegFmjlg1sxW47CjXFNt9YzLUPE/s1600/turing_js_r.gif" height="612" width="640" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span lang="ES-TRAD" style="font-size: 16.0pt;"><span style="font-size: small;">Designed by Paul Rendell 02/April/00, disponible en http://rendell-attic.org/gol/tm.htm</span></span></td></tr>
</tbody></table>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span style="font-size: 16.0pt; mso-ansi-language: EN-US; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">Life has served even to analyze
patterns of conduct testing different models and watching their interaction.
For example the so-called R-Pentomino was the first pattern observed by Conway,
which is very stable and thus easy to predict, although 1 103 steps are
required for this purpose. </span><span style="font-family: Times; font-size: 10.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"></span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span style="font-size: 16.0pt; mso-ansi-language: EN-US; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">This is why some of the programs
designed for <i style="mso-bidi-font-style: normal;">Life</i> at the beginning
were limited to describe the fate of a pattern of small and specific, however
with the development of computers, it is now possible to run more complex
patterns.</span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span style="font-size: 16.0pt; mso-ansi-language: EN-US; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">One of the questions of Conway was
to determine if the initial pattern of life could grow indefinitely, or if any
system could, so it offered a prize of $50.00 to anyone who could respond to
questions. In 1970 a group of MIT led by RW Gosper won the prize with a pattern
known as <i style="mso-bidi-font-style: normal;">Glider Gun, </i>which emits a
new agent every 30 generations indefinitely, by what the pattern grows forever.</span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span style="font-size: 16.0pt; mso-ansi-language: EN-US; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">As they were more and more patterns,
other aspects of the game are defined, for example the <i style="mso-bidi-font-style: normal;">speed of light </i>is defined as maximum sustainable speed by any
moving object, or the rate of spread given in one step either horizontally,
diagonally or vertically by generation. In this regard for both processes are
the maximum rate at which information can travel and thus determines the speed
of the pattern.</span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span style="font-size: 16.0pt; mso-ansi-language: EN-US; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">Based on that, the mathematicians have
<i style="mso-bidi-font-style: normal;">played </i>and created different theorems
that are observing with developed patterns.</span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span style="font-size: 16.0pt; mso-ansi-language: EN-US; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">This is part of a set of ideas that
are integrated into the Game Theory, and just one of them is known as </span><span style="font-family: Times; font-size: 16.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";">Nash equilibrium, which is a concept of the solution
of a game and decision-making, which analyzes the strategies employed by the
players from the benefit that can be obtained by changing their strategies
which creates a principle of stability in the solution exchange during the game
and is known as the theory of <i style="mso-bidi-font-style: normal;">Nash equilibrium</i>.</span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span style="font-family: Times; font-size: 16.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"> </span><span style="font-family: Times; font-size: 18.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"> </span><span style="font-family: Times; font-size: 10.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"></span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span style="font-size: 16.0pt; mso-ansi-language: EN-US; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">Of course, one of the fields that it
has enabled more development is known as artificial life that it is defined as
a life made by a human mind and not by nature and relates also with the study
of non-organic bodies, beyond of the creations of nature, possessing essential
properties that allow you to understand it inside an artificial environment
created specifically for its development within a programmable machine (usually
you can think in) a computer) so that the artificial life (A Life) allows to
understand three properties of the nature that are the reproduction, the
emergent properties and evolution. </span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span style="font-size: 16.0pt; mso-ansi-language: EN-US; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">I am sure you are wondering how does
this explain students would ability to change patterns from simple action
rules?, well, it seems that many researchers have tried to apply these
principles on biology, personally I think that the program of Neuro-modulation environmental
assisted which starting with micro-tasks capable of creating patterns of
conduct specifies, can be an applied example, but undoubtedly there is much
reading to do simple the complexity of learning.</span><span style="font-family: Times; font-size: 10.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"></span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="font-size: 16.0pt; mso-ansi-language: EN-US; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">References: </span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<br /></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-size: 16.0pt; mso-ansi-language: EN-US;">Ashwani, K.<span style="mso-spacerun: yes;"> </span>(2013) Cellular automation: A discrete
approach for modeling and simulation of artificial life systems. <i style="mso-bidi-font-style: normal;">International Journal of Scientific and
Research Publications. </i><span style="mso-spacerun: yes;"> </span>3 (10) Available
at: http://www.ijsrp.org/research-paper-1013/ijsrp-p2213.pdf</span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-size: 16.0pt; mso-ansi-language: EN-US;">Gardner, M (1970)
Mathemathical Games: The fantastic combinations of John Conway’s new solitarie
game “life”. Available at: <a href="http://web.archive.org/web/20090603015231/http://ddi.cs.uni-potsdam.de/HyFISCH/Produzieren/lis_projekt/proj_gamelife/ConwayScientificAmerican.htm">http://web.archive.org/web/20090603015231/http://ddi.cs.uni-potsdam.de/HyFISCH/Produzieren/lis_projekt/proj_gamelife/ConwayScientificAmerican.htm</a></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-size: 16.0pt; mso-ansi-language: EN-US;">Gymerek, M. (2010) Conway’s
game of life. Available at: <a href="http://web.mit.edu/sp.268/www/2010/lifeSlides.pdf">http://web.mit.edu/sp.268/www/2010/lifeSlides.pdf</a>
</span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span style="font-size: 16.0pt; mso-ansi-language: EN-US;">Wikipedia. Conways’s Game of
Life. Available at: <a href="http://en.wikipedia.org/wiki/Conway%27s_Game_of_Life">http://en.wikipedia.org/wiki/Conway%27s_Game_of_Life</a></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span style="font-size: 16.0pt; mso-ansi-language: EN-US; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;"> If you want to see very cool patterns, you can visit here: </span><span lang="ES-TRAD" style="font-size: 16.0pt;">http://www.frank-buss.de/automaton/golautomaton.html</span></div>
</div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2534377213159327388.post-9400422717089220042014-01-03T13:43:00.000-06:002014-01-03T13:43:20.284-06:00Adaptability of plants: dandelion<div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="font-size: x-large;"><span style="font-family: Times,"Times New Roman",serif;"><span lang="EN">Usually when researchers speaks about adaptive systems is
intended of course, this apply in animal and artificial intelligence, since we
can believe is needed a cognitive process, however, the plants have given us
too much to learn in this area too.</span></span></span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgwCxs0HQOT1o7oxo4IGOuJE4MJqKHKTtXCDXKoZrFxxfuO5ioNkrnQ42zUizC-A1U2BFnqLDkY6athPFuQs8MNdf5FUz80JYluF80CWgNtNr_Mkh_N14ypwSoYN_z8nrkohiuQD5oPssg/s1600/IMG_3505.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgwCxs0HQOT1o7oxo4IGOuJE4MJqKHKTtXCDXKoZrFxxfuO5ioNkrnQ42zUizC-A1U2BFnqLDkY6athPFuQs8MNdf5FUz80JYluF80CWgNtNr_Mkh_N14ypwSoYN_z8nrkohiuQD5oPssg/s400/IMG_3505.jpg" width="400" /></a></div>
<span style="font-size: x-large;"><span style="font-family: Times,"Times New Roman",serif;"><span lang="EN">In order to understand the process in other species more
than animals, some plants have been object of study thanks to its ability to
adapt to the environment and even annihilate other nearby plants, a plant in
particular is peculiar due to its yellow flower and which is popularly known as
dandelion but its scientific name is <i>Taraxacum</i>,
which is posible to found practically on
all continents both in free areas in large cities, though they are native to
Eurasia and America.</span></span></span><br />
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<span style="font-size: x-large;"><span style="font-family: Times,"Times New Roman",serif;"><span lang="EN">At least 3100 kind of taraxacums have been recognized of
which only 500 are accepted species and varieties described as harmful plants
for natural areas and gardens.</span></span></span><br />
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<span style="font-size: x-large;"><span style="font-family: Times,"Times New Roman",serif;"><span lang="EN">Its name comes from</span><span lang="EN"> </span>from French <i>dent-de-lion</i>,
meaning <i>lion's tooth</i><span lang="EN">. There are varieties of which reproduce sexually and
others asexually, but it has been shown that those with more effective parthenogenesis
are the asexual species, one of the most common explanations is that they have
greater phenotypic plasticity due to the efficient selection of genotypes of
general purpose.</span></span></span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhW-dGuOTSVFXiHHxel-Cf3AfX6b1topXhT2PICLyrVH_lLi8sPVShr4GAuOS9Nz3fGK8vmhs7dbBSkGXQmaMoZXVE8IO5fRRHILNi2VweEiXzcJFI6F-V5diYTg4YgTS7h9uVKfm1anQA/s1600/IMG_3495.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"></a><span style="font-size: x-large;"><span style="font-family: Times,"Times New Roman",serif;"><span lang="EN">However, some studies have showed that plants sexually
reproduction have an advantage with respect to pests control and pathogens
because sexual patterns produces genetically variables to allow offspring reduces the risk of infection.</span></span></span><br />
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<span style="font-size: x-large;"><span style="font-family: Times,"Times New Roman",serif;"><span lang="EN">The way in which some of these plants manage to cover
extensive grounds is quiet simple and witty since its seeds float helped by the
wind, wearing its form by way of parachute, so the strength of the wind can
push them by wide sections.</span></span></span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgOlh68S77gxt5scMfMlzYecDKeB56tBucgWjVTxQcADlrMtkWbWE83IZdEUZgDvJtmaFsvrfkU5GzhWQknIS0neUFHYqvpEycxxaMqWcm_mFIwZGXyqy58bVfxLv82j-1AYpkR61lyiqk/s1600/IMG_5093.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="266" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgOlh68S77gxt5scMfMlzYecDKeB56tBucgWjVTxQcADlrMtkWbWE83IZdEUZgDvJtmaFsvrfkU5GzhWQknIS0neUFHYqvpEycxxaMqWcm_mFIwZGXyqy58bVfxLv82j-1AYpkR61lyiqk/s400/IMG_5093.jpg" width="400" /></a></div>
<span style="font-size: x-large;"><span style="font-family: Times,"Times New Roman",serif;"><span lang="EN">In a study conducted by Honek, Martinkova and Saska
(2005) it was found that seed dispersal takes place 10 days after flowering
produced massively, however, only between 11 and 13% will land in the right
place to grow a plant, since there are several predators around them,
especially birds and beetles produce a need to develop a sustaintable way to
survive.</span></span></span><br />
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<span style="font-size: x-large;"><span style="font-family: Times,"Times New Roman",serif;"><span lang="EN">Given the difficulty of plantation, a study conducted in
2000 found that the ability of this plant to populate large areas even with
such low rate of sucessful plantation is because they have developed processes
both cloning and recombination, which makes them a species capable of survive anywhere
in the world.</span></span></span><br />
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<span style="font-size: x-large;"><span style="font-family: Times,"Times New Roman",serif;"><span lang="EN">It has been shown that dandelions and some other plants
has two strategies of survival, which makes them peculiar to adaptive studies
to such strategies called K & R that defines the ability of disturbance of
the response of a population. Both terms are derived from the logistic growth
equation, where K is equal to the environmental carrying capacity and R the
intrinsic rate of population increase.</span></span></span><br />
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<span style="font-size: x-large;"><span style="font-family: Times,"Times New Roman",serif;"><span lang="EN">By what they called strategic play is characterized by
the production of a large amount of seeds (or reproductive units) and high
dispersion of the same, which potentiates the growth rate of a population given
under environmental conditions that are capable of promoting growth, which
makes them difficult to control plants.</span></span></span><br />
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<span style="font-size: x-large;"><span style="font-family: Times,"Times New Roman",serif;"><span lang="EN">The infestation level depends on the space the plant can
occupy, in some places in the United States they can cover huge areas, while if
chemical methods are applied consistently, they reproduce more controlled, but
never disappear. </span></span></span><br />
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<span style="font-size: x-large;"><span style="font-family: Times,"Times New Roman",serif;"><span lang="EN">In this context, I began to observe them in my own
garden, where two different varieties can be found, one long and one short plant. </span></span></span><br />
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<span style="font-size: x-large;"><span style="font-family: Times,"Times New Roman",serif;"><span lang="EN">In both cases they can be planted between the grass than
on fertile land. Some ways to prevent them are chemical options, through
liquids that affect only the roots, which is used by the city to eradicatethe
amount of plants, or by mechanical methods which consists of boot plant from
the root. However, this latter procedure is difficult because of the depth of
the roots.</span></span></span><br />
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<span style="font-size: x-large;"><span style="font-family: Times,"Times New Roman",serif;"><span lang="EN">A third (not recommended) method, is pouring water
boiling on the affected areas, but it should be taken into account that there
is no selectivity in the process, whereupon all the roots are killed around,
including grass.</span></span></span><br />
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<span style="font-size: x-large;"><span style="font-family: Times,"Times New Roman",serif;"><span lang="EN">The first year of observation implied recognition of the
spaces that plants occupied and cleaning by mechanical methods. Something that catch
my attention is the tendency to find them in the middle of the rose-bushes,
which create an ideal space for its growth, however it doesn’t mean that the
plant has the ability to choose the best place, but that I'm not so stupid to
put my hands among the roses.</span></span></span></div>
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<span style="font-size: x-large;"><span style="font-family: Times,"Times New Roman",serif;"><span lang="EN">Its presence extends from the first weeks of spring,
until the first weeks of autumn. When
temperature are low, plants <i>disappear
</i>like the rest of perennials. </span></span></span><br />
<br />
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<span style="font-size: x-large;"><span style="font-family: Times,"Times New Roman",serif;"><span lang="EN">During the summer, it is easy to see the flight of seeds,
which are eaten by birds, beetles and some slugs around. The pace of growing lowest between 75 and 85% in the third
year of analysis but still be can’t be eradicated, since while there are plants
in nearby areas and means of transportation, these will continue to grow.</span></span></span><br />
<br />
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<span style="font-size: x-large;"><span style="font-family: Times,"Times New Roman",serif;"><span lang="EN">I have seen other means of transportation as well as the
air like the fur of pets, squirrels and other creatures or the feathers of
birds. </span></span></span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEih7tU7s5qPoTAvSWDISsIjhk_dlhtZ05Mh3PItQcrd3SWDWl39gzBDVuCRWt35jCQAK_HNcCjysGmlA-xU3dk7c406n4VFiXIPOdnhsmcIRUkDCVGBcv3ZlMxER7Mbr_8Wk-Mz10Wg-NI/s1600/IMG_3499.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="266" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEih7tU7s5qPoTAvSWDISsIjhk_dlhtZ05Mh3PItQcrd3SWDWl39gzBDVuCRWt35jCQAK_HNcCjysGmlA-xU3dk7c406n4VFiXIPOdnhsmcIRUkDCVGBcv3ZlMxER7Mbr_8Wk-Mz10Wg-NI/s400/IMG_3499.jpg" width="400" /></a></div>
<span style="font-size: x-large;"><span style="font-family: Times,"Times New Roman",serif;"><span lang="EN">Surely, if you has
reached this article to the end begins
to ask your self: what is the relationship of the incredible ability of the
dandelion to survive with learning?. Well, if you have not noticed it, because
the species require biological and technological innovation to maintain its
rate of growth and reproduction, as well as learning. The same answers cannot
be used when the culture is not static.</span></span></span><br />
<br />
</div>
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<span style="font-size: x-large;"><span style="font-family: Times,"Times New Roman",serif;"><span lang="EN">In the next entry I will share a fascinating mathematical
theory able to explain evolution.</span></span></span></div>
<div class="MsoNormal">
<span style="font-size: x-large;"><span style="font-family: Times,"Times New Roman",serif;"><br /></span></span>
<span style="font-size: x-large;"><span style="font-family: Times,"Times New Roman",serif;"><br /></span></span>
<span style="font-size: x-large;"><span style="font-family: Times,"Times New Roman",serif;"><br /></span></span></div>
<div class="MsoNormal">
<span style="font-size: x-large;"><span style="font-family: Times,"Times New Roman",serif;"><span lang="EN">References: </span></span></span><br />
<br />
</div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: x-large;"><span style="font-family: Times,"Times New Roman",serif;"><span lang="ES-TRAD">Honek, A., Martinkova, Z., &
Saska, P. ( 2005) Post-dispersal predation of Taraxacum officinale (dandelion)
seeds. <i>Journal of Ecology. </i>93 (2)
345-352.</span></span></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: x-large;"><span style="font-family: Times,"Times New Roman",serif;"><br /></span></span>
<span style="font-size: x-large;"><span style="font-family: Times,"Times New Roman",serif;"><br /></span></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: x-large;"><span style="font-family: Times,"Times New Roman",serif;"><span lang="ES-TRAD">Van Der Hulst, RGM., Mes, THM.,
Den Nijs, JCM., & Bachmann, K. (2000) Amplified fragment lenght
polymorphism (AFLP) markers reveal that population structure of tripoid
dandelions (Taraxacum officinale)
exhibits both clonality and recombination. <i>Molecular
Ecology.</i> 9 (1) 1-8. </span></span></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: x-large;"><span style="font-family: Times,"Times New Roman",serif;"><br /></span></span>
<span style="font-size: x-large;"><span style="font-family: Times,"Times New Roman",serif;"><br /></span></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: x-large;"><span style="font-family: Times,"Times New Roman",serif;"><span lang="ES-TRAD">Verhoeven, KJF., and Biere, A.
(2013) Geographic parthenogenesis and plant-enemy interactions in common
dandelion. <i>BMC Evolutionary Biology.</i> </span><span class="pseudotab"><span lang="ES-TRAD">doi:10.1186/1471-2148-13-23.
Disponible en red: <a href="http://www.biomedcentral.com/1471-2148/13/23">http://www.biomedcentral.com/1471-2148/13/23</a></span></span></span></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: x-large;"><span style="font-family: Times,"Times New Roman",serif;"><br /></span></span>
<div class="separator" style="clear: both; text-align: center;">
</div>
<span style="font-size: x-large;"><span style="font-family: Times,"Times New Roman",serif;"><br /></span></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: x-large;"><span style="font-family: Times,"Times New Roman",serif;"><span lang="ES-TRAD">Zimdahl, RL. (2007) Fundamental
of Weed Science. Academic Press. UK.</span></span></span></div>
</div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2534377213159327388.post-52781357603205509812013-11-26T15:21:00.000-06:002013-11-26T15:22:14.929-06:00The school as a learning space<div dir="ltr" style="text-align: left;" trbidi="on">
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<span lang="EN" style="font-family: Arial; font-size: x-large; line-height: 150%;">Usually the
word school is related with the architectural space where most people spend his
childhood and much of his adulthood. </span></div>
<div style="text-align: justify;">
<span lang="EN" style="font-family: Arial; font-size: x-large; line-height: 150%;"> </span><span style="font-family: Times; font-size: x-large; line-height: 150%;"></span>
</div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<span lang="EN" style="font-family: Arial; font-size: x-large; line-height: 150%;">This is a place
perceived as finite spaces where apparently the only one action necessary is sit
down and listen to a person to learn. However, there is researchers looking at
schools as part of the landscape of the environment where anything that happens
inside will have an impact in learners lives.</span></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<span style="font-size: x-large;"><br /></span></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<span lang="EN" style="font-family: Arial; font-size: x-large; line-height: 150%;">At this sense,
when we say the word school immediately we think of finite spaces, and barriers that
prevent children to run wildly. The next idea that emerges with this concept,
is the built relationship between teachers and students and among students in
that finite space. But a deeper look, allow us to see the school is a space within a community, that
no matter the culture, the country or the economy, it has been searched
desperately to create cognitive tools for students, at any level, in order to
solve the problems of the community in which they settle.</span></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<span style="font-size: x-large;"><br /></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgc_uUFLhopQIOjOWR0eaSxI6Bv7449dQUDlIciRyQS8vRPmZhjF1l3pe7ipEuXHIenwwIE-f-XeguGitJOvsao0LWjNpfGqCuOCzi4kxnacLk9lSLf6IACk2GLN249fPAclcatuJ2R4Tc/s1600/IMG_2142.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="366" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgc_uUFLhopQIOjOWR0eaSxI6Bv7449dQUDlIciRyQS8vRPmZhjF1l3pe7ipEuXHIenwwIE-f-XeguGitJOvsao0LWjNpfGqCuOCzi4kxnacLk9lSLf6IACk2GLN249fPAclcatuJ2R4Tc/s400/IMG_2142.jpg" width="400" /></a></div>
<span lang="EN" style="font-family: Arial; font-size: x-large; line-height: 150%;">This article seeks to look at schools from the outside inward, different
researches presenting elements that in particular have been analyzed in schools
in different countries, but little has been revisedin some poor places. There
are analyzed environments, buildings, walls, toilets and classrooms as
environments for learning, and relationships with others, making a panning of
out into that space we call <i>school</i>. </span><br />
<br /></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<span style="font-size: x-large;"><b><i><span lang="EN" style="font-family: Arial; line-height: 150%;">The perception
of the school space</span></i></b></span><br />
<br /></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<span lang="EN" style="font-family: Arial; font-size: x-large; line-height: 150%;">When you ask
children if their school buildings are nice, they almost always say that,
schools are not nice, but that does not matter, they must go to it with a blind
faith, because they must be there, but
when asked if they like to go to the Park, always respond with a big smile and
say YES, because they feel free. </span><br />
<br /></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify; text-indent: 14.2pt;">
<span lang="EN" style="font-family: Arial; font-size: x-large; line-height: 150%;">From this difference in appreciation of the environment, Fisher and Frase in
1983 conducted a study analyzing the perception of school spaces through a comparative
study on what children and teachers would like to see, compared to what they
have in their classrooms. The study not only found differences between what
they have and wish to, but between the children and the teachers. Their conclusion is that although people occupy the
same space, they observe it and live it different. Children saw it as boring,
locked, without life, full of walls and doors that do not allow to feel
freedom, while teachers saw it as your work center and without many options to
change. </span><br />
<br /></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify; text-indent: 14.2pt;">
<span lang="EN" style="font-family: Arial; font-size: x-large; line-height: 150%;">With this study as a background Fraser a year later (1984), led the same
study at another elementary school, and found similar differences, children
feel trapped in spaces with walls and where often there is no chance of running
or laughing.</span><br />
<br /></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify; text-indent: 14.2pt;">
<span lang="EN" style="font-family: Arial; font-size: x-large; line-height: 150%;">Under the religious tradition, that was the niche of education for many
years, education has been offering in closed places worthy of reverence and
meditation, but the schools as places of education independent of religion, did
not change too much this cultural perception (Burke, Cunningham &
Grosvenor, 2010), and that’s why schools were designing as angular spaces, with
seats for two or three persons and trying to front view as when you look at the
priest in the Church (Dudek, 2009).</span><span lang="ES-MX" style="font-family: Arial; font-size: x-large; line-height: 150%;"> </span><br />
<br /></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify; text-indent: 14.2pt;">
<span lang="EN" style="font-family: Arial; font-size: x-large; line-height: 150%;">Even when schools gradually tried to stay away from this conceptualization,
with the increasing of population and levels
of violence, schools have eventually, to add doors schools and with it, from
the outside, they give the impression that nothing can enter or leave them,
they looks like jailhouses (Roeser, Midgley, Urdan, 1996; Burke, Cunningham
& Grosvenor, 2010).</span><br />
<br /></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh1kHtcf8ysMuc-4Ldo8cp9Dn2XgTFl4QsJFNrmpee_ZsUGMUJjXdTixsxv8jgGawxgWOvKpZwU004p-wsFWz62C-V6rAQe31ZlcrRJXOFM728wfo8RKmqgeivkUW8NCBEc0CRh69SpENI/s1600/IMG_3475.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh1kHtcf8ysMuc-4Ldo8cp9Dn2XgTFl4QsJFNrmpee_ZsUGMUJjXdTixsxv8jgGawxgWOvKpZwU004p-wsFWz62C-V6rAQe31ZlcrRJXOFM728wfo8RKmqgeivkUW8NCBEc0CRh69SpENI/s400/IMG_3475.jpg" width="400" /></a></div>
<span lang="EN" style="font-family: Arial; font-size: x-large; line-height: 150%;">That’s one reason several studies seek to create better spaces for teaching
and learning, even if socially, it seems that education is focused on the
people, and forget the spaces, but the architecture of schools begins from the
first glance that is made of them (Dudek, 2009; Bruff, 2009; Falk and Baling,
2010), however, while schools should be seen as a nursery where young minds
blossom, spaces sometimes does not give that impression, especially for the
children who look with not nice face from the exterior face of their study centers.</span><br />
<br /></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify; text-indent: 14.2pt;">
<span lang="EN" style="font-family: Arial; font-size: x-large; line-height: 150%;">Therefore, currently is proposes to consider that if bars can´t been delete,
there should be designed outdoor gardens where the community and children may
have perception of a place of growth, change, in order to create visually inviting
spaces to stay (De Giuli, Da Pos and Carli, 2012).</span><br />
<br /></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify; text-indent: 14.2pt;">
<span lang="EN" style="font-family: Arial; font-size: x-large; line-height: 150%;">With this idea, Brink, Nigg, Lampe, Kingston, Mootz, and van Vliet (2010)
performed a simple proposal in the United States: they renovated schoolyards,
gave them a sense of freedom, where the children could run despite being
confined spaces, eliminated barriers for children with special needs and begin
to grow plants; in some schools the renovations were simple, in other papers
were higher, all supported by the school community. These tasks, made it
possible to increase not only the desire of movement in children, but his
school notes.</span><br />
<br /></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify; text-indent: 14.2pt;">
<span lang="EN" style="font-family: Arial; font-size: x-large; line-height: 150%;">This benefits not only the school rates, but the health of students, as
shown by the project's active schools held since 2001 in different countries,
that have adapted the model <i>Move it
Groove it </i>(Zask, van Beurden, Barnett, Brooks, Dietrich, 2001). This model
seeks to create activities of physical movement not only as part of a specific
subject, but within the environment, for which the children must walk to reach
classrooms, sometimes, lack of space labyrinths, are used and are stairs are
appropriately designed so that kids use it as part of their physical effort.
