National University of Pharmacy Human anatomy and physiology department. Higher nervous activity Age-specific changes

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1 National University of Pharmacy Human anatomy and physiology department Higher nervous activity Age-specific changes

2 Plan 1. Basic concepts of HNA 2. Age-specific features of conditioned and unconditioned reflexes 3. Development of the second signaling system 4. Inhibition of conditioned reflexes 5. Age-related changes in sleep 6. Age-related behavioral changes 7. Age-related features of memory 8. Features of HNA in old age 9. Motivation, needs, emotions

Higher nervous activity (HNA) combined function of the cortex and

adaptation to the environment determines the behavior The lower

the body and coordination of the activities of its individual parts

3 Higher nervous activity (HNA) combined function of the cortex and the nearest brain subcortical structures, which provides the adaptation to the environment determines the behavior The lower nervous activity is the reflex regulation of the internal state of the body and coordination of the activities of its individual parts Material basis of HNA = Cortex + Subcortical nuclei of forebrain + Intermediate brain

4 Cortex Forms gyri deepening between them furrows Furrows divide the cortex into 5 parts: frontal central sulcus parietal lateral groove temporal occipital insular cortex (in the depth of the lateral fovea between the frontal and temporal lobes)

5 I.P. Pavlov the founder of the physiology of behavior He created the theory about unconditioned and conditioned reflexes Unconditioned reflexes fixed, congenital (inborn) reactions that combine and coordinate functions organism Conditioned reflexes new reflex reactions for the coordination of an organism with environment depending on the nature and conditions of external actions

6 Inhibition of conditioned reflexes Unconditioned (external) inhibition Protective External Conditioned (internal) inhibition Parting Delayed Differentiating Conditional brake

Sleep this is the internal inhibition of the cortex and the nearest subcortex, thanks to which rest and restoration of the working capacity of neurons Physiological changes during sleep the activity

7 Sleep this is the internal inhibition of the cortex and the nearest subcortex, thanks to which rest and restoration of the working capacity of neurons Physiological changes during sleep the activity of the nervous system and the cerebral cortex of the brain decrease the consciousness goes out muscle tone decreases the metabolism is less intensive body temperature decreases blood pressure lowers the frequency of respiration and heart beat rate decreases excitability decreases

8 MEMORY property of the nervous system for a short or long time to preserve the prints formed as a result of the perception of objects and phenomena of the objective world after the termination of their action Memory processes perception reiteration memorization is the fixing of information by linking it with the information previously acquired preservation is determined by the degree of participation of information in human activities, that is, importance forgetting reproducing retrieval of information from systems or memory blocks

9 Types of higher nervous activity Type of higher nervous activity complex of individual properties of the nervous system caused by hereditary peculiarities of the individual and his life experience

10 Types of HNA by I.P. Pavlov (common to humans and animals) Strong Weak (melancholic) Balanced Unbalanced (choleric) Mobile (sanguine) Inert (phlegmatic)

the II signal system prevails (abstract thinking)

11 Special types of human HNA Artistic the I signal system predominates (concrete thinking) Thoughtful the II signal system prevails (abstract thinking) Mixed I and II signal systems are expressed equally Genius

Age-specific features of HNA In neonates unconditioned reflexes for the

withdrawal reflex grasp reflex blink reflex plantar reflexes to pain and

orienting reflexes to light and sound clearly appear Up to 10-12 days of life,

12 Age-specific features of HNA In neonates unconditioned reflexes for the functioning of the vegetative sphere are observed : respiratory sucking withdrawal reflex grasp reflex blink reflex plantar reflexes to pain and temperature stimuli reflexes to change the position of the body On the 7th day, orienting reflexes to light and sound clearly appear Up to days of life, the nature of unconditioned reflexes changes the reflexogenic zones of unconditioned reactions narrow

From the first days of life conditioned reflexes are formed the

reflex to the position for feeding Over time, the number of

stimuli are formed: the child reaches for his mother, cries when he

conditioned reflexes increases: in the preschool age the conditioned

13 From the first days of life conditioned reflexes are formed the conditioned reflex to the feeding time after 2 weeks conditioned reflex to the position for feeding Over time, the number of conditioned reflexes increases conditioned reflexes to visual stimuli are formed: the child reaches for his mother, cries when he sees a bathtub for bathing With age, the rate of formation of conditioned reflexes increases: in the preschool age the conditioned reflex is formed after repetitions in children of primary school age through 5-15 repetitions

the training (the development of conditioned

14 Great importance in improving conditioned reflex activity has the training of a child The earlier the training (the development of conditioned reflexes) has begun, the sooner they are formed with time

child tries to pronounce individual words, conditioned reflexes to verbal stimuli are

