Neuroaesthetics of Art Vision: an Experimental Approach to the Sense of Beauty
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(Mpfc-Lpmc) Affects Subjective Beauty but Not Ugliness
ORIGINAL RESEARCH published: 08 December 2015 doi: 10.3389/fnhum.2015.00654 Transcranial Direct Current Stimulation Over the Medial Prefrontal Cortex and Left Primary Motor Cortex (mPFC-lPMC) Affects Subjective Beauty but not Ugliness Koyo Nakamura1 and Hideaki Kawabata2* 1 Graduate School of Human Relations, Keio University, Tokyo, Japan, 2 Department of Psychology, Keio University, Tokyo, Japan Neuroaesthetics has been searching for the neural bases of the subjective experience of beauty. It has been demonstrated that neural activities in the medial prefrontal cortex (mPFC) and the left primary motor cortex (lPMC) correlate with the subjective experience of beauty. Although beauty and ugliness seem to be semantically and conceptually opposite, it is still unknown whether these two evaluations represent extreme opposites in unitary or bivariate dimensions. In this study, we applied transcranial direct current stimulation (tDCS) to examine whether non-invasive brain stimulation modulates two types of esthetic evaluation; evaluating beauty and ugliness. Participants rated the Edited by: subjective beauty and ugliness of abstract paintings before and after the application of Edward A. Vessel, tDCS. Application of cathodal tDCS over the mPFC with anode electrode over the lPMC, New York University, USA which induced temporal inhibition of neural excitability of the mPFC, led to a decrease Reviewed by: Zaira Cattaneo, in beauty ratings but not ugliness ratings. There were no changes in ratings of both University of Milano-Bicocca, Italy beauty and ugliness when applying anodal tDCS or sham stimulation over the mPFC. Andrea Antal, Results from our experiment indicate that the mPFC and the lPMC have a causal role University Medical Center Goettingen, Germany in generating the subjective experience of beauty, with beauty and ugliness evaluations Gerald Cupchik, constituting two distinct dimensions. -
Brain Sulci and Gyri: a Practical Anatomical Review
Journal of Clinical Neuroscience 21 (2014) 2219–2225 Contents lists available at ScienceDirect Journal of Clinical Neuroscience journal homepage: www.elsevier.com/locate/jocn Neuroanatomical study Brain sulci and gyri: A practical anatomical review ⇑ Alvaro Campero a,b, , Pablo Ajler c, Juan Emmerich d, Ezequiel Goldschmidt c, Carolina Martins b, Albert Rhoton b a Department of Neurological Surgery, Hospital Padilla, Tucumán, Argentina b Department of Neurological Surgery, University of Florida, Gainesville, FL, USA c Department of Neurological Surgery, Hospital Italiano de Buenos Aires, Buenos Aires, Argentina d Department of Anatomy, Universidad de la Plata, La Plata, Argentina article info abstract Article history: Despite technological advances, such as intraoperative MRI, intraoperative sensory and motor monitor- Received 26 December 2013 ing, and awake brain surgery, brain anatomy and its relationship with cranial landmarks still remains Accepted 23 February 2014 the basis of neurosurgery. Our objective is to describe the utility of anatomical knowledge of brain sulci and gyri in neurosurgery. This study was performed on 10 human adult cadaveric heads fixed in formalin and injected with colored silicone rubber. Additionally, using procedures done by the authors between Keywords: June 2006 and June 2011, we describe anatomical knowledge of brain sulci and gyri used to manage brain Anatomy lesions. Knowledge of the brain sulci and gyri can be used (a) to localize the craniotomy procedure, (b) to Brain recognize eloquent areas of the brain, and (c) to identify any given sulcus for access to deep areas of the Gyri Sulci brain. Despite technological advances, anatomical knowledge of brain sulci and gyri remains essential to Surgery perform brain surgery safely and effectively. -
What Is the Cognitive Neuroscience of Art… and Why Should We Care? W