This would be particularly important in countries such as Mexico or the United
States where overweight rates are notorious.</span><br />
<br /></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify; text-indent: 14.2pt;">
<span lang="EN" style="font-family: Arial; font-size: x-large; line-height: 150%;">On the other hand, architect Gutiérrez Paz (2009) explains that while there
are basic standards for school buildings, it is also undeniable that
architecture expresses a way of thinking, and that schools play a same model,
with the impression of being guarded inside and outside the enclosures, so it
is suggested that school buildings must express inclusion and not exclusion as
well as an image of openness to the community.</span><br />
<br /></div>
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<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj45Dn2bpklkWk6exXrtI6wxEzii2kIh9s84xrQVjQeR2t9t78kAI61atDG7j3-fSFpGYapOyvDuQCY19ZUtmtwpqiSatpt85hjX8IoKguf2-Kmd-zRDmurw65iCcernAAGEwc2Iqc0iAo/s1600/IMG_4007.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="266" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj45Dn2bpklkWk6exXrtI6wxEzii2kIh9s84xrQVjQeR2t9t78kAI61atDG7j3-fSFpGYapOyvDuQCY19ZUtmtwpqiSatpt85hjX8IoKguf2-Kmd-zRDmurw65iCcernAAGEwc2Iqc0iAo/s400/IMG_4007.jpg" width="400" /></a></div>
<span lang="EN" style="font-family: Arial; font-size: x-large; line-height: 150%;">There are many proposals for improvement outside, but there are two that
are especially motivating, the first is related with green spaces, so it
proposed school gardens as places of learning, care and beautification (Blair,
2009; Cosco and Moore, 2009), with which children learn skills of care and up
to science, can play in their communities (Miller, 2007), building a green
thought for the care of natural resources, is also the connection with nature
creates an affective link in children (Cheng Chen-Hsuan and Monroe, 2010).</span><br />
<br /></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify; text-indent: 14.2pt;">
<span style="font-family: Arial; font-size: x-large; line-height: 150%;"> </span><span lang="EN" style="font-family: Arial; font-size: x-large; line-height: 150%;">It is true that many places doesn’t have enough water, but there are options
to choose plants that require less care such as roses, which survive to almost
all environments. To this is added that children learn about biology, ecology
and responsibility moreover all textbooks.</span><br />
<br /></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify; text-indent: 14.2pt;">
<span lang="EN" style="font-family: Arial; font-size: x-large; line-height: 150%;">The second proposal has to do with art, which is kept away from the
schools, but is capable of becoming an instrument of learning, where the
community can choose topics and be part of the school projects (Dzib Goodin, 2012a). </span><br />
<br />
<br />
<span lang="EN" style="font-family: Arial; font-size: x-large; line-height: 150%;">In general persons can think of the visual arts, but should include other
proposals that it has been shown that children appreciate cognitively,
respecting the environments and the idiosyncrasies of the communities where the
schools are established (Bratteteig, & Wagner, 2012; Florence Oluremi,
2012), and without a doubt, the art is universally appreciated. Example are the
murals that are painted on the streets that give a different figurative meaning
for those who look at it. People no longer see a wall, to look at a reflective
space.</span><br />
<br /></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<span style="font-size: x-large;"><b><i><span lang="EN" style="font-family: Arial; line-height: 150%;">The interior
spaces: courtyards, toilets and stairs</span></i></b></span><br />
<br /></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<span lang="EN" style="font-family: Arial; font-size: x-large; line-height: 150%;">Once we are in school interiors, should be
considered the common spaces and their dimensions. Children need space to run
during breaks, these spaces must provide security and inviting physical
activity, because in a country where the rate of obesity is so high, physical
activity cannot be left aside (Brink, Nigg, Lampe, Kingston, Mootz, van Vliet,
2010;) Gorman, Lackney, Rollings and Huang, 2012), but the sense of movement
not only produces it who moves into the same space, it can be produced by
environments.</span><br />
<br /></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify; text-indent: 14.2pt;">
<span lang="EN" style="font-family: Arial; font-size: x-large; line-height: 150%;">Of course, we not can forget that the quest for inclusion is not only
inside the classroom, but outside them, as is proposed in the manual of
friendly schools for the children of the UNICEF (2009). Adaptations can be
creative, low-cost possibilities but which make a huge difference in the
perception of the environment of children, before this proposal of the
sustainability of the environments to respond to diversity makes its appearance
(Zanoni and Janssens, 2009).</span><br />
<br /></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify; text-indent: 14.2pt;">
<span lang="EN" style="font-family: Arial; font-size: x-large; line-height: 150%;">Even if there is a universal perception of environments and colors, they
have to be used wisely, since for example the white color is related to
hospitals and children don't like to be in them, there are cultural adaptations
that must be applied (Sennett, 1992) with the goal that people develop a sense
of belonging of architectural environments is therefore so important to think
about diversity, while in the universality of public areas, since not only
school children come, there are adults who live together and spend many hours a
day in those spaces (Khare and Mullick, 2009; Falk and Baling, 2010)</span><span lang="ES-MX" style="font-family: Arial; font-size: x-large; line-height: 150%;">.</span><br />
<br /></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify; text-indent: 14.2pt;">
<span lang="EN" style="font-family: Arial; font-size: x-large; line-height: 150%;">In this sense, as in many other public spaces there is an environment that
is a common space which can be analyzed as a public health issue, or as a
socio-psychological space that can not be ignored.</span><br />
<br /></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify; text-indent: 14.2pt;">
<span lang="EN" style="font-family: Arial; font-size: x-large; line-height: 150%;">The restrooms are a matter of health often neglected in public places, but
mostly in schools. Schools should not operate without clean spaces and
sufficient toilet materials, starting with water, soap and disposable paper
enabling children to make their needs in a healthy and comfortable environment,
Lau, Springton, Sohn Masonm, explain it Gadola, Damitz and Gupta, (2012) that
found a close relationship between hygiene and </span><span lang="EN" style="font-family: Arial; font-size: x-large; line-height: 150%;">absenteeism in schools mainly by
diseases from diarrhea to respiratory and this hygiene is preventable.</span><br />
<br /></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify; text-indent: 14.2pt;">
<span lang="EN" style="font-family: Arial; font-size: x-large; line-height: 150%;">Similarly, toilets must have doors to avoid the invasion of privacy or
allow violence among children, often bullying occurs in these spaces away from
the eyes of others, since reported assaults with and without violence, where
people are vulnerable to run or even ask for help. Even it has been noticed that children may suffer
kidney damage by avoiding going to the rest room (Ingrey, 2012).</span><br />
<br /></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify; text-indent: 14.2pt;">
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhmOrngCz711EeqfPHZU-HWPRdDk5N_UO0GqOglIHraqkaSUTGEIZ3pg-LBu1dfd1sj0MiVg2rtTbviakZaLUC1THE6NzNyoOt0BhItWpj2C63kE6jtcXyFAp1IaZkjbNF-yum8iqyG0ik/s1600/IMG_5287.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhmOrngCz711EeqfPHZU-HWPRdDk5N_UO0GqOglIHraqkaSUTGEIZ3pg-LBu1dfd1sj0MiVg2rtTbviakZaLUC1THE6NzNyoOt0BhItWpj2C63kE6jtcXyFAp1IaZkjbNF-yum8iqyG0ik/s400/IMG_5287.jpg" width="266" /></a></div>
<span lang="EN" style="font-family: Arial; font-size: x-large; line-height: 150%;">Stairs provide so much support when they have ramps for those who require
them, however many schools still do not perform adjustments for the inclusion
of people with disabilities being the most necessary for persons with motor,
visual and even cognitive difficulty, as in the case of people with autistic
spectrum disorders (Gutiérrez Paz, 2009; UNICEF, 2009; Khare and Mullick,
2009).</span><br />
<br /></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<span style="font-size: x-large;"><b><i><span lang="EN" style="font-family: Arial; line-height: 150%;">Classrooms as
motivating spaces</span></i></b></span><br />
<br /></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<span lang="EN" style="font-family: Arial; font-size: x-large; line-height: 150%;">When people
think of the schools of the future, immediately come to their mind classrooms,
so some beg to change the perception that classrooms are sterile spaces for
ideas, with bare walls, dead spaces, without creativity, where students and
teachers exchange ideas, since they can be much more.</span><br />
<br /></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify; text-indent: 14.2pt;">
<span lang="EN" style="font-family: Arial; font-size: x-large; line-height: 150%;">Currently, Nations think of rooms with electronic equipment, where children
can touch screens, having access to tablets and where smarts phones have a
presence more prominent in learning process. All these proposals will
accommodate groups where technology makes cultural sense, since the word is the
protagonist of the presence or absence of people learning. Being the word the way
of transmission of ideas and knowledge, and this is transferred by any means of
communication, but we can’t forget that it’s possible to share ideas through stories
to the most sophisticated computers.</span><br />
<br /></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify; text-indent: 14.2pt;">
<span lang="EN" style="font-family: Arial; font-size: x-large; line-height: 150%;">The technological giant Apple with Steve Jobs´vision, began at the end of the
1980's, several studies where they examined how classrooms of the future should
be. What they found they applied it on their computers, from computers to their
tablets, and personally I think that it is the secret of learning: the intuition
at the service of curiosity (Dwyer, Ringstaff, Haymore Sandholtz, and Apple
Computer Inc, 1988).</span><br />
<br /></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify; text-indent: 14.2pt;">
<span lang="EN" style="font-family: Arial; font-size: x-large; line-height: 150%;">Psychologists, however, have done analysis of the relation between the
space of learning and motivation, intrinsic and extrinsic, to design halls as architectural
spaces looking teachers as creators of knowledge spaces for generate curiosity
and learning (Carole, 1992; Peter - Szarka, 2012), but that in the search for
the magical recipe, lose many times environment. Focus on teaching models, not
necessarily enhances learning.</span><br />
<br /></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify; text-indent: 14.2pt;">
<span lang="EN" style="font-family: Arial; font-size: x-large; line-height: 150%;">In this sense, Miller (2007) proposed that if children can see gardens from
their desks, allows spaces communicative, creative skills and development of
welfare in the environment, which is added to the knowledge of the world and the
environment, in such a way that the gardens not only beautify the space outside
the classrooms, benefit them from the inside. Similar studies have been
conducted with other populations and environments (Wells, 2000; Woolner,
McCarterWall, and Higgins, 2012).</span><br />
<br /></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify; text-indent: 14.2pt;">
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgn5JW3qNoDc-VWyFXyn9cLupcEIzygFs8m9_R08zmBTcjZDExYqqux7PbMBgMe_MqUEuyk5Vw9twrRxML30n_wd2-g_OUQTG65Jl0OT1R7pBxuCK_-IeRBFqxxX5AT64G3QGjfQBrCnW4/s1600/IMG_2839.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgn5JW3qNoDc-VWyFXyn9cLupcEIzygFs8m9_R08zmBTcjZDExYqqux7PbMBgMe_MqUEuyk5Vw9twrRxML30n_wd2-g_OUQTG65Jl0OT1R7pBxuCK_-IeRBFqxxX5AT64G3QGjfQBrCnW4/s400/IMG_2839.jpg" width="266" /></a></div>
<span lang="EN" style="font-family: Arial; font-size: x-large; line-height: 150%;">But the teachers as creators of education seek to create spaces for
reflection and creative thinking, examples are experiences where children
think, create they ask, they listen, they respect (Haynes, 2008), where the
technology breaks creatively also has a space, not by obligation, not why other
countries make your bet by technology, but when a natural response to the needs
of students and teachers (Strømmen and Lincoln1992).</span></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify; text-indent: 14.2pt;">
<span style="font-size: x-large;"><br /></span>
<span style="font-size: x-large;"><br /></span></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify; text-indent: 14.2pt;">
<span lang="EN" style="font-family: Arial; font-size: x-large; line-height: 150%;">In this sense, when you think about the target population, they would learn
in a different way, for example, when shown errors and held, the results are
impressive, as samples so some schools in the United States where the learning
of mathematics is an excuse when the error jumps, as a motivation to change the
pattern of children (Ewart, 2012).</span><br />
<br />
<br />
<span lang="EN" style="font-family: Arial; font-size: x-large; line-height: 150%;"><span style="color: black;"> </span></span></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify; text-indent: 14.2pt;">
<span lang="EN" style="font-family: Arial; font-size: x-large; line-height: 150%;">The experience can be even more rewarding, when you add the art, as a
strategy to work the reading or writing that are key to the communicative
competence (Dzib Goodin, 2012b), as if the words flow, the imagination makes
its best effort to create. That's why metaphors are so important in the early
years and for the learning of science. Because the word has the quality of
listen or look, either represented through a photograph, painting, or a score
with movement, as the dance let us express an idea. </span><br />
<br /></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify; text-indent: 14.2pt;">
<span lang="ES-MX" style="font-family: Arial; font-size: x-large; line-height: 150%;">When creativity goes into the minds of teachers,
spaces become infinite and tools are diversified, but above all, children are
capable of have better experiences (</span><span lang="EN" style="font-family: Arial; font-size: x-large; line-height: 150%;">Bruff, 2009,
Bratteteig, & Wagner, 2012; Dzib Goodin, 2012b, Brown Martin, 2012).</span><br />
<br />
<span lang="EN" style="font-family: Arial; font-size: x-large; line-height: 150%;"> </span><span lang="EN" style="font-family: Arial; font-size: x-large; line-height: 150%;"> </span></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<span style="font-size: x-large;"><i><span lang="EN" style="font-family: Arial; line-height: 150%;">Conclusion</span></i></span><br />
<br /></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<span lang="EN" style="font-family: Arial; font-size: x-large; line-height: 150%;">Schools are
much more than just walls and people who live together are, without a doubt
life experiences that promote or hinder the academic and professional
development of the people living in it. They are in practically all social,
cultural and territorial environments and aim to pass on knowledge.</span><br />
<br /></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify; text-indent: 14.2pt;">
<span lang="EN" style="font-family: Arial; font-size: x-large; line-height: 150%;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjvtGsjUiXmUSn9TP2uwI68oexoDl7MfwKROdoaXEEBQnyOC-mEzEkfgVAE2fWDHHAgD8ElLrIS6-kspeCJ8WhfflSa7cMzG8hi9EBOuqEF0OBqlUbvCIxONNzP-G9YmxIYVP2qoCfcQd8/s1600/IMG_6235.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjvtGsjUiXmUSn9TP2uwI68oexoDl7MfwKROdoaXEEBQnyOC-mEzEkfgVAE2fWDHHAgD8ElLrIS6-kspeCJ8WhfflSa7cMzG8hi9EBOuqEF0OBqlUbvCIxONNzP-G9YmxIYVP2qoCfcQd8/s400/IMG_6235.jpg" width="266" /></a>However, when you think about the school improvement thinking of objects,
without taking into account the protagonists of those spaces, so that the
environment takes on special importance, because schools are part of the
communities that host them, because those families, put their faith in schools
to give their children a better future and should be therefore should be
reflected in those academic spaces and be seen as strange or hostile territories
(Sang - Woo, Christopher, Byoung-Suk, Sung-Kwon, 2008).</span><br />
<br /></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify; text-indent: 14.2pt;">
<span lang="EN" style="font-family: Arial; font-size: x-large; line-height: 150%;">As explained Brown Martin (2012) schools should be responding to the needs
of a society that puts its effort in creating them as creative environments,
where students can grow in all directions. Finally, the schools are the
environments where the society changes, and active human capital (Dzib Goodin,
2012a).</span><br />
<br /></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify; text-indent: 14.2pt;">
<span lang="EN" style="font-family: Arial; font-size: x-large; line-height: 150%;">Why should be designed so that all can live, where all find a place
regardless of abilities, differences, preferences. They must be spaces of inclusion
(Erkilic & Durak, 2012), where even children with fewer economic resources
can feel proud to belong, as it will boost his future and that of their
countries (Florence Oluremi, 2012), that schools are not only for those who can
learn, but for those who wish to do so, including marginalized groups who must
find an exact reason for which to attend. It begins outside of schools, with
striking environmental spaces, interior spaces where they feel that they are
part of something important: their own growth (McGregor and Mills, 2010).</span><br />
<br /></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify; text-indent: 14.2pt;">
<span style="font-size: x-large;"><br /></span></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify; text-indent: 14.2pt;">
<span lang="EN" style="font-family: Arial; font-size: x-large; line-height: 150%;">But schools require ingredient that does not buy or operates from a Tablet,
the <i>motivation</i> to learn and
motivation to <i>teach</i>, they can't be bought, even in the worst conditions
when a person wants to know something, manages to succeed, as children from a
school in India, taking classes under a bridge, so don't have a room
architecturally appropriate (Medina, 2012), but your <i>school </i>has something that psychologists, educationalists and
societies seek desperately: motivation to make children want to learn and be
better to therefore develop auto companies motivated to change.</span></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify; text-indent: 14.2pt;">
<br />
<br />
<span lang="EN" style="font-family: Arial; font-size: x-large; line-height: 150%;">Viewing school environments has certainly a space for reflection, finally,
children and students of all levels, need it.</span></div>
<div class="MsoNormal" style="line-height: 150%; text-align: justify;">
<span style="font-size: x-large;"><br /></span>
<span style="font-size: x-large;"><br /></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span lang="ES-TRAD" style="font-family: Arial; font-size: x-large;">References:
</span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: x-large;"><br /></span></div>
<div class="MsoNormal" style="margin-left: 0.5in; text-align: justify; text-indent: -0.5in;">
<span lang="ES-TRAD" style="font-family: Arial; font-size: x-large;">Blair, D. (2009) The child in the
garden: An evaluative Review of the benefits of school gardening. <i>The Journal of Environmental Education.</i>
40 (2) </span><span lang="EN" style="font-family: Arial; font-size: x-large;">15-38.</span></div>
<div class="MsoNormal" style="margin-left: 0.5in; text-align: justify; text-indent: -0.5in;">
<span lang="ES-TRAD" style="font-family: Arial; font-size: x-large;">Bratteteig, T., & Wagner,
I. (2012) Spaces for participatory
creativity. <i>CoDesign:</i> <i>International Journal of CoCreation in Design
and Arts. </i>8 (2-3) 105-126.</span></div>
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2534377213159327388.post-18003335388937768662013-10-18T18:08:00.000-05:002014-05-02T12:24:03.201-05:00Intelligence or adaptive responses to the environment?<div dir="ltr" style="text-align: left;" trbidi="on">
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="font-family: Arial; font-size: 14.0pt; mso-ansi-language: EN;">It seems
sometimes the universe conspires to make me fall into certain issues, because
different persons have shared me different texts about intelligence during the
past few weeks. I will not mention them, just in case this articlecan be<span style="mso-spacerun: yes;"> </span>offensive to some persons, but I thank all of
them for the inspiration. I read around 500 pages before this idea made sense.</span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="font-family: Arial; font-size: 14.0pt; mso-ansi-language: EN;">It is not a
secret that I don't like the concept of intelligence, I have said it at diverse
conferences, when people ask me how this links with my ideas about learning, I
reply so far, I have not needed it to explain how species evolutionarily have
to adapt to the environment, and I still believe that learning is one process
that allows them to create responses front the needs around the environment.</span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="font-family: Arial; font-size: 14.0pt; mso-ansi-language: EN;">I've seen the
concept of intelligence as a tautology: no one can prove that it is necessary
for learning, because with the right teaching strategies children are able to
learn, and when I say ALL, <span style="mso-spacerun: yes;"> </span>I mean of
children with disorders of neurodevelopmental, people with acquired brain
damage, and other species. If the answer makes sense in the environment, the
response can be developed under specific mechanisms.</span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="font-family: Arial; font-size: 14.0pt; mso-ansi-language: EN;">At the same
time, so far, after many years of testing and labeling <span style="mso-spacerun: yes;"> </span>children, there is no agreement between
psychologists about what intelligence is, even more, there is no agreement
among the biological, neurocognitive and psychological models, it is not possible
to find studies able to unify it from different points of view.</span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="font-family: Arial; font-size: 14.0pt; mso-ansi-language: EN;">The following
map allows me to argue my refusal to believe on the one hand, we can make
someone more intelligent, as many schools say and secondly, accept that if
someone is not intelligent, doesn’t have a chance to learn:</span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="font-family: Arial; font-size: 14.0pt; mso-ansi-language: EN;"> <table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiUMprxot6AKrsuAqqNgGUKxPkchMXOvrCJM6m-smoulullwfL6bDru-Kc6m-FGHyU1ZOYifE6xPGSldrAqCHR2UmiCu6sbXF1-OKn1HdrXZHP2-Chnq1JNSnxS-0RsjW-jPwakleUVzaQ/s1600/Screen+Shot+2013-10-15+at+1.11.49+PM.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiUMprxot6AKrsuAqqNgGUKxPkchMXOvrCJM6m-smoulullwfL6bDru-Kc6m-FGHyU1ZOYifE6xPGSldrAqCHR2UmiCu6sbXF1-OKn1HdrXZHP2-Chnq1JNSnxS-0RsjW-jPwakleUVzaQ/s640/Screen+Shot+2013-10-15+at+1.11.49+PM.png" height="400" width="640" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span lang="ES-TRAD" style="font-family: "Bookman Old Style"; font-size: 14.0pt;"><span style="font-size: small;">from <span lang="ES-TRAD" style="font-family: "Bookman Old Style";"><span lang="ES-TRAD" style="font-family: "Bookman Old Style";">Lynn and Vanhanen, (2012)</span></span></span></span></td></tr>
</tbody></table>
</span><span style="font-family: Arial; font-size: 14.0pt; mso-ansi-language: EN-US;"></span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="font-family: Arial; font-size: 14.0pt; mso-ansi-language: EN;">This map was
created from hundreds of studies carried out by various associations and
independent investigations around the world using standardized tests measuring
intelligence and published by Lynn and Vanhanen. What I see on this mapt is the
enormous cultural impact, which on average, intelligence is not increased by attending
an expensive school, and that intelligence is not victorious before the
environment test.</span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="font-family: Arial; font-size: 14.0pt; mso-ansi-language: EN;">So far, what I
can assure, there are only some constants over time, the language, the reading writing
and arithmetic skills, all these processes survive among generations, but at
the same time are dependent on the social environment, so culture has a great
weight in which is called intelligence. </span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="font-family: Arial; font-size: 14.0pt; mso-ansi-language: EN;">If we look the
map at detail, Finland, which is the country best placed in the PISA tests, is
not among the most intelligent. There is not correlation between these tests
and the average intelligence of the countries, probably the only thing clear is
that greater </span><span lang="EN" style="font-family: Arial; font-size: 14.0pt; mso-ansi-language: EN;">cultural </span><span lang="EN" style="font-family: Arial; font-size: 14.0pt; mso-ansi-language: EN;">input, higher average in academic tests, but another view
is the fact intelligence does not correlate with academic tests.</span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="font-family: Arial; font-size: 14.0pt; mso-ansi-language: EN;">But this makes
sense, since environmental needs direct the kind of responses expected, in the
case of the United States, intelligence is located along East and West coasts,
does the landscape have any relationship?.</span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="font-family: Arial; font-size: 14.0pt; mso-ansi-language: EN;">Now, let’s take
a breath for a moment, it is socially said that the most intelligent people are
those who manage to highlight, for example a pair of icons in science: Albert
Einstein and Stephen Hawking, both with bad scores in initial education, but
none is considered a genius by his score on intelligence tests, but by their ability
to analyze problems that no one else would have been able to resolve.</span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="font-family: Arial; font-size: 14.0pt; mso-ansi-language: EN;">We admire
people who have the ability to join the points as no one else has done in any
field, which implies the process of association of ideas and especially
creativity, divergent, convergent thinking.</span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="font-family: Arial; font-size: 14.0pt; mso-ansi-language: EN;">This ability to
be flexible at the environment is what allows some to take mankind to a new
level. Windows, the Ipad, artists and the most exciting theories in science,
arise when someone is able to break the model and make something new, call it
mental flexibility.</span></div>
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<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi03g4PMO_P7N1XQkU8awWLWGEm0ig6vC5gTelYtXbxxyW61FNlIGwpAv7Y5oMc6oIKruYq3ZCCBlLG3Etuxm8JyI2j4d3VcQ-XUQdP9karJ2BBgD1jPgW_o7lJttN8rUnABbz8CPiqZ6k/s1600/IMG_3836.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi03g4PMO_P7N1XQkU8awWLWGEm0ig6vC5gTelYtXbxxyW61FNlIGwpAv7Y5oMc6oIKruYq3ZCCBlLG3Etuxm8JyI2j4d3VcQ-XUQdP9karJ2BBgD1jPgW_o7lJttN8rUnABbz8CPiqZ6k/s400/IMG_3836.jpg" height="266" width="400" /></a></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="font-family: Arial; font-size: 14.0pt; mso-ansi-language: EN;">This applies to
humans but also to other species. Studies with dogs have shown that more domestication,
major adaptive social responses and when we are looking in species that have
not had household contacts, as studies with squirrels or prairie dogs, even
they, are able to learn and reply in a flexible way to adapt to the <span style="mso-spacerun: yes;"> </span>environment. However, like the school
learning, domestication makes dependent to the species.</span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="font-family: Arial; font-size: 14.0pt; mso-ansi-language: EN;">Hence, a
question arises: is intelligence inherited?, evidence shows the answer is not, nature
won’t <span style="mso-spacerun: yes;"> </span>convey skills that were functional
for a generation but will not be for another. Many people who were born before
generation X are bogged down with new technologies. New generations on the
other hand, adapt to continuous changes, the exception is language, reading,
writing and numbers.</span></div>
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<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="font-family: Arial; font-size: 14.0pt; mso-ansi-language: EN;">This applies to
brain and artificial neural networks, too-rigid algorithms are not successful,
there must be room for adaptation.</span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="font-family: Arial; font-size: 14.0pt; mso-ansi-language: EN;">That’s why
intelligence arises my mental itching when all educational models decide that
ALL persons must know the same, and intelligence tests determine the success of
children. This simplistic classification of intelligent and non intelligent is
absurd in the light of the evidence and how have shown different
investigations, only increase the level of stress in children, since it is <span style="mso-spacerun: yes;"> </span>found high correlations between low self
esteem and depression among children labeled as gifted.</span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="font-family: Arial; font-size: 14.0pt; mso-ansi-language: EN;">It was Jean
Piaget who said the most important thing was not the response of the child, but
the logic used by the child to reach it. If Steve Jobs had applied a test about
how a computer works, not doubt his teacher would had crucified him, because he
was able to see beyond his teachers were able to see.</span></div>
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<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgFenTWJ4eVSXC7WjmqrY4065Yf96hXAcB84vRQGMevaB3ZCd4FvL6ffT0HV16OQo7G2fGnQFNPo1iYZuf9zKRK4vA90fZFiUNTuhdjgvwf0iT4HaYcyRjew3HId46TOPSn8hn8pFaTH9U/s1600/Intelligence.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgFenTWJ4eVSXC7WjmqrY4065Yf96hXAcB84vRQGMevaB3ZCd4FvL6ffT0HV16OQo7G2fGnQFNPo1iYZuf9zKRK4vA90fZFiUNTuhdjgvwf0iT4HaYcyRjew3HId46TOPSn8hn8pFaTH9U/s400/Intelligence.jpg" height="300" width="400" /></a></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="font-family: Arial; font-size: 14.0pt; mso-ansi-language: EN;">So far, none
expensive school that assure increase children's intelligence is a factory of
geniuses. So far, regardless of the level of intelligence of our parents, nobody
can sit back comfortably and see how birds fly. All of us must find our way,
design it, create it and make it something worthwhile.</span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="font-family: Arial; font-size: 14.0pt; mso-ansi-language: EN;">So in response
to all my friends who ask me, share and comment on the subject of intelligence,
here is my answer: no one has sucessfully demonstrate that it is a unique
process and I can not convince them that we should exploit the creativity,
thinking, convergent and divergent in schools, because no one knows how the
future will be and so hold, I have not seen a case where learning depend on
intelligence, nor in humans or other species.</span></div>
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<br /></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span lang="ES-TRAD" style="font-family: Arial; font-size: 14.0pt;">References</span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span lang="ES-TRAD" style="font-family: Arial; font-size: 14.0pt;">Deary, I.J. (2012)
Intelligence. <i style="mso-bidi-font-style: normal;">Annual Review of
Psychology.</i> 63. 453-482.</span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span lang="ES-TRAD" style="font-family: Arial; font-size: 14.0pt;">Dzib Goodin, A. (2013)
Animal models for the study of learning. Available at: <a href="http://talkingaboutneurocognitionandlearning.blogspot.com/2013/09/animal-models-for-study-of-learning.html">http://talkingaboutneurocognitionandlearning.blogspot.com/2013/09/animal-models-for-study-of-learning.html</a></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span lang="ES-TRAD" style="font-family: Arial; font-size: 14.0pt;">Eliasmith, C.,
Trujillo, O. (2014) The use and abuse of large-scale brain models. <i style="mso-bidi-font-style: normal;">Current Opinion in Neurobiology.</i> 25.
1-6.</span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span lang="ES-TRAD" style="font-family: Arial; font-size: 14.0pt;">Guignard, JH., Jacquet,
AT., & Lubart, TI. (2012) Perfectionism and anxiety: A paradox in
intellectual giftedness? <i style="mso-bidi-font-style: normal;">Plos One. </i>7
(7)<i style="mso-bidi-font-style: normal;"> </i>e1043. Available on line: <a href="http://www.plosone.org/article/fetchObject.action?uri=info%3Adoi%2F10.1371%2Fjournal.pone.0041043&representation=PDF">http://www.plosone.org/article/fetchObject.action?uri=info%3Adoi%2F10.1371%2Fjournal.pone.0041043&representation=PDF</a></span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span lang="ES-TRAD" style="font-family: Arial; font-size: 14.0pt;">Kan, KJ., Wicherts, JM.
Dolan, CV., and Van der Maas, HJL. (2013) On the nature and nurture of
intelligence and specific cognitive abilities: The more heritable, the more
culture dependent. <i style="mso-bidi-font-style: normal;">Psychological Science.
</i>In press.</span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span lang="ES-TRAD" style="font-family: Arial; font-size: 14.0pt;">Kovas, Y., Voronin, I.,
Malykh, SB., Dale, PS., Plomin, R. (2013) Literacy and numeracy are more
heritable than intelligence in primary school. <i style="mso-bidi-font-style: normal;">Psychological Science. </i>24 (10) 2048-2056.</span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span lang="ES-TRAD" style="font-family: Arial; font-size: 14.0pt;">Lee, CS., &
Therriault, DJ. (2013) The cognitive underpinnings of creative thought: A
latent variable analysis exploring the roles of intelligence and working memory
in three creative thinking process. <i style="mso-bidi-font-style: normal;">Intelligence.
</i>41 (5) 306-320.</span></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<span lang="ES-TRAD" style="font-family: Arial; font-size: 14.0pt;">Lynn, R.,<span style="mso-spacerun: yes;"> </span>and Vanhanen, T. (2012) <i style="mso-bidi-font-style: normal;">Intelligence: A unifying construct for the social science. </i>Ulster
Institrute for Social Research. London, UK.</span></div>
</div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2534377213159327388.post-21407555995844506332013-10-05T13:29:00.000-05:002013-10-07T15:18:00.629-05:00Parental models in birds<div dir="ltr" style="text-align: left;" trbidi="on">
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<span lang="ES-TRAD" style="font-size: 16.0pt; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;"></span><span style="font-family: Times; font-size: 10.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"></span>
<br />
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">It’s very
usual to hear the term <i style="mso-bidi-font-style: normal;">school for parents</i>,
under the idea that humans require a specific training, determined to carry out
actions on the environment.</span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">Also said
that no one is born knowing how to be a father and it is important to recognize
behavior patterns key to regulate the children behavior.</span><span lang="EN" style="font-family: Times; font-size: 10.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"> </span><span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">However, when other species are
analyzed<span style="mso-spacerun: yes;"> </span>it’s hard to find truly
patterns of behavior that are not evolutionarily designed in order to take a
good course to the species.</span></div>
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<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">This time
I present two completely different parental models, both from birds in natural
environment, without domestication and therefore without cultural ballasts in a
semi natural environment, since they live among people who don't annoy them, but
they must deal with their natural predators like foxes, coyotes, owls, herons
and hawks.</span></div>
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<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiToF5CsdR34yTwXgUITAhxBOJY1xw6J0Js_-VibsMA8hMlRt0kixCAaEusu2yYZzwL83zG6rb8tFYPlbJhXzhH02j8FCTQEcWxMmwNxTFIXfMfts6GEkCP8lxZjWc1kJOE2Ul8WurxpvA/s1600/IMG_4795.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="266" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiToF5CsdR34yTwXgUITAhxBOJY1xw6J0Js_-VibsMA8hMlRt0kixCAaEusu2yYZzwL83zG6rb8tFYPlbJhXzhH02j8FCTQEcWxMmwNxTFIXfMfts6GEkCP8lxZjWc1kJOE2Ul8WurxpvA/s400/IMG_4795.jpg" width="400" /></a></div>
<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">On this
occasion, I present a behavior model focused on the Canada Goose (Branta
Canadensis) which is of the Anatidae family, of the order of the Anseriformes
and the super order of the Galloanserae. </span></div>
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<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">There are
documents that show that these birds have inhabited this planet <span style="mso-spacerun: yes;"> </span>since at least 10 million years.</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjo5MfTYKVx9vdbieQ2FLw2d5jOlMo7W5xKlFJqF4iUMR7c6h7JdiJu35tg2yJingIjWhqpGWSlHAzpZUYBAd1O5MSv19mTawC-j0P-i4ecKv_9wRwogPND7oVcUo-C563kNDc06P0rJmo/s1600/IMG_2520.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="266" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjo5MfTYKVx9vdbieQ2FLw2d5jOlMo7W5xKlFJqF4iUMR7c6h7JdiJu35tg2yJingIjWhqpGWSlHAzpZUYBAd1O5MSv19mTawC-j0P-i4ecKv_9wRwogPND7oVcUo-C563kNDc06P0rJmo/s400/IMG_2520.jpg" width="400" /></a></div>
<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">The other
observed specie is the Mallard Duck or wild duck (Anas Superciliosa) of the
order of the Anseriformes, family Anatidae, of the species A. Platyrhynchos. It
is believed that they lived at least since the Pleistocene so tha menas they
have been at least been on the face of the Earth since 11 700 years ago.</span></div>
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<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">While both
species inhabit the same space, they show different parental behaviors.</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjsXlq1RtNPYINSDAH8xWThVUmSusau67P4vEDZ16UEl4ftk7HGROr2M7FAlT0TbRCP0EOk6zQEKLFfxG69m1MJie5LT22OSv_dfLHpUOR3lJ3iHxJczc-BnaTc1_zRPBQaantFP1y1Zrw/s1600/IMG_4643.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="266" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjsXlq1RtNPYINSDAH8xWThVUmSusau67P4vEDZ16UEl4ftk7HGROr2M7FAlT0TbRCP0EOk6zQEKLFfxG69m1MJie5LT22OSv_dfLHpUOR3lJ3iHxJczc-BnaTc1_zRPBQaantFP1y1Zrw/s400/IMG_4643.jpg" width="400" /></a></div>
<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">In the
case of the Canada goose, both parents are responsible for taking care of the
chicks, so it is common to see both parents watching and directing their babies.
In case of detecting any type of danger, they tend to show behaviour of attack
orif it’s necessary they attack. </span></div>
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<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">From a
very young babies them goose begins to modulate behavioral responses by
imitating their parents, when very small they tend to stay in places where
there is water, but as the chicks grow, they begin to explore territory. Geese
fly, walk, run, and prepare to emigrate during the winter.</span></div>
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<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">Babies are
born in early spring and its territory is confined to the space where they nest,
however these places are not always the same, these can vary year to year, this
is the reason it was not possible to follow more families.</span></div>
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<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">Families
do not have too much intreraction with other gesse, until the hatchlings begin
to move into the environment, however, parents are always caring for their own
children, that must learn to fly, fishing, and attack. </span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgZDWm7gmDFlU8zlDxvBuSfbSAwVkP30D_pNaB8Aizp6hj5cOhgBgPrKaAOofbjytWeXnXsPra7TTlXKWH5k_oVj9iR3FQsikVMsZulLlYESNoOUZwPrkrE1Uap5iX7LOYh5bt1uwqfHTE/s1600/P1030438.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgZDWm7gmDFlU8zlDxvBuSfbSAwVkP30D_pNaB8Aizp6hj5cOhgBgPrKaAOofbjytWeXnXsPra7TTlXKWH5k_oVj9iR3FQsikVMsZulLlYESNoOUZwPrkrE1Uap5iX7LOYh5bt1uwqfHTE/s400/P1030438.jpg" width="400" /></a></div>
<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">They show
intense attack behaviors when the chicks are more vulnerable, especially because
couples usually have between 4 to 7 chicks.</span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">Swim
classes are always led by mother and closely observed by the father. My
impression is that the father is at the point where the family is more
vulnerable. Usually if you see a wounded member, it is the father.</span><span style="font-family: Times; font-size: 10.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"></span></div>
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<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">Chicks change
plumage after few weeks and leave her yellow pajamas for a grey plumage which
is replaced by the natural color of adults.</span></div>
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<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiqyYQ6CP67W751UYmqATlCQ3ftTko5ox5A_sNW9WHsyad4Z4xf8AaNS-NrmKj_0osO0ymkY0DQzwPG79utu7T9p6X6o-XEK3YpCXQOF4Kz505nKKyAcgzi0ne3T3XS_HIu9dTSPDytq9c/s1600/P1040401.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiqyYQ6CP67W751UYmqATlCQ3ftTko5ox5A_sNW9WHsyad4Z4xf8AaNS-NrmKj_0osO0ymkY0DQzwPG79utu7T9p6X6o-XEK3YpCXQOF4Kz505nKKyAcgzi0ne3T3XS_HIu9dTSPDytq9c/s400/P1040401.jpg" width="400" /></a></div>
<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">On the
other hand, the wild duck, shows much less rigidity on behaviors of care.
First, males and females coexist in the same space, usually in
groups, until the time of mating. It is common to see the ducks resting while
mothers care for, protect and teach fledglings how to survive.</span></div>
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<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">The offspring
per litter can be 2 to 6, no more than this, in part since the mother can not
probably care one more baby.</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhq8x-2rOI_5YnKylOAYTAKY1Gy1r-arH8GycL1Ql0GnRqhE5qQej3v4HDMqcIiAUYinkXVa-Rmjb8NUItlVrwhSfsgVQL9zLzxV3I5PRo3qAaox1_FkmlpKGJPU2kOMxdx5KkUR2UFHLc/s1600/P1020435.JPG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhq8x-2rOI_5YnKylOAYTAKY1Gy1r-arH8GycL1Ql0GnRqhE5qQej3v4HDMqcIiAUYinkXVa-Rmjb8NUItlVrwhSfsgVQL9zLzxV3I5PRo3qAaox1_FkmlpKGJPU2kOMxdx5KkUR2UFHLc/s400/P1020435.JPG" width="400" /></a></div>
<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">These
birds live in group, but every mother observe their children. The
chicks, begin to swim near the mother and mimic their behavior. In case of
danger come to her to seek shelter.</span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">Once the baby
duckscan care themselves they join the group, and then be
ready to wait for winter, survive, with the promise of spring.</span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">It is so
the rest of the species search mechanisms of child care, serving the same
natural pattern that keeps everyone on the face of the Earth.</span><br />
<br />
<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">References: </span><br />
<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">
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<span lang="ES-TRAD" style="font-size: 16.0pt;">Buntin, JD.
(1996) Neural and Hormonal Control of parental behavior in birds. <i style="mso-bidi-font-style: normal;">Advances in the Study of Behavior. </i>25.