15 By the end of year 1, the child is good at distinguishing of: taste of food odors shape and color of objects voices and faces Movements are improving children begin to walk The child tries to pronounce individual words, conditioned reflexes to verbal stimuli are formed the second signaling system is developing and its joint activity is formed with the first

Development of the second signaling system Begins in the second half of the first year of life The development of speech : the child begins to understand the meaning of the words, and then to speak

16 Development of the second signaling system Begins in the second half of the first year of life The development of speech : the child begins to understand the meaning of the words, and then to speak The child's vocabulary is : up to 1 year words up to 1.5 years words up to 2 years words up to 3 years words up to 6-7 years the ability to internal speech Specific thinking is formed in preschool and junior school years Abstract (verbal-logical) thinking manifests itself by 8-9 years, reaching development by years

In the second year: all types of conditioned reflex activity are improved the formation of a second signaling system the vocabulary increases

is the ease of developing dynamic stereotypes successive chains of conditioned reflex acts carried out in a strictly defined order fixed in time A dynamic

17 In the second year: all types of conditioned reflex activity are improved the formation of a second signaling system the vocabulary increases significantly, the stimuli begin to cause verbal reactions In a two-year-old child, words acquire a signal meaning The peculiarity of a 2-3-year-old child is the ease of developing dynamic stereotypes successive chains of conditioned reflex acts carried out in a strictly defined order fixed in time A dynamic stereotype is a consequence of a complex systemic reaction of the organism to a complex of conditioned stimuli (a conditioned reflex to the time eating, sleeping, etc.)

18 Age from 3 to 5 years : development of speech perfection of nervous processes (their strength, mobility and steadiness increases) 5-7 years : the role of the signal system of words increases children begin to speak freely (functionally ripens the cortex) Junior school age (7-12 years) the period of relatively "quiet" development of HNA provides an opportunity for the child's education A slight inhibition in the processes of HNA is observed in the 1st class the processes of adaptation to school

Adolescent (from 11-12 to 15-17 years) period : the differentiation of conditioned stimuli significantly worsens the activity of the cortex, and at the same time the second signaling system decreases

19 Adolescent (from to years) period : the differentiation of conditioned stimuli significantly worsens the activity of the cortex, and at the same time the second signaling system decreases functional changes lead to mental imbalance and conflict of the adolescent Senior school age (15-18 years): the final morphological and functional maturation of all body systems the role of the cortex in the regulation of mental activity increases

20 INHIBITION OF CONDITIONED REFLEXES From the first days of life there is an unconditioned inhibition: the child stops sucking if a sudden sound is heard, or something hurts him At 6-7 years, the value of external inhibition decreases and the role of internal inhibition increases Conditioned inhibition is observed on the 20th day of life and up to the 5th month of development. The child develops all the main types of conditioned inhibition: the first manifestations of differentiation of motor conditioned reflexes distinguishes between the position for feeding and swaddling A clear differentiation of auditory and visual conditioned stimuli is observed in 3-4 months, delayed inhibition appears from 4 months of age

SLEEP In youth, sleep comes easily just touch your head with

becomes harder to fall asleep worse quality of sleep sleep

too early awakening, it is impossible to "fill up" no

21 SLEEP In youth, sleep comes easily just touch your head with the pillow With age, many have problems with sleep: it becomes harder to fall asleep worse quality of sleep sleep becomes very sensitive and superficial dreams of nightmares too early awakening, it is impossible to "fill up" no sensation of rest after sleep there is insomnia Elderly need to get enough sleep!

22 Sleep rates for people of different age Age Hours per day 0-1 year years years years

15-20 minutes and more Junior school age is a very important stage in the development of brain activity: the influence of new

23 AGE-RELATED BEHAVIORAL CHANGES 3-5 years active research activity 5-7 years the growth of strength and mobility of the nervous processes increasing the working capacity of the cerebral cortex, greater stability: children are able to concentrate attention for minutes and more Junior school age is a very important stage in the development of brain activity: the influence of new requirements systematic training At the age of 7-10 years the basic properties of the nervous processes approach the characteristics of adults

The transition age (11-13 years for girls and 13-15 years for boys) In behavior, a marked increase in

concomitant movements of the arms, legs and trunk, just as it was in early childhood The period from

development of adolescents: there is a mental imbalance with sharp mood transitions from exaltation to