What Is the Cognitive Neuroscience of Art… and Why Should We Care? W. P. Seeley Bates College There has been considerable interest in recent years in whether, and if so to what degree, research in neuroscience can contribute to philosophical studies of mind, epistemology, language, and art. This interest has manifested itself in a range of research in the philosophy of music, dance, and visual art that draws on results from studies in neuropsychology and cognitive neuroscience.1 There has been a concurrent movement within empirical aesthet- ics that has produced a growing body of research in the cognitive neuroscience of art.2 However, there has been very little collaboration between philosophy and the neuroscience of art. This is in part due, to be frank, to a culture of mutual distrust. Philosophers of art AMERICAN SOCIETY have been generally skeptical about the utility of empirical results to their research and vocally dismissive of the value of what has come to be called neuroaesthetics. Our counter- for AESThetics parts in the behavioral sciences have been, in turn, skeptical about the utility of stubborn philosophical skepticism. Of course attitudes change…and who has the time to hold a An Association for Aesthetics, grudge? So in what follows I would like to draw attention to two questions requisite for Criticism and Theory of the Arts a rapprochement between philosophy of art and neuroscience. First, what is the cognitive neuroscience of art? And second, why should any of us (in philosophy at least) care? Volume 31 Number 2 Summer 2011 1 What Is the Cognitive Neuroscience of There are obvious answers to each of these questions. -
Creativity in Nietzsche and Heidegger: the Relation of Art and Artist
Creativity in Nietzsche and Heidegger: The Relation of Art and Artist Justin Hauver Philosophy and German Mentor: Hans Sluga, Philosophy August 22, 2011 I began my research this summer with a simple goal in mind: I wanted to out- line the ways in which the thoughts of Friedrich Nietzsche and Martin Heidegger complement one another with respect to art. I had taken a few courses on each philosopher beforehand, so I had some inclination as to how their works might be brought into agreement. However, I almost immediately ran into difficulty. It turns out that Heidegger, who lived and thought two or three generations after Nietzsche, had actually lectured on the topic of Nietzsche's philosophy of art and had placed Nietzsche firmly in a long tradition characterized by its mis- understanding of art and of the work of art. This means that Heidegger himself did not agree with me|he did not see his thoughts on art as complementary with Nietzsche's. Rather, Heidegger saw his work as an improvement over the misguided aesthetic tradition. Fortunately for me, Heidegger was simply mistaken. At least, that's my thesis. Heidegger did not see his affinity with Nietzsche because he was misled by his own misinterpretation. Nevertheless, his thoughts on art balance nicely with those of Nietzsche. To support this claim, I will make three moves today. First, I will set up Heidegger's critique, which is really a challenge to the entire tradition that begins with Plato and runs its course up to Nietzsche. Next, I will turn to Heidegger's views on art to see how he overcomes the tradition and answers his own criticism of aesthetics. -
Toward a Common Terminology for the Gyri and Sulci of the Human Cerebral Cortex Hans Ten Donkelaar, Nathalie Tzourio-Mazoyer, Jürgen Mai
Toward a Common Terminology for the Gyri and Sulci of the Human Cerebral Cortex Hans ten Donkelaar, Nathalie Tzourio-Mazoyer, Jürgen Mai To cite this version: Hans ten Donkelaar, Nathalie Tzourio-Mazoyer, Jürgen Mai. Toward a Common Terminology for the Gyri and Sulci of the Human Cerebral Cortex. Frontiers in Neuroanatomy, Frontiers, 2018, 12, pp.93. 10.3389/fnana.2018.00093. hal-01929541 HAL Id: hal-01929541 https://hal.archives-ouvertes.fr/hal-01929541 Submitted on 21 Nov 2018 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. REVIEW published: 19 November 2018 doi: 10.3389/fnana.2018.00093 Toward a Common Terminology for the Gyri and Sulci of the Human Cerebral Cortex Hans J. ten Donkelaar 1*†, Nathalie Tzourio-Mazoyer 2† and Jürgen K. Mai 3† 1 Department of Neurology, Donders Center for Medical Neuroscience, Radboud University Medical Center, Nijmegen, Netherlands, 2 IMN Institut des Maladies Neurodégénératives UMR 5293, Université de Bordeaux, Bordeaux, France, 3 Institute for Anatomy, Heinrich Heine University, Düsseldorf, Germany The gyri and sulci of the human brain were defined by pioneers such as Louis-Pierre Gratiolet and Alexander Ecker, and extensified by, among others, Dejerine (1895) and von Economo and Koskinas (1925). -