161-213.</span></div>
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<br /></div>
<div class="MsoNormal">
<span lang="ES-TRAD" style="font-size: 16.0pt;">Ghalambor, CK.,
Peluz, SI., and Martín, TE. (2013) Plasticity of parental care under the risk
of predation: how much should parents reduce care?.<i style="mso-bidi-font-style: normal;"> Biology Letters</i>. 9 (4) </span><span lang="ES-TRAD" style="font-size: 16.0pt; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">doi:
10.1098/rsbl.2013.0154</span></div>
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<br /></div>
<div class="MsoNormal">
<span lang="ES-TRAD" style="font-size: 16.0pt; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">Martin, TE., Martin,
PR., Olson, CR., Heidinger, BJ., & Fountaine, JJ. (2000) Parental care and
clutch size in North and South American birds. <i style="mso-bidi-font-style: normal;">Science.</i> 287 (5457) 1482-1485.</span><span lang="ES-TRAD" style="font-size: 16.0pt;"></span></div>
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2534377213159327388.post-31623551377206558112013-09-11T16:44:00.000-05:002013-09-11T20:56:38.608-05:00Animal models for the study of learning<div dir="ltr" style="text-align: left;" trbidi="on">
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<div style="text-align: justify;">
<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">It's very weird but when I mention that <span style="mso-spacerun: yes;"> </span>I do
study the learning process, people think I know a lot about education. In
different forums, I have explained that school learning is a fully human model,
and for some strange reason, we are the only specie that thinks we must spend
in a school the greater part of our lives, answering tests about things that
many times we won't use anywhere else.</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg06I8BfobcBoj5n4dxHbVR6VL2XFFmUwL56wSoszgnleikTd8GeSudsorOv1dwDBHPOKUbBc69zrJCP2MwK-CrThjH7RcIrPkQ9ZpWGXWoaOWy7Lt3JSf6IeW6-AHUqt9PuZZPE-W9eb0/s1600/521338_520512747999808_1166773097_n.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg06I8BfobcBoj5n4dxHbVR6VL2XFFmUwL56wSoszgnleikTd8GeSudsorOv1dwDBHPOKUbBc69zrJCP2MwK-CrThjH7RcIrPkQ9ZpWGXWoaOWy7Lt3JSf6IeW6-AHUqt9PuZZPE-W9eb0/s400/521338_520512747999808_1166773097_n.jpg" width="400" /></a><span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">The rest
of the species, provide modeling only to more basic skills, usually in the
contexts through games, and the main tests <span style="mso-spacerun: yes;"> </span>will be surviving in the hostile world, and
have offspring in order to help their species. In some cases, creautures will
make adaptive changes from the needs of the environment, as an example, I can
mention the European birds who have learned to measure road speed limits, to
determine its speed and successfully cross roads (Legagneux, & Ducatez,
2013). No need to say that a <span style="mso-spacerun: yes;"> </span>miscalculation
let them see their brains on the windshields of cars that cross at a higher
rate.</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg0cOpzD8RVye79-_V2O11yKqet-9xaCuv36SiKYibChlbCxLXUwHW9z1Fw3ZRSwV1ptJVEphi9S6CYobBbfY-kr4b354_1tBs68VVFpev1PX5hio4Zl0kElsJrgnDPIfKB8PzTMITEgdo/s1600/263451_523931794324570_659196089_n.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg0cOpzD8RVye79-_V2O11yKqet-9xaCuv36SiKYibChlbCxLXUwHW9z1Fw3ZRSwV1ptJVEphi9S6CYobBbfY-kr4b354_1tBs68VVFpev1PX5hio4Zl0kElsJrgnDPIfKB8PzTMITEgdo/s400/263451_523931794324570_659196089_n.jpg" width="400" /></a></div>
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<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">With a large
number of examples presented by other species, and understanding that learning
can be defined as the ability to respond to the environment, modifying
behaviors depending on the needs, in my search for answers on how learning develops,
I began to use plant and animal models, because once I am clear that the
learning takes place in the brain, the next question was: how hell did it get there?.</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh0xZ78uDoGD3IaHvGObbGDrsFgQdxajbJ9H3MsmDX4qJPjAtSJIxP0S2XuIN7lXIOF-dLWXjLe9f5uPv4axo9VTTsMej4npShSfV4I04pkzvTeI-LvzwlZE1z_0k0ADFsE57s6J3GDDJk/s1600/IMG_1644.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="266" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh0xZ78uDoGD3IaHvGObbGDrsFgQdxajbJ9H3MsmDX4qJPjAtSJIxP0S2XuIN7lXIOF-dLWXjLe9f5uPv4axo9VTTsMej4npShSfV4I04pkzvTeI-LvzwlZE1z_0k0ADFsE57s6J3GDDJk/s400/IMG_1644.jpg" width="400" /></a><span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">The big
problem following <span style="mso-spacerun: yes;"> </span>the line of the
analysis of neuroscience, it’s the difficulty to explain a system as complex as
the brain. On the basis of the principle in science that it is not possible to
explain something from itself (Russell’s paradox), then is complicated explain
many of the brain principles only with the accumulation of data obtained from
neuroimaging studies, since it is known that our connectome is modified and it
is also a custom process.</span></div>
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<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">Hence, as
you know, I've used protein models (Dzib Goodin, 2013) and here I present an
animal model.</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg4KzSLA79ognU6fcDOzmsjOVQdgAq6BRHh_3iFtMuZ28nSDVLmYGEgdW1PLvZyGxW4FqrA1XUGM5av3vPhbupn0rAW-w_VPGPNPYvT6HkuUrT5lGDF8s6EzG2UCOhoQxIDsyXSrlvuutM/s1600/523365_441813382536412_382291850_n.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg4KzSLA79ognU6fcDOzmsjOVQdgAq6BRHh_3iFtMuZ28nSDVLmYGEgdW1PLvZyGxW4FqrA1XUGM5av3vPhbupn0rAW-w_VPGPNPYvT6HkuUrT5lGDF8s6EzG2UCOhoQxIDsyXSrlvuutM/s400/523365_441813382536412_382291850_n.jpg" width="400" /></a></div>
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<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">One of the
greatest challenges of understanding complex models is to make them simple, it
seems to me that the problem of the study of the brain is the cultural human
creates from its own evolution, same that observed in other species.</span></div>
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<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">The
majority of studies, including the classic Pavlovian studies, have used dogs or
lab rats. The problem of canine cognition is that it develops with greater
complexity through domestication. Some studies suggest that higher level of
domestication, greater social and cognitive functioning of the </span><span lang="ES" style="font-family: Times; font-size: 16.0pt; mso-ansi-language: ES; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"><span style="mso-spacerun: yes;"> </span>domestic dog (Canis familiaris), in this sense
social competence as notion evolutionary guarantees social competence
development (</span><span lang="EN" style="font-family: Times; font-size: 16.0pt; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";">Miklós, &
Topal, 2013;) Cook, 2013)</span><span lang="ES" style="font-family: Times; font-size: 16.0pt; mso-ansi-language: ES; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">, but this was exactly the component
that I wished to avoid in my research.</span></div>
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<span lang="ES" style="font-family: Times; font-size: 16.0pt; mso-ansi-language: ES; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"> </span><span lang="ES" style="font-family: Times; font-size: 18.0pt; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";"> </span><span style="font-family: Times; font-size: 10.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhs2jGuxM6GM8t1FnIoia8GyBQymfl4H6fihOp7yFgo3MGYxeDkHQGii8f5FyFI6K-jmIBsQZjt8SPq36ycn_QyrazboK46Zkx33uqw89W_wUiYiAV4-M1iddnzMd6HtUc6GFunBKTlwLs/s1600/293422_246112218773197_574848528_n.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhs2jGuxM6GM8t1FnIoia8GyBQymfl4H6fihOp7yFgo3MGYxeDkHQGii8f5FyFI6K-jmIBsQZjt8SPq36ycn_QyrazboK46Zkx33uqw89W_wUiYiAV4-M1iddnzMd6HtUc6GFunBKTlwLs/s400/293422_246112218773197_574848528_n.jpg" width="300" /></a></div>
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<span lang="ES" style="font-size: 16.0pt; mso-ansi-language: ES; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">The main problem to understand the complexity or diverses
forms of cognition called <i style="mso-bidi-font-style: normal;">Advanced </i>and
compared among species for studies of evolution, is to considered the
computational neural mechanisms that may be involved, and identify the genetic
changes that are needed to mediate changes in cognitive functions (</span><span lang="EN" style="font-family: Times; font-size: 16.0pt; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";">Green, McCormick, 2013; Heyes, 2012)</span><span lang="ES" style="font-family: Times; font-size: 16.0pt; mso-ansi-language: ES; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">.</span></div>
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<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">As explained Chittka, Rossiter, Skorupski and Fernando
(2012), the same cognitive capacity could be mediated by different neural
circuits in different species, with a relationship between routines of behavior
and its neural implementations. By what the comparative behavior research must
be complemented with a bottom-up approach in which neurobiological analyses and
molecular allow to observe the genetic and neural bases that limit the cognitive
variation (</span><span lang="ES-TRAD" style="font-family: Times; font-size: 16.0pt; mso-bidi-font-family: "Times New Roman";">Dickinson, 2012)</span><span lang="ES" style="font-family: Times; font-size: 16.0pt; mso-ansi-language: ES; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">. </span><span lang="EN" style="font-family: Times; font-size: 16.0pt; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">This idea made me
renounce the canine models.</span><span lang="EN" style="font-family: Times; font-size: 18.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"> </span><span style="font-family: Times; font-size: 10.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhMpFzqRFcajgZlOibbf73al25952yRUL1V5ZFVGjrHsJxEUUretMz5ayXW0By3lu7QqmoSQS5h4sGmNaon-JFuaLC9IMQbVo7PSEIp-AL8HMDnlwGZx2jJw4RMW2felSDx2FBkOdlu1o0/s1600/IMG_9908.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="266" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhMpFzqRFcajgZlOibbf73al25952yRUL1V5ZFVGjrHsJxEUUretMz5ayXW0By3lu7QqmoSQS5h4sGmNaon-JFuaLC9IMQbVo7PSEIp-AL8HMDnlwGZx2jJw4RMW2felSDx2FBkOdlu1o0/s400/IMG_9908.jpg" width="400" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg8ZJvTOF5oVfAWzhWJ50qFa9p5_3BJqnhyphenhyphenFCV99-S1I-2N9_borSz9WIuijUrHV-R0uT-cyL7tGfRVl44Tu4kh3GbzetTn1_Tu3fsl0ZheHZtnSLG6Jda_WhAxrHsYH7DduUMuDMFAQNw/s1600/IMG_9908.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"></a><span lang="ES" style="font-size: 16.0pt; mso-ansi-language: ES; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;"><br />
</span><span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">However, when I
moved to Chicago several years ago, I found several species, almost wild that
allowed me to make them my models of cognitive resources, even if they have an
inherited component, they are capable of modifying behavior through experience,
which facilitates the recombination of the elements of an existing behavioral
repertoire, and can thus see the innovation. </span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjDwcfGIu3U8l65jjkYkAhJYKIovONr-PjSPLybRzP4roLOT02_F_hbhlU8EmdhlJ4ir2r-pgcD-DRJh8mXT-gzO5CMKYDDLYZzQAZmBbC1KOZPYyTbecmcODPGZdxvFwJwAc6rv8mpJk4/s1600/314487_249807415070344_1716951466_n.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjDwcfGIu3U8l65jjkYkAhJYKIovONr-PjSPLybRzP4roLOT02_F_hbhlU8EmdhlJ4ir2r-pgcD-DRJh8mXT-gzO5CMKYDDLYZzQAZmBbC1KOZPYyTbecmcODPGZdxvFwJwAc6rv8mpJk4/s400/314487_249807415070344_1716951466_n.jpg" width="400" /></a></div>
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<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">This advantage, must be taken<span style="mso-spacerun: yes;"> </span>with some reservations, as Shanahan (2012) explains,
<span style="mso-spacerun: yes;"> </span>on a system which massively includes
many connections anatomically distributed neuronal environment, is not easy to
know how sequences of responses are connected, so I began to observe other
natural models.</span><span style="font-family: Times; font-size: 10.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"></span></div>
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<span lang="ES" style="font-size: 16.0pt; mso-ansi-language: ES; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;"><br />
</span><span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">It is true that in
the great Darwinian struggle for existence, all the species are faced with the
problems posed by varying environments, either the search and food processing,
recognition and attraction of potential mates, avoid predators, competition
between rivals or navigation back to the herd or nesting sites and that the
mental processes by which different species deal with these problems are
variedIt is clear that all animals share the fundamental problem of having to
deal with the enormous amount of information in the environment, much of which
is likely to be irrelevant to the task at hand. The first step, therefore, is
to try to sift through the mass of data and attend what can inform decision
making of adaptation. After acquiring the relevant data, animals can then
benefit from establishing how the different pieces of information relate to
each other.</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhxVtKOeJZN-80zFXsYiBhLZWOXVk7Jd3ptAye9w4zKrCF-N-YOkG7woV2wvZ6mhKxHiDnz6ikRrdkIhQoOGbSyb5QION13Q0fxV8WqNPzGsxjupdtPEqdJ0CXctq7R3_KKBCn58c_rbC0/s1600/539902_443912498993167_1392116847_n.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhxVtKOeJZN-80zFXsYiBhLZWOXVk7Jd3ptAye9w4zKrCF-N-YOkG7woV2wvZ6mhKxHiDnz6ikRrdkIhQoOGbSyb5QION13Q0fxV8WqNPzGsxjupdtPEqdJ0CXctq7R3_KKBCn58c_rbC0/s400/539902_443912498993167_1392116847_n.jpg" width="400" /></a></div>
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<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">In complex environments, it may be advantageous not only
take into account statistical co-occurrence of different stimuli, but also to
extract general rules, so it is possible to act flexibly and solve a variety of
problems in different contexts.</span></div>
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<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">This allows to believe that some animal species can also
form mental representations or models of the way the world works. These
internal representations can be used to reason about the appropriateness of
actions or scenarios, based on alternative its probable outcome expectations,
thus guiding the behaviour of the individual. Thus, for example, an animal with
a mental representation of the action of gravity on objects could use it to
reason that food is going to fall out of his reach when it is pressed toward a
precipice. The possibility that animals can employ this <i style="mso-bidi-font-style: normal;">human</i> reasoning has puzzled observers over the centuries (Thornton,
Clayton and Grozinski, 2012).</span><span style="font-family: Times; font-size: 10.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjrPudYY_AXyenR39OUd7zZ92aMoPpziu6-hg9r4roS5ZzLZXmzDB4LGGBgSKcV56Dmr4Qxx5F04TOV2ulZugwJgxGHSdthqjpWyI1unxHP1pw5uEqF2yPLfnzC0TMtsffz4UDw9l5NllA/s1600/311712_242641439120275_284245428_n.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjrPudYY_AXyenR39OUd7zZ92aMoPpziu6-hg9r4roS5ZzLZXmzDB4LGGBgSKcV56Dmr4Qxx5F04TOV2ulZugwJgxGHSdthqjpWyI1unxHP1pw5uEqF2yPLfnzC0TMtsffz4UDw9l5NllA/s400/311712_242641439120275_284245428_n.jpg" width="400" /></a></div>
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<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">It is then that I decide to watch the squirrels
especially those known as Fox Squirrel and Chipmunks which is common in the
suburbs of Chicago. Both are small rodents of the Sciuridae family. These
rodents live virtually worldwide, except for Australia, which allows to observe
its capacity of adaptation to the environment. Both species live in virtually
natural environments, whose main predators are hawks, and owls. </span></div>
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<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">Their natural diet is based on acorns and fruit of the
trees of the region, but that with the arrival of the human species to their
environment, they learned to eat corn and various seeds that neighbors provide
freely as food for the birds.</span><span style="font-family: Times; font-size: 10.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiFMaKLrIVqoDsMUN99pacB27rReybaVunl-KU6V9aPW1W2oTR7ehJ_pr9-ScNE9JHhPDaCfV0xJq6N5F3eINP7Oi8EMMYmp4E6Z-PHEhjA45ZkIF_Duqswoipj-PNgucD-QbbQJyJ40F0/s1600/IMG_1645.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiFMaKLrIVqoDsMUN99pacB27rReybaVunl-KU6V9aPW1W2oTR7ehJ_pr9-ScNE9JHhPDaCfV0xJq6N5F3eINP7Oi8EMMYmp4E6Z-PHEhjA45ZkIF_Duqswoipj-PNgucD-QbbQJyJ40F0/s400/IMG_1645.jpg" width="400" /></a></div>
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<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">It is thus that the trough of the birds was what
attracted them, it is curious that all bird feeders have a legend: <i style="mso-bidi-font-style: normal;">squirrels proof, </i>which remainds me the
objects that presumed to be child-resistant (remember that neither squirrels
nor babies know to read).</span></div>
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<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">Their mission, if they<span style="mso-spacerun: yes;">
</span>want <span style="mso-spacerun: yes;"> </span>to eat some seeds, is to
climb up to the balcony 6.8 foot from the ground, in the case of squirrels,
have a pine tree near that they use as a trampoline, they have the ability to
climb trees without problem and jumping from branch to branch. </span></div>
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<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">In contrast, chipmunks, do not usually climb to trees, so
they use their small claws to climb by wood and climb up to where the food is.</span></div>
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<br /></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg4TJeptQZiy7Jr9yGTka06XyycUEzohxAE8DQrFq3vBNgrVUdIXDrElaymIQLns2Us-R39t8oN6BqnhgVbi38v4Xn6kDbRgD0iNkCGQ04FNnui3WkdEAE06GqTmuiJrDLWbw180GSJefk/s1600/304920_441813659203051_1339215203_n.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg4TJeptQZiy7Jr9yGTka06XyycUEzohxAE8DQrFq3vBNgrVUdIXDrElaymIQLns2Us-R39t8oN6BqnhgVbi38v4Xn6kDbRgD0iNkCGQ04FNnui3WkdEAE06GqTmuiJrDLWbw180GSJefk/s400/304920_441813659203051_1339215203_n.jpg" width="400" /></a></div>
<div class="MsoNormal" style="text-align: justify;">
<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">Initially both species were very scary, seems an key issue
to adaptation and issuance of behaviors is the confidence (the same is observed
with children with learning difficulties), This is because they can be food of
predators so it’s very important to behave thinking their environments, and
it’s easy to see they feel really scare about <i style="mso-bidi-font-style: normal;">rapid movements</i>, principle shared by humans since we are easy prey
in hostile environments so that the observation requires they feeling in
confidence to allow me to take photographs and watch them.</span></div>
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<br /></div>
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<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">The next aspect is in general they do not have designed
new behaviors that they use those preset systematically looking for that they
are as effective as possible, creating adaptive behaviors to the middle.</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhBZnHZTJTgFEwto-FVra4CdNhb6SNdow_P4kXabcUuEuAVdReWAdm2EwjvbviY0s7qKwgedO9B03f85JCHv3oiQc5zJMXPvXuHOr0I8cX4Z4aHrGR1YMAt5kE_xeGtBvtRLwqaBUb4-v0/s1600/582614_441813502536400_1460729605_n.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhBZnHZTJTgFEwto-FVra4CdNhb6SNdow_P4kXabcUuEuAVdReWAdm2EwjvbviY0s7qKwgedO9B03f85JCHv3oiQc5zJMXPvXuHOr0I8cX4Z4aHrGR1YMAt5kE_xeGtBvtRLwqaBUb4-v0/s320/582614_441813502536400_1460729605_n.jpg" width="320" /></a></div>
<div class="MsoNormal" style="text-align: justify;">
<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">Step one was to separate the squirrels of the birds.
Those who think that birds are helpless before the squirrels are wrong. On two
occasions I have seen attacks of birds to squirrels, given this, it gives the
impression that adjusted schedules, squirrels can eat the birds in the morning
and afternoon and feeder belongs to them during the day. It is a very
interesting Pact of non-aggression.</span></div>
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<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">Their diet changed fruits for seeds, specially corn,
oats, rice and sunflower, same which is its maximum delicacy. Despite this,
they did not affect their predisposition to store food, burying it in pots or
on the yard, same as at times it flowed and if they smell the sunflower seeds,
they do not prevent unearth them, so I said goodbye to a garden with sunflowers.</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj7Ll9vZbuINNZa8yA7wsurSgQScUn9LkDjplMFns2vq0ZImWCt-QF8ruj3GK_IfoAUZ1wPOSHfjd-mLrB0wiOShybYTfUbPoFMAAHm348aubcK1SO1VN9V7XXSH92-zlbI-sXbnGcPAiU/s1600/314677_246112628773156_1667812585_n.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj7Ll9vZbuINNZa8yA7wsurSgQScUn9LkDjplMFns2vq0ZImWCt-QF8ruj3GK_IfoAUZ1wPOSHfjd-mLrB0wiOShybYTfUbPoFMAAHm348aubcK1SO1VN9V7XXSH92-zlbI-sXbnGcPAiU/s320/314677_246112628773156_1667812585_n.jpg" width="320" /></a></div>
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<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">In the interest of keeping separate the species, I decided
to use special bowls, same that they broke on two occasions, but in a couple of
days they learned that they could eat of it, and even allowed to share it with
the birds at the established times.</span></div>
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<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">When there was no food in the feeder or bowl, they
learned to beg for it, standing at front of the kitchen window at the time they
know that I'm around, and who<span style="mso-spacerun: yes;"> </span>would deny
<span style="mso-spacerun: yes;"> </span>something to this beauty?.</span></div>
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<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiCKDc1OnVXSXmEI5BY8y0rl76JiDyGRJiiGCx48Ip-OElJGmMfRiIe04RsnVbtg0Tlt6zr7GZ6JWduVq0ylcMyvKJY88cZnBejp7UBxMpeICSPqMXa9rndif70bo9hg6JI0ixntPNiDHw/s1600/IMG_1752.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiCKDc1OnVXSXmEI5BY8y0rl76JiDyGRJiiGCx48Ip-OElJGmMfRiIe04RsnVbtg0Tlt6zr7GZ6JWduVq0ylcMyvKJY88cZnBejp7UBxMpeICSPqMXa9rndif70bo9hg6JI0ixntPNiDHw/s400/IMG_1752.jpg" width="400" /></a></div>
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<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">Both species hibernate, so during the first winter, which
also was the classic winter in the Midwest in the United States with snow from
early December until may, only squirrels occasionally ventured out of the burrows,
but the two following winters, knowing that there is a permanent food in
feeders, they <span style="mso-spacerun: yes;"> </span>broke their habits and
sent the youngers in search of food, even at the expense of both <span style="mso-spacerun: yes;"> </span>hawks and owls can see them easier running on
the whiteness of the snow, and no leaves on the branches of trees to protect
them. Their meal schedules were modified and were limited to no more than 20
minutes at noon.</span><span style="font-family: Times; font-size: 10.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgBy4sP_J96TeMV_XASxdTLQHxTdxC64uvg8fCP25SixjXmIXn02FEsC-N0pxJzCIR1F3Rz1FYVZHTsVkOmyfgscYVCwol1zVhOW91LjAH878AZzeYBJdvc5y4KA63EiUhdCL7TBbvSFiE/s1600/IMG_2300.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="266" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgBy4sP_J96TeMV_XASxdTLQHxTdxC64uvg8fCP25SixjXmIXn02FEsC-N0pxJzCIR1F3Rz1FYVZHTsVkOmyfgscYVCwol1zVhOW91LjAH878AZzeYBJdvc5y4KA63EiUhdCL7TBbvSFiE/s400/IMG_2300.jpg" width="400" /></a></div>
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<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">As soon as the winter gave truce, even older squirrels
came out to ask for food, in this case, is not a sick squirrel, but <span style="mso-spacerun: yes;"> </span>a squirrel that remained in hibernation and
suffered from alopecy for a couple of weeks.</span></div>
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</div>
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<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">Achieved their confidence and clearly that accepting the
food place, whose sole variation was the feeder or bowl, made one more change, their
type of feeder was changed by one swearing to be squirrel-proof. It was
intended to observe the behavior before the food that would not be easy to
obtain. However, using the answers used in other environments, this specimen
emulating Tom Cruise in mission impossible, managed to prove that Adaptive
responses do not require departmental tests.</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjNDfAQZ3EETlgBJ1L5lDSRBlfI4NVF-2T8Pb3NJXxBmH2PQydYuThZZ-C_SRV6h2e0YUkUGlpvhRr0Mago_pr1VfPY8Y9tv1upscJH2Wn0dP4ENsQB3V_g7jjj89JdztYsQLWcvzxvOMU/s1600/IMG_1736.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjNDfAQZ3EETlgBJ1L5lDSRBlfI4NVF-2T8Pb3NJXxBmH2PQydYuThZZ-C_SRV6h2e0YUkUGlpvhRr0Mago_pr1VfPY8Y9tv1upscJH2Wn0dP4ENsQB3V_g7jjj89JdztYsQLWcvzxvOMU/s400/IMG_1736.jpg" width="266" /></a></div>
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<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">Chipmunks had always been in the vicinity, but squirrels
had lousy food habits, ate and at the same time they pour food everywhere, this
behavior is a way to share with other squirrels who are unable to climb to the
balcony, it’s a kind of social support, sharing the treasure. </span></div>
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<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">This was not a problem, until we discovered a mouse near
the house, the food was being sharing by the own squirrels, birds, rabbits,
chipmunks and mice, making our environment in a perfect space so the hawks and
owls would have food, don't forget that the environment continues to be hostile
to them. From one year to another was notorious the increase in the population
of hawks and owls and the decrease in the population of rabbits, squirrels and
chipmunks.</span></div>
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<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">Watching this, I change the bowl and the feeder by a
transparent box that would allow them to eat in it without throwing the food
everywhere.</span><span style="font-family: Times; font-size: 10.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjsGQqF8ewuv-3b6IFdWtfrVQkrVb1iFtpftr1oltQdCA3YtbjIAMRNcSoPzN4fdWf_6fPaTJr5ltXNK4zRL0TKpMbQpGiUb93Yis3rut3wgbjMUYbGkgVsyoVSiPxAfoIXYxPfrylsO24/s1600/IMG_1835.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="266" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjsGQqF8ewuv-3b6IFdWtfrVQkrVb1iFtpftr1oltQdCA3YtbjIAMRNcSoPzN4fdWf_6fPaTJr5ltXNK4zRL0TKpMbQpGiUb93Yis3rut3wgbjMUYbGkgVsyoVSiPxAfoIXYxPfrylsO24/s400/IMG_1835.jpg" width="400" /></a></div>
<div class="MsoNormal" style="text-align: justify;">
<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">Once installed the box, the squirrels took a couple of
weeks in approach, being a closed environment, they understood this as a trap.
Little by little they came until one entered, but with the sound of the camera it
ran out. It returned a few hours and tried again, so I decided to avoid the
camera to gain confidence.</span></div>
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<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">It was clear that the chipmunks had no need to go up to
the balcony to then, they collected the food that the squirrels and birds
poured, but when this restaurant was closed, they had to find food, climbing
over the balcony, observing all the environment and responding to the slightest
movement, since they are very timid creatures, it was not an easy work,<span style="mso-spacerun: yes;"> </span>but one day one stayed long enough and climbed
inside the box, it learned that there was food there.</span></div>
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<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgPwF9Ym-2KBqu0XuMiN4LxMLs-qOZW1i_vuk2TBTXIpHKsxArHXjgmClU2LYtOIk0SbYd6D5ZCDh57Q5CJax-8MP0X20exTJ0hM0GTsr9AOgSx0RsfqS1NSs0xWUZYYojRJTyH-mGV6Eg/s1600/537261_498863320164751_987318596_n.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgPwF9Ym-2KBqu0XuMiN4LxMLs-qOZW1i_vuk2TBTXIpHKsxArHXjgmClU2LYtOIk0SbYd6D5ZCDh57Q5CJax-8MP0X20exTJ0hM0GTsr9AOgSx0RsfqS1NSs0xWUZYYojRJTyH-mGV6Eg/s400/537261_498863320164751_987318596_n.jpg" width="400" /></a></div>
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<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">This animal model allows to observe innovation and
adaptive responses in environments where they are needed, these are displayed
to get what they wanted and learning depends on the level of dissonance that
the environment offers. Unnecessary skills, are not used unless required by the
measurement of the complexity of the task, we must not forget that these
specimens are not domesticated and their only motivation is the food.</span></div>
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<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">In future posts, I will share other models such as
observed by slugs and snails and plants, especially the dandelion.</span><span style="font-family: Times; font-size: 10.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"></span></div>
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<br /></div>
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<span lang="EN" style="font-size: 16.0pt; mso-ansi-language: EN; mso-ascii-font-family: Cambria; mso-bidi-font-family: "Times New Roman"; mso-hansi-font-family: Cambria;">References:</span></div>
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<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<span lang="ES-TRAD" style="font-size: 16.0pt;">Chittka, L., Rossiter, SJ., Skorupski,
P., and Fernando, C. (2012) What is comparable in comparative cognition? <i style="mso-bidi-font-style: normal;">Philosophical Transactions of the Royal
Society: Biological Science. </i>367 (1603) 2677-2685.</span></div>
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<span lang="ES-TRAD" style="font-size: 16.0pt;">Cook, G. (2013) Inside the Dog Mind. <i style="mso-bidi-font-style: normal;">Scientific American Mind</i>. 24. 28-29.</span></div>
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<span lang="ES-TRAD" style="font-size: 16.0pt;">Dickinson, A. (2012) Associative learning
and animal cognition. <i style="mso-bidi-font-style: normal;">Philosophical Transactions
of the Royal Society: Biological Science.</i> 367 (1603) 2733-2742.</span></div>
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<span lang="ES-TRAD" style="font-size: 16.0pt;">Dzib Goodin, A. (2013) La evolución del
aprendizaje: más allá de las redes neuroanales. <i style="mso-bidi-font-style: normal;">Revista Chilena de Neuropsicología. </i><span style="mso-spacerun: yes;"> </span>8 (1) 20-25.</span></div>
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<span lang="ES-TRAD" style="font-size: 16.0pt;">Heyes, C. <span style="mso-spacerun: yes;"> </span>(2012) Simple minds: a qualified defence of
associative learning. <i style="mso-bidi-font-style: normal;">Philosophical
Transactions of the Royal Society: Biological Science. </i>367 (1603)
2695-2703.</span></div>
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<span lang="ES-TRAD" style="font-size: 16.0pt;">Green, MR., McCormick , CM. ( 2013)
Effects of stressors in adolescence on learning and memory rodent models.<i style="mso-bidi-font-style: normal;"> Hormones and behavior</i>. 64 (2) 364-379.</span></div>
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<span lang="ES-TRAD" style="font-size: 16.0pt;">Legagneux, P., & Ducatez, S. (2013) European
birds adjust their flight initiation distance to road speed limits. <i style="mso-bidi-font-style: normal;">Biology Letters.</i> 9 (5) 417.</span></div>
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<span lang="ES-TRAD" style="font-size: 16.0pt;">Miklós, Á. & Topál. J. (2013) What
does it take to become “best friends”? Evolutionary<span style="mso-spacerun: yes;"> </span>changes in canine social competence. <i style="mso-bidi-font-style: normal;">Trends in Cognitive Science. </i>17 (6)
287-294.</span></div>
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<span lang="ES-TRAD" style="font-size: 16.0pt;">Shanahan, M. (2012) The brain’s
connective core and its role in animal cogntion. <i style="mso-bidi-font-style: normal;">Philosophical Transactions of the Royal Society: Biological Science. </i>367
(1603) 2704-2714. </span></div>
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<span lang="ES-TRAD" style="font-size: 16.0pt;">Thornton, A., Clayton, NS., and
Grodzinski, U. ( 2012) Animal minds: <span style="mso-spacerun: yes;"> </span>from computation to Evolution. <i style="mso-bidi-font-style: normal;">Philosophical Transactions of the Royal
Society: Biological Science. </i>367 (1603) 2670-2676.</span></div>
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2534377213159327388.post-79917921430336201052013-08-28T13:49:00.000-05:002013-08-28T13:49:07.266-05:00The importance of the environment in brain development<div dir="ltr" style="text-align: left;" trbidi="on">
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<span lang="ES" style="color: black; font-family: "Book Antiqua"; font-size: 18.0pt; mso-ansi-language: ES; mso-bidi-font-family: Arial;">If we stops the study of learning stops only on
genetic researches, thinking that we born born with immutable physical and
cognitive structures, given from the moment of conception, we can believe environment
is not so important, </span><span lang="ES-MX" style="color: black; font-family: "Book Antiqua"; font-size: 18.0pt; mso-ansi-language: ES-MX; mso-bidi-font-family: Arial;">however,</span><span lang="ES-MX" style="color: black; font-family: "Book Antiqua"; font-size: 18.0pt; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";"> </span><span lang="ES" style="color: black; font-family: "Book Antiqua"; font-size: 18.0pt; mso-ansi-language: ES; mso-bidi-font-family: Arial;">contemporary genetics
and studies on the human genome, provide novel approaches to the source, and
explain many pathologies, giving <span style="mso-spacerun: yes;"> </span>more
and more place to the experience of the individual and corners to a very
precise place to initial genetic determinism that held <span style="mso-spacerun: yes;"> </span>few years ago.</span></div>
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<span lang="ES" style="color: black; font-family: "Book Antiqua"; font-size: 18.0pt; mso-ansi-language: ES; mso-bidi-font-family: Arial;"> </span><span lang="ES" style="color: black; font-family: "Book Antiqua"; font-size: 18.0pt; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";"> </span><span style="font-family: Times; font-size: 10.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"></span></div>
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<span lang="EN" style="color: black; font-family: "Book Antiqua"; font-size: 18.0pt; mso-ansi-language: EN; mso-bidi-font-family: Arial;">This suggests the possibility that brain
superior functions are based on a biological substrate clearly designed by the
genome, but the deployment and development of such capabilities of cognitive
abilities need <i>essential</i><i style="mso-bidi-font-style: normal;">ly</i> the
influence of the environment so much so that, without it, these functions may
be severely truncated.</span></div>
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<span lang="EN" style="color: black; font-family: "Book Antiqua"; font-size: 18.0pt; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";">In this sense, it is known some regulatory
genes susceptible to light only if they receive certain environmental signals,
thereby greatly the generation of synaptic connections and neural routes are
not provided in the basic design that are unique to each individual in relation
to the experience.</span></div>
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<span lang="EN" style="color: black; font-family: "Book Antiqua"; font-size: 18.0pt; mso-ansi-language: EN; mso-bidi-font-family: Arial;">But how does this relate with our brain?,
well, as already mentioned, the human nervous system perceives, processes,
stores and create behavior in response to information received from the
environment, internal and external with the ultimate aim of ensuring the
conservation of the species, that learning is as important as a means of
stability, since the key brain capabilities level to develop skills for
individual survival (Avaria, 2005).</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjIM0gZFExZZNwxA3P2-nn7Pi-WwikufkxIaN1eCUmDTuMtonqUUmmz4XRbdNi4bsCHnzn7wte5mfcAdI3F7aaxKDQ9Uc3Y3oo6khbL8kaKJ-nmLCcS1MuIkB-DSGiCF_OUBI4R39aK2QE/s1600/imagen_14_pagina82_mini_muestra.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="292" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjIM0gZFExZZNwxA3P2-nn7Pi-WwikufkxIaN1eCUmDTuMtonqUUmmz4XRbdNi4bsCHnzn7wte5mfcAdI3F7aaxKDQ9Uc3Y3oo6khbL8kaKJ-nmLCcS1MuIkB-DSGiCF_OUBI4R39aK2QE/s400/imagen_14_pagina82_mini_muestra.jpg" width="400" /></a></div>
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<span lang="EN" style="color: black; font-family: "Book Antiqua"; font-size: 18.0pt; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";">At the end, our nervous system is the supporting
material for knowledge, affection and behavior, along with genetics, and skills
will be developed for adaptation in the middle which will make us more or less
able to respond to the needs of the environment.</span></div>
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<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="ES-MX" style="color: black; font-family: "Book Antiqua"; font-size: 18.0pt; mso-ansi-language: ES-MX; mso-bidi-font-family: Arial;">Of course is not possible to forget the role
of our genetics heritage from parents, so there is something called <i>genetic
imprinting </i></span><span lang="ES" style="color: black; font-family: "Book Antiqua"; font-size: 18.0pt; mso-ansi-language: ES; mso-bidi-font-family: Arial;">which</span><span lang="ES" style="color: black; font-family: "Book Antiqua"; font-size: 18.0pt; mso-ansi-language: ES-MX; mso-bidi-font-family: Arial;"> </span><span lang="ES" style="color: black; font-family: "Book Antiqua"; font-size: 18.0pt; mso-ansi-language: ES; mso-bidi-font-family: Arial;">is a phenomenon where certain genes are
expressed in a way specific, for example, if a parent inherits more genes with
certain features that the other is put in risk the brain and behavior of
children, resulting in several possible syndromes.</span></div>
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<span lang="ES" style="color: black; font-family: "Book Antiqua"; font-size: 18.0pt; mso-ansi-language: ES; mso-bidi-font-family: Arial;"> </span><span lang="ES" style="color: black; font-family: "Book Antiqua"; font-size: 18.0pt; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";"> </span><span style="font-family: Times; font-size: 10.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"></span></div>
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<span lang="EN" style="color: black; font-family: "Book Antiqua"; font-size: 18.0pt; mso-ansi-language: EN; mso-bidi-font-family: Arial;">Some research found out that gene expression
plays an important role in brain development, in a way such that certain
regions of the brain are almost entirely controlled by the genes of the mother
and other regions, by the father (Wenner, 2009).</span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
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<span lang="EN" style="color: black; font-family: "Book Antiqua"; font-size: 18.0pt; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";">But once the environment comes in the
sequential and orderly development of the nervous system gives rise to a
fundamental concept, known as either <i style="mso-bidi-font-style: normal;">critical
periods </i>and <i style="mso-bidi-font-style: normal;">sensitive periods </i></span><span lang="ES" style="color: black; font-family: "Book Antiqua"; font-size: 18.0pt; mso-ansi-language: ES; mso-bidi-font-family: "Times New Roman";">. </span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiqFB5tf6rTffSMpseP2BM3WvkcY-vCsk8YkjwXfIZH46R0z1Q6H4qLjAXU3Hj1QozFUSJTdtajjpv-rT4hvkX8VMT6zM-O1tZIscKmmShFzBpYdGI-iPyS6TgvmOUZhCyqCWxqXpKc0Fs/s1600/imagen_1_pagina15.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="292" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiqFB5tf6rTffSMpseP2BM3WvkcY-vCsk8YkjwXfIZH46R0z1Q6H4qLjAXU3Hj1QozFUSJTdtajjpv-rT4hvkX8VMT6zM-O1tZIscKmmShFzBpYdGI-iPyS6TgvmOUZhCyqCWxqXpKc0Fs/s400/imagen_1_pagina15.jpg" width="400" /></a></div>
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<span lang="EN" style="color: black; font-family: "Book Antiqua"; font-size: 18.0pt; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";">This concept refers to the existence of determined
moments in the maturation of the nervous system that establishes the conditions
to achieve a particular function, what is really important in this aspect is
that if the structures related to a function remain deprived of the necessary
environmental influences for its development, this not will develop properly,
even if these influences can exert their action at a later period. </span></div>
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<span lang="EN" style="color: black; font-family: "Book Antiqua"; font-size: 18.0pt; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";">This knowledge came thanks to classical
studies which showed that if it was blocking an eye of a kitten during their
first weeks of life, this caused irreversible loss of vision in that eye due to
the decrease in synaptic inputs to cortical neurons from thalamus (Hubel &
Wiesel, 1970). </span></div>
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<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="color: black; font-family: "Book Antiqua"; font-size: 18.0pt; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";">These studies led to think that childhood was
the only time critical development, but further investigations, particularly
those carried out through neuroimaging, for example some at the University of
California in los Angeles and at the National Institute of Mental Health in
Maryland, allowed to observe a second stage of growth of gray matter just
before puberty during which, our brain develops different to early adulthood.
Analyses show that the maturity of the grey matter, is not signal the end of
mental changes, but the ability to re settle and rearrange if same and that
this occurs during adulthood as a signal of the continuing brain development
for several years, being a reflection of the environmental interactions
(Shreeve, 2005).</span><span lang="ES" style="color: black; font-family: "Book Antiqua"; font-size: 18.0pt; mso-ansi-language: ES; mso-bidi-font-family: "Times New Roman";"><span style="mso-spacerun: yes;"> </span></span><span style="font-family: Times; font-size: 10.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"></span></div>
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<br /></div>
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<span lang="EN" style="color: black; font-family: "Book Antiqua"; font-size: 18.0pt; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";">This topic has received great attention, not
only from the scientific community, but also on the part of the media and the
community in general, developing related term of <i style="mso-bidi-font-style: normal;">windows of opportunity</i>, with important implications from the point
of view of education, especially preschool. </span></div>
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<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="color: black; font-family: "Book Antiqua"; font-size: 18.0pt; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";">A well-studied aspect in this regard relates
to the acquisition of language, since it is thought that learning a foreign
language is only possible prior to puberty. However, studies with bilingual
populations have shown that learning is possible, but it is <span style="mso-spacerun: yes;"> </span>acquired with some grammatical errors and a notorious
difficulty in the structuring of phrases, as well as an accent. </span><span style="font-family: Times; font-size: 10.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"></span></div>
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<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<i style="mso-bidi-font-style: normal;"><span lang="EN" style="color: black; font-family: "Book Antiqua"; font-size: 18.0pt; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";">Positron
Emission Tomography </span></i><span lang="EN" style="color: black; font-family: "Book Antiqua"; font-size: 18.0pt; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";">(PET) have shown that if a baby learns a second language,
all linguistic activity is located in the same area of the brain, while those
children who learn a second language later show two focuses of activity. Some
studies in this respect have found in English speakers a curious decodification
if the sounds R and L in separate parts of the brain, but these sounds are
processed in the same part of the brain in those whose mother tongue is Asian
because these languages do not distinguish between these phonemes (Kim, Relkin,
Lee. Et all., 1997; Chugani, Phelp & Mazziotta, 1987).</span></div>
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<span lang="EN" style="color: black; font-family: "Book Antiqua"; font-size: 18.0pt; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";"> </span><span lang="EN" style="color: black; font-family: "Book Antiqua"; font-size: 18.0pt; mso-ansi-language: ES; mso-bidi-font-family: "Times New Roman";"> </span><span style="font-family: Times; font-size: 10.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"></span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="color: black; font-family: "Book Antiqua"; font-size: 18.0pt; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";">In this sense, the possibility of inducing a
greater number of connections and synapses through stimulation techniques has
been subject of much debate.</span></div>
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<br /></div>
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<span lang="EN" style="color: black; font-family: "Book Antiqua"; font-size: 18.0pt; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";">One of the attempts that has received a lot
of attention <span style="mso-spacerun: yes;"> </span>called Mozart effect,<span style="mso-spacerun: yes;"> </span>citing positive effects on cognitive
abilities and therefore a better overall performance of the individual against
multiple tasks. </span></div>
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<br /></div>
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<span lang="ES" style="color: black; font-family: "Book Antiqua"; font-size: 18.0pt; mso-ansi-language: ES; mso-bidi-font-family: "Times New Roman";">However, a recent review concluded that there
is a specific improvement in the performance of visuospatial abilities after
hearing <i style="mso-bidi-font-style: normal;">some</i> pieces by Mozart, but
this effect has a short duration, no more than 10 to 15 minutes, which
minimizes management commercial that promotes the rapid achievement of higher
child intelligence (Avaria, 2005;</span><span lang="ES" style="color: black; font-family: "Book Antiqua"; font-size: 18.0pt; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";"> </span><span lang="ES" style="color: black; font-family: "Book Antiqua"; font-size: 18.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"><span style="mso-spacerun: yes;"> </span></span><span lang="EN" style="color: black; font-family: "Book Antiqua"; font-size: 18.0pt; mso-ansi-language: EN; mso-bidi-font-family: HNBFKF+ArialMT;">Rauscher & Shaw, 1995; Chanda, Levitin,
2013).</span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="color: black; font-family: "Book Antiqua"; font-size: 18.0pt; mso-ansi-language: EN; mso-bidi-font-family: HNBFKF+ArialMT;"> </span><span lang="EN" style="color: black; font-family: "Book Antiqua"; font-size: 18.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"> </span><span style="font-family: Times; font-size: 10.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"></span></div>
<div class="MsoNormal" style="margin-left: 3.1pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="color: black; font-family: "Book Antiqua"; font-size: 18.0pt; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";">Other studies analyze the
influence of the environment <span style="mso-spacerun: yes;"> </span>and have
focused on the development of gross motor skills, and what has been found is
that this does not require so much stimulation from the environment, so the
delay is usually due to biological causes, making it the exception to the idea
of the environmental stimulation. </span></div>
<div class="MsoNormal" style="margin-left: 3.1pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="margin-left: 3.1pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="color: black; font-family: "Book Antiqua"; font-size: 18.0pt; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";">While there is a normal
variation in the acquisition of the development in gross motor development
milestones, and the acquisition of the walking skills, this variation is lower than in
other areas. This was demonstrated in a study in 404 children with retardation
motor, at 18 months, a third of them children had failed to take 5 steps
independently, and eventually presented a pathology (Avaria, 2005)</span><span style="font-family: Times; font-size: 10.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"></span></div>
<div class="MsoNormal" style="margin-left: 3.1pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-indent: 35.4pt; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="margin-left: 3.1pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="color: black; font-family: "Book Antiqua"; font-size: 18.0pt; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";">Studies of children with
cerebral palsy, have allowed to observe the delay engine in any of its forms,
while infants show cognitive delay, thus found with gross motor development
within expected is not guarantee of normal cognitive development in the future.
</span><span style="font-family: Times; font-size: 10.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"></span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="margin-left: 3.1pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="color: black; font-family: "Book Antiqua"; font-size: 18.0pt; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";">Against, children with
mental retardation, in general acquire progress independently at later ages
that children with normal intelligence, but within each level of mental
retardation, there are children walking to comparable to normal ages. In this
sense, a study reported that only 62.2% of children with severe mental
retardation and 38% of those who have moderate deficiency, walking after 12
months, showing that motor development may be apparently normal the first year
of life, but cognitive retardation will be significant later in this population
(Avaria, 2005). </span><span lang="ES" style="color: black; font-family: "Book Antiqua"; font-size: 18.0pt; mso-ansi-language: ES; mso-bidi-font-family: "Times New Roman";"> </span></div>
<div class="MsoNormal" style="margin-left: 3.1pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="color: black; font-family: "Book Antiqua"; font-size: 18.0pt; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";">So we can say, different motor behaviors
allow to relate the maturation of cognitive process and the brain connections
product of environmental interaction, for example the use which makes the
child's hands in relation to the exploration of the environment.</span><span lang="ES" style="color: black; font-family: "Book Antiqua"; font-size: 18.0pt; mso-ansi-language: ES; mso-bidi-font-family: "Times New Roman";"><span style="mso-spacerun: yes;"> </span></span><span style="font-family: Times; font-size: 10.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"></span></div>
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<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEie4w6ocdlebUvzsf4t9-lWHuALFkkQAgo6z0QBqM3Z8wjQPd65ftQV1B7dazbfVNsNCr7oD8HIU7LUrErz2hgvAZNpEP051Rbi3KYb-BqVcOrTeL2Uile8L6sLYbAaChCtlPRTl6WDtcY/s1600/nrn2314-f1.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="210" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEie4w6ocdlebUvzsf4t9-lWHuALFkkQAgo6z0QBqM3Z8wjQPd65ftQV1B7dazbfVNsNCr7oD8HIU7LUrErz2hgvAZNpEP051Rbi3KYb-BqVcOrTeL2Uile8L6sLYbAaChCtlPRTl6WDtcY/s400/nrn2314-f1.jpg" width="400" /></a></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="color: black; font-family: "Book Antiqua"; font-size: 18.0pt; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";">The analyses that are made about the
disappearance of primitive reflexes and maturation of visual function, when the
nearby can be focused and achieved simultaneous information on the sight and
touch, which establishes the basis of future skills visomotoras which gives
opportunity that infant use your hands around three months together. It is so
from the 3 to the 6 months baby gradually accomplished prehension voluntary and
visually guided, first on the flat side and then in the middle line. </span><span style="font-family: Times; font-size: 10.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"></span></div>
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<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="color: black; font-family: "Book Antiqua"; font-size: 18.0pt; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";">The acquisition of this skill, allows the
study of the inter hemisferic-dominance (being right-handed or left-handed)
which is not developed until after the first year, and is defined until after 2
years.</span><span style="font-family: Times; font-size: 10.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"></span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-indent: 35.4pt; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="color: black; font-family: "Book Antiqua"; font-size: 18.0pt; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";">Therefore, the handling of objects reflects a
progressive understanding of the world that surrounds the infant. At 9 months
the child examines the objects in a systematic way, thanks to the ability to
process non-sequential and simultaneous information how did before developing
this skill.</span><span style="font-family: Times; font-size: 10.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"></span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span style="color: black; font-family: "Book Antiqua"; font-size: 18.0pt; mso-ansi-language: ES; mso-bidi-font-family: "Times New Roman";"><span style="mso-spacerun: yes;"> </span><span lang="ES">Of
course this is very </span></span><span lang="EN" style="color: black; font-family: "Book Antiqua"; font-size: 18.0pt; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";">important as cognitive development, since around 9 months
<span style="mso-spacerun: yes;"> </span>will be handling the sense of permanence
of objects that demonstrates the symbolic objects representation and causation
from the Piagetian point of view, but confirm the consolidation of brain
connections that allow such processing (Avaria, 2005; <span style="mso-spacerun: yes;"> </span>Bloom, Beal & Kupfer, 2006). </span><span lang="ES" style="color: black; font-family: "Book Antiqua"; font-size: 18.0pt; mso-ansi-language: ES; mso-bidi-font-family: "Times New Roman";"> </span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="color: black; font-family: "Book Antiqua"; font-size: 18.0pt; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";">In regards to the development of the
communication and language, this area is where the debate on the relative
importance of biological and environmental mechanisms in its development has
received greater attention. The question if cognitive abilities such as
language are the result of structures and genetically coded and specific
predispositions?. </span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="color: black; font-family: "Book Antiqua"; font-size: 18.0pt; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";">It is thus that the abilities that children
acquire during the development are not only of maturation at the neurological
level, but are largely the result of the interaction with the environment. The
greater the stimulation that receives, more complete is the neurological organization
and better expectations for cognitive skills. In that sense, importance early
stimulation in early childhood (Ginarte, 2007). </span><span style="font-family: Times; font-size: 10.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"></span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="color: black; font-family: "Book Antiqua"; font-size: 18.0pt; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";">But those who defend the genetic position can
add one more aspect to the discussion, <span style="mso-spacerun: yes;"> </span>and it is the role of the genetic influence,
particularly the studies on the genetic imprint, since these studies are that
the influence of paternal genetics plays a greater role in instinctive as
feeding behaviors or look for couple, while the maternal genes are concentrated
in the development of cognitive processes such as language and social
behaviours (Wenner, 2009).</span><span lang="ES" style="color: black; font-family: "Book Antiqua"; font-size: 18.0pt; mso-ansi-language: ES; mso-bidi-font-family: "Times New Roman";"><span style="mso-spacerun: yes;"> </span></span><span style="font-family: Times; font-size: 10.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"></span></div>
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<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="color: black; font-family: "Book Antiqua"; font-size: 18.0pt; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";">The main response in this regard says: if the
brains of children are innately predisposed to learn the language, with the
proper exposure all children with normal brains must, without instruction,
learning the language in a relatively uniform manner.</span><span lang="ES" style="color: black; font-family: "Book Antiqua"; font-size: 18.0pt; mso-ansi-language: ES; mso-bidi-font-family: "Times New Roman";"><span style="mso-spacerun: yes;"> </span></span><span style="font-family: Times; font-size: 10.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"></span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="color: black; font-family: "Book Antiqua"; font-size: 18.0pt; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";">If this hypothesis is correct, the capacity
to acquire language should be both anatomically and functionally autonomous of
other capabilities, and developing lesions or acquired can deteriorate, but
does not stop the process of acquisition, on the other hand specifically
preserve the ability to learn language. </span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="color: black; font-family: "Book Antiqua"; font-size: 18.0pt; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";">If we accept the position that learning of
language ability is not innate, instruction should be required to learn it, the
course of the acquisition should vary considerably in each person (perhaps
depending on the quality of the instruction), and therefore there should be no
critical period for the acquisition, or the functional or anatomical
specificity of the language (<span style="mso-bidi-font-style: italic;">Stromswold,
1995).</span></span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="color: black; font-family: "Book Antiqua"; font-size: 18.0pt; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";">At this point, I can't avoid mention a classic
study in<span style="mso-spacerun: yes;"> </span>conducted around 1960 by Diamond,
this experiment analyzed the changes in the structure of the nerve cells in the
cerebral cortex of rats when they are exposed to what she calls an <i style="mso-bidi-font-style: normal;">enriched environment </i>or an <i style="mso-bidi-font-style: normal;">environment depleted </i></span><span style="color: black; font-family: "Book Antiqua"; font-size: 18.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";">. </span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="ES-MX" style="color: black; font-family: "Book Antiqua"; font-size: 18.0pt; mso-ansi-language: ES-MX; mso-bidi-font-family: "Times New Roman";"> </span><span lang="EN" style="color: black; font-family: "Book Antiqua"; font-size: 18.0pt; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";">Rosenzweig (cited in
Aguilar, 2003) conducted experimental studies in animals, with an idea of
possible applications in human rehabilitation field. He proposed enriched environments
in a model with rats, living in cages with a number of toys and other stimuli
induce changes morphological, physiological, neurochemical and behavioral.</span></div>
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<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span style="color: black; font-family: "Book Antiqua"; font-size: 18.0pt; mso-ansi-language: ES; mso-bidi-font-family: "Times New Roman";"><span style="mso-spacerun: yes;"> </span></span><span lang="EN" style="color: black; font-family: "Book Antiqua"; font-size: 18.0pt; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";">This <span style="mso-spacerun: yes;"> </span>was named as enriched environment if the rat
had a large cage and access to objects with that play and explore and also
socialize with other 12 rats. The objects had to be changed periodically so
that the challenge was greater. The impoverished environment was a small cage
with a single rat, without friends or toys (Diamond, 2001).</span></div>
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<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh7bP0y2wKtKQw6bnTAzLaj4l6JTO2ibWUqKQUmzuhH4FFp_sIVJDAMWg_nksySKiI7l-3-grR5TPOSTkZvNSKAtcJLSLE-vIeACrZYUq6-8BqdnRVoT7p8yRc9Zz__8LvFlOtHlXsK0Uw/s1600/10-18-10-deermouse-img_3433.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh7bP0y2wKtKQw6bnTAzLaj4l6JTO2ibWUqKQUmzuhH4FFp_sIVJDAMWg_nksySKiI7l-3-grR5TPOSTkZvNSKAtcJLSLE-vIeACrZYUq6-8BqdnRVoT7p8yRc9Zz__8LvFlOtHlXsK0Uw/s400/10-18-10-deermouse-img_3433.jpg" width="400" /></a></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="color: black; font-family: "Book Antiqua"; font-size: 18.0pt; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";">This experiment found out that animals
exposed to the enriched environment had developed cerebral cortex thicker than
rats that were in the impoverished environment. The dendritic branches in
cerebral cortex had grown as a result of interacting with other rats and
explore and play with objects, changes were observed primarily in visual, motor
and the frontal area, associated with socializing. They also found low levels
of neurochemicals associated with stress.</span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="color: black; font-family: "Book Antiqua"; font-size: 18.0pt; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";">This study concludes that when nerve cells
are stimulated by new experiences and exposure to the incoming information from
the senses, it’s possible to grow dendritic branches. If rats continue in a
rich in the right environment, the branches grow and this creates greater
learning, while in an impoverished environment, these ramifications are pruning
<span style="mso-spacerun: yes;"> </span>to be lost. </span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="color: black; font-family: "Book Antiqua"; font-size: 18.0pt; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";">Diamond (2001) also found something that was
not part of the original study, these same rats if were caressed, showed even larger
number of neural connections in the area of the limbic system, which is
associated with emotions, but also memory. </span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="color: black; font-family: "Book Antiqua"; font-size: 18.0pt; mso-ansi-language: EN; mso-bidi-font-family: "Times New Roman";">They are such situations that make me think that
genetics is so important when analyzing a learning problem, what should be the
position to a child with Down Syndrome or a child with autism when they have a
learning disability?, should we accept the idea of a genetic destiny?, can they
learn?. should we believe the theory of enriched environment and say that
genetics doesn't matter?. The function of the experience would be, in short,
the alter of locally and selective gene expression pattern in charge of the organization
and the functioning of a given brain region (Benitez - Burraco, 2006).</span></div>
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<br /></div>
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<span lang="EN" style="color: black; font-family: "Book Antiqua"; font-size: 18.0pt; mso-ansi-language: EN; mso-bidi-font-family: HNBFKF+ArialMT;">Some years ago I learned how to find the
right medium of this dilemma. Someone asked during a conference: what is the
difference between one and another position at the social level?.</span></div>
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<br /></div>
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<br /></div>
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<span style="color: black; font-family: "Book Antiqua"; font-size: 18.0pt; mso-ansi-language: ES; mso-bidi-font-family: HNBFKF+ArialMT;"><span style="mso-spacerun: yes;"> </span></span><span lang="EN" style="color: black; font-family: "Book Antiqua"; font-size: 18.0pt; mso-ansi-language: EN; mso-bidi-font-family: HNBFKF+ArialMT;">The answer is that if we
accept the genetics, and I think most that most of people accept it, since we
change our faces and our voices when we see a child adding a <i style="mso-bidi-font-style: normal;">poor boy, he</i> has<i style="mso-bidi-font-style: normal;"> Down syndrome. </i>Only few<i style="mso-bidi-font-style: normal;"> </i>persons
will <span style="mso-spacerun: yes;"> </span>see what this individual <i style="mso-bidi-font-style: normal;">is</i>, instead of seeing <i style="mso-bidi-font-style: normal;">how </i>this person <i style="mso-bidi-font-style: normal;">can be, </i>so we accept the genetic influence as important. </span></div>
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<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="color: black; font-family: "Book Antiqua"; font-size: 18.0pt; mso-ansi-language: EN; mso-bidi-font-family: HNBFKF+ArialMT;">But if we accept his Down's Syndrome but <i style="mso-bidi-font-style: normal;">also this boy </i>has capabilities that can
come to be exploited, is to accept the position of the enriched environment. </span><span style="font-family: Times; font-size: 10.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"></span></div>
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<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="color: black; font-family: "Book Antiqua"; font-size: 18.0pt; mso-ansi-language: EN; mso-bidi-font-family: HNBFKF+ArialMT;">My question is: How do I know if I have the
skills to be high-level pianist if I've never have had the opportunity to be
near a piano?. So we should ask: what can I do for this child? Instead of
asking: what can this kid do?. It is seeing infants as human beings capable to
grow and create and think, and not to fall into the Protocol of applying tons of
tests to verify in a <i style="mso-bidi-font-style: normal;">scientific way </i>that
children have a language problem, or which are not suitable for math or the
arts. </span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="color: black; font-family: "Book Antiqua"; font-size: 18.0pt; mso-ansi-language: EN; mso-bidi-font-family: HNBFKF+ArialMT;">Therefore the vision of the neuroscientific
posture is appealing to the brain and its ability to achieve neural
connections, based on the skills that you already own to this meet that cost
work or is even dreaming of having. Who was found with a good math teacher who
managed, that for a moment, we thought that numbers were simple, even <i style="mso-bidi-font-style: normal;">to me</i>?. Neuroscience appeals to the
principle of flexibility which is called <i style="mso-bidi-font-style: normal;">plasticity</i>,
to develop skills from strategies that enable each individual better understand
reality. </span></div>
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<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="color: black; font-family: "Book Antiqua"; font-size: 18.0pt; mso-ansi-language: EN; mso-bidi-font-family: HNBFKF+ArialMT;">Each brain develops, grows, learns, observes,
understands differently. Some are based on visual clues, others are excellent
for understanding the logical way to world mathematics. Some are good to be
located geographically, while to others, we have the broken GPS. This is what
makes wonderful brain, can be molded plus enjoy this learning, and learning in
many ways. The children not only learn by repeating, learn again and again
playing with a Nintendo game. Even if adults like or not, children's brains generate
neural networks faster than us, take advantage of this window of opportunity is
the difference between suffering in school and enjoy school. </span></div>
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<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<span lang="EN" style="color: black; font-family: "Book Antiqua"; font-size: 18.0pt; mso-ansi-language: EN; mso-bidi-font-family: HNBFKF+ArialMT;">Some lessons require repetition, others
require understanding of its usefulness, while others are based on direct
experimentation. Cognitive goal tasks needs to recognize and apply the
necessary strategies is perhaps the differences between <i style="mso-bidi-font-style: normal;">this child cannot learn </i>and <i style="mso-bidi-font-style: normal;">this
child learns differently </i></span><span lang="ES" style="color: black; font-family: "Book Antiqua"; font-size: 18.0pt; mso-ansi-language: ES; mso-bidi-font-family: HNBFKF+ArialMT;">.</span><span style="font-family: Times; font-size: 10.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: "Times New Roman";"></span></div>
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<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<span lang="EN" style="color: black; font-family: "Book Antiqua"; font-size: 18.0pt; mso-ansi-language: EN; mso-bidi-font-family: Arial;">References:</span></div>
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<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<span lang="ES-MX" style="font-family: "Book Antiqua"; font-size: 18.0pt; mso-ansi-language: ES-MX; mso-bidi-font-family: Arial;">Aguilar, F. (2003) Plasticidad cerebral: parte 2. <i style="mso-bidi-font-style: normal;">Revista<span style="mso-spacerun: yes;">
</span>Médica <span style="mso-spacerun: yes;"> </span>IMSS.</i> 41 (2) 133-142.</span></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
<span style="color: black; font-family: "Book Antiqua"; font-size: 18.0pt; mso-bidi-font-family: Arial; mso-themecolor: text1;">Avaria, M. A. (2005) Aspectos
biológicos del desarrollo psicomotor. <i>Revista de Pediatría.
Electrónica</i>. 2 (1). Disponible en red: http://www.revistapediatria.cl/vol2num1/pdf/6_dsm.pdf </span></div>
<div style="text-align: justify;">
<br /></div>
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<span lang="ES-MX" style="font-family: "Book Antiqua"; font-size: 18.0pt; mso-ansi-language: ES-MX; mso-bidi-font-family: Arial;">Benítez – Burraco, A. (2006) Genes y lenguaje. <i style="mso-bidi-font-style: normal;"><span style="mso-bidi-font-weight: bold;">Teorema
</span></i>XXVI (1) 37-71.</span></div>
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<br /></div>
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<span style="font-family: "Book Antiqua"; font-size: 18.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: Arial;">Bloom,
F: Beal, M & Kupfer, D. (2006) <i style="mso-bidi-font-style: normal;">The
Dana guide to brain health</i>. </span><span lang="ES-MX" style="font-family: "Book Antiqua"; font-size: 18.0pt; mso-ansi-language: ES-MX; mso-bidi-font-family: Arial;">Dana
Press. Estados Unidos.</span></div>
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<br /></div>
<div style="text-align: justify;">
<span style="color: black; font-family: "Book Antiqua"; font-size: 18.0pt; mso-bidi-font-family: Arial; mso-themecolor: text1;">Chanda, ML., & Levitin, DJ. (2013) The
neurochemistry of music. <i style="mso-bidi-font-style: normal;">Trends in
Cognitive Science. </i>17 (4)<i style="mso-bidi-font-style: normal;"> </i>179-193.</span></div>
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<br /></div>
<div style="text-align: justify;">
<span style="color: black; font-family: "Book Antiqua"; font-size: 18.0pt; mso-bidi-font-family: Arial; mso-themecolor: text1;">Chugani, HT., Phelps, ME, & Mazziota, JC.
(1987) Positron emission tomography study of human brain functional
development. <i style="mso-bidi-font-style: normal;">Annals of Neurology. </i>22
(4) 487-497.</span></div>
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<br /></div>
<div style="text-align: justify;">
<span style="color: black; font-family: "Book Antiqua"; font-size: 18.0pt; mso-bidi-font-family: Arial; mso-themecolor: text1;">Diamond, M. (2001) <span style="mso-bidi-font-weight: bold;">Response of the Brain to Enrichment</span>.</span><span style="font-family: Cambria; font-size: 12.0pt; mso-ansi-language: ES-TRAD; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: "Times New Roman"; mso-hansi-theme-font: minor-latin;"> </span><i style="mso-bidi-font-style: normal;"><span lang="ES-TRAD" style="color: black; font-family: "Book Antiqua"; font-size: 18.0pt; mso-ansi-language: ES-TRAD; mso-bidi-font-family: Arial; mso-themecolor: text1;">Anais da
Academia Brasileira de Ciencias</span></i><i><span style="color: black; font-family: "Book Antiqua"; font-size: 18.0pt; mso-bidi-font-family: Arial; mso-themecolor: text1;">.</span></i><span style="color: black; font-family: "Book Antiqua"; font-size: 18.0pt; mso-bidi-font-family: Arial; mso-themecolor: text1;"> <span style="mso-bidi-font-weight: bold;">73<b> </b></span>(2). 39-45.</span></div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
<span style="color: black; font-family: "Book Antiqua"; font-size: 18.0pt; mso-bidi-font-family: Arial; mso-themecolor: text1;">Ginarte Arias, Y. (2007) La
neuroplasticidad como base biológica de la rehabilitación cognitiva. <i style="mso-bidi-font-style: normal;">Geroinfo: Publicación de Gerontología y
Geriatría </i>2 (1) 1-15.</span></div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
<span style="color: black; font-family: "Book Antiqua"; font-size: 18.0pt; mso-bidi-font-family: Arial; mso-themecolor: text1;">Hensch, TK., and Billimoria, PM. (2012)
Re-opening windows: Manipulating critical periods for brain development. <i>The
Dana Foundation. Disponible en red:
http://www.dana.org/news/cerebrum/detail.aspx?id=39360</i></span></div>
<div style="text-align: justify;">
<span style="color: black; font-family: "Book Antiqua"; font-size: 18.0pt; mso-bidi-font-family: Arial; mso-themecolor: text1;"><i> </i> </span><span style="color: black; font-family: "Book Antiqua"; font-size: 18.0pt; mso-themecolor: text1;"></span></div>
<div style="text-align: justify;">
<span style="color: black; font-family: "Book Antiqua"; font-size: 18.0pt; mso-bidi-font-family: Arial; mso-themecolor: text1;">Hubel D., Wiesel T. (1970) The period
of susceptibility to the physiological effects of unilateral eye closure in
kittens. <i style="mso-bidi-font-style: normal;">Journal of <span style="mso-spacerun: yes;"> </span>Physiology</i>. 30 (4) 206- 212.</span></div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
<span lang="ES-MX" style="color: black; font-family: "Book Antiqua"; font-size: 18.0pt; mso-ansi-language: ES-MX; mso-bidi-font-family: Arial; mso-themecolor: text1;">Kim K., Relkin N., Lee K. et al. </span><span style="color: black; font-family: "Book Antiqua"; font-size: 18.0pt; mso-bidi-font-family: Arial; mso-themecolor: text1;">(1997) Distinct cortical areas associated with native and second
languages. </span><i style="mso-bidi-font-style: normal;"><span lang="ES-MX" style="color: black; font-family: "Book Antiqua"; font-size: 18.0pt; mso-ansi-language: ES-MX; mso-bidi-font-family: Arial; mso-themecolor: text1;">Nature</span></i><span lang="ES-MX" style="color: black; font-family: "Book Antiqua"; font-size: 18.0pt; mso-ansi-language: ES-MX; mso-bidi-font-family: Arial; mso-themecolor: text1;">. 388: 171–174.</span></div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
<span style="color: black; font-family: "Book Antiqua"; font-size: 18.0pt; mso-bidi-font-family: Arial; mso-themecolor: text1;">Rauscher F., Shaw G., Ky K. (1995) Listening
to Mozart enhances spatial-temporal reasoning: towards a neurophysiological
basis. </span><i style="mso-bidi-font-style: normal;"><span lang="ES-MX" style="color: black; font-family: "Book Antiqua"; font-size: 18.0pt; mso-ansi-language: ES-MX; mso-bidi-font-family: Arial; mso-themecolor: text1;">Neuroscience Letters</span></i><span lang="ES-MX" style="color: black; font-family: "Book Antiqua"; font-size: 18.0pt; mso-ansi-language: ES-MX; mso-bidi-font-family: Arial; mso-themecolor: text1;">. 185 (1) 44-47.</span></div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
<span style="color: black; font-family: "Book Antiqua"; font-size: 18.0pt; mso-bidi-font-family: Arial; mso-themecolor: text1;">Shreeve, J. (2005) Cornina’s brain: all
she is… is here. <i style="mso-bidi-font-style: normal;">National Geographic</i>.