Basal Ganglia Anatomy, Physiology, and Function Ns201c
Basal Ganglia Anatomy, Physiology, and Function NS201c Human Basal Ganglia Anatomy Basal Ganglia Circuits: The ‘Classical’ Model of Direct and Indirect Pathway Function Motor Cortex Premotor Cortex + Glutamate Striatum GPe GPi/SNr Dopamine + - GABA - Motor Thalamus SNc STN Analagous rodent basal ganglia nuclei Gross anatomy of the striatum: gateway to the basal ganglia rodent Dorsomedial striatum: -Inputs predominantly from mPFC, thalamus, VTA Dorsolateral striatum: -Inputs from sensorimotor cortex, thalamus, SNc Ventral striatum: Striatal subregions: Dorsomedial (caudate) -Inputs from vPFC, hippocampus, amygdala, Dorsolateral (putamen) thalamus, VTA Ventral (nucleus accumbens) Gross anatomy of the striatum: patch and matrix compartments Patch/Striosome: -substance P -mu-opioid receptor Matrix: -ChAT and AChE -somatostatin Microanatomy of the striatum: cell types Projection neurons: MSN: medium spiny neuron (GABA) •striatonigral projecting – ‘direct pathway’ •striatopallidal projecting – ‘indirect pathway’ Interneurons: FS: fast-spiking interneuron (GABA) LTS: low-threshold spiking interneuron (GABA) LA: large aspiny neuron (ACh) 30 um Cellular properties of striatal neurons Microanatomy of the striatum: striatal microcircuits • Feedforward inhibition (mediated by fast-spiking interneurons) • Lateral feedback inhibition (mediated by MSN collaterals) Basal Ganglia Circuits: The ‘Classical’ Model of Direct and Indirect Pathway Function Motor Cortex Premotor Cortex + Glutamate Striatum GPe GPi/SNr Dopamine + - GABA - Motor Thalamus SNc STN The simplified ‘classical’ model of basal ganglia circuit function • Information encoded as firing rate • Basal ganglia circuit is linear and unidirectional • Dopamine exerts opposing effects on direct and indirect pathway MSNs Basal ganglia motor circuit: direct pathway Motor Cortex Premotor Cortex Glutamate Striatum GPe GPi/SNr Dopamine + GABA Motor Thalamus SNc STN Direct pathway MSNs express: D1, M4 receptors, Sub. -
Introduction and Methods the Field of Neuroesthetics Is a Recent Marriage
Introduction and Methods The field of neuroesthetics is a recent marriage of the realms of neuroscience and art. The objective of neuroesthetics is to comprehend the perception and subjective experience of art in terms of their neural substrates. In this study, we examined the effect of a number of original pieces of art on the brain of the artist herself and on that of a novice as she experienced the artwork for the first time. This allowed us to compare neural responses not only amongst different visual conditions but also between an expert (i.e. the artist) and a novice. Lia Cook lent her artwork to be used in this study. The pieces, which she believes to have an innate emotional quality, are cotton and rayon textiles. All of the pieces are portraits with a somewhat abstract, pixelated appearance imparted by the medium. In order to better understand the neural effects of the woven facial images, we used several types of control images. These included (i) scrambled woven pieces, or textiles that were controlled for color, contrast, and size but contained no distinct facial forms; and (ii) photographs, which were all photographs of human faces but were printed on heavy paper and lacked the texture and unique visual appearance of the textiles. All of the pieces are 12.5 in. x 18 in. The expert and novice were each scanned with functional MRI while they viewed and touched the tapestries and photographs. The subjects completed 100 trials divided across two functional scans. Each trial lasted a total of 12 s, with jittered intervals of 4 s to 6 s between trials. -
4Creativity, Shared Meaning, and Relationships