207 <span style="mso-spacerun: yes;"> </span>(3)<span style="mso-spacerun: yes;">
</span>6-12.</span></div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
<span style="color: black; font-family: "Book Antiqua"; font-size: 18.0pt; mso-bidi-font-family: Arial; mso-themecolor: text1;">Silverman, C. (2008) The Search for
Intelligence. <i>Scientific American</i>. 299 (4) 13-19.</span></div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
<span style="color: black; font-family: "Book Antiqua"; font-size: 18.0pt; mso-bidi-font-style: italic; mso-themecolor: text1;">Stromswold, K. (1995) <i>The
cognitive and neural bases of language acquisition:</i> <i>The cognitive
neurosciences</i>. </span><span lang="ES-MX" style="color: black; font-family: "Book Antiqua"; font-size: 18.0pt; mso-ansi-language: ES-MX; mso-bidi-font-style: italic; mso-themecolor: text1;">Cambridge, MA: MIT Press.</span></div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
<span style="color: black; font-family: "Book Antiqua"; font-size: 18.0pt; mso-bidi-font-family: Arial; mso-themecolor: text1;">Wenner, M. (2009) A patchwork Mind. <i>Scientific
American Mind</i>. Vol. 20. num. 4. 52-59.</span><span style="color: black; font-family: "Book Antiqua"; font-size: 18.0pt; mso-themecolor: text1;"></span></div>
</div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2534377213159327388.post-25515874233320773732013-08-09T17:25:00.002-05:002013-08-09T17:25:28.960-05:00Brain development; neurogenesis, apoptosis and synaptogenesis<div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 24px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">I do not know you but I find incredible the way that nature uses the energy and resources to create masterpieces, as flowers, honey bees or brains.</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiO-wMNTGbBhO_PmljzYDQ9V557VXwHr-l-S60WeCtZwAj-7rUX-lwTSeOyy_IZPXzgUl1ZeND9wcBXye-UOrldz9TD9P8sdYOorbH7ewFI6rL4Oo_QWH1AO3iAe3ccKbqAAotzLo1_Qy4/s1600/P1250263.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiO-wMNTGbBhO_PmljzYDQ9V557VXwHr-l-S60WeCtZwAj-7rUX-lwTSeOyy_IZPXzgUl1ZeND9wcBXye-UOrldz9TD9P8sdYOorbH7ewFI6rL4Oo_QWH1AO3iAe3ccKbqAAotzLo1_Qy4/s400/P1250263.jpg" width="400" /></a></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 24px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">An example of this is brain development, since the nervous tissue formation begins with the formation of a simple tube, called </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 24px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">neural tube </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 24px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">from the neuroectoderma induction (this is part of the ectoderm that is the outermost cell primary embryo that originates the central and peripheral, nervous systems including some glial cells), this process occurs as part of human neurodevelopment between the third and fourth gestational week and wrapped the most fascinating functions that it is possible to imagine.</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 24px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">But the road is not simple, since once formed the neural tube occurs a differentiation in three dimensions: the first leads to the spinal cord, the second will give rise to stem and brain stem and the cerebellum, while the third portion will develop the cerebral hemispheres.</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 24px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> This stage is called a proencephalic process that occurs between the fifth and tenth gestational week and during which an active neurogenesis (neuron development) and this develops from the neural precursor cells, which have a special feature and is not mature and do not proliferate, because it will have to wait for the next moment for such differentiation (Poch, 2001).</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 24px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Between the eighth and tenth eighth gestational week, occurs an active neuronal proliferation, the precursor cells begin to differentiate to produce new precursor cells and neuronal cells different of neurons and glial cells (astrocytes and oligodendrocytes).</span></div>
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<br /><span style="background-color: transparent; color: black; font-family: Arial; font-size: 24px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"></span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 24px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> The speed of proliferation in this period that occurs between the 2nd and 4th month of intrauterine life is impressive since they are around 200,000 neurons per minute, as fast as any kind of thought, this cell proliferation, is known as</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 24px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 24px; font-style: italic; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline;">neurogenesis</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 24px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">, this process occurs slowly, and after going through several cycles of cell division, this is stopped, since as we know, that in excess is bad.</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 24px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> Even if it is unknown what starts and then stops the mechanism of proliferation in any region, it is clear that the periods are rigidly determined, although we know it depends on neural factors specific to the region of the brain where it occurs and functions to be exercised, by between what 3rd and 5th month occurs the migration of neurons guided by processes glial based on chemical signals and neural growth factors, mediated by regulatory genes that determine the activity of other genes in a defined sequence and for precise periods and in specific regions.</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 24px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">What has already been observed is that differentiated cells begin to emigrate from ventricular areas (Central) to the more peripheral areas of the brain (neocortex) development.</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 24px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">This is a specific order, which begin first occupy the deeper layers of the cortex layers, while those that start later, occupy the uppermost layers.</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 24px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">This radial migration of neurons to the periphery, uses glial cells as a guide since these form a scaffolding that facilitates the movement of neurons. Neuronal migration occurs mainly in two regions in the thalamus and hypothalamus, where the oldest neurons are pushed by more new neurons, by which the first will be located in the periphery. On the other hand, in regions of the brain structure of laminar, as it is the case of the cortex and the cerebellum, neurons more young people migrate to break through to the oldest, whereupon the latter will sit closer of the neuroepithelium and the more young people on the periphery.</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 24px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Neuronal migration process takes place between the 10th second and the twenty fourth gestational week, but it is noteworthy that not all cells survive since during neurogenesis and neuronal migration, approximately 50% of neurons undergo </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 24px; font-style: italic; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline;">apoptosis</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 24px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">, meaning that cells die in a programmed way, probably because they do not follow the correct course of emigration or because they do not receive the stimuli of the rest of the networks that are created, but the correct answer is still a mystery.</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 24px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">A certain proportion of the neurons that survive (20%) Trek horizontally and one after radial migration, to allow the formation of lamination (segmentation) cortex, it is so neurons looking his way, motivated by chemical stimuli (neurotrophic factors), extending its structure in one of its ends, resulting in the so-called axonal growth </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 24px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">cones</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 24px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">.</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 24px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> Simultaneously with the neuronal migration occurs in </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 24px; font-style: italic; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline;">synaptogenesis </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 24px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">(formation of synapses), although this is much more intense between the twelfth and the twelfth fourth gestational week, but persists in a very active way until the eighth or ninth month postnatal (Avaria, 2005; Sanhueza, Nieto and Valenzuela, 2004, Sagan, 2003; Poch, 2001).</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 24px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">It is interesting to note that prenatal synaptogenesis is mainly determined by the genetic heritage of the individual. However, in the stage postnatal synaptogenesis is also affected by sensory experiences, particularly by the learning process and the stimulation from the environment.</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 24px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Neurogenesis and the subsequent stages associated with this process morphogenic lead to the formation of approximately 100 billion neurons in the adult brain and several trillions of synapses. This implies that a significant number of the 30,000 genes that we have must be involved in this complex process, expressing together in simultaneous or sequential form.</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 24px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">However, she has still not been achieved understand this prodigious process, because a region possessing 20,000 genes, is only 302 neurons and nerve tissue that form is far from having the functionality of the human brain (Sanhueza, Nieto, and Valenzuela, 2004).</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 24px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">So as a result of the differential expression of genes in the course of time, and in different cells of the embryonic structures, given the development process, but this depends on much more than a base sequence of the genome and the history and composition of the genome of the parents.</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 24px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">While the genome gives specificity and individuality that new body, its expression depends not only on bases of DNA, but also the protein and environmental environment in which it is (Vasquez Laslop and Velázquez Arellano, 2004).</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 24px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">As son as intrauterine development finish, we see the birth of a new human being, but even it is true that the neural cells are there, ready to connect with each other, will take between 2 and 3 years until they manage to do it logically, because the relationship between them depend on the needs of the environment.</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 24px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">When brains of the babies are ready to see the light, they work but they are very immature, partly because the brain needs lot of flexibility to adapt and reply to the environment. This prevents them from performing tasks that other mammals in a few days or weeks after birth, for example, human babies require much effort to set the look, or control the trunk to sit. However, are born with reflexes that will enable them to adapt to the new environment, as a reflection of suction, that will give you food that requires to help its development, although there are others like blinking and crying that will provide you the opportunity to have contact with caregivers (Quintero Gallego, Manaut, Rodríguez, Pérez - Santamaria and Gómez, 2003) .</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 24px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">The number of cells in the fetal brain is between 30 and 70% higher than the number of neurons in the adult. Surplus cells survive for a period of days to weeks, after which, on its own, starts a cascade of degenerative changes and a physiological process of programmed cell death. In the picture below, it is possible to observe the differences between birth and two years of development, although it seems that increased neuronal tangle, in reality there are what are they are less neurons with larger number of neural networks, connections between neurons, i.e. interneuronal communication, which allows a more robust network that ensure more specific skills.</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjIM0gZFExZZNwxA3P2-nn7Pi-WwikufkxIaN1eCUmDTuMtonqUUmmz4XRbdNi4bsCHnzn7wte5mfcAdI3F7aaxKDQ9Uc3Y3oo6khbL8kaKJ-nmLCcS1MuIkB-DSGiCF_OUBI4R39aK2QE/s1600/imagen_14_pagina82_mini_muestra.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="292" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjIM0gZFExZZNwxA3P2-nn7Pi-WwikufkxIaN1eCUmDTuMtonqUUmmz4XRbdNi4bsCHnzn7wte5mfcAdI3F7aaxKDQ9Uc3Y3oo6khbL8kaKJ-nmLCcS1MuIkB-DSGiCF_OUBI4R39aK2QE/s400/imagen_14_pagina82_mini_muestra.jpg" width="400" /></a></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 24px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">In this sense, found that the selective removal of the synaptic connections, is a fundamental process in the cognitive development of the child, as has been observed relationship between changes in the gray matter of the frontal lobe and the evolution in the performance of cognitive tasks (Chapel, Romero, Maestu, field, Fernandez, Gonzalez Marquis, Fernandez and Ortiz, 2004;) Hubel and Wiesel, 1970).</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 24px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">At this point, important thing is to start the race to connect to neurons. Although the neuronal pruning will be inevitable, since this is a process of survival of the fittest under the Darwinian principle that everything that is not used is discarded, neurons that fail to create medium-term goals that enable adaptation, they will be destroyed, the important thing for the brain is to achieve the process critical enabling that new creature to make it into the world. The critical process will be listening, see (to later make discrimination environment and information) stand up, little by little to control their own weight (around the year of born), recognize the natural mother language for later use it to communicate and finally walk.</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 24px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Some say that the first two years are the most important for the education of children, and there are those who insist that math, music or foreign languages are important in this critical period of development, however, there is no evidence that this is vital for the process of cognitive development, because they can be perfectly learned once the most important process occur.</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 24px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">What is achieved with this is process of </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 24px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">brain, organization </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 24px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">which begins six months of gestation and lasts throughout life. Although the rhythms vary, thus, as already mentioned, during the last trimester of pregnancy and the first two years of life, the pace of organization is quickened, then becomes less rapidly to 10 years of life, to continue so slow during the rest of the life.</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 24px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">During the acceleration phase, occurs a large increase of dendritic extensions and small branch, which has been called </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 24px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">dendritic arborization</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 24px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">, that form numerous synapses, so that all cells and its extensions are arranged in layers and orient themselves, at the same time causing programmed cell death and differentiation and specialization neuronal, this depending on the interactions with the environment and genetic factors.</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 24px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">So crests of the neuronal branches are, density peaks occur at different ages, but also in different brain areas. Thus one fast and dense development both in the visual cortex and the hearing between the 3 and 4 postnatal months and maximum density, around the year of life can be observed. Against, the growth of the prefrontal area is presented at the same age, but the peak is reached until after the first year of life.</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 24px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">The only exceptions are the granulated cells of the olfactory bulb, cerebellum and hippocampus, which continue its genesis after birth and continue for life (León Carreón, 2003).</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 24px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">However, there is also a regressive phase, which presents a selective loss of synapses, this occurs after periods of great intensity. In the same way that the synaptic formation crests, decreases the time of reduction varies between different regions, for example, the visual cortex synaptic density, between 2 and 4 years, while the prefrontal cortex, takes place between 10 and 20 years of age approximately (Poch, 2001).</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 24px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">These periods coincide with the stages of cognitive development widely explained by Jean Piaget, if the stages of brain development, equate either dendritic arborization of the gray matter development, coincide with the periods marked for cognitive progress. From both positions, the environment will play a leading role, but in the case of brain development will be added, intrauterine infections, chromosome pathologies or nutritional deficits that may directly affect the development within the mother's uterus.</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 24px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Myelination</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 24px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">, (which is an overlay of the neural connections by a specialized membrane that allows a proper transmission of nerve impulses), is essentially a post natal process, occurring in cycles, with a default orderly sequence that contributes greatly to improve the functionality of the brain because it produces an increase in the speed of nerve impulse conduction.</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 24px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">In this sense has been found that there is an increase in white matter during childhood, which probably reflects the increase in myelination (Quintero Gallego, Manaut, Rodríguez, Pérez - Gómez and Santamaria, 2003;) Chapel, Romero, Maestu, field, Fernandez, Gonzalez Marquez, Fernandez and Ortiz, 2004; Avaria, 2005).</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 24px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">However, this process, as well as the maturation process, occur at different times, in particular found that the projection areas, mature before the associative, so the latest in purchasing a myelinated appearance are frontal parietal and occipital lobes (Quintero Gallego, Manaut, Rodríguez, Pérez - Gómez and Santamaria, 2003; Chapel, Romero, Maestu, Campos, Fernandez, Gonzalez Marquis, Fernandez and Ortiz, 2004; Avaria, 2005).</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 24px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">References:</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 24px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Avaria, M. A. (2005) Aspectos biológicos del desarrollo psicomotor. </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 24px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Revista de Pediatría. Electrónica</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 24px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">. 2 (1). Disponible en red: http://www.revistapediatria.cl/vol2num1/pdf/6_dsm.pdf</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 24px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Capilla, A., Romero, D., Maestu, F., Campo, P., Fernández, S., González Márques, J., Fernández, A. y Ortiz, T. (2004) Emergencia y desarrollo cerebral de las funciones ejecutivas. </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 24px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Acta. Esp. Psiquiatr</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 24px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">. 32 (2) 377 – 386.</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> </span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 24px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Hubel D., Wiesel T. (1970) The period of susceptibility to the physiological effects of unilateral eye closure in kittens. </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 24px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">J Physiol</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 24px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">. 30 (4) 206- 212.</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> </span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 24px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">León Carrión, J. (2003) Células madre, genética y neuropsicología. </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 24px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Revista Española de Neuropsicología</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 24px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">. 5 (1) 1-13. </span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> </span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 24px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Poch, M.L. (2001) Neurobiología del desarrollo temprano. </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 24px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Contextos educativos</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 24px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">. 4. 79-94.</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 24px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Quintero Gallego, E., Manaut, E. , Rodriguez, E., Pérez – Santamaría, J., y Gómez, C. (2003) Desarrollo diferencial del cuerpo calloso en relación con el hemisferio cerebral. </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 24px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Revista Española de Neuropsicología</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 24px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">. 5 (1) 49-64.</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 24px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Sanhueza, J., Nieto, S. y Valenzuela, A. (2004) Acido docosahexaenoico (dha), desarrollo cerebral, memoria y aprendizaje: la importancia de la suplementación perinatal. </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 24px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Rev Chilena Nutrición</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 24px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">. 31 (2) Disponible en: http://dx.doi.org/10.4067/S0717-75182004000200002 </span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 24px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Sagan, C. (2003) </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 24px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Los dragones del Edén: especulaciones sobre la evolución de la inteligencia humana</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 24px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">. Barcelona. Crítica.</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 24px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Stromswold, K. (1995) </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 24px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">The cognitive and neural bases of language acquisition:</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 24px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 24px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">The cognitive neurosciences</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 24px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">. Cambridge, MA: MIT Press.</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 24px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Vásquez Laslop, M. y Velázquez Arellano, A. (2004) Genómica y el desarrollo de un nuevo individuo. En A. Velazquez (2004) </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 24px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Lo que somos y el genoma humano: des-velando nuestra identidad</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 24px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">. Ediciones científicas universitarias. UNAM. FCE.</span></div>
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Unknownnoreply@blogger.com3tag:blogger.com,1999:blog-2534377213159327388.post-28920892825884305542013-07-18T14:15:00.001-05:002013-07-18T14:15:33.951-05:00Genes and genetic disorders<div dir="ltr" style="text-align: justify;" trbidi="on">
<span style="font-family: Georgia,"Times New Roman",serif;"><span style="font-size: x-large;"><span class="long_text" id="result_box" lang="en"><span title="Si pensamos en lo increible que ha sido conocer el proyecto Genoma, todo lo que se ha logrado con la iniciativa y lo que se ha aprendido de él y todo lo que se ha generado, es imposible dejar de lado el valor de la ciencia genómica,">If
we think about how amazing it has been the Human Genome project, how much we have learned from it
and everything that has been generated so far, it's impossible to ignore the
value of genomics, </span><span title="por ejemplo, se pensaba inicialmente que los 46 cromosomas estaban integrado por 100,000 genes codificadores de proteínas, enzimas, hormonas y en general fuentes reguladoras de todos los procesos vitales que moldean las características del ser humano y ahora es posible comenzar a manipular todo ello para curar">for
example, initially was thought that our 46 chromosomes were composed of
100,000 protein-coding genes, enzymes, hormones and overall regulatory
sources of all life processes that shape human characteristics but now is possible to begin to manipulate all of them to heal </span><span title="sindrómes y enfermedades.">syndromes and diseases.</span></span></span></span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiXOxYp2nLZW-eFG3qkkzxNBTes8pgecdM3DfGmVrWvDFwD024_E1KDw-paJ5brsxu0N7Wo23msuOtKWLcCk-ihLjtA-OJ8Br7b2p3FBoD4FCvej5jATf0QlQfAWl6suqVHteqbXUZmJN0/s1600/imagen_12_pagina67%252520copia.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="292" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiXOxYp2nLZW-eFG3qkkzxNBTes8pgecdM3DfGmVrWvDFwD024_E1KDw-paJ5brsxu0N7Wo23msuOtKWLcCk-ihLjtA-OJ8Br7b2p3FBoD4FCvej5jATf0QlQfAWl6suqVHteqbXUZmJN0/s400/imagen_12_pagina67%252520copia.jpg" width="400" /></a></div>
<span style="font-family: Georgia,"Times New Roman",serif;"><span style="font-size: x-large;"><span class="long_text" id="result_box" lang="en"><span title="sindrómes y enfermedades."><br /></span><span title="El cromosoma 22 fue el primero en ser identificado completamente contando con 545 genes activos, seguido posteriormente por el mapeo o secuenciación genética del cromosoma 21, con sólo 225 genes activos, el cual abrió las posibilidades para desarrollar tratamientos genéticos situaciones médicas como el Síndrome de Down">Chromosome
22 was the first to be fully identified 545 genes having assets,
followed later by genetic mapping or sequencing of chromosome 21, with
only 225 active genes, which opened the possibilities for genetic
treatments medical situations as Down Syndrome</span><span title=", una forma de Alzheimer y varios tipos de cáncer.">, a form of Alzheimer's disease and various cancers.</span></span></span></span><br />
<span style="font-family: Georgia,"Times New Roman",serif;"><span style="font-size: x-large;"><span class="long_text" id="result_box" lang="en"><span title=", una forma de Alzheimer y varios tipos de cáncer."><br /></span><span title="Fue así como comenzó la carrera por encontrar un gen específico para cada una de las principales afecciones que aquejan al ser humano.">Thus began the race to find a specific gene for each of the major conditions that afflict humans. </span><span title="Al mismo tiempo, se han encontrado la relación entre la producción de proteínas y algunos genes que crean sobre producción proteinica y otros que inhiben la producción de las mismas.">At
the same time, it have been found the relationship between the production of
proteins and some genes that create on protein production and others
that inhibit the production of the same.</span></span></span></span><br />
<span style="font-family: Georgia,"Times New Roman",serif;"><span style="font-size: x-large;"><span class="long_text" id="result_box" lang="en"><span title="Al mismo tiempo, se han encontrado la relación entre la producción de proteínas y algunos genes que crean sobre producción proteinica y otros que inhiben la producción de las mismas."><br /></span><span title="En este sentido se han encuentrado algunos genes asociados con los síndromes del espectro autista, como el 15q11-q13, 2q37.3 o el UBE3A para el síndrome de Angelman, al que también se le ha asociado al gen GABRB3, mientras que para el síndrome">In
this sense it was found some genes associated with autism
spectrum syndromes such as 15q11-q13, 2q37.3 or UBE3A for Angelman
syndrome, which has also been associated with the GABRB3 gene, whereas
for the syndrome </span><span title="de Williams se encuentra el gen 7q11.23; MeCP2, para el síndrome de Rett, por mencionar solo los síndromes del desarrollo más conocidos">Williams is the gene 7q11.23; MeCP2 for Rett syndrome, to mention only the best known developmental syndromes.</span></span></span></span><br />
<span style="font-family: Georgia,"Times New Roman",serif;"><span style="font-size: x-large;"><span class="long_text" id="result_box" lang="en"><span title="de Williams se encuentra el gen 7q11.23; MeCP2, para el síndrome de Rett, por mencionar solo los síndromes del desarrollo más conocidos"><br /></span><span title="Sin embargo, se sabe que existen más síndromes, por ejemplo el síndrome de West que se asocia con el gen ARX, o bien, aunque con menor prevalencia se pueden mencionar el síndrome De Lange o la enfermedad de Crohn, cuya alteración genética se sitúa en">However,
it is known that there are more syndromes, such as West syndrome that
is associated with the ARX gene, or even lower prevalence may be
mentioned De Lange syndrome or Crohn's disease, whose genetic alteration
is in </span><span title="el gen 5p13.1.">5p13.1 gene.</span></span></span></span><br />
<span style="font-family: Georgia,"Times New Roman",serif;"><span style="font-size: x-large;"><span class="long_text" id="result_box" lang="en"><span title="el gen 5p13.1."><br /></span><span title="Dentro de los síndromes menos comunes se puede hablar del síndrome de Smith-Magenis asociado al gen 17p11.2; o bien el síndrome velocardiofacial relacionado con el gen 22q11; la distrofia miotónica que es una enfermedad multisistémica, cuya alteración genética está relacionada con la repetición">Talking about less common syndromes we can talk about Smith-Magenis syndrome which is associated with
17p11.2 gene, or the VCFS 22q11 gene related, with myotonic dystrophy which is a
multisystem disease whose genetic alteration is associated with the
repetition </span><span title="del trinucleótido CTG en el cromosoma 19.">CTG trinucleotide on chromosome 19.</span></span></span></span><br />
<span style="font-family: Georgia,"Times New Roman",serif;"><span style="font-size: x-large;"><span class="long_text" id="result_box" lang="en"><span title="del trinucleótido CTG en el cromosoma 19."><br /></span><span title="Mientras que el complejo de la esclerosis tuberosa (CET), la cual es una enfermedad hereditaria autonómica dominante que puede ser debida a la mutación de dos genes distintos: el TSC1 (9q34) y el TSC2 (16p13.3).">While
the tuberous sclerosis complex (TSC), which is an autosomal dominant
inherited disease which may be due to the mutation of two distinct
genes: TSC1 (9q34) and TSC2 (16p13.3).</span></span></span></span><br />
<span style="font-family: Georgia,"Times New Roman",serif;"><span style="font-size: x-large;"><span class="long_text" id="result_box" lang="en"><span title="Mientras que el complejo de la esclerosis tuberosa (CET), la cual es una enfermedad hereditaria autonómica dominante que puede ser debida a la mutación de dos genes distintos: el TSC1 (9q34) y el TSC2 (16p13.3)."><br /></span><span title="El síndrome de Timothy producido por una mutación en el gen CACNA1C, ubicado en 12p13.3; otras formas de alteración como la deleción terminal 10p, se le ha asociado a un fenotipo similar al síndrome de DiGeorg que causa hipo paratiroidismo, sordera sensorial y anomalías">Timothy
syndrome caused by a mutation in the gene CACNA1C located in 12p13.3,
other forms of alteration as 10p terminal deletion, has been associated
with a phenotype similar to DiGeorg syndrome causing hiccups
hyperparathyroidism, deafness sensory abnormalities </span><span title="renales.">stones.</span></span></span></span><br />
<span style="font-family: Georgia,"Times New Roman",serif;"><span style="font-size: x-large;"><span class="long_text" id="result_box" lang="en"><span title="renales."><br /></span><span title="Por otra parte, se ha estudiado el gen implicado con el mosaicismo 45X/46XY, o podemos mencionar el síndrome de Cowden se encuentra asociado al gen PTEN, que está ubicado en 10q23.3.">Moreover, it has been studied the gene involved with 45X/46XY mosaicism, or we can
mention Cowden syndrome is associated with PTEN gene, which is located
at 10q23.3.</span></span></span></span><br />
<span style="font-family: Georgia,"Times New Roman",serif;"><span style="font-size: x-large;"><span class="long_text" id="result_box" lang="en"><span title="Por otra parte, se ha estudiado el gen implicado con el mosaicismo 45X/46XY, o podemos mencionar el síndrome de Cowden se encuentra asociado al gen PTEN, que está ubicado en 10q23.3."><br /></span><span title="Otro grupo de desordenes genéticos como el síndrome de Goldenhar, se debe a la deleción 5q (Artigas-Pallarés, Gabau-Vila & Guitart-Feliubadaló, 2005), todos ellos asociados a trastornos del desarrollo.">Another
group of genetic disorders like Goldenhar syndrome are related to deletion
5q (Artigas-Pallares, Gabau-Vila & Guitart-Feliubadaló, 2005), all
associated with developmental disorders.</span></span></span></span><br />
<span style="font-family: Georgia,"Times New Roman",serif;"><span style="font-size: x-large;"><span class="long_text" id="result_box" lang="en"><span title="Otro grupo de desordenes genéticos como el síndrome de Goldenhar, se debe a la deleción 5q (Artigas-Pallarés, Gabau-Vila & Guitart-Feliubadaló, 2005), todos ellos asociados a trastornos del desarrollo."><br /></span><span title="Mientras que si se observan los estudios sobre el cáncer se han encontrado, por ejemplo para el cáncer cerebral, la proteína NFkB con mucha mayor actividad que en los cerebros normales, o bien la proteína HER2 en el cáncer de mamá y de pulmón; BCR-">Whereas
if you look at the studies on cancer have been found, for example for
brain cancer, NFkB protein with much higher activity than in normal
brains or HER2 protein in lung and breast cancer, BCR- </span><span title="AB1 para la leucemia mielogenosa crónica; RAS, para varios tipos de cáncer, B- RAF para el cáncer de piel; BCL-3 para el linfoma; RB1 para el retinoblastoma, HNPCC para el cáncer de colón y el endometrial; el gen p53 que">AB1
for chronic myelogenous leukemia, RAS, for several types of cancer,
B-RAF for skin cancer, BCL-3 for lymphoma; RB1 for retinoblastoma, HNPCC
for colon cancer and endometrial, the p53 gene </span><span title="provoca el suicidio de las células y está asociado al cáncer de pulmón, colón, mama y cerebro (Collins y Barker, 2008).">causes cell suicide and is associated with cancer of the lung, colon, breast and brain (Collins and Barker, 2008).</span></span></span></span><br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj0dYTcxUnpdno2xSkIRZqvEk9_FSOgkeH7xYlvxFELW0lggnfzR0WnCEDAMLMUrdOMon1TpH5bvd_2vdyb61270CYsvPwiMYIQkL1ORb4IINgyU32mcknWI4bK8V_gjMdR9mQbMG2P11w/s1600/genetics_AD.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="253" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj0dYTcxUnpdno2xSkIRZqvEk9_FSOgkeH7xYlvxFELW0lggnfzR0WnCEDAMLMUrdOMon1TpH5bvd_2vdyb61270CYsvPwiMYIQkL1ORb4IINgyU32mcknWI4bK8V_gjMdR9mQbMG2P11w/s400/genetics_AD.png" width="400" /></a><span style="font-family: Georgia,"Times New Roman",serif;"><span style="font-size: x-large;"><span class="long_text" id="result_box" lang="en"><span title="provoca el suicidio de las células y está asociado al cáncer de pulmón, colón, mama y cerebro (Collins y Barker, 2008)."> </span></span></span></span><span style="font-family: Georgia,"Times New Roman",serif;"><span style="font-size: x-large;"><span class="long_text" id="result_box" lang="en"><span title="provoca el suicidio de las células y está asociado al cáncer de pulmón, colón, mama y cerebro (Collins y Barker, 2008)."><br /></span><span title="No se olvidan los trastornos de los procesos cognitivos como el Alzheimer, ya que también es posible encontrar asociaciones génicas a procesos cognitivos, aunque los estudios aún no pueden ser concluyentes, por ejemplo se menciona el gen IGF2R asociado a la inteligencia, el cual es un">It's not possible to forget disorders of cognitive processes such as Alzheimer's, so it's possible to find genetic associations with cognitive processes,
although further studies are not conclusive, for instance mentioned the
IGF2R gene associated with intelligence, which is a very popular </span><span title="tema que preocupa a muchos.">topic.</span></span></span></span><br />
<span style="font-family: Georgia,"Times New Roman",serif;"><span style="font-size: x-large;"><span class="long_text" id="result_box" lang="en"><span title="tema que preocupa a muchos."><br /></span><span title="Es por ello que en la década de 1980 el Dr. Plomin, del Instituto de Psiquiatría de Londres, en Inglaterra, comenzó su investigación sobre las relación genes e inteligencia, ya que observó que dos personas con los mismos genes correlacionan tanto como la misma persona">That
is why around 1980 Dr. Plomin, from Institute of Psychiatry, at London,
England, began his research on genes and intelligence relationship,
since observed that two people with the same genes correlate as much as
the same person </span><span title="que realiza una prueba de inteligencia con un año de diferencia, por lo que se da cuenta que los gemelos idénticos que viven separados son muy similares o idénticos en pruebas de inteligencias que los gemelos idénticos que viven juntos; es por ello que se considera que el">performing
an intelligence test with a year of difference, so he realized that identical twins
who live apart are very similar or identical in intelligence tests that
identical twins who live together, which is why it is considered that
the </span><span title="ambiente influye en el desarrollo de los niños, sin embargo ha quedado claro que los genes pueden moldear al cerebro de formas que hacen a los individuos mejores o peores para responder a una prueba de inteligencia.">environment
influences the development of children, however it has become clear
that genes can shape the brain in ways that make individuals better or
worse to answer an intelligence test.</span></span></span></span><br />
<span style="font-family: Georgia,"Times New Roman",serif;"><span style="font-size: x-large;"><span class="long_text" id="result_box" lang="en"><span title="ambiente influye en el desarrollo de los niños, sin embargo ha quedado claro que los genes pueden moldear al cerebro de formas que hacen a los individuos mejores o peores para responder a una prueba de inteligencia."><br /></span><span title="A pesar de esto, Plomin sospecha que son necesarios más marcadores para encontrar los genes de la inteligencia, aunque declara que existirían muchos detalles difíciles de replicar para poder afirmar fehacientemente que se tienen estos genes (Silverman, 2008).">Despite
this, Plomin suspect that more markers are needed to find the genes for
intelligence, but states that exist many difficult to replicate details
to affirm conclusively that have these genes (Silverman, 2008).</span></span></span></span><br />
<span style="font-family: Georgia,"Times New Roman",serif;"><span style="font-size: x-large;"><span class="long_text" id="result_box" lang="en"><span title="A pesar de esto, Plomin sospecha que son necesarios más marcadores para encontrar los genes de la inteligencia, aunque declara que existirían muchos detalles difíciles de replicar para poder afirmar fehacientemente que se tienen estos genes (Silverman, 2008)."></span></span></span></span><br />
<span style="font-family: Georgia,"Times New Roman",serif;"><span style="font-size: x-large;"><span class="long_text" id="result_box" lang="en"><span title="A pesar de esto, Plomin sospecha que son necesarios más marcadores para encontrar los genes de la inteligencia, aunque declara que existirían muchos detalles difíciles de replicar para poder afirmar fehacientemente que se tienen estos genes (Silverman, 2008)."><br /></span><span title="De manera más consistente, se ha encontrado en llamado gen del lenguaje, que desde el punto de vista genético, está asociado al trastorno específico del de dicho proceso cognitivo, el cual parece deberse a la alteración de un pequeño número de genes principales y, en">More
consistently it was found the called </span></span></span></span><span style="font-family: Georgia,"Times New Roman",serif;"><span style="font-size: x-large;"><span class="long_text" id="result_box" lang="en"><span title="De manera más consistente, se ha encontrado en llamado gen del lenguaje, que desde el punto de vista genético, está asociado al trastorno específico del de dicho proceso cognitivo, el cual parece deberse a la alteración de un pequeño número de genes principales y, en">language</span></span></span></span><span style="font-family: Georgia,"Times New Roman",serif;"><span style="font-size: x-large;"><span class="long_text" id="result_box" lang="en"><span title="De manera más consistente, se ha encontrado en llamado gen del lenguaje, que desde el punto de vista genético, está asociado al trastorno específico del de dicho proceso cognitivo, el cual parece deberse a la alteración de un pequeño número de genes principales y, en"> gene, which from the genetic
standpoint is associated with the specific disorder of the cognitive
process, which seems to be due to alteration of a small number of key
genes and in </span><span title="particular, a la mutación del gen FOXP2.">particular FOXP2 gene mutation.</span></span></span></span><br />
<span style="font-family: Georgia,"Times New Roman",serif;"><span style="font-size: x-large;"><span class="long_text" id="result_box" lang="en"><span title="particular, a la mutación del gen FOXP2."></span></span></span></span><br />
<span style="font-family: Georgia,"Times New Roman",serif;"><span style="font-size: x-large;"><span class="long_text" id="result_box" lang="en"><span title="particular, a la mutación del gen FOXP2."><br /></span><span title="El gen en cuestión, se expresa principalmente en determinadas zonas del sistema nervioso central, tanto durante el desarrollo embrionario, como en el individuo adulto, aunque se expresa también en otras regiones durante el desarrollo embrionario, como el pulmón, el intestino y el corazón,">The
gene in question is expressed primarily in certain areas of the central
nervous system, both during embryonic development and in the adult
individual, but is also expressed in other regions during embryo
development, such as lung, intestine and heart, </span><span title="así como en diferentes tejidos del individuo adulto.">and in different tissues of the adult. </span><span title="Sin embargo los individuos afectados con el trastorno del lenguaje, poseen una copia no mutada del gen (Benítez Burraco, 2005; 2006; Gopnik y Crago, 1991).">However,
affected individuals with language impairment, have a non-mutated copy
of the gene (Burraco Benitez, 2005; 2006; Gopnik and Crago, 1991).</span></span></span></span><br />
<span style="font-family: Georgia,"Times New Roman",serif;"><span style="font-size: x-large;"><span class="long_text" id="result_box" lang="en"><span title="Sin embargo los individuos afectados con el trastorno del lenguaje, poseen una copia no mutada del gen (Benítez Burraco, 2005; 2006; Gopnik y Crago, 1991)."></span></span></span></span><br />
<span style="font-family: Georgia,"Times New Roman",serif;"><span style="font-size: x-large;"><span class="long_text" id="result_box" lang="en"><span title="Sin embargo los individuos afectados con el trastorno del lenguaje, poseen una copia no mutada del gen (Benítez Burraco, 2005; 2006; Gopnik y Crago, 1991)."><br /></span><span title="Aunque cada día se avanza más en el estudio de los genes y el proteome, si se considera que se estima que existen unos 4 mil desórdenes genéticos, y que hasta ahora sólo se ha logrado identificar un poco más de 60 genes involucrados en enfermedades, sin">Although
each day is more advanced in the study of genes and the proteome,
considering that it is estimated that there are about 4000 genetic
disorders, and so far has been identified only a little more than 60
genes involved in diseases, no </span><span title="duda el trabajo llevará varios años antes de concluirse; sin embargo apesar de todas las implicaciones de investigación algunos apuntan que el conocimiento del Genoma Humano será el eje principal en el diagnóstico y tratamiento para un considerable número de enfermedades como la diabetes, enfermedades cardiovasculares, enfermedades">doubt
the work will take several years before conclusion, but in spite of all
the implications of research some point that knowledge of the human
genome will be the main focus in the diagnosis and treatment for a large
number of diseases such as diabetes, cardiovascular disease, </span><span title="mentales y muchas formas de cáncer.">mental and many forms of cancer.</span></span></span></span><br />
<br />
<span style="font-family: Georgia,"Times New Roman",serif;"><span style="font-size: x-large;"><span class="long_text" id="result_box" lang="en"><span title="mentales y muchas formas de cáncer."><span style="font-size: x-large;">References: </span></span></span></span></span><br />
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<span style="font-family: Georgia,"Times New Roman",serif;"><span lang="ES-MX" style="font-size: x-large;">Artigas-Pallarés, J., E.
Gabau-Vila, E., Guitart-Feliubadaló, M.
(2005) </span><span lang="ES-MX" style="font-size: x-large;">El autismo sindrómico: II. Síndromes de base genética
asociados a autismo. <i>Rev Neurol</i>. 40
(Supl 1): S151-S162.</span></span></div>
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<span style="font-family: Georgia,"Times New Roman",serif;"><span style="font-size: x-large;"><br /></span></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-family: Georgia,"Times New Roman",serif;"><span lang="ES-MX" style="font-size: x-large;">
</span></span></div>
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<span style="font-family: Georgia,"Times New Roman",serif;"><span lang="ES-MX" style="font-size: x-large;">Benítez – Burraco, A. (2006) Genes y lenguaje. <i>Teorema
</i>Vol. XXVI/1, 37-71.</span></span></div>
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<span style="font-family: Georgia,"Times New Roman",serif;"><span lang="ES-MX" style="font-size: x-large;"> </span></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-family: Georgia,"Times New Roman",serif;"><span style="font-size: x-large;"><i><span lang="ES-MX" style="font-style: normal;">Benitez-Burraco,
A. (2005) </span></i><i><span lang="ES-MX">FOXP2: </span></i><span lang="ES-MX">del
trastorno específico a la biología molecular del lenguaje. I. Aspectos
etiológicos, neuroanatómicos, neurofisiológicos y moleculares. <i>Rev Neurol</i>. 40 (11): 671-682.</span></span></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-family: Georgia,"Times New Roman",serif;"><span style="font-size: x-large;"><br /></span></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-family: Georgia,"Times New Roman",serif;"><span lang="ES-MX" style="font-size: x-large;">
</span></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-family: Georgia,"Times New Roman",serif;"><span style="font-size: x-large;">Collins, F. and
Barker, A. (2008) Mapping the cancer genome. <i>Scientific American Special Edition: New answers for cancer</i>. Vol.
18. Num. 3. 22-29.</span></span></div>
<div style="text-align: justify;">
<span style="font-family: Georgia,"Times New Roman",serif;"><span style="font-size: x-large;"><br /></span></span></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; text-align: justify; text-autospace: none;">
<span style="font-family: Georgia,"Times New Roman",serif;"><span style="font-size: x-large;">Gopnik, M. y M. B. Crago (1991) Familial aggregation of a developmental
language disorder. <i>Cognition</i>. 39.
1-19.</span></span></div>
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<span style="font-family: Georgia,"Times New Roman",serif;"><span style="font-size: x-large;"><br /></span></span></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; text-align: justify; text-autospace: none;">
<span style="font-family: Georgia,"Times New Roman",serif;"><span style="font-size: x-large;">Hayden,
KE., Strome, ED., Merret, SL., Lee, HR., Rudd MK., Willard, HF. (2013)
Sequences Associated with centromere competence in human genome. <i>Molecular and Cellular Biology.</i> 33 (4) 763-772.</span></span></div>
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<span style="font-family: Georgia,"Times New Roman",serif;"><span style="font-size: x-large;"><br /></span></span></div>
<div style="text-align: justify;">
<span style="font-family: Georgia,"Times New Roman",serif;"><span style="font-size: x-large;">Weischenfeld,
J., Symmons, O., Spitz, F.,& Korbel, J. (2013) Phenotypic impact
of genomic structural variation: insights from and for human disease. <i>Nature Reviews Genetics.</i> 14. 125-138.</span></span></div>
<div style="text-align: justify;">
<span style="font-family: Georgia,"Times New Roman",serif;"><br /></span></div>
<div style="text-align: justify;">
<span style="font-family: Georgia,"Times New Roman",serif;"><span style="font-size: large;"><span style="font-size: x-large;"> Young, E. (2013) Shutting down the extra chromosome in Down's Syndrom cells. <i>National Geographic: Phenomena: Not exactly rocket science.</i> Disponible en: http://phenomena.nationalgeographic.com/2013/07/17/how-to-shut-down-the-extra-chromosome-in-downs-syndrome/</span></span></span></div>
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2534377213159327388.post-72987035698199043552013-07-02T18:35:00.000-05:002013-07-02T18:35:12.111-05:00The human genome<div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="font-family: Arial,Helvetica,sans-serif; font-size: x-large;"><span lang="ES-MX"><span lang="en">Following our little story about DNA, after the first research that explained</span></span></span><span style="font-family: Arial,Helvetica,sans-serif; font-size: x-large;"><span lang="ES-MX"><span lang="en"> the composition of this </span></span></span><span style="font-family: Arial,Helvetica,sans-serif; font-size: x-large;"><span lang="ES-MX"><span lang="en">called<i> </i></span></span></span><span style="font-family: Arial,Helvetica,sans-serif; font-size: x-large;"><span lang="ES-MX"><span lang="en"><i> molecule</i> <i>of life</i></span></span></span><span style="font-family: Arial,Helvetica,sans-serif; font-size: x-large;"><span lang="ES-MX"><span lang="en">, researchers continued trying to understand the genetic makeup of
human beings.</span></span></span><br />
<br />
<span style="font-family: Arial,Helvetica,sans-serif; font-size: x-large;"><span lang="ES-MX"><span lang="en">Something clear after the first findings about </span></span></span><span style="font-family: Arial,Helvetica,sans-serif; font-size: x-large;"><span lang="ES-MX"><span lang="en"><i style="mso-bidi-font-style: normal;"><span style="font-style: italic; mso-bidi-font-style: normal;">normal </span></i></span></span></span><span style="font-family: Arial,Helvetica,sans-serif; font-size: x-large;"><span lang="ES-MX"><span lang="en">human genome, it's the fact this <i style="mso-bidi-font-style: normal;"><span style="font-style: italic; mso-bidi-font-style: normal;"> </span> </i>consists
of 23 pairs of chromosomes, those inherited by mother and</span></span></span><span style="font-family: Arial,Helvetica,sans-serif; font-size: x-large;"><span lang="ES-MX"><span lang="en">
those inherited by </span></span></span><span style="font-family: Arial,Helvetica,sans-serif; font-size: x-large;"><span lang="ES-MX"><span lang="en"> father, but in total there are 24 pairs of
chromosomes since 2 correspond to the sexual chromosomes X and the and, Y
which harnessed on XX if you are female and XY if you are a male.</span></span></span><br />
<span style="font-family: Arial,Helvetica,sans-serif; font-size: x-large;"><span lang="ES-MX"><span lang="en"> </span></span></span><span style="font-size: x-large;">
</span></div>
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<span style="font-family: Arial,Helvetica,sans-serif; font-size: x-large;"><span lang="ES-MX"><span lang="en">This is part of the working material of the <i style="mso-bidi-font-style: normal;"> <span style="font-style: italic; mso-bidi-font-style: normal;">genetic</span></i>, which is responsible of researching heritage and vulnerability of </span></span></span><span style="font-family: Arial,Helvetica,sans-serif; font-size: x-large;"><span lang="ES-MX"><span lang="en"> specific </span></span></span><span style="font-family: Arial,Helvetica,sans-serif; font-size: x-large;"><span lang="ES-MX"><span lang="en">the genotypic traits and the genes associated with them. </span><span lang="en">On the other hand, the new science called <i style="mso-bidi-font-style: normal;"> <span style="font-style: italic; mso-bidi-font-style: normal;">Genomics</span> </i>sees genome as a whole,
even their multiple interactions with environmental factors, resulting
in perceptible all the individual organism. </span><span lang="en">For
this purpose it has methodological tools that allow you to study at a
time, globally or in parallel, a single biological sample, thousands of
genes or their products (Velázquez, 2004).</span></span></span></div>
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<span style="font-family: Arial,Helvetica,sans-serif; font-size: x-large;"><br /></span>
<span style="font-family: Arial,Helvetica,sans-serif; font-size: x-large;"><br /></span></div>
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<span style="font-family: Arial,Helvetica,sans-serif; font-size: x-large;"><span lang="ES"><span lang="en">These
gene sequences control most bodily functions and
structures, such as the creation of organs, connection
between neurons in the nervous system, skin color, color of eyes, etc., </span><span lang="en">however, in order to those
genes exert their specific action is required in addition to their
structural and functional integrity the presence of a suitable
environment. </span></span></span><br />
</div>
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<span style="font-family: Arial,Helvetica,sans-serif; font-size: x-large;"><span lang="en"><span lang="ES-MX">Other two fundamental genetic concepts are <i style="mso-bidi-font-style: normal;"> <span style="font-style: italic; mso-bidi-font-style: normal;">genotype</span> </i> and <i style="mso-bidi-font-style: normal;"> <span style="font-style: italic; mso-bidi-font-style: normal;">phenotype</span></i>, the first refers to an individual's genetic constitution is </span></span><span lang="ES"><span lang="en">genome specific to an individual, in the form of DNA, while phenotype refers to what is related with <i style="mso-bidi-font-style: normal;"> <span style="font-style: italic; mso-bidi-font-style: normal;">apparent characteristics</span> </i> as factions, color of eyes, timbre of the voice. </span><span lang="en">Then we can say, <span style="mso-bidi-font-style: italic;">genotype</span> can be defined as the set of <i> <span style="font-style: italic;">genes</span> </i> of an organism and the <span style="mso-bidi-font-style: italic;">phenotype</span> as a set of <i> <span style="font-style: italic;">traits</span> </i> of an organism.</span></span></span><br />
<br />
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<span style="font-family: Arial,Helvetica,sans-serif; font-size: x-large;"><span lang="ES"><span lang="en">So the generation of diversity of races and physical features is made by a genetic recombination which undergoes each generation, but each
individual is genetically different from everyone else (except if you
have an identical twin), since the variety of ovules or sperm that are
formed along the life is so great, for </span></span></span><span style="font-family: Arial,Helvetica,sans-serif; font-size: x-large;"><span lang="ES"><span lang="en">practical</span></span></span><span style="font-family: Arial,Helvetica,sans-serif; font-size: x-large;"><span lang="ES"><span lang="en"> purposes </span><span lang="en"> only can say that none of them is equal to the other. </span><span lang="en">Thus,
mutations are the specific material of genetic diversity, but is is even
greater and less controllable in species with sexual reproduction, which
constantly faces <i style="mso-bidi-font-style: normal;"></i> <span style="mso-spacerun: yes;"> </span>different </span></span></span><span style="font-family: Arial,Helvetica,sans-serif; font-size: x-large;"><span lang="ES"><span lang="en"><i style="mso-bidi-font-style: normal;"><span style="font-style: italic; mso-bidi-font-style: normal;">genomes.</span> </i></span></span></span><br />
<br />
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<div style="text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif; font-size: x-large;"><span lang="en">Genome (is a word made up of <i style="mso-bidi-font-style: normal;"> <span style="font-style: italic; mso-bidi-font-style: normal;">genes</span> </i> and <i style="mso-bidi-font-style: normal;"> <span style="font-style: italic; mso-bidi-font-style: normal;">chromosome</span></i>) and is the totality of genetic material of an individual that contains the information for the operation<span style="mso-spacerun: yes;"> </span>and the development of a new body, since the ovule is fertilized by the sperm until the end of life (</span><span lang="ES"><span lang="en">Kaessmann & Pääbo, 2002; </span><span lang="en">Velázquez, 2004).</span></span></span></div>
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<span style="font-family: Arial,Helvetica,sans-serif; font-size: x-large;"><span lang="ES"><span lang="en">With all that information emerges with its own light the <i style="mso-bidi-font-style: normal;"> <span style="font-style: italic; mso-bidi-font-style: normal;">Human genome project</span> </i> (HGP), which constitutes the greatest scientific adventure of human biology and the genetic map known. </span><span lang="en"><span style="mso-spacerun: yes;"> </span>Through this project now we know an important basis of the medicine of the future. </span></span></span></div>
<br />
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<span style="font-family: Arial,Helvetica,sans-serif; font-size: x-large;"><span lang="ES"><span lang="en">The Human Genome Project is an international research whose ultimate goal is a
complete description of the human genome, through DNA sequencing. </span><span lang="en">It
is known that the human genome consists of 3 billion base pairs, which
can be comparable to an encyclopedia composed of thousand volumes, each
with a thousand pages and 3,000 letters per page. </span><span lang="en">If the bases would be the letters; </span><span lang="en">the genes are the words and phrases, </span><span lang="en">while the chromosomes would be different volumes of the encyclopedia. </span><span lang="en">Once completed the sequencing of the human mitochondrial
genome, the next step was investigating the nuclear genome. </span><span lang="en">Given the scale of the effort that goes into the project, it represents what this is the first project of <i style="mso-bidi-font-style: normal;"> <span style="font-style: italic; mso-bidi-font-style: normal;">great science</span> </i> in biology (Velázquez, 2004).</span></span></span></div>
<br />
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<span style="font-family: Arial,Helvetica,sans-serif; font-size: x-large;"><span lang="ES"><span lang="en">But all this sequence is not easy, since the term <i> <span style="font-style: italic;">human genome </span> </i>is used to describe all of the genetic information (DNA content) of human cells. </span><span lang="en">In fact, encompasses two genomes: a complex, nuclear genome, and a simple, mitochondrial genome.</span></span></span><br />
<br />
<div style="text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif; font-size: x-large;"><span lang="ES"><span lang="en">Research shows that <i style="mso-bidi-font-style: normal;"><span style="font-style: italic; mso-bidi-font-style: normal;">nuclear genome</span></i> contains more than 99% of
cellular DNA, has a total of 3000 Megabases (Mb) which are distributed
among 46 chromosomes, 22 different autosomal pairs and two sex
chromosomes, which can be distinguished through the application of
chromosome banding techniques.</span></span></span></div>
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<span style="font-family: Arial,Helvetica,sans-serif; font-size: x-large;"><span lang="ES"><span lang="en">The number of genes containing the nuclear genome is estimated in a range that ranges between 30,000 and 150,000. </span><span lang="en">While the human <i style="mso-bidi-font-style: normal;"> <span style="font-style: italic; mso-bidi-font-style: normal;">mitochondrial genome</span> </i> is defined by a single type of DNA. </span><span lang="en">Its nucleotide sequence has already been fully established and consists of 16,569 base pairs in length that contain 37 genes. </span><span lang="en">Unlike
its nuclear counterpart, the human mitochondrial genome is extremely
compact, approximately 93% of their DNA sequence is coding.</span></span></span></div>
<br />
<div style="text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif; font-size: x-large;"><span lang="ES"><span lang="en"> </span><span lang="en">In
the nuclear genome, the percentage of coding DNA is only 3%, the
remaining 97%, whose importance is a cause for controversy, it has been
improperly called </span></span></span><span style="font-family: Arial,Helvetica,sans-serif; font-size: x-large;"><span lang="ES"><span lang="en"><i style="mso-bidi-font-style: normal;"><span style="font-style: italic; mso-bidi-font-style: normal;">Junk </span></i></span></span></span><span style="font-family: Arial,Helvetica,sans-serif; font-size: x-large;"><span lang="ES"><span lang="en"><i style="mso-bidi-font-style: normal;"><span style="font-style: italic; mso-bidi-font-style: normal;">DNA</span></i>. </span><span lang="en">But,
he found, however, that plays a key role in the normal function of the
genome, the repair and regulation, and perhaps even in the evolution of
multicellular organisms. </span><span lang="en">On the other hand,
public and private human genome project drafts have revealed that all
human are identical in 99.8% (Glusman, Sosinky, Ben-Asher,<span style="mso-spacerun: yes;"> </span>Avidan, Sonkin and<span style="mso-spacerun: yes;"> </span>Bahar,<span style="mso-spacerun: yes;"> </span>2001). </span></span></span></div>
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<div style="text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif; font-size: x-large;"><span lang="ES"><span lang="en">But the effort to decode<span style="mso-spacerun: yes;"> </span>the human genome, has been an adventure that has been possible<span style="mso-spacerun: yes;"> </span>at different stages. </span><span lang="en">The first <span style="mso-spacerun: yes;"> </span>began in the 1950s, when James Watson and Francis Crick in 1953 discovered the helical structure of DNA.</span></span></span></div>
<br />
<div style="text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif; font-size: x-large;"><span lang="ES"><span lang="en"> </span><span lang="en">Later
multiple researchers are added with discoveries key as the Paul Berg
and collaborators, who in 1972 created the first recombinant DNA
molecule, and scientists from Harvard University and the United Kingdom
developed a technique for sequencing DNA.</span></span></span></div>
<br />
<div style="text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif; font-size: x-large;"><span lang="ES"><span lang="en"> </span><span lang="en">In the
Decade of the 80s in a joint effort between the universities of
Stanford, Utah, Japan and other countries proposes a method for mapping
the entire human genome. </span><span lang="en">A genetic map consists
of several genetic markers located nearby, one of whose order has been
able to determine along each of the chromosomes, as a physical map,
which becomes an enormous collection of small chromosome fragments also
sorted according to its relative position in their corresponding
chromosomes. </span></span></span></div>
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<span style="font-family: Arial,Helvetica,sans-serif; font-size: x-large;"><span lang="ES"><span lang="en">After that, efforts focused on which markers and in which order they are in each one of the fragments of the physical map, </span><span lang="en">similar as pieces of a puzzle, if two fragments share one or more
genetic markers, this indicates that the two fragments are contiguous. </span><span lang="en">Thus the genetic map to know the order that saved between if the fragments of the physical map (Velázquez, 2004).</span></span></span></div>
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<span style="font-family: Arial,Helvetica,sans-serif; font-size: x-large;"><br /></span></div>
<div class="MsoNormal" style="text-align: justify; text-autospace: none; text-justify: inter-ideograph;">
<span style="font-family: Arial,Helvetica,sans-serif; font-size: x-large;"><span lang="ES"><span lang="en">With the development in 1985 of PCR (<i style="mso-bidi-font-style: normal;"><span style="font-style: italic; mso-bidi-font-style: normal;">polymerase chain reaction</span></i>) by Kary Mullis and his partners to replicate DNA, different studies were
performed to sequence models of micro-organisms. </span><span lang="en">But it was until 1995 that was published <span style="mso-spacerun: yes;"> </span>genetic mapping of the first living organism: Haemophilus influenzae which consisting of 1740 genes. </span><span lang="en">This technique aims to obtain a large number of copies of a particular DNA fragment, on the basis of a minimum; </span><span lang="en">in theory just starting from a single copy of this original fragment, <span style="mso-spacerun: yes;"> it's possible to </span>amplify a fragment of DNA. </span><span lang="en">Its
utility is so huge because after amplification, it is much easier to identify
with a very high probability of disease-causing by bacteria or viruses,
identify people (bodies), or do scientific research on the amplified
DNA (Bartlett<span style="mso-spacerun: yes;"> </span>& Stirling, 2003).</span></span></span></div>
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<div style="text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif; font-size: x-large;"><br /></span></div>
<div style="text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif; font-size: x-large;">References: </span><br />
<br />
</div>
<div class="MsoNormal" style="mso-layout-grid-align: none; text-align: justify; text-autospace: none;">
<span style="font-family: Arial,Helvetica,sans-serif; font-size: x-large;">Bartlett, D.
& Stirling, H.<span style="mso-spacerun: yes;"> </span>(2003) A Short
History of the Polymerase Chain Reaction. <i style="mso-bidi-font-style: normal;"><span lang="ES-MX">Methods Mol Biol</span></i><span lang="ES-MX">. 226:3-6.</span></span></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; text-align: justify; text-autospace: none;">
<span style="font-family: Arial,Helvetica,sans-serif; font-size: x-large;"><br /></span></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; text-align: justify; text-autospace: none;">
<span style="font-family: Arial,Helvetica,sans-serif; font-size: x-large;"><span lang="ES-MX">
</span></span></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; text-align: justify; text-autospace: none;">
<span style="font-family: Arial,Helvetica,sans-serif; font-size: x-large;">Glusman, G.
Sosinky, E., Ben-Asher, N. Avidan, D. Sonkin, A Bahar, D. (2001) Sequence,
structure and evolution of a complete human olfatory receptor gene cluster. <i style="mso-bidi-font-style: normal;">Genomics.</i> 63: 227-245.</span></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; text-align: justify; text-autospace: none;">
<span style="font-family: Arial,Helvetica,sans-serif; font-size: x-large;"><br /></span></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; text-align: justify; text-autospace: none;">
<span style="font-family: Arial,Helvetica,sans-serif; font-size: x-large;">Kaessmann, H.
& Pääbo, S. (2002) The genetical history of humans and the great apes. <i style="mso-bidi-font-style: normal;"><span lang="ES-MX">Journal of Internal Medicine</span></i><span lang="ES-MX">. 251.
1-18.</span></span></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; text-align: justify; text-autospace: none;">
<span style="font-family: Arial,Helvetica,sans-serif; font-size: x-large;"><br /></span></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; text-align: justify; text-autospace: none;">
<span style="font-family: Arial,Helvetica,sans-serif; font-size: x-large;"><span lang="ES-MX">National
Human Genome Research Institute (SF) A brief history of the Human
Genome Project. Available at: http://www.genome.gov/12011239</span></span></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; text-align: justify; text-autospace: none;">
<span style="font-family: Arial,Helvetica,sans-serif; font-size: x-large;"><span lang="ES-MX">
</span></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif; font-size: x-large;"><span lang="ES-MX">Velázquez, A.
(2004) <i style="mso-bidi-font-style: normal;">Lo que somos y el genoma humano:
des-velando nuestra identidad</i>. Ediciones científicas universitarias. UNAM.
FCE.</span></span></div>
</div>
</div>
<span style="font-size: x-large;"></span><div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<span style="color: black; font-family: Arial; font-size: x-large;">Strathern,
P. (1999) <i>Crick, Watson y el ADN</i>. Siglo Veintiuno Editores. España.</span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<span style="font-size: x-large;"><span style="font-family: Arial,Helvetica,sans-serif;"><br /></span></span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify;">
<span style="font-size: x-large;"><span style="font-family: Arial,Helvetica,sans-serif;"><span lang="ES-MX" style="color: black; font-family: Arial; font-size: 18.0pt; mso-ansi-language: ES-MX;">Watson, J. (2000) <i>La doble hélice</i>. </span></span><span style="color: black; font-family: Arial;">Alianza Editorial.
Madrid.</span></span></div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2534377213159327388.post-72590335528701117652013-06-24T17:00:00.003-05:002013-06-24T17:00:59.880-05:00Genes and genetics, a bit of history<div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="font-family: Arial; font-size: large;"><span lang="ES-MX" style="font-family: Arial;"><span lang="en">Everybody talks about genes these days, mainly keeping this old and crazy idea that genes can keep hidden secrets, with no possibility of changes, but recent researches show how much we still have to learn from them, but first, a little bit of history...</span></span></span></div>
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<span style="font-family: Arial; font-size: large;"><span lang="ES-MX" style="font-family: Arial;"><span lang="en"> </span></span></span></div>
<div style="text-align: justify;">
<span style="font-family: Arial; font-size: large;"><span lang="ES-MX" style="font-family: Arial;"><span lang="en">Since
far-off times humans have realized that many of their bodily and
psychological characteristics as well as their diseases, concentrated in
some families and that these traits tend to be inherited from one
generation to another. </span><span lang="en">Thus they figured out that genetics plays an important role in not only cognitive but human development in general. </span></span></span></div>
<div style="text-align: justify;">
<span style="font-family: Arial; font-size: large;"><span lang="ES-MX" style="font-family: Arial;"><span lang="en"> </span></span></span><span style="font-size: large;">
</span></div>
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<span style="font-family: Arial; font-size: large;"><span lang="ES-MX" style="font-family: Arial;"><span lang="en">Learning, is not exempt from this influence, at one way or another, some skills are scheduled since before birth, but they will be modeled with culture and environment influences that allows these primary skills. </span></span></span><br />
<br />
<span style="font-family: Arial; font-size: large;"><span lang="ES-MX" style="font-family: Arial;"><span lang="en">It's not the case beginning a </span><span lang="en">debate on whether genetics has more weight than the
environment or Vice Versa, what this post wants to highlight is the existence of
critical periods that can be, if necessary, be extended, thanks to brain
plasticity and depend on learning strategies, ensure that a child can
compensate the nature's shortcomings or caused by environment .</span></span></span><br />
<br />
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<span style="font-family: Arial; font-size: large;"><span lang="ES-MX" style="font-family: Arial;"><span lang="en">This is because sometimes
is easy to put away the legacies that parents give their children
genetically speaking, because it is controversial to talk about whether
the role of the environment is more or less important than the genes
(Velázquez, 2004). </span><span lang="en">It is known that genes contribute much to the development, but the environment exacerbates or represses this input. </span><span lang="en">To
the end of the day, If how can we be geniuses of music if we
don't have access to a musical instrument?, why do certain activities are easier than others?, Why schools aren't able to
create geniuses?. </span></span></span><br />
<br />
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<span lang="en" style="font-size: large;"><span style="font-family: Arial;"> <span lang="ES-MX" style="font-family: Arial;">In order to answer all those questions, it would be interesting to explain
a bit of history, to mention that studies on the genetic
relationships began in the year of 1900 with some research from someone called Mendel,<span style="mso-spacerun: yes;"> </span>however </span></span></span><span lang="en" style="font-size: large;"><span style="font-family: Arial;"><span lang="ES" style="font-family: Arial;">is interesting to note that Mendel carried out his discoveries almost without a previous research history.</span></span></span><br />
<br />
<span lang="en" style="font-size: large;"><span style="font-family: Arial;"><span lang="ES" style="font-family: Arial;"> </span> </span></span></div>
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<span style="font-family: Arial; font-size: large;"><span lang="ES-MX" style="font-family: Arial;"><span style="mso-spacerun: yes;"> </span></span></span><span style="font-family: Arial; font-size: large;"> <span lang="ES" style="font-family: Arial;"><span lang="en">The history of prior knowledge to<span style="mso-spacerun: yes;"> </span>Mendel
studies dating back to biblical times, as in genesis, a reference that
Jacob, employed a method is presented for their sheep and goats<span style="mso-spacerun: yes;"> </span>raised
mottled offspring (Strathern, 1999), bt it was not until 1694, when
Camerarius reported the existence of sexes in plants and carried out the
first experiments on pollination. </span><span lang="en"> </span></span></span><br />
<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjG2pOM06VQwZVMLZExn-6wnel27XvUJAgMocHwRPEz1yUcApKwDjl47wgwKeBy9dfijmeCJZHpYwroEz5VjT6zwlKxs3cT7UiVB3d_4CPEkvuWvb7QJTxNnsu_d_BJuQH9JTOTFsjmv5k/s1600/IMG_4049.JPG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjG2pOM06VQwZVMLZExn-6wnel27XvUJAgMocHwRPEz1yUcApKwDjl47wgwKeBy9dfijmeCJZHpYwroEz5VjT6zwlKxs3cT7UiVB3d_4CPEkvuWvb7QJTxNnsu_d_BJuQH9JTOTFsjmv5k/s400/IMG_4049.JPG" width="400" /></a></div>
<span style="font-family: Arial; font-size: large;"><span lang="ES" style="font-family: Arial;"><span lang="en">Years later, entre1761 and 1767 Kölreuter, had done research on hereditary mechanisms using plants, </span><span lang="en">however,
the findings of this research appeared to confirm the current genetic
theories at the time (mixed bloods), since the intersection between
different varieties of Nicotiana (<i><span style="font-style: italic; mso-bidi-font-weight: bold;">Nicotiana tabacum</span> </i>
is a herbaceous perennial plant, of the family of the Solanaceae, whose
leaves occurs most of the tobacco consumed in the world today),
originating a hybrid of intermediate appearance between the parents</span><span lang="en"> which
concluded this was due to two factors that each parent contributed in
the same proportion to the characteristics of the offspring. </span><span lang="en">The factors found by Mendel is what we currently know as <i style="mso-bidi-font-style: normal;"> <span style="font-style: italic; mso-bidi-font-style: normal;">genes </span> </i>(</span></span></span><span lang="en" style="font-size: large;"><span style="color: black; font-family: Arial;"><span lang="ES-MX" style="color: black; font-family: Arial;">Strathern, 1999)</span> </span></span><span style="font-family: Arial; font-size: large;"><span lang="ES" style="font-family: Arial;">.</span></span></div>
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<span style="font-size: large;"><br /></span></div>
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<span style="font-family: Arial; font-size: large;"><span lang="ES" style="font-family: Arial;"><span lang="en">Between 1822 and 1824, three independent researchers, Knight, Goss and Seton, realized studies based on <i style="mso-bidi-font-style: normal;"> <span style="font-style: italic; mso-bidi-font-style: normal;">pea</span> </i> (peas), discovering
the dominance of some characters in generation 1 and segregation of
several hereditary features in generation 2; </span><span lang="en">However,
do not they studied later generations or the numerical distribution of
the characteristics of each generation, so it was not possible to extend
the data from their studies.</span></span></span><br />
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<span style="font-family: Arial; font-size: large;"><span lang="en" style="font-family: Arial;">Returning
with Mendel, it has been written that he was fond of plants and to improve
crops, although there is evidence that initially worked with mice,
activity that seemed somewhat out of place to their superiors, for what
made a change of experimental material to over 14 species of plants
(Mendel said in any writing that he did not believe that his superiors
knew that plants have sex). </span></span><br />
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<span style="font-family: Arial; font-size: large;"><span lang="ES" style="font-family: Arial;"><span lang="en">The pea, plant that finally worked,<span style="mso-spacerun: yes;"> </span>is
a hermaphroditic species which has no sex chromosomes and it is easy to
cut the stamens, avoiding in this way the self fertilization. </span><span lang="en">Traits studied in such plants by Mendel are stable, although not studied intermediate conditions. </span><span lang="en">For
the form of the seed employed 253 hybrid (filial generation 1, F1),
which had been obtained from a cross between the smooth seed plants and
plants of rough seed, which originated only smooth phenotype, and is
inferred a single genetic formula (genotype, Ll). </span><span lang="en">But
when the hybrids are crossed, it obtained 7324 seeds, of which 5474
were smooth and rough skin 1850, which somewhat complicated first finds,
this generation called it subsidiary 2, F2 (Morgado,<span style="mso-spacerun: yes;"> </span>2001; </span><span lang="en">Barahona, Suarez and<span style="mso-spacerun: yes;"> </span>Martínez, 2001).</span></span></span><br />
<br />
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<span style="font-family: Arial; font-size: large;"><span lang="ES" style="font-family: Arial;"><span lang="en">However,
despite all the essential knowledge to explain the genetic mechanisms,
most of the information for your understanding was obtained in years
after Mendel, with the discovery of the <i style="mso-bidi-font-style: normal;"> <span style="font-style: italic; mso-bidi-font-style: normal;">desoxyribonucleic acid</span> </i> (DNA)<span style="mso-spacerun: yes;"> </span>carried out by Johann Friedrich Miescher in 1868; </span><span lang="en"><i style="mso-bidi-font-style: normal;"> <span style="font-style: italic; mso-bidi-font-style: normal;">nucleic acids </span> </i>name are due to<span style="mso-spacerun: yes;"> </span>Richard Altmann, who thus called them<span style="mso-spacerun: yes;"> </span>in 1879.</span></span></span><br />
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<span lang="en" style="font-size: large;"><span style="font-family: Arial;"> <span lang="ES" style="font-family: Arial;">But in this historic journey, </span></span></span><span style="font-family: Arial; font-size: large;"><span lang="ES-MX" style="font-family: Arial;"><span lang="en">it's not possible to forget the findings of Watson and Crick, doctors who
allowed to know that the genetic information is contained in the
molecular structure of desoxyribonucleic acid (DNA) which is found on the
inside of a nucleus of the cell, in structures called <i style="mso-bidi-font-style: normal;"> <span style="font-style: italic; mso-bidi-font-style: normal;">chromosomes.</span> </i></span><span lang="en">However
their findings were made possible the work of Rosalind Franklin who was
an expert in x-ray crystallography and that thanks to her work was
possible to elucidate the structure of the DNA double helix. </span></span></span><br />
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<span lang="en" style="font-size: large;"><span style="font-family: Arial;"> <span lang="ES-MX" style="font-family: Arial;">Thanks to the joint work of these researchers from Cambridge, is <span style="color: #222222;"> <span style="color: #222222;"> <span style="mso-spacerun: yes;"> </span> </span> </span>found that desoxyribonucleic acid is</span> </span></span><span lang="en" style="font-size: large;"><span style="font-family: Arial;"> <span lang="ES" style="font-family: Arial;"> <span style="mso-spacerun: yes;"> </span>a
type of macromolecule that is part of all living cells and that there
is contained the genetic information necessary for the development and
operation of known living organisms and some viruses, being responsible
for its transmission of heritable traits to the next generati</span></span></span><span style="font-family: Arial; font-size: large;">on<span lang="ES-MX" style="font-family: Arial;">. <span lang="en">Within the DNA is very organized and associated with different proteins, which forms the structure known as <i style="mso-bidi-font-style: normal;"> <span style="font-style: italic; mso-bidi-font-style: normal;">chromatin </span> </i>(Watson, 2000). </span></span></span></div>
<div class="MsoNormal" style="margin-left: 3.0pt; tab-stops: 27.0pt; text-align: justify; text-justify: inter-ideograph;">
<span style="font-size: large;"><br /></span></div>
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<span style="font-family: Arial,Helvetica,sans-serif; font-size: large;"><span lang="ES-MX">References: </span></span><br />
<br />
<div class="MsoNormal" style="mso-layout-grid-align: none; text-align: justify; text-autospace: none;">
<span style="font-family: Arial,Helvetica,sans-serif; font-size: large;">Barahona, A., Suárez, E. y Martínez, S. (2001) <i style="mso-bidi-font-style: normal;">Filosofía e historia de la biología</i>. México. Facultad de Ciencias. UNAM. </span></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; text-align: justify; text-autospace: none;">
<span style="font-size: large;"><br /></span></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; text-align: justify; text-autospace: none;">
<span style="font-family: Arial,Helvetica,sans-serif; font-size: large;">Kaback, DB. (2013) The modest beginning of one genome project. <i>Genetics.</i> 194 (2) 291-299.</span></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; text-align: justify; text-autospace: none;">
<span style="font-size: large;"><br /></span></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; text-align: justify; text-autospace: none;">
<span style="font-family: Arial,Helvetica,sans-serif; font-size: large;">Morgado,
E. (2001) <span style="mso-bidi-font-weight: bold;">¿Cuán Mendeliana es la
patología genética humana?. </span><i>Clínica y Ciencia </i><span style="mso-bidi-font-style: italic;">vol.<i> </i>1 Nº 3<i>. </i>48-59.</span></span></div>
<span style="font-family: Arial,Helvetica,sans-serif; font-size: large;">
</span><span style="font-family: Arial,Helvetica,sans-serif; font-size: large;"><span lang="ES-MX" style="font-family: Arial; mso-ansi-language: ES-MX;"> </span>
</span><br />
<div class="MsoNormal" style="mso-layout-grid-align: none; text-align: justify; text-autospace: none;">
<span style="font-family: Arial,Helvetica,sans-serif; font-size: large;">Strathern, P. (1999) <i style="mso-bidi-font-style: normal;">Crick, Watson y el ADN</i>. Siglo Veintiuno
Editores. España.</span></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; text-align: justify; text-autospace: none;">
<span style="font-size: large;"><br /></span></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; text-align: justify; text-autospace: none;">
<span style="font-family: Arial,Helvetica,sans-serif; font-size: large;">Vásquez<span style="mso-spacerun: yes;"> </span>Laslop, M. y Velázquez Arellano, A. (2004)
Genómica y el desarrollo de un nuevo individuo. En A. Velazquez (2004) <i style="mso-bidi-font-style: normal;">Lo que somos y el genoma humano: des-velando
nuestra identidad</i>. Ediciones científicas universitarias. UNAM. FCE.</span></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; text-align: justify; text-autospace: none;">
<span style="font-size: large;"><br /></span></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; text-align: justify; text-autospace: none;">
</div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-family: Arial,Helvetica,sans-serif; font-size: large;">Watson, J. (2000) <i style="mso-bidi-font-style: normal;">La doble hélice</i>. Alianza Editorial. Madrid.</span></div>
</div>
</div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2534377213159327388.post-11352159732187876952013-06-08T09:14:00.003-05:002013-06-08T09:14:49.768-05:00Study of the brain through images, cytoarchitecture and electrical activity<div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN" style="font-family: Arial; mso-ansi-language: EN;">To continue our journey around the annals of the history of the study of the brain, is worth mentioning
that the neuroanatomy has undergone revolutionary changes in the last decades.
That leap has been made possible thanks to the introduction of new imaging
techniques such as: X-Ray computed tomography (CT, also called computed
tomography CT), (PET) Positron Emission Tomography and Magnetic Resonance Imaging (MRI), thanks all these tools, it is possible to observe the structure and
activity of the brain in unprecedented detail.</span></span></span></div>
<br />
<div style="text-align: justify;">
<span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN" style="font-family: Arial; mso-ansi-language: EN;">All those datas, specially volumetric and structural
studies, CT and MRI are of crucial importance to understand brain differences and give answer to many questions, specially about neuro degenerative diseases (Allen, Bruss and Damasio, 2005).</span><span lang="EN" style="font-family: Arial; mso-ansi-language: EN; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: ES;"> </span></span></span></div>
<br />
<div style="text-align: justify;">
<span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN" style="font-family: Arial; mso-ansi-language: EN; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: ES;">However, this neuro technological revolution did not begin from nothing or yesterday, all these amazing possibilities probably began in 1783 with physician
Luigi Galvani </span></span></span><span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN" style="font-family: Arial; mso-ansi-language: EN; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: ES;">who was a passionate</span></span></span><span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN" style="font-family: Arial; mso-ansi-language: EN; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: ES;"> about anatomy, and who had the idea of using electricity to move the leg of a </span></span></span><span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN" style="font-family: Arial; mso-ansi-language: EN; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: ES;">dead </span></span></span><span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN" style="font-family: Arial; mso-ansi-language: EN; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: ES;">frog. Does that sounds like Frankenstein?, what was this idea of moving a leg of a dead frog?, well, he
began efforts to stimulate and visualize neural activity, and some explain this open a door to analyze living brains now.</span></span></span></div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
<span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN" style="font-family: Arial; mso-ansi-language: EN; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: ES;">Many years later, in 1937, a neuroscientist
Charles Sherrington could see points of light signals in neuronal activity,
this surprised to a Spanish physiologist, Jose Delgado, and he used radio
waves to study the brain of a bull </span></span></span><span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN" style="font-family: Arial; mso-ansi-language: EN; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: ES;">in 1963.</span></span></span></div>
<br />
<div style="text-align: justify;">
<span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN" style="font-family: Arial; mso-ansi-language: EN; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: ES;">But it was not until 1971 that voltage
fluorescent studies begin to become popular, and during decade of 1980 with the <i style="mso-bidi-font-style: normal;">fluorescent dye</i>, it was possible to see how calcium concentration changes while it's synthesized in a cell, and this opened
doors for the study of the brain on a larger scale (Miesenbock, 2008).</span></span></span></div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
<span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN" style="font-family: Arial; mso-ansi-language: EN; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: ES;">I can't forget during this
tour, including another researcher that made </span></span></span><span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN" style="font-family: Arial; mso-ansi-language: EN; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: ES;">important </span></span></span><span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN" style="font-family: Arial; mso-ansi-language: EN; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: ES;">contributions to the study
of the brain, so I must remember to Korbinian Broadman, who conducted
research that allowed to distinguish 52 brain regions, thanks to his
studies on cerebral cytoarchitecture made on histological samples that permitted find anatomical definitions of different brains, and his studies currently are known as <i style="mso-bidi-font-style: normal;">areas of Broadman </i>which are used to mapping the
brain, </span></span></span><span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN" style="font-family: Arial; mso-ansi-language: EN; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: ES;">since they have been associated with specific activities and brain functions (Kandel, Schwartz & Jessel, 2000).</span></span></span></div>
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhYUFpLZvGVUA47NPd-GX-MdTlSoUiwxp6pt_os6RG0B2L0O89Xrb6sWZA58ZUXtK9m0OEPFSkCvrkP92uoUM7UM-fLZ2-il_wHj7DxMdwW2FT8IdueUYKV8WpMEM6jhAd7p2206owHrsQ/s1600/Screen+Shot+2013-06-06+at+4.10.32+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="372" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhYUFpLZvGVUA47NPd-GX-MdTlSoUiwxp6pt_os6RG0B2L0O89Xrb6sWZA58ZUXtK9m0OEPFSkCvrkP92uoUM7UM-fLZ2-il_wHj7DxMdwW2FT8IdueUYKV8WpMEM6jhAd7p2206owHrsQ/s640/Screen+Shot+2013-06-06+at+4.10.32+PM.png" width="640" /></a><span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN" style="font-family: Arial; mso-ansi-language: EN; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: ES;"> </span></span></span><br />
<div style="text-align: justify;">
<span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN" style="font-family: Arial; mso-ansi-language: EN; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: ES;">Among the researchers
that devoted his time to understand the functions relate to </span></span></span><span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN" style="font-family: Arial; mso-ansi-language: EN; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: ES;">anatomical
</span></span></span><span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN" style="font-family: Arial; mso-ansi-language: EN; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: ES;">Broadmann's areas there is a name, Wilder Penfield, who was a Canadian neurosurgeon and during his surgeries he stimulated with an electric pulse small points on the surface of
the brain at the same time he asked to patient if he or she felt something (this was necessary to determine
exactly which region he had to operate). </span></span></span></div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
<span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN" style="font-family: Arial; mso-ansi-language: EN; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: ES;">He found out that when different regions of the brain are
stimulated in this way, the patient could have different perceptions (Harrison,
Ayling & Murphy, 2012). For example, when it was stimulated the occipital
lobe, patient saw flashes of light, but if it was stimulated the parietal area, persons could heard buzzing, or maybe noticed tingling in any part of the skin, or maybe if stimulation was done in another
region the patient begin moving any part of the body. </span></span></span></div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
<span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN" style="font-family: Arial; mso-ansi-language: EN; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: ES;">Based on these observations, Penfield made a </span></span></span><span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN" style="font-family: Arial; mso-ansi-language: EN; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: ES;">neurocortex </span></span></span><span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN" style="font-family: Arial; mso-ansi-language: EN; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: ES;">map, since he could find where each sensory
modality was represented in a specific part of the cerebral cortex, and he figured out it was not only possible to relate a cortical region for each sensory modality, but that each part of the
body had assigned to a specific region in the cortex, but on the opposite side of the
body; for example a patient responded to a electrical </span></span></span><span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN" style="font-family: Arial; mso-ansi-language: EN; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: ES;"> </span></span></span><span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN" style="font-family: Arial; mso-ansi-language: EN; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: ES;">stimulation on
the left motor cortex with a </span></span></span><span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN" style="font-family: Arial; mso-ansi-language: EN; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: ES;">movement of </span></span></span><span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN" style="font-family: Arial; mso-ansi-language: EN; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: ES;">right</span></span></span><span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN" style="font-family: Arial; mso-ansi-language: EN; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: ES;"> leg. </span></span></span></div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
<span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN" style="font-family: Arial; mso-ansi-language: EN; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: ES;">Therefore all his research made possible to recognize areas on the surface of the cerebral cortex and relate
them to different processes, finding in each patient areas where it was
possible to recognize a specific taste, a vivid childhood memory or the fragment of
a long-forgotten melody (Sagan, 2003; Shreeve, 2005; Library of archives of
Canada, 2009). </span></span></span></div>
<br />
<div style="text-align: justify;">
<span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN" style="font-family: Arial; mso-ansi-language: EN; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: ES;">One of the reported cases, is about a patient who during a brain surgery said, he could listened with luxury of detail,
a interpretation of a composition of orchestral when it stimulated an area
specified in his brain with an electrode. Other patients experienced a specific
emotion, a sense of familiarity or the full memory of an experience of
childhood, all simultaneously, forgetting the fact they were in an
operating room talking to the surgeon. </span></span></span></div>
<br />
<div style="text-align: justify;">
<span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN" style="font-family: Arial; mso-ansi-language: EN; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: ES;">Some patients explained these memories
as <i style="mso-bidi-font-style: normal;">small dreams</i>, but did not appear
in them the symbolism characteristic of a </span></span></span><span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN" style="font-family: Arial; mso-ansi-language: EN; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: ES;"><span class="short_text" id="result_box" lang="en"><span class="hps">reverie </span></span>(Shepperd, 2004). In the
specific case of electrical stimulation of the occipital lobe, which is related
to the vision, a patient said to be seeing butterflies flying around,
so real and palpable, that even lying on the operating table, stretched out the
hand to catch them (Sagan, 2003). </span></span></span></div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
<span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN" style="font-family: Arial; mso-ansi-language: EN; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: ES;">All this experiences gave a good idea how the brain is divided into areas and allowed to <i style="mso-bidi-font-style: normal;">map </i>and understand</span></span></span><span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN" style="font-family: Arial; mso-ansi-language: EN; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: ES;"> much better</span></span></span><span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN" style="font-family: Arial; mso-ansi-language: EN; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: ES;"> those parcels
of information processing.</span></span></span></div>
<br />
<div style="text-align: justify;">
<span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN" style="font-family: Arial; mso-ansi-language: EN; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: ES;"> However, even though there have been isolated area and process
specific, neuroscience still cannot understand how it is possible to carry out
the processing of information and the storage and handling of data that day to
allow us to understand the environment and adapt to it, and I think the main question of neuroscience is: how do electric and chemical impulses become subjective experiences?.</span></span></span></div>
<br />
</div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN" style="font-family: Arial; mso-ansi-language: EN;">References:</span></span></span><br />
<br />
</div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-autospace: none; text-justify: inter-ideograph;">
<span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN" style="font-family: Arial; mso-ansi-language: EN;">Allen, J.; Bruss, j.