Creativity, Shared Meaning, and Relationships By Carlina Rinaldi 4The search for meaning begins from the moment of birth, from the child’s first silent “why,” and continues all through life. It is a difficult search. Young children make enormous efforts to put together often-disconnected fragments of experience to make sense of things. They persevere with their search stub- bornly, tirelessly, making mistakes, and often on their own. But while engaged in this search, children ask us to share the search with them. We as teachers are asked by children to see them as scientists or philosophers searching to understand something, to draw out a meaning, to grasp a “piece of life,” and to respect this search as a quality central to all human beings. We are asked to be the child’s traveling companion in this search for meaning. We are also asked to respect the meanings that children produce, the explanatory theories they develop, and their attempts to find and give answers. When we honor children this way, the children reveal themselves to us: We come to know how they perceive, question, and inter- pret reality, and to understand their relationships with it. Concepts for Care • 2 1 I believe that teachers must communicate behaviors that teachers exhibit toward a willingness to assist children in their the child’s intention to search, the pro- search for meaning in life. Two of the cess of searching, and the conclusions a most important questions we have to ask child reaches either support or dampen ourselves as teachers are creativity. The teacher’s job is to engage in a “relational creativity” with the child “How can we aid young children • that both revels in the child’s creativity in their search for the meaning of and stimulates the teacher’s own creativ- things, and the meaning of ity to find ways to help the child observe, life itself?” analyze, interpret, and build theories. -
01 05 Lateral Surface of the Brain-NOTES.Pdf
Lateral Surface of the Brain Medical Neuroscience | Tutorial Notes Lateral Surface of the Brain 1 MAP TO NEUROSCIENCE CORE CONCEPTS NCC1. The brain is the body's most complex organ. LEARNING OBJECTIVES After study of the assigned learning materials, the student will: 1. Demonstrate the four paired lobes of the cerebral cortex and describe the boundaries of each. 2. Sketch the major features of each cerebral lobe, as seen from the lateral view, identifying major gyri and sulci that characterize each lobe. NARRATIVE by Leonard E. WHITE and Nell B. CANT Duke Institute for Brain Sciences Department of Neurobiology Duke University School of Medicine Overview When you view the lateral aspect of a human brain specimen (see Figures A3A and A102), three structures are usually visible: the cerebral hemispheres, the cerebellum, and part of the brainstem (although the brainstem is not visible in the specimen photographed in lateral view for Fig. 1 below). The spinal cord has usually been severed (but we’ll consider the spinal cord later), and the rest of the subdivisions are hidden from lateral view by the hemispheres. The diencephalon and the rest of the brainstem are visible on the medial surface of a brain that has been cut in the midsagittal plane. Parts of all of the subdivisions are also visible from the ventral surface of the whole brain. Over the next several tutorials, you will find video demonstrations (from the brain anatomy lab) and photographs (in the tutorial notes) of these brain surfaces, and sufficient detail in the narrative to appreciate the overall organization of the parts of the brain that are visible from each perspective. -
Function of Cerebral Cortex