& Damasio, H. (2005) structure of the human brain. <i style="mso-bidi-font-style: normal;">Research and science</i>. 23 - January. 68-75.</span></span></span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-autospace: none; text-justify: inter-ideograph;">
<br />
<span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN" style="font-family: Arial; mso-ansi-language: EN;">Harrison TC., Ayling
OGS, Murphy, TH. (2012) Cortical Disctinct circuit mechanisms for complex
forelimb movement motor and map topography. <i style="mso-bidi-font-style: normal;">Neuron</i>.
72 (2) 397-409.</span></span></span></div>
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<br />
<span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN" style="font-family: Arial; mso-ansi-language: EN;">Kandel, E.; J.H Schwartz,
Jessell, t. (2000) h <i>Principles of Neural Science</i>. New York:
McGraw-Hill.</span></span></span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-autospace: none; text-justify: inter-ideograph;">
<br />
<span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN" style="font-family: Arial; mso-ansi-language: EN;">Library Archives of
Canada (2009) <i style="mso-bidi-font-style: normal;"><span style="mso-bidi-font-weight: bold;">Famous Canadian Physicians</span></i><span style="mso-bidi-font-weight: bold;">. </span></span><span lang="ES-MX" style="font-family: Arial; mso-ansi-language: ES-MX; mso-bidi-font-weight: bold;">(Available
online): <a href="http://www.collectionscanada.gc.ca/physicians/030002-2400-e.html">http://www.collectionscanada.gc.ca/physicians/030002-2400-e.html</a>.</span></span></span></div>
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<br />
<span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN" style="font-family: Arial; mso-ansi-language: EN;">Miesenbock, g. (2008)
Lighting up the brain. </span><i style="mso-bidi-font-style: normal;"><span lang="ES-MX" style="font-family: Arial; mso-ansi-language: ES-MX;">Scientific
American</span></i><i style="mso-bidi-font-style: normal;"><span lang="ES-MX" style="font-family: Arial; mso-ansi-language: EN;"> </span></i><span lang="ES-MX" style="font-family: Arial; mso-ansi-language: ES-MX;">. </span><span lang="EN" style="font-family: Arial; mso-ansi-language: EN;">Vol. 299. NUM. 4 34-43. </span></span></span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-autospace: none; text-justify: inter-ideograph;">
<br />
<span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;"><span lang="ES-MX" style="font-family: Arial; mso-ansi-language: ES-MX;">Sagan, C. (2003) <i style="mso-bidi-font-style: normal;">the Dragons of Eden: speculations on the
evolution of human intelligence</i>.</span><span lang="EN" style="font-family: Arial; mso-ansi-language: EN;"> Barcelona. Criticism.</span><span lang="EN"> </span></span></span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<br />
<span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN" style="font-family: Arial; mso-ansi-language: EN;">Shepherd, g. (2004) <i>The
synaptic organization of the brain</i>. Oxford, University press.</span></span></span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-justify: inter-ideograph;">
<br />
<span style="font-size: large;"><span style="font-family: Arial,Helvetica,sans-serif;"><span lang="EN" style="font-family: Arial; mso-ansi-language: EN;">Shreeve, j. (2005) Cornina
complet brain: she is all... is here. <i style="mso-bidi-font-style: normal;">National
Geographic</i>. 207 (3) 6-12.</span></span></span></div>
</div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2534377213159327388.post-54234633345399614912013-05-22T13:34:00.003-05:002013-05-22T13:48:05.214-05:00A history of studies about the brain<div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="font-size: large;"><i><span lang="ES" style="font-family: Arial;"> </span></i><span style="font-family: Arial;"></span></span><span style="font-size: large;"><span lang="EN" style="font-family: Arial;">Today I want to tell you
a story about how it has changed the conception of the brain from so many
students since centuries ago. </span></span></div>
<div style="text-align: left;">
<span style="font-size: large;"><span lang="EN" style="font-family: Arial;"> </span><span style="font-family: Arial;"></span></span>
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<span style="font-size: large;"><span lang="EN" style="font-family: Arial;">How is assumed, the
study of the personal computer of the human being is not new, the beginning of
his study are given with the observation, so evidenced a papyrus written in
century XVII BC that contains the first references to this body to which
already named you <i>brain</i>, in fact
repeated seven times in this document describing symptoms, diagnosis and
expectations of recovery of two patients with skull fractures (Kandel,
Schwartz, Jessell, 2000).</span></span></div>
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<br /></div>
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<span style="font-size: large;"><span lang="ES-TRAD" style="font-family: Arial;">This is known as the first
medical treatise </span><span lang="EN" style="font-family: Arial;">and this is 1000 years before Hippocrates. The Papyrus contains 48 clinical
histories and includes details of how make sutures, examine the visual and
auditory perception and how to treat fractures in the skull of the patients
(Tanzi, 2012).</span></span></div>
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<br /></div>
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</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjSBhiPvYnFYk5iOcAlaUey2i7eDAmiHu62OmYRsGQcSC_MUalO4LrZHr2JDI-go1md50uavTEkBGyk0denY2ezMb2AIyYIAEWAtTVfe0A0rWWY70K3JkptBG25_kLCeeFFXk59Pe5IJYw/s1600/craneotrepanadogav.JPG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjSBhiPvYnFYk5iOcAlaUey2i7eDAmiHu62OmYRsGQcSC_MUalO4LrZHr2JDI-go1md50uavTEkBGyk0denY2ezMb2AIyYIAEWAtTVfe0A0rWWY70K3JkptBG25_kLCeeFFXk59Pe5IJYw/s400/craneotrepanadogav.JPG" width="400" /></a></div>
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<span style="font-size: large;"><span lang="EN" style="font-family: Arial;">After that, during the
second half of the 1st century BC, in ancient Greece were developed different
observations about the brain in terms of the functions of this and it was
Alcmaeon of Croton of the Pitagoriana school between the VI and V BC who was
considered the first time that brain as the place where the <i>mind </i>was located, but not was not until
the century IV BC when Hippocrates, based of course on works of Alcmaeon, who postulated
that the brain was the organ where the <i>intelligence
</i>was based. While Aristotle during the same century, speculated that while
the heart was the organ of the intelligence, brain chilled the blood system,
this explained it based on the idea that humans are more rational than the
beasts because, among other reasons, had the most large brain to cool the hot
blood (Bear, Connors and Paradiso,<span style="color: #231f20;"> </span>2001).</span></span></div>
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<br /></div>
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<span style="font-size: large;"><span lang="EN" style="font-family: Arial;">Thus, the brain aroused
curiosity and motivated cultural practices, for example, Egyptians drew the
brain to their dead because they had the belief that would not serve them in
the other world, other cultures believed that spinal fluid (which bathes the
brain) was where the soul is housed. </span></span></div>
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<br /></div>
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</div>
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<span style="font-size: large;"><span lang="ES" style="font-family: Arial;">During the </span><span style="font-family: Arial;">Hellenic</span><span lang="ES" style="font-family: Arial;"> period, Herophilus of Chalcedon and Erasistratus of
Ceos, made contributions that were essential not only to understand the anatomy
and physiology of the nervous system, as many other fields of life sciences,
his works are now almost forgotten and only known by studies that take them and
who rediscovered their findings more than one millennium after. </span><span lang="EN" style="font-family: Arial;">His works consisted in
the systematic dissection ofdead bodies, recognizing the brain as the center of
the nervous system, and also differentiated the motor nerve of the sensory, and
described in detail the eyes, brain, liver and pancreas as well as the salivary
and genital organs. </span></span></div>
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<span style="font-size: large;"><span lang="EN" style="font-family: Arial;">Thanks to his studies,
Herophilus was the first to recognize that the arteries contained blood and not
air. While Erasistratus described the heart valves and concluded that the heart
was the center of the sensations, but was a valve and was the first to make a
clear distinction of the veins and arteries. He believed that the arteries were
filled with air and that they drove the <i>animal
spirit </i>(pneuma). It was considered that the atoms were an essential part of
the body and believed that these revitalizaban the pneuma was circulating
through the nerves. But I also thought the nerves moved a frenetic spirit from
brain. Observations allowed him to differentiate between the functions of
sensory and motor nerves and related them to the brain. Both are known as the
founders of the great medical school of Alexandria (Kandel, Schwartz, Jessell,
2000).</span></span></div>
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<span style="font-size: large;"><span lang="EN" style="font-family: Arial;">This
findings, open the knowledge to see neural functions are currently known to
detail it is possible to classify them from their duties.</span></span></div>
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<br /></div>
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</div>
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<span style="font-size: large;"><span lang="EN" style="font-family: Arial;">Years later, during the
Roman Empire, the Greek anatomist Galen dissected the brains of sheep, monkeys,
dogs and other mammals, and concluded that the cerebellum was an important part
of the brain, which was more dense than this, and that was in charge of the
muscle control, while the brain was soft and was in charge of the sensory
process, and theorized that the brain works by the movement of the animal spirits
through the ventricles.</span></span></div>
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<br /></div>
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</div>
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<span style="font-size: large;"><span lang="ES" style="font-family: Arial;">In the
middle ages and far from Western science, Najab ud-din Muhammad, was the first
to describe in detail a number of neurological and psychiatric, disorders
including depression, neurosis, impotence, psychosis and mania (Ibrahim, 2002).</span></span></div>
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<br /></div>
<div style="text-align: left;">
</div>
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<span style="font-size: large;"><span lang="ES" style="font-family: Arial;">For his part, Haly Abbas
described the neuroanatomy, Neurobiology and neurophysiology brain and
described other disorders such as sleep, memory loss, hypochondriasis, the
State of coma, meningitis, epilepsy by vertigo and hemiplegia, and some of the
symptoms of schizophrenia were reported during the medieval in Arabic medical
literature (</span><span lang="EN" style="font-family: Arial;">Hanafy and
Fatma)1996</span><span lang="ES" style="font-family: Arial;">; </span><span lang="EN" style="font-family: Arial;">Khaleefa, 1999).</span></span></div>
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<span style="font-size: large;"><span lang="EN" style="font-family: Arial;"> </span><b><span style="font-family: Arial;"> </span></b></span></div>
<div style="text-align: left;">
</div>
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<span style="font-size: large;"><span lang="EN" style="font-family: Arial;">Away
from the science of the West, in the 11th century, Alhazen who can be
considered the forerunner of experimental psychology and pioneer of the
psychology of visual perception due to the contributions of its L<i>optics ibro</i>, described for the first
time that vision occurs in the brain and not in the eyes, he pointed out that
personal experience has an effect on what people see and how looks it,
therefore it is possible to say that vision and perception are generally
subjective. </span><span style="font-family: Arial;"></span></span></div>
<div style="text-align: left;">
</div>
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<br /></div>
<div style="text-align: left;">
</div>
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<span style="font-size: large;"><span lang="ES" style="font-family: Arial;">Moreover,
Avicenna’s works of Brain Anatomy were described in the Canon of medicine where
explained varied neurological disorders associated with certain psychiatric
conditions sometimes including hallucinations, mania, nightmares, melancholy,
dementia, epilepsy, paralysis, vertigo and the confusion (Safavi-Abbasi,
Brasiliense and Workman, 2007).</span><span lang="EN" style="font-family: Arial;"> </span></span></div>
<div style="text-align: left;">
</div>
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<br /></div>
<div style="text-align: left;">
</div>
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<span style="font-size: large;"><span lang="EN" style="font-family: Arial;">In
the West, especially in Europe are surprised with contributions from Versalio,
which was an anatomist and physician, considered the founder of modern human
anatomy and author of one of the most influential in the history of Anatomy
books <i>De Humani Corporis Fabrica </i>(on
the structure of the human body). His works attained many contributions to
Anatomy in general, but his greatest contribution to neuroanatomy was the
definition of the system of nerves as: <i>transmission
of feelings and movement mode</i>. He believed that nerves are not originating
in the heart as described by Aristotle but that settled the nerves in the
brain. </span></span></div>
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<br /></div>
<div style="text-align: left;">
</div>
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<span style="font-size: large;"><span lang="EN" style="font-family: Arial;">But in Mexico,
also there is evidence of trepanation among the Aztecs, the mixtecs and
Zapotecs the, albeit in fewer than the European prehistoric skulls or the
incas. An important aspect in the history of the study of the brain in Mexico
is that when Spain conquered the
new continent, brought with it the
great <i>corpus </i>medico antiguedad
cthesica and age media, which was formed basically by the writings of Hippocrates of
Cos and Galen of Pergamon.</span></span></div>
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<br /></div>
<div style="text-align: left;">
</div>
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<span style="font-size: large;"><span lang="ES" style="font-family: Arial;">So are e</span><span lang="EN" style="font-family: Arial;">n the city of Mexico, as heirs to the ancient Greco-Roman, three authors:
the first is Pedro Arias de Benavides (1521-1570?), Spanish surgeon originally
from Toro, Zamora, who practiced in Mexico, between 1554 and 1564, and on his
return to Spain in Valladolid, in 1567, in the book <i>Secrets of Chirurgia</i>,
published the case of cranial trauma serious which required surgery in 1561 in
the city of Mexico, by a depressed fracture, causing the patient, coma and
brain mass, all with a satisfactory evolution exhibition. In his writings,
reported that the patient was a 13-year-old boy surnamed Vergara (boy - Ponce
León, 1999, 2009). </span></span></div>
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<br /></div>
<div style="text-align: left;">
</div>
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<span style="font-size: large;"><span lang="EN" style="font-family: Arial;">After Arias
is to Alonso López de Hinojosos, also Spanish, born in Los Hinojosos
(1525-1579), province of Cuenca. López de Hinojosos was a surgeon who also has
the merit of having published the first book of surgery of America in 1578,
left Antonio Ricardo Piamontés presses; In his texts, <i>Summa and Chirurgia
collection</i>. Lopez describes carefully, galenic trepanation methods, with
their respective indications (boy - Ponce León, 2000). </span></span></div>
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<br /></div>
<div style="text-align: left;">
</div>
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<span style="font-size: large;"><span lang="EN" style="font-family: Arial;">However, the
most cultivated of physicians who published on the subject in Mexico was the
father Agustín Farfán (1532-1604), originally from Seville, Spain. Its first
publication called <i>Tra<span style="font-size: large;">tado de Anatomia y <span style="font-size: large;">Cirugia</span></span></i>, also printed by
Antonio Ricardo Piamontés, dates back to 1579, a year after the Lopez. Within
the anatomical aspects this publication is the first detailed description of
the anatomy of the brain, of merely drug court, and their techniques for
trepanation and the treatment of fractures of the skull are also dose, similar
to those of Arias and Lopez (Chico - Ponce de León, 2004).</span></span></div>
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<br /></div>
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</div>
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<span style="font-size: large;"><span lang="EN" style="font-family: Arial;">Should be
noted that publications from the 17th and 18th have also high quality,
especially The <i>Medical Encyclopedia, </i>posted
in the 17th century and 18th century by Juan
de Barrios, that opens in Mexico and at the continental level the publication
of medical journals, with <i>Mercury flywheel</i>, José I. Bartolache, but
without references of surgery of skull (Chico - Ponce de Leon, 2008).</span></span></div>
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<br /></div>
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</div>
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<span style="font-size: large;"><span lang="EN" style="font-family: Arial;">On the other hand,
another important character in this story is Descartes; what could be said
about Descartes? Philosopher French, scientific, recognized as the father of
modern philosophy, influenced the math with its <i>Cartesian coordinates system </i>which allowed geometric shapes could
be expressed in algebraic form, work for which it is known as the father of
analytic geometry. But his contribution to the history of the studies of the
brain due to his famous phrase, "<i>I
think therefore I am</i>" which sums up all a principle of thinking based
on the idea that thought can not be separated from the mind, but that it is
possible to develop it based on the information that comes through the senses,
and defined thought as the process by which is aware of the information from
the senses and based on them He formulated the research method based on
perception and the following sentence summarizes his stance on the perception,
thought and consciousness: "if what I think was seen with my eyes and this
was possible only by the Faculty of judgement which is on my mind".</span></span></div>
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<br /></div>
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</div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi7PHEeA0rLfYmfU9fD8wxLCOYmlsY3CuimBbkMvG1w6HZsqWtd2R1M4rwcpsXcBqWM3Le78e55CtZeklfYzaMR0cRIGX5j2jvluOn1Cvp4qbbzsXC7Kx9udnnKnavyiFsr74MXhyphenhyphenBrFe0/s1600/Golgi_1885_Plate_XIV.JPG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi7PHEeA0rLfYmfU9fD8wxLCOYmlsY3CuimBbkMvG1w6HZsqWtd2R1M4rwcpsXcBqWM3Le78e55CtZeklfYzaMR0cRIGX5j2jvluOn1Cvp4qbbzsXC7Kx9udnnKnavyiFsr74MXhyphenhyphenBrFe0/s400/Golgi_1885_Plate_XIV.JPG" width="305" /></a></div>
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<span style="font-size: large;"><span lang="ES" style="font-family: Arial;">However, was the
microscope which allowed a breakthrough in studies of the brain, of course we
are talking about at the end of the 19th century, and this device allowed
Camillo Golgi during the 1890s, use </span><span style="font-family: Arial;">chromate
</span><span lang="ES" style="font-family: Arial;">silver to
reveal the intricate structures of a single neuron.</span></span></div>
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<br /></div>
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</div>
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<span style="font-size: large;"><span style="font-family: Arial;"> </span><span lang="EN" style="font-family: Arial;">Golgi’s technique was used by Santiago Ramón y Cajal and
allowed him to formulate the hypothesis that the neuron was the functional unit
of the brain, which Ramón Cajal and Golgi shared the <i>Nobel Prize </i>in Physiology or medicine in 1906, for their exhaustive
observation, description and categorization of neurons throughout the brain<span style="font-size: large;">.</span></span></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiV9ypBN2uWJq74RIZsfvX6jX-72zpAB0iomiB4zV4TmXycxJb53csIjzlDRgvhFEp9ECTumkZm9zNssJTFAMvH2HlxRcPHE2DEro_y0D9EtdG_2YHEGpABdFZcgU4VxxJwWJSdIwzDUPg/s1600/mind2.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiV9ypBN2uWJq74RIZsfvX6jX-72zpAB0iomiB4zV4TmXycxJb53csIjzlDRgvhFEp9ECTumkZm9zNssJTFAMvH2HlxRcPHE2DEro_y0D9EtdG_2YHEGpABdFZcgU4VxxJwWJSdIwzDUPg/s640/mind2.jpg" width="323" /></a><span style="font-size: large;"><span lang="EN" style="font-family: Arial;">Eventually with all
these observations, Golgi began to draw their findings <a href="http://www.blogger.com/null" name="Modern_period"></a>and
the idea of the neuron as anatomical Unit continued to work on the electrical
excitability of neurons that developed Galvani, and studies of DuBois-Reymond,
Müller and Von Helmholtz showed neurons were electrically excitable and that
their activity was predictably affected the electrical state of adjacent
neurons.</span></span></div>
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<span style="font-size: large;"><span lang="EN" style="font-family: Arial;">But in the year 1860, a
man makes history: known with the name of Kevin and diagnosed with epilepsy, this person is treated by
neurologist Guillaume Duchenne.
Long ago, while trying to find an answer to your medical condition, was
involved, they sectioned you Corpus Callosum, that is the nervous tissue that
connects the hemispheres of the brain. Kevin not only did not improve their
status, but it worsened markedly. I just listened for the left ear, and although
the right ear seemed to be in perfect condition, was not receptive at all. </span></span></div>
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<span style="font-size: large;"><span lang="EN" style="font-family: Arial;">In case outside little,
vision, also on the right side, had lost it. Thanks to Kevin practiced studies,
Duchenne began to understand how they behave hemispheres of our brain which, as
it is known, have an opposite form of acting. Our muscles on one side of the
body, move when they follow orders sent by the opposite side of the brain. So,
if we move the left hand is as a result of an order sent from the right
hemisphere. As a result of this discovery began to get to know some data of
certain brain activity correspond to the right hemisphere, as the memory of
sounds or the recognition of faces, while the logic or the ability to
understand the language, are generally to the left hemisphere functions.</span></span></div>
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<span style="font-size: large;"><span lang="ES" style="font-family: Arial;">In Mexico,
at the same time, Rafael Lavista in 1896 founded the <i>Journal of Pathology </i>and
in a work of 1899, it refers to the nervous system and included 150 microscopic
studies and some samples of the central nervous system with tumors of the
brain, the cerebellum and brain parasites, among others.</span><span lang="ES-MX" style="font-family: Arial;">In this volume, is
exhibited an illustration of a cut of left hemisphere, with a tumor at the
level of the second frontal gyrus, while another illustration, shows a
microscopic preparation of such injury, and </span><span lang="ES" style="font-family: Arial;">both are beautiful lithographs
and the first published images of this type in Mexico (Chico - Ponce de Leon,
2008).</span></span></div>
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<span style="font-size: large;"><span lang="EN" style="font-family: Arial;">In
parallel with this work, waiting can be recognized this as a small tribute will
provide major contributions, who is the time to mention to <i>Paul Broca</i>. Paul Broca was surgeon, neurologist and anthropologist,
one of the most prominent figures of medicine and anthropology in the 19th
century. He carried out important work in the field of Oncology and the
treatment of aneurysms, as well as its contribution to the understanding of the
origins of aphasia, name which refers all impairment of the ability to
articulate ideas. Bit was a man of brilliant and passionate with a fervent
dedication to the medical treatment of the poorest social strata.</span></span></div>
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<span style="font-size: large;"><span lang="EN" style="font-family: Arial;">Broca also carried out
important research into the limbic region, known initially as the
rhinencephalon (<i>olfactory brain</i>),
area that is closely linked to human emotions. But perhaps his work more in our
days is the discovery of a small region located in the third c<span style="font-size: large;">irco</span>volution of the
left frontal lobe of the cerebral cortex, which is called <i>Broca's Area </i>in his honor<i><span style="font-size: large;">.</span></i></span></span></div>
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<span style="font-size: large;"><span lang="EN" style="font-family: Arial;">Taking as starting point
a small number of experimental tests, bit laid bare that that area of the brain
controlling articulated language issue and stands as a fundamental
characteristic of human activity headquarters. </span><span lang="ES" style="color: red; font-family: Arial;"> </span></span></div>
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<span style="font-size: large;"><span lang="EN" style="font-family: Arial;">Broca's
area was one of the first discoveries that showed the separation of functions
existing between both cerebral hemispheres, but more importantly, was one of
the first strong evidence of the existence of specific brain functions in very
precise areas of the brain, that there is a connection between <span style="font-size: large;">b</span>rain <span style="font-size: large;">a</span>natomy
and their different specific activities, activities which sometimes tend to be
categorized as <i>mental</i></span><span lang="ES" style="font-family: Arial;">.</span><span style="font-family: Arial;"></span></span></div>
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<span style="font-size: large;"><span lang="EN" style="font-family: Arial;">Of
course, Broca defined the are which has
his name thanks to his study made to a patient that he knows in 1861, who had
been the victim of a stroke and gave him the name <i>Tan, </i>since it was the single syllable which was able to pronounce
for 21 years. When he died, the autopsy revealed that a portion of the left
frontal lobe the size of a golf ball had been affected because of the stroke
(Shreeve, 2005).</span></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEicvC6ruIgh_PiB-8bUYP5NjFX5qIgizr7TcohyphenhyphenQQdMo6j4DGTs0vLsg2pDbkhtNTZS2fEckI_Ezj41prol6_C2vWgJpoAtNRm36koQs3Ip9dofBbo8WZvAt3Gij7mEIwMkJEZT62uY5o8/s1600/imagen_10_pagina52.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="292" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEicvC6ruIgh_PiB-8bUYP5NjFX5qIgizr7TcohyphenhyphenQQdMo6j4DGTs0vLsg2pDbkhtNTZS2fEckI_Ezj41prol6_C2vWgJpoAtNRm36koQs3Ip9dofBbo8WZvAt3Gij7mEIwMkJEZT62uY5o8/s400/imagen_10_pagina52.jpg" width="400" /></a></div>
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<span style="font-size: large;"><span lang="EN" style="font-family: Arial;">Paul Broca died in 1880,
perhaps because of an aneurysm that is very similar to he who had so
brilliantly studied. When he surprised the death was working on a detailed
study of Brain Anatomy that could not be completed by him, but his student Karl
Wernicke continued their investigations (Sagan, 1981; Kandel, Schwartz &
Jessel, 2000).</span></span></div>
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<span style="font-size: large;"><span lang="EN" style="font-family: Arial;">Therefore encountered
next to the name of Paul Broca, <i>Karl
Wernicke</i>, known for his studies on aphasia (alterations of the expression
and/or understanding caused by neural disorders). Together with drill bit,
described what would later be called sensory aphasia (inability to understand
the meaning of spoken or written language), distinguishing it from the motor
aphasia (difficulty to remember the articulatory movements of speech and
writing), described by Broca (Shreeve, 2005).</span></span></div>
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<span style="font-size: large;"><span lang="EN" style="font-family: Arial;">Although both types of
aphasia are the result of a brain injury, Wernicke found that the location of
it was different. Sensory aphasia is due to a lesion in the temporal lobe. On
the other hand motor aphasia is caused by a lesion in the area of drill bit,
located in the frontal lobe. </span></span></div>
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<span style="font-size: large;"><span lang="EN" style="font-family: Arial;">Wernicke employed
different clinical features to formulate a general theory of the neurological
bases of language. Also described, in collaboration with the Russian
psychiatrist <i>Sergei Korsakoff</i>, a type
of brain disease due to a deficiency of vitamin B1 or thiamine, called
alcoholic encephalopathy Wernicke or Wernicke-Korsakoff syndrome.</span></span></div>
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<span style="font-size: large;"><span lang="EN" style="font-family: Arial;">It is worth mentioning
the case of another patient, who opened the door to research on inter
hemispheric relations of the brain: </span><span style="font-family: Arial;"></span></span></div>
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<span style="font-size: large;"><span lang="EN" style="font-family: Arial;">"<i>On September 13, 1848 Phineas was working on
the outskirts of Cavendish; Vermont in the construction of a railway line. His
post was foreman and he was generally described as a capable and efficient man</i>".</span></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEirT8TWlejOtNKW_Yz1BHDydmThrXcbemkhKAfNliCf3m9l0lqY_8YgsNyKMqKglNSbbrMPzp-QG232QPAdkHuj1G_YwnBoY6K4jBB0sfxDPbO-noqrOebx6rBm9z79FFzzNCURx5Uwg3k/s1600/Simulated_Connectivity_Damage_of_Phineas_Gage.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEirT8TWlejOtNKW_Yz1BHDydmThrXcbemkhKAfNliCf3m9l0lqY_8YgsNyKMqKglNSbbrMPzp-QG232QPAdkHuj1G_YwnBoY6K4jBB0sfxDPbO-noqrOebx6rBm9z79FFzzNCURx5Uwg3k/s400/Simulated_Connectivity_Damage_of_Phineas_Gage.png" width="286" /></a></div>
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<span style="font-size: large;"><span lang="EN" style="font-family: Arial;">One of its functions was
to place explosives in holes drilled in the rock; so he filled the hole of
gunpowder, placed a detonator, and finally covered it with sand and crushed
sand with a heavy metal bar. That day Phineas inadvertently forgot to pour the
sand before pressing with bar, so by doing so there was a spark that made it
exploded the gunpowder. This explosion in turn caused the metal bar out
triggered through Gage's skull and landing almost 30 metres away.</span></span></div>
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<span style="font-size: large;"><span lang="EN" style="font-family: Arial;">The bar, which was a
meter long and less than 3 cm in diameter and weighed 6 pounds he entered his
skull through the left cheek and came out on top after passing through the
anterior cerebral cortex.</span></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhIqjeZWFZoxIO-pONE72JcsQU832dw3Z34v3BJeumXFN3wA4ExNlk41lotD7OKOm0-j35ceF3VYDsKJbnXOV24ekJV1Zy1YVm-ImjlPtM2eBy-6L4monLxyD4KHEmYLNIrCisAYe2x-eo/s1600/Wounds+Recovery+from+a+head+wound+in+the+skull+of+Phineas+Gage.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="263" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhIqjeZWFZoxIO-pONE72JcsQU832dw3Z34v3BJeumXFN3wA4ExNlk41lotD7OKOm0-j35ceF3VYDsKJbnXOV24ekJV1Zy1YVm-ImjlPtM2eBy-6L4monLxyD4KHEmYLNIrCisAYe2x-eo/s400/Wounds+Recovery+from+a+head+wound+in+the+skull+of+Phineas+Gage.jpg" width="400" /></a></div>
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<span style="font-size: large;"><span lang="EN" style="font-family: Arial;">Surprisingly not only
Gage did not die instantly, but it was conscious at all times. The Chronicle of
the time tells even that spoke a few minutes. After the accident led him on a
cart several kilometers up to the consultation of Dr. Harlow; one of the
doctors of the people who would be who would leave us proof of its evolution.</span></span></div>
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<span style="font-size: large;"><span lang="EN" style="font-family: Arial;">Survive an explosion, a
wound like that, and the rudimentary medicine of the time and still be able to
walk and speak rationally is surprising; no less surprising is that two months
later Dr. Harlow would consider that Gage was fully recovered, giving
discharge.</span></span></div>
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<span style="font-size: large;"><span lang="EN" style="font-family: Arial;">Apparently the physical
recovery of Gage was complete; However in the words of the own Harlow: <i>"the
equilibrium or balance among his intellectual ability and his animal
propensities had destroyed". </i>After the acute phase, Gage became
irregular, irreverent, blasphemous and impatient. At times he was stubborn when
carried it the opposite, but on the other hand despite the fact that I was
continually thinking about future plans <i>"abandoned them much before
preparing them</i>"; and it was very good when it comes to <i>"find
always something that you should not be"</i>. All this despite the fact
that prior to the accident was a responsible man. His marriage ended, since his
wife considered that he was no longer the same as before and was much more
aggressive (Macmillan, 2008). </span></span></div>
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<span style="font-size: large;"><span lang="EN" style="font-family: Arial;">The case of Gage is
regarded as one of the first scientific evidence suggesting that the frontal
lobes lesion could alter aspects of personality, emotion and social
interaction. Prior to this case (and quite some time after) the frontal lobes
were silent structures (without function), and unrelated to human behavior.</span></span></div>
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<span style="font-size: large;"><span lang="EN" style="font-family: Arial;">Antonio and Hanna
Damasio neurologists studied to depth the case of Phineas Gage, as well as
other similar cases, and raised the theory of <i>somatic marker</i>, which suggest that there is a relationship between
the frontal lobes, the emotions and the way in which human beings make
decisions. Because of this the case Gage is considered as historical, since the
remains of the skull and the bar used to do a simulation by computer of the
possible trajectory, concluding that the bar had affected the medial area of
both frontal lobes, so it is considered as the beginning of the study of the
biological basis of behavior, and was also key to the deepening of the
knowledge of the possible location of brain lesions (Damásio, Grabowski, Frank,
Galaburda, Damasio, 1994). </span></span></div>
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</div>
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<span style="font-size: large;"><span lang="EN" style="font-family: Arial;">Some years later, at the
beginning of the 20th century, the Russian psychologist Alexander Luria,
perfected several techniques to study the behavior of people who suffered some
kind of injury in the central nervous system and completed a battery of
psychological tests designed to establish difficulties in psychological
processes such as attention, memory, language, executive functions, perception
and motor skills calculation, etc., even though at the time there were no
methods for diagnosis by the image, the application of this extensive battery
offered and continues to offer to the neurologist sufficient data so that it
would be able to locate the place and the extension of the injured area, as
well as offer a detailed summary of all the difficulties, especially cognitive
psychologist of the subject affected by neurological injury (Rufus-Campos,
2006). </span></span></div>
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<span style="font-size: large;"><span lang="EN" style="font-family: Arial;"> <span style="font-size: small;">N<span style="font-size: small;">ote: Images were taken fro<span style="font-size: small;">m</span> <span style="font-size: small;">different <span style="font-size: small;">Internet sites</span></span></span></span></span></span><span style="font-size: small;"> </span>except the <span style="font-size: small;">image of Broca's area. All <span style="font-size: small;">Imag<span style="font-size: small;">es have Copy<span style="font-size: small;">right.</span></span></span></span><br />
<span style="font-size: large;"><span lang="EN" style="font-family: Arial;"></span></span></div>
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<b><span style="font-size: large;"><span style="font-family: Arial;">References:
</span></span></b></div>
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<span style="font-size: large;"><span lang="EN" style="font-family: Arial;">Bear, M., Connors, B.W and Paradiso, M.A. (2001) <i>Neuroscience:
Exploring the Brain</i>. Baltimore: Lippincott.</span></span></div>
<div style="text-align: left;">
</div>
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<br /></div>
<div style="text-align: left;">
</div>
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<span style="font-size: large;"><span lang="ES-MX" style="font-family: Arial;">Chico-Ponce de León, F.
(2008) <i>Historia de la cirugía de tumores cerebrales. En Aguirre-Cruz, Ma.
Lucinda y Julio Sotelo Morales, eds. Tumores Cerebrales</i>. Editorial
Médica Panamericana, México.</span></span></div>
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<br /></div>
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<span style="font-size: large;"><span lang="ES-MX" style="font-family: Arial;">Chico-Ponce de León, F.
(2009) Historia de la cirugía de
cráneo, de los tumores cerebrales y de la epilepsia en México. <i>Neurocirugía</i>. 20. 388-399.</span></span></div>
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</div>
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<br /></div>
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<span style="font-size: large;"><span lang="ES-MX" style="font-family: Arial;">Chico-Ponce de León,
F.(2004) El doctor Rafael Lavista y las
primeras intervenciones sobre tumores cerebrales y cirugía de la epilepsia en
México 1892. </span><i><span style="font-family: Arial;">Arch Neurocien</span></i><span style="font-family: Arial;">. 9. 226- 232.</span></span></div>
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</div>
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<span style="font-size: large;"><span style="font-family: Arial;">Chico-Ponce
de León, F., Goodrich, J.T., Tutino, M., Gordon, C. (2000) First published record of a neurosurgical
procedure in the North American Continent, Mexico City, By Pedro Arias de
Benavides, 1561: Secretos de Chirurgia, Valladolid, Spain, 1567. </span><i><span lang="ES-MX" style="font-family: Arial;">Neurosurgery</span></i><span lang="ES-MX" style="font-family: Arial;">. 47: 216-222.</span></span></div>
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<br /></div>
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<span style="font-size: large;"><span lang="ES-MX" style="font-family: Arial;">Chico-Ponce de León,
F.,Valadés, D (1999) el funcionamiento del cerebro a las luces de la doctrina
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2534377213159327388.post-15491594033182942622013-05-06T21:32:00.000-05:002013-05-09T17:52:27.158-05:00Leaving aside the DSM: patients deserve better diagnostics<div dir="ltr" style="text-align: left;" trbidi="on">
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{page:WordSection1;} </style><span style="font-family: Georgia,"Times New Roman",serif;"><span style="font-size: large;"><span lang="ES-TRAD"></span><span lang="EN">Last Friday, may 3rd, 2013, National
Institute of Health Mental (NIMH) of the United States announced that decide to
abandon the Diagnostic and statistical Manual of Mental Disorders (DSM), after decades of being used as the means of
diagnosis for excellence not only in the United States but at many other
countries for the treatment of the mental diseases that attack humans from
infancy to old age.</span></span></span></div>
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<span style="font-family: Georgia,"Times New Roman",serif;"><span style="font-size: large;"><span lang="EN">The news comes a few days before that
the Fifth version of this Manual comes to light after some changes that can be
considered minimum, especially in the subject of neurodevelopmental, among
which was the reconsideration of Asperger syndrome as part of the autism
spectrum disorders.</span></span></span></div>
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<span style="font-family: Georgia,"Times New Roman",serif;"><span style="font-size: large;"><span lang="EN">This news is announced with a tone of
sarcasm by different media and social networks to refer to the DSM as the <i>Bible </i>of Psychiatry, which was of course
used as a clinical diagnostic tool for most of the mental health disorders and
which was translated into several languages in order to unify internationally,
regardless of phenotypic aspects.</span></span></span><br />
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<span style="font-family: Cambria; font-size: large;"><span lang="en" style="font-family: Cambria;">However, this does<i> <span style="font-style: italic;">not</span> </i>
mean that we should burn </span></span></span></span></span><span style="font-family: Georgia,"Times New Roman",serif; font-size: large;"><span lang="EN"><span style="font-family: Cambria;"><span lang="en" style="font-family: Cambria;">the DSM </span></span></span></span><span style="font-family: Georgia,"Times New Roman",serif; font-size: large;"><span lang="EN"><span style="font-family: Cambria;"><span lang="en" style="font-family: Cambria;">and much less that </span></span></span></span><span style="font-family: Georgia,"Times New Roman",serif; font-size: large;"><span lang="EN"><span style="font-family: Cambria;"><span lang="en" style="font-family: Cambria;">new version </span></span></span></span><span style="font-family: Georgia,"Times New Roman",serif; font-size: large;"><span lang="EN"><span style="font-family: Cambria;"><span lang="en" style="font-family: Cambria;">shouldn't be received favorably, unlike what many journalistic notes say, separation is
not divorce, it is only the gate to allow further diagnostic tools for
the treatment of mental illness.</span></span>
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<span style="font-family: Georgia,"Times New Roman",serif;"><span style="font-size: large;"><span lang="EN">On the web site of the American
Psychiatric Association, it was announced very recently that at 22de may of 2013 would appear the
fifth version DMS after two years of intense reviews involving more than 13 000
thousand comments, more than 12,000 e-mails and the work of at least 13 working
groups, thus achieving unified criteria among the scientific community. </span></span></span></div>
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<span style="font-family: Georgia,"Times New Roman",serif;"><span style="font-size: large;"><span lang="EN">Although had been mentioned in various
clinical forums that the Manual had a tradition of reductive of sufferings, it
seemed impossible that this could change, as the length and breadth of the
planet was used as the wand able to choose not only the treatment of patients,
but its future development having medical, educational and legal inference.</span></span></span></div>
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<span style="font-family: Georgia,"Times New Roman",serif;"><span style="font-size: large;"><span lang="EN">One of the main problems is that
continuous attributing illness to each clinical entity based on principles that
do not necessarily occur together in time and space in the symptomatology of
the patient and that it did not allow in many cases, to carry out further
studies of contrast.</span></span></span></div>
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<span style="font-family: Georgia,"Times New Roman",serif;"><span style="font-size: large;"><span lang="EN">The story began in 1952 when the first
version of the Manual was published under various research that emerged after
the second world war who sought to evaluate mental health in surviving soldiers
in the fields of combat the problem and that returned home confused. </span></span></span></div>
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<span style="font-family: Georgia,"Times New Roman",serif;"><span style="font-size: large;"><span lang="EN">Previously, in 1949, the World Health
Organization had published the classification and statistics International of
diseases (ICD) which included a special section for the first time for mental
disorders.</span></span></span></div>
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<span style="font-family: Georgia,"Times New Roman",serif;"><span style="font-size: large;"><span lang="EN">Over the years the DSM had several
reviews, the second published in 1968, the third in 1980, the fourth in 1994
and the fifth waiting be published on May 22, 2013. </span></span></span></div>
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<span style="font-family: Georgia,"Times New Roman",serif;"><span style="font-size: large;"><span lang="EN">The reasons for which the National
Institute of Mental Health of the United States decides to put away the
Diagnostic Manual may be many, from voices that cry out that it is not possible
to classify nosologic entities from a
group of symptoms, such as disorders of autism spectrum disorders or attention
deficit, which did not allow to physicians give clear attention to patients to
the desperate claim of several researchers who watched as nationwide increased
the number of cases of autism and attention Deficit, depression and bipolar
disorders.</span></span></span></div>
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<span style="font-family: Georgia,"Times New Roman",serif;"><span style="font-size: large;"><span lang="EN">The truth is that neurocognitive and
physiological, genetic research have given breakthroughs and not can continue
to be ignored, so that the look will now rest on a project that has already
gone way called Research Domain Criteria (RDoC) seeking to be considered
irregular psychological component to the understanding of mental illness in
cognitive terms, as well as neural and genetic differences.</span></span></span></div>
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<span style="font-family: Georgia,"Times New Roman",serif;"><span style="font-size: large;"><span lang="EN">While the DSM criteria allowed the
overlaps in Diagnostics, for example it was possible to recognise a child with
Down syndrome and autism, usually granted a single diagnosis of the
classification, which would let physicians in a professional helplessness that
sometimes you should work in a despite health and conditions of the patient.</span></span></span></div>
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<span style="font-family: Georgia,"Times New Roman",serif;"><span style="font-size: large;"><span lang="EN">On the other hand, in the case of autistic
spectrum disorders, usually pediatrician only could treat only observable
symptoms, it doesn’t matter were they could begin as perinatal, genetic or
environmental difficulties that may occur as roots of the symptoms leaving the children and their
families under cover of drugs that were not always prescribed whereas clinical
laboratory studies.</span></span></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgqe2tPgPQHjsrtlIKghch4duUCH4GuLJyR_pdCeHWOlGpiUEjVz9OdvzWYOiHxm4P9vSMXznSILJE7bdcNGI5iWYfHhbTWwMVYn3iY4z-hm4WaOtDRcAlpmCkcr9KbrhNtK8SGe7_oCcI/s1600/images43646.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="299" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgqe2tPgPQHjsrtlIKghch4duUCH4GuLJyR_pdCeHWOlGpiUEjVz9OdvzWYOiHxm4P9vSMXznSILJE7bdcNGI5iWYfHhbTWwMVYn3iY4z-hm4WaOtDRcAlpmCkcr9KbrhNtK8SGe7_oCcI/s400/images43646.jpg" width="400" /></a></div>
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<span style="font-family: Georgia,"Times New Roman",serif;"><span style="font-size: large;"><span lang="EN">In this sense one of the potential
benefits of the removal of the traditional psychiatric model is that it will be
possible, on the one hand analyze further disorders, whereas influential
factors, from genetic, environmental, and clinical and on the other hand, will
force mental health professionals require greater diagnostic tools.</span></span></span></div>
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</span></span></div>
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</span></span></div>
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<span style="font-family: Georgia,"Times New Roman",serif;"><span style="font-size: large;"><span lang="EN">In this context, it may be possible to
see people beyond the label which is granted, in addition to any other forms of
treatment as well as the magic pill cure it all to which traditional Psychiatry
we had used.</span></span></span></div>
<div style="text-align: justify;">
<span style="font-family: Georgia,"Times New Roman",serif;"><span style="font-size: large;">
</span></span></div>
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</span></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-family: Georgia,"Times New Roman",serif;"><span style="font-size: large;"><span lang="EN">Neurocognitive research will finally
have application beyond than only basic research, although to all power, it
will be a great responsibility, as Spider man says, it is also true that
psychological research and neuroscience is under scrutiny because of several
works that have been considered lacking in ethics, so will just be waiting for
the benefit of patients and their families who deserve, no doubt much more respect,
including more and better health care professionals.</span></span></span></div>
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</span></span></div>
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</span></span></div>
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<span style="font-family: Georgia,"Times New Roman",serif;"><span style="font-size: large;"><span lang="EN">Meanwhile, it should not be forgotten
that the context of the United States is very different from the rest of the
countries, however, as I mentioned elsewhere, there to continue the
investigations underway and wait for the response from the international
scientific community.</span></span></span></div>
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<span style="font-family: Georgia,"Times New Roman",serif;"><span style="font-size: large;"><b><span lang="EN">References</span></b></span></span></div>
<div style="text-align: justify;">
<span style="font-family: Georgia,"Times New Roman",serif;"><span style="font-size: large;">
</span></span></div>
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<span style="font-family: Georgia,"Times New Roman",serif;"><span style="font-size: large;">
</span></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-family: Georgia,"Times New Roman",serif;"><span style="font-size: large;"><span lang="EN">American Psychiatry Association (2013)
DSM-5 Development. Available at: <a href="http://www.microsofttranslator.com/bv.aspx?from=es&to=en&a=http%3A%2F%2Fwww.dsm5.org%2FPages%2FDefault.aspx">http://www.dsm5.org/Pages/Default.aspx</a></span></span></span></div>
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<span style="font-family: Georgia,"Times New Roman",serif;"><span style="font-size: large;">
</span></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-family: Georgia,"Times New Roman",serif;"><span style="font-size: large;"><span lang="EN">Drummond K (2013) Federal Institute for
mental health abandons controversial "bible" of psychiatry. Available
at: <a href="http://www.microsofttranslator.com/bv.aspx?from=es&to=en&a=http%3A%2F%2Fwww.theverge.com%2F2013%2F5%2F3%2F4296626%2Fnimh-abandons-controversial-bible-of-psychiatry">http://www.theverge.com/2013/5/3/4296626/nimh-abandons-controversial-bible-of-psychiatry</a></span></span></span></div>
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<span style="font-family: Georgia,"Times New Roman",serif;"><span style="font-size: large;">
</span></span></div>
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<br /></div>
<div style="text-align: justify;">
<span style="font-family: Georgia,"Times New Roman",serif;"><span style="font-size: large;">
</span></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-family: Georgia,"Times New Roman",serif;"><span style="font-size: large;"><span lang="EN">Dzib Goodin (2013) The disorder or
attention: pay attention!. Available at: <a href="http://www.microsofttranslator.com/bv.aspx?from=es&to=en&a=http%3A%2F%2Ftalkingaboutneurocognitionandlearning.blogspot.com%2F2013%2F04%2Fthe-attention-deficit-disorders-or-pay.html">http://talkingaboutneurocognitionandlearning.blogspot.com/2013/04/the-attention-deficit-disorders-or-pay.html</a></span></span></span></div>
<div style="text-align: justify;">
<span style="font-family: Georgia,"Times New Roman",serif;"><span style="font-size: large;">
</span></span></div>
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<span style="font-family: Georgia,"Times New Roman",serif;"><span style="font-size: large;"><span lang="ES-TRAD"> </span></span></span></div>
<div style="text-align: justify;">
<span style="font-family: Georgia,"Times New Roman",serif;"><span style="font-size: large;">
</span></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-family: Georgia,"Times New Roman",serif;"><span style="font-size: large;"><span lang="ES-TRAD">Dzib Goodin, A (2010) Alteraciones del desarrollo por dificultades
perinatales y la confusión con los trastornos del espectro autista. Revista de
Neuropsicología. 5 (1) 4-9.</span></span></span></div>
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</span></span></div>
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<br /></div>
<div style="text-align: justify;">
<span style="font-family: Georgia,"Times New Roman",serif;"><span style="font-size: large;">
</span></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-family: Georgia,"Times New Roman",serif;"><span style="font-size: large;"><span lang="EN">Dzib Goodn, (2012) Austism spectrum
disorders: detection of abilities and not dis-abilities. Available at: <a href="http://www.microsofttranslator.com/bv.aspx?from=es&to=en&a=http%3A%2F%2Ftalkingaboutneurocognitionandlearning.blogspot.com%2F2012%2F07%2Fautism-spectrum-disorders-detection-of.html">http://talkingaboutneurocognitionandlearning.blogspot.com/2012/07/autism-spectrum-disorders-detection-of.html</a></span></span></span></div>
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</span></span></div>
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<br /></div>
<div style="text-align: justify;">
<span style="font-family: Georgia,"Times New Roman",serif;"><span style="font-size: large;">
</span></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-family: Georgia,"Times New Roman",serif;"><span style="font-size: large;"><span lang="EN">Mind Hacks (2013) National Institute of
Mental Health abandoning the DSM. Available at: <a href="http://www.microsofttranslator.com/bv.aspx?from=es&to=en&a=http%3A%2F%2Fmindhacks.com%2F2013%2F05%2F03%2Fnational-institute-of-mental-health-abandoning-the-dsm%2F">http://mindhacks.com/2013/05/03/national-institute-of-mental-health-abandoning-the-dsm/</a></span></span></span></div>
<div style="text-align: justify;">
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<span style="font-family: Georgia,"Times New Roman",serif;"><span style="font-size: large;">
</span></span></div>
<div class="MsoNormal" style="text-align: justify;">
<span style="font-family: Georgia,"Times New Roman",serif;"><span style="font-size: large;"><span lang="EN">Reese, H. (2013) The real problem of
psychiatry. The Atlantic. Avaliable at: <a href="http://www.microsofttranslator.com/bv.aspx?from=es&to=en&a=http%3A%2F%2Fwww.theatlantic.com%2Fhealth%2Farchive%2F2013%2F05%2Fthe-real-problems-with-psychiatry%2F275371%2F">http://www.theatlantic.com/health/archive/2013/05/the-real-problems-with-psychiatry/275371/</a></span></span></span></div>
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</span></span></div>
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<span style="font-family: Georgia,"Times New Roman",serif;"><span style="font-size: large;"><span lang="EN">Toor, a. (2013) Controversial update to
"bible" of psychiatry fuels debate over foundations of mental health:
One book raises big questions. Avaliable at: <a href="http://www.microsofttranslator.com/bv.aspx?from=es&to=en&a=http%3A%2F%2Fwww.theverge.com%2F2013%2F4%2F19%2F4243060%2Fdsm-5-bible-of-psychiatry-mental-health-revisions-spark-boycott">http://www.theverge.com/2013/4/19/4243060/dsm-5-bible-of-psychiatry-mental-health-revisions-spark-boycott</a></span></span></span></div>
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2534377213159327388.post-78921574420456371572013-04-23T15:04:00.000-05:002013-04-23T15:23:47.379-05:00The Attention Deficit Disorders or: pay attention!<div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="font-size: x-large;"><span lang="EN">The idea that made me write this entry arose
over a photograph that I took of a cardinal bird, honestly I just saw the
cardinal but my good friend Roberto Estévez made me a comment: it seems the bird
is looking at you!.</span></span></div>
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<br /></div>
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</span><br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhEbLNxpENFhH58UcGnYow7bVwmu3MqLxInZXMIGiCMI-9kNBbxjsNl3QXSF_JKTX-Hyt9MBU7iZRRKsE16wFLORtjoGsUbjU-32c0AHOmv2WBkl616smf34xjW6AxpbriNYlgEP6XhkXw/s1600/IMG_2625+2.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="266" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhEbLNxpENFhH58UcGnYow7bVwmu3MqLxInZXMIGiCMI-9kNBbxjsNl3QXSF_JKTX-Hyt9MBU7iZRRKsE16wFLORtjoGsUbjU-32c0AHOmv2WBkl616smf34xjW6AxpbriNYlgEP6XhkXw/s400/IMG_2625+2.jpg" width="400" /></a></div>
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<span style="font-size: x-large;"><span lang="EN">My response to that comment was that
surely the bird was watching paying attention to every detail since they are being
a wild creature there are around several predators, also because it has to
compete for food.</span></span></div>
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<br /></div>
<span style="font-size: x-large;">
</span><br />
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<span style="font-size: x-large;"><span lang="EN">Two days later, my husband went to a meeting
to another city and when he called explained me he was surprised and upset with
so many people around, because it looks like everybody was absorbed by sending
messages on their cell phones and they seemed not to look at who was at their side,
making any walk a struggle for space and attention. Even drivers seemed to not
be pay attention or remember that there was a junglearound them.</span></span></div>
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<br /></div>
<span style="font-size: x-large;">
</span><br />
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: x-large;"><span lang="EN">An extra element to write this was the
constant news about how more and more children are diagnosed with
Attention-Deficit Disorder all of them highlighting that is alarming the number
of cases submitted.</span></span></div>
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<br /></div>
<span style="font-size: x-large;">
</span><br />
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: x-large;"><b><i><span lang="EN">What "experts" don’t know</span></i></b></span></div>
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<br /></div>
<span style="font-size: x-large;">
</span><br />
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: x-large;"><span lang="EN">Ok, who am I to say experts don’t know
something?, Maybe they don’t say this because to much complexity don’t sell
enough magazines, but the thing is the attentional process is given to the
survival of the species (not a school term) to provide tied sensory mechanisms to
protect themselves from the dangers of the environment or to provide the
capacity of food and caring for the offspring.</span></span></div>
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<br /></div>
<span style="font-size: x-large;">
</span><br />
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: x-large;"><span lang="EN">Imagine a rabbit focused on its
inteligent phone screen or just looking at the female bunny front him without
paying attention to the smell of possible predators, without looking at if
something strange moves around, without listening to the movement of the wind
and the leaves. While you are reading this, the rabbit was already attacked
byyour cat, a hawk, a more attentive rabbit fornicated with the beautiful
rabbit it was trying to conquest and our rabbit lost the chance of eating and
of course, it lost its cell phone in the
confusion. </span></span></div>
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<br /></div>
<span style="font-size: x-large;">
</span><br />
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: x-large;"><span lang="EN">What happens when a species loses its
capacity of adaptation to the environment or they are unable to respond to the
warning signs?, simple, extinguishes!. Therefore the capacity of attention to
the environment is so important.</span></span></div>
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<br /></div>
<span style="font-size: x-large;">
</span><br />
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: x-large;"><span lang="EN">Now let’s return to the attention
deficit deficit issue, psychologists and teachers believe that children do not
have the ability to pay attention, just because does not see me as I speak them
or have no view stuck on the Board or on the display, and also dare to be
multitasking! that sounds, what do these
children believe?.</span><span style="font-family: Times;"></span></span></div>
<span style="font-size: x-large;">
</span><br />
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<br /></div>
<span style="font-size: x-large;">
</span><br />
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: x-large;"><span lang="EN">Let`s go by steps: attention is not an
action, it is a process which involves all the senses and other superior
processes such as working memory. </span></span></div>
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<br /></div>
<span style="font-size: x-large;">
</span><br />
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: x-large;"><span lang="EN">Although someone can have their eyes
focused on a screen, that person can hear the click, click of the keys, other
noises of the environment, as the television or Spotify, or even he or she can smell the environment, for
example if something is burning, and we can’t
forget is feeling the position
of his or her body over the chair. </span></span></div>
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<br /></div>
<span style="font-size: x-large;">
</span><br />
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: x-large;"><span lang="EN">So I am sorry but even if someone ask
me to pay attention to only <i>one</i>
thing, there is no way to disconnect the cranial nerves or sensory areas and even
less the information flowing between the areas of association or biochemical
information flow, or erase years of evolution, that is foolish.</span></span></div>
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<br /></div>
<span style="font-size: x-large;">
</span><br />
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: x-large;"><span lang="EN">What you have is selective attention,
which is captured naturally if a stimulus is interesting, enjoyable, or
dangerous. Yes, if I see someone going to hit me I move to avoid any contact
because we usually react quicklier to fast movements different than slow
movements.</span></span></div>
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<br /></div>
<span style="font-size: x-large;">
</span><br />
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: x-large;"><span lang="EN">Selective attention is one of the
problems of many children, but does not only tell someone pay attention!, when
I hear that I wonder to which put attention?, do to your speech, to the
intensity of your words, your choice or how you move your mouth?.</span></span></div>
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<br /></div>
<span style="font-size: x-large;">
</span><br />
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: x-large;"><span lang="EN">There is evidence that we evolved to
looking at the lips and face of other persons to recognize emotional emphasis
in speech, and of course the gestures.</span></span></div>
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<br /></div>
<span style="font-size: x-large;">
</span><br />
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: x-large;"><span lang="EN">But attention cannot be sustained for
long time, eyes tend to move, noises of the environment will cause that there
is another source of attention, and it’s not only an extreme noise, in a classroom
where you can hear the thoughts, even the hint of a pencil or a pen on the
paper can cause a rotation of our heads to find the focus of noise. And if
someone pulls out a pencil tip during an examination?, if... we are going to
flip, because naturally, the ears are intensified, since that may depend on our
life.</span></span></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<span style="font-size: x-large;">
</span><br />
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: x-large;"><span lang="EN">Many people then, to forget these
natural principles, but it doesn’t mean they don’t knkow it, I believe they sometimes forget that we are
not experts, but how can we avoid years of evolution and selection natural and
that attention as a mean of survival depends on the environment, then says that
if a child not focuses attention on one single thing has a <i>damaged brain</i></span><span lang="ES-TRAD">.</span></span></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<span style="font-size: x-large;">
</span><br />
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: x-large;"><span lang="EN">Schools of the 16th century, which were
basically churches built to avoid the temptations, where you can hear a yawn to
far because of those wonderful domes and the acoustics that allows you to hear
every note of praise choir, it was clear that meditation was the best way to
listen to God, but if we see them as laboratories, it was certainly possible to
maintain attention because after the first time of admiration, there isn't much
to see.</span></span></div>
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<br /></div>
<span style="font-size: x-large;">
</span><br />
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: x-large;"><span lang="EN">But today at any place away from home
or school, children face the streets, where cars are moving at a certain speed,
there are many people talking, they must pay attention to traffic lights or the
movement of the cars to know when crossing the streets, and pay attention to so
many other persons around and even notice if the light is red or if a driver may
decide that being in a hurry is worther than a life. Also if mom is
texting while crossing street, so she is not careful while people is
crossing and hit eachother, and there is a bicycle in the opposite direction...
and trees move and birds singing…</span><span style="font-family: Times;"></span></span></div>
<span style="font-size: x-large;">
</span><br />
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<span style="font-size: x-large;">
</span><br />
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: x-large;"><b><i><span lang="EN">Attention on the natural environment</span></i></b><span style="font-family: Times;"></span></span></div>
<span style="font-size: x-large;">
</span><br />
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<span style="font-size: x-large;">
</span><br />
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: x-large;"><span lang="EN">We have asked children to focus on something or someone, do not you look
anything else!, and at the same time have increased the transit accidents, in
particular those fatal accidents because people are not able to attend all
stimuli a round such as number of passengers in the car, number of cars around,
number of hours of monotonous journey or level of danger at the intersections are factors of the most serious accidents.</span></span></div>
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<span style="font-size: x-large;">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg9LF3MEQGD5jegNpJwikv69MvcaXFdf3l9rfc8AmIluExwRswuWREPTIBOmuZfEHRQa4LY6eR5-o0b2NY2mFEYHhMe1rqp3vQrIbBnaWh6gryO_XfA3BxtdFfSANp4plTMTylCzAyunWM/s1600/IMG_2713.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="266" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg9LF3MEQGD5jegNpJwikv69MvcaXFdf3l9rfc8AmIluExwRswuWREPTIBOmuZfEHRQa4LY6eR5-o0b2NY2mFEYHhMe1rqp3vQrIbBnaWh6gryO_XfA3BxtdFfSANp4plTMTylCzAyunWM/s400/IMG_2713.jpg" width="400" /></a></div>
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<span style="font-size: x-large;"><span lang="EN">To this <span style="font-size: x-large;">we</span> must be add that we
learned to pay attention to the voice that speaks or the screen. Ups, if you
drive don't send text messages!.</span></span></div>
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</span><br />
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<span style="font-size: x-large;"><span lang="EN">What do happen to children in the
family environment?, children vie for attention of parents or caregivers that
are between the cell phone, Facebook, twitter, television, problems at work,
trying to finish a proposal while cooking, the dog barks, siblings yells,
brother shouts stronger and if they ask for a little attention with the
wonderful phrase as “look what I did!”, sometimes only receives a: “not now”, “I can't answer”, “leave me alone”, “perhaps
later”, and sometimes a good!, without even looking at what the child did, or sometimes only receives a grunt in
response. Who can meet the request of the child when there are many things by
turning at the same time?.</span></span></div>
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</span><br />
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<span style="font-size: x-large;"><span lang="EN">Teachers complain that they are between
15 and 20 children, all looking for their attention, talking, making noises, of course they
want a little peace!, but their reaction
is to say to everybody: if you sit down and cab be quiet, you will look
prettier!, and if any of them dare to stand up without permission no doubt some
children will win a visit to the and a flight non stop with all expenses paid
to the psychologist’s office, who is faithful friend of the ignorance of the
neurodevelopmental but who knows very well how not only apply harmless tests
and without context, also know how to ask money for them as if they are useful.</span><span style="font-family: Times;"></span></span></div>
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<span style="font-size: x-large;"><b><i><span lang="EN">Attention to the brain</span></i></b></span></div>
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</span><br />
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<span style="font-size: x-large;"><span lang="EN">I won't say that attention-deficit disorder
does not exist, the brain studies show differences in anatomical and
electrophysiological brain mechanisms in children affected with one of three
types of 3 attention deficit disorders. Hey! Wait a second: 3? everyone is talking only about deficit of
attention disorder!, when have you seen a happy meal with three toys?. The
popular side of the <span style="font-size: x-large;">disorder</span> usually don’t talk
about it, but there are three types, the hyperactivity, inattention, and
the combined type attention deficit disorder.</span></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiqFB5tf6rTffSMpseP2BM3WvkcY-vCsk8YkjwXfIZH46R0z1Q6H4qLjAXU3Hj1QozFUSJTdtajjpv-rT4hvkX8VMT6zM-O1tZIscKmmShFzBpYdGI-iPyS6TgvmOUZhCyqCWxqXpKc0Fs/s1600/imagen_1_pagina15.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="292" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiqFB5tf6rTffSMpseP2BM3WvkcY-vCsk8YkjwXfIZH46R0z1Q6H4qLjAXU3Hj1QozFUSJTdtajjpv-rT4hvkX8VMT6zM-O1tZIscKmmShFzBpYdGI-iPyS6TgvmOUZhCyqCWxqXpKc0Fs/s400/imagen_1_pagina15.jpg" width="400" /></a></div>
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<span style="font-size: x-large;"><span lang="EN">Neurological studies show that children
with attention deficit have a slow brain development a lower overall, but
specifically the cerebellar, volume especially in portions postero inferior
(lobes VIII to X) as well as the vermix, the volume of the nigra substance in
the right frontal gyrus and putamen are at the same time lower than the brains
of healthy children, however it is worth mentioning that this can not be seen
with a test in a doctor's Office.</span></span></div>
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</span><br />
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<span style="font-size: x-large;"><span lang="EN">The main problem with the diagnosis of
the call children epidemics, i.e attention deficit deficit and never well recognized autism, is that manuals
of diagnostic observed clinical and non-neurological shunts, what I mean is diagnostics
are based on subjective observations reported by parents, teachers based on
questionnaires that analyze the inattention, impulsiveness, and hyperactivity
under criteria such as "often"regardless of the contexts in which
behaviors are manifested.</span></span></div>
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<span style="font-size: x-large;">
</span><br />
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<span style="font-size: x-large;"><span lang="EN">Occasionally apply two or three tests,
is observed to the child, and as an immediate response to the problem, it
prescribes a pill, and is sent to the world with a diagnosis that for better or
for worse will follow throughout all life.</span></span></div>
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</span><br />
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<span style="font-size: x-large;"><span lang="EN">But, what if the child was not the
problem?, andif the problem is the environment?, and if rather than ask parents
how the child behaves asked how parents and teachers to behave with the child?,
what do happen when children ask something? Do we ignore them?, if when children
speak they are ignored so we push them to
do something extrem like a stop
breathing and vomiting the carpet so that caregivers give them 2 seconds of
attention. </span><span style="font-family: Times;"></span></span></div>
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</span><br />
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<span style="font-size: x-large;"><span lang="EN">Yes, because like the screen that jumps
so we notice we have received a new message, an update or a new email, the
child jumps, makes noise, not to disturb the world, but to say: "here I
am, pay me attention!".</span></span></div>
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</span><br />
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<span style="font-size: x-large;"><span lang="EN">The environment is chaotic, certainly
to survive must pay attention to many stimuli, but is not the case that we are becoming psychotic, reality is
that way, or the car will run and hit us,
the boss asks us something that we don't know how to do because we lost the
sticky note where we detailed instructions, overflowing emails and accounts
invoices do not stop. The reality is that each one must find a way to adapt to
the environment and does not expect the environment adapts to each of us.</span><span style="font-family: Times;"></span></span></div>
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<span style="font-size: x-large;"><b><span lang="EN">References:</span></b><b><span style="font-family: Times;"></span></b></span></div>
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</span><br />
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</span><br />
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<span style="font-size: x-large;"><span lang="EN">Bernfeld, j. (2012) ADHD and factor
analysis Are there really three distinct subtypes of ADHD? <i>Applied Neuropsychology Child. </i>1 (2) 100-104.</span></span></div>
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<br /></div>
<span style="font-size: x-large;">
</span><br />
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<span style="font-size: x-large;"><span lang="EN">Fernandez Perrone, a., Fernández -
Mayoralas DM, & Fernandez-jaen, a. (2013) of attention
deficit/hyperactivity disorder: inattentive to the restrictive type type. <i>Revista de Neurología. </i>56 (Supl 1)
S77-S84.</span></span></div>
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<br /></div>
<span style="font-size: x-large;">
</span><br />
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<span style="font-size: x-large;"><span lang="EN">Kiyonaga, a., & Egner, T. (2013)
Working memory as internal attention: Toward an integrative account of internal
and external selection processes. <i>Psychonomic
Bulletin & Review. </i>2 (2) 228-242.</span></span></div>
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<br /></div>
<span style="font-size: x-large;">
</span><br />
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<span style="font-size: x-large;"><span lang="EN">Klauer, SG., dinghys, TA., Neale, VL.,
Sudweeks, JD., Ramsey, DJ. (2006) The impact of driver vigilance on near-crash
risk: An analysis using the 100-Car naturalistic driving study data. Available
at: <u><span style="color: blue;">http://trid.trb.org/view.aspx?id=786825</span></u></span></span></div>
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<span style="font-size: x-large;"><span lang="EN"><u><span style="color: blue;"><br /></span></u></span><span style="font-family: Times;"></span></span></div>
<span style="font-size: x-large;">
</span><br />
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<span style="font-size: x-large;"><span lang="EN">Koziol, LF, Budding, & D. (2012)
ADHD and sensory processing disorders: Placing the diagnostic issues in
context. <i>Journal of Applied
Neuropsychology Child. </i>1 (2) 137-144.</span><span style="font-family: Times;"></span></span></div>
<span style="font-size: x-large;">
</span><br />
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<span style="font-size: x-large;"><span lang="EN">Mules, f., Gandia, r., rock, p.,
Etchepareborda MC., Abad, l. (2012) update drug of attention
deficit/hyperactivity disorder: intervention models and drugs. <i>Revista de Neurología. </i>54 (Suppl 3)
S41-S53.</span></span></div>
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<br /></div>
<span style="font-size: x-large;">
</span><br />
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<span style="font-size: x-large;"><span lang="EN">Ramos-Quiroga, JA., Chalita, PJ.,
Vidal, r., Bosch, r., Palomar, g., Prats, l., and houses, M. (2012) diagnosis
and treatment of attention deficit disorder / hyperactivity in adults. <i>Revista de Neurología. </i>54 (Supl 1)
S105-S115.</span></span></div>
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<br /></div>
<span style="font-size: x-large;">
</span><br />
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<span style="font-size: x-large;"><span lang="EN">Schmidt, EA., Schrauf, M., Simon, M.,
Fritzsche, M., Buchner, j., Kincses, WE. (2009) Drivers' misjudgement of
vigilance state during prolonged, monotonous daytime driving. <i>Accident Analysis & Prevention. </i>41
(5) 1087-1093.</span></span></div>
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<br /></div>
<span style="font-size: x-large;">
</span><br />
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: x-large;"> <span lang="EN">Tivesten E., Wiberg, H. (20013) What can the driver's own
description from combinated sorces provide in an analysis of driver distraction
and low vigilance in accident situactions?. <i>Accident
Analysis & Prevention. </i>52 (2) 51-63. </span><span style="font-family: Times;"></span></span></div>
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</span><br />
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<br /></div>
<span style="font-size: x-large;">
</span><br />
<div class="MsoNormal" style="text-align: justify;">
<span style="font-size: x-large;"><span lang="EN">Tye.Murray, N., Spehar, BP., Myerson,
j., Hale, S., Sommers, MS. (2013) Reading your own lips: Common coding theory
and visual speech perception. <i>Psychonomic
Bulletin & Review. </i>115-119 (1) 20. </span></span></div>
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</span><br />
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<span style="font-size: x-large;"><span lang="EN">Whitehead, JW. (2013) The
psycho.therapeutic school system: pathologizing childhood. <i>Huffington Post: The Blog. </i>Available at: <u><span style="color: blue;">http://www.huffingtonpost.com/john-w-whitehead/the-psychotherapeutic-sch_b_3037194.html?utm_hp_ref=%40education123</span></u></span></span><span lang="ES-TRAD"></span></div>
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