FUNCTION OF CEREBRAL CORTEX Course: Neuropsychology CC-6 (M.A PSYCHOLOGY SEM II); Unit I By Dr. Priyanka Kumari Assistant Professor Institute of Psychological Research and Service Patna University Contact No.7654991023; E-mail- [email protected] The cerebral cortex—the thin outer covering of the brain-is the part of the brain responsible for our ability to reason, plan, remember, and imagine. Cerebral Cortex accounts for our impressive capacity to process and transform information. The cerebral cortex is only about one-eighth of an inch thick, but it contains billions of neurons, each connected to thousands of others. The predominance of cell bodies gives the cortex a brownish gray colour. Because of its appearance, the cortex is often referred to as gray matter. Beneath the cortex are myelin-sheathed axons connecting the neurons of the cortex with those of other parts of the brain. The large concentrations of myelin make this tissue look whitish and opaque, and hence it is often referred to as white matter. The cortex is divided into two nearly symmetrical halves, the cerebral hemispheres . Thus, many of the structures of the cerebral cortex appear in both the left and right cerebral hemispheres. The two hemispheres appear to be somewhat specialized in the functions they perform. The cerebral hemispheres are folded into many ridges and grooves, which greatly increase their surface area. Each hemisphere is usually described, on the basis of the largest of these grooves or fissures, as being divided into four distinct regions or lobes. The four lobes are: • Frontal, • Parietal, • Occipital, and • Temporal. -
75 Quotes About Creativity and Innovation
75 Quotes about Creativity and Innovation 1. “There is no doubt that creativity is the most important human resource of all. Without creativity, there would be no progress, and we would be forever repeating the same patterns.” — Edward de Bono 2. “There is only one of you in all time, this expression is unique. And if you block it, it will never exist through any other medium and it will be lost.” — Martha Graham 3. “Creativity is thinking up new things. Innovation is doing new things.” — Theodore Levitt 4. “A new idea is delicate. It can be killed by a sneer or a yawn; it can be stabbed to death by a quip and worried to death by a frown on the right man’s brow.” — Charles Brower 5. “When we engage in what we are naturally suited to do, our work takes on the quality of play and it is play that stimulates creativity.” – Linda Naiman 6. “The creative is the place where no one else has ever been. You have to leave the city of your comfort and go into the wilderness of your intuition. What you’ll discover will be wonderful. What you’ll discover is yourself.” — Alan Alda 7. “It is better to have enough ideas for some of them to be wrong, than to be always right by having no ideas at all.” — Edward de Bono 8. “A painter told me that nobody could draw a tree without in some sort becoming a tree; or draw a child by studying the outlines of its form merely . -
Gliomas of the Cingulate Gyrus: Surgical Management and Functional Outcome
Neurosurg Focus 27 (2):E9, 2009 Gliomas of the cingulate gyrus: surgical management and functional outcome MAREC VON LEHE , M.D., AN D JOHANNES SCHRA mm , M.D. Neurochirurgische Klinik, Universitätsklinik Bonn, Germany Object. In this paper, the authors’ goal was to summarize their experience with the surgical treatment of gliomas arising from the cingulate gyrus. Methods. The authors analyzed preoperative data, surgical strategies, complications, and functional outcome in a series of 34 patients (mean age 42 years, range 12–69 years; 14 females) who underwent 38 operations between May 2001 and November 2008. Results. In 7 cases (18%) the tumor was located in the posterior (parietal) part of the cingulate gyrus, and in 31 (82%) the tumor was in the anterior (frontal) part. In 10 cases (26%) the glioma was solely located in the cingulate gyrus, and in 28 cases (74%) the tumor extended to the supracingular frontal/parietal cortex. Most cases (23 [61%]) had seizures as the presenting symptom, 8 patients (24%) suffered from a hemiparesis/hemihypesthesia, and 4 pa- tients (12%) had aphasic symptoms. The authors chose an interhemispheric approach for tumor resection in 11 (29%) and a transcortical approach in 27 (71%) cases; intraoperative electrophysiological monitoring was applied in 23 (61%) and neuronavigation in 15 (39%) cases. A > 90% resection was achieved in 32 (84%) and > 70% in another 5 (13%) cases. Tumors were classified as low-grade gliomas in 11 cases (29%). A glioblastoma multiforme (WHO Grade IV, 10 cases [26%]) and oligoastrocytoma (WHO Grade III, 9 cases [24%]) were the most frequent histopathological results.