24 The transition age (11-13 years for girls and years for boys) In behavior, a marked increase in the excitability of the central nervous system Excitation reactions are accompanied by additional concomitant movements of the arms, legs and trunk, just as it was in early childhood The period from years for girls and from years for boys is the most critical and turbulent period in the development of adolescents: there is a mental imbalance with sharp mood transitions from exaltation to depression and conversely critical attitude to the surrounding adults extreme sensitivity tendency to tear for girls

transformation of the type of HNA The plasticity of the nervous structures is especially great in the period of their

25 Differences in the basic properties of nerve processes in children determine their different functional capabilities in the process of education and upbringing Plasticity of cells of the cortex a morphological and functional basis for the transformation of the type of HNA The plasticity of the nervous structures is especially great in the period of their intensive development, therefore pedagogical influences and correction of typological features are important to apply in childhood

activity is normalized All the properties of the nervous processes reach the level of an adult.

26 Adult from the age of 16 in girls and 17 in boys : the balance of the processes of excitation and inhibition is established the role of the second signal system is increased increases efficiency the emotional sphere of mental activity is normalized All the properties of the nervous processes reach the level of an adult. The HNA becomes orderly and harmonious For the normal development of HNA at each individual stage, it is necessary to create optimal conditions

27 AGE-RELEATED FEATURES OF MEMORY From birth memory manifests itself in an elementary form the formation of conditioned reflexes The complication of memory processes is elementary, pre-speech thinking (the child begins to look for an object that has disappeared from the field of view) Recognition and playback indicate the appearance of a figurative memory At an early age, walking, learning the language, practical activities, expand the cognitive sphere of the child and strengthen it The memory of the child begins to form in elementary actions that arise when communicating with a child with adults, listening to fairy tales, etc.

The memory of a preschooler acquires stability and strength spontaneous memorization and

communicating the child with an adult The development of purposeful activity and language

years, the ability to reproduce objects, words, images that are remembered, significantly

28 The memory of a preschooler acquires stability and strength spontaneous memorization and reproduction occurs in the process of practical and playful activity, in the process of communicating the child with an adult The development of purposeful activity and language gradually causes the emergence and initial formation of arbitrary memory At the age of 5-6 years, the ability to reproduce objects, words, images that are remembered, significantly increases Children begin to consciously set a goal to remember a certain material and repeat it to themselves

The younger schoolchildren develop all kinds of memory: the verbally-logical memory is

a high level of development of abstractlogical memory mastering a complex system of

development of memory occurs in close interaction with thinking, reaching the maximum

29 The younger schoolchildren develop all kinds of memory: the verbally-logical memory is especially intensively formed the condition for success in studies The senior students have a high level of development of abstractlogical memory mastering a complex system of generalized skills, considerations and memorization During adulthood, the overall development of memory occurs in close interaction with thinking, reaching the maximum values. Particular importance is the ability to work independently with a book, vocabulary, reference book, make plans

30 In adulthood, the development of memory is closely related to professional activity, with the practical assimilation of knowledge and skills for professional growth Initiative, creative work requires experience and continuous assimilation of new knowledge, high lability of the process of reproducing information stored in memory With age, memory performance decreases production activity, the presence of significant experience compensates for the need for memory data for productive work Memory is a necessary condition for the development of people in different age categories

of the first manifestations of aging is the weakening of memory for current events (depends on

31 FEATURES OF HNA IN OLD AGE weakening of the basic nervous processes, especially inhibition (gabbiness and fantasy) decrease in their mobility, the inertness of the process develops One of the first manifestations of aging is the weakening of memory for current events (depends on the change in the mobility of the excitation process) In the elderly, conditioned reflexes are inhibited

MOTIVATION, NEEDS, EMOTIONS Motivations are active states of brain structures that induce actions aimed at satisfying their needs Motivations

32 MOTIVATION, NEEDS, EMOTIONS Motivations are active states of brain structures that induce actions aimed at satisfying their needs Motivations are inextricably linked emotions Achieving the goal and satisfying the need causes positive emotions, the opposite leads to negative emotions

33 MOTIVATION, NEEDS, EMOTIONS The role of emotions is especially important in childhood a great need for novelty Satisfaction of this need contributes to positive emotions that stimulate the activity of the central nervous system Emotions of children are unstable, their external manifestations are unrestrained (weakness of control by the higher departments of the central nervous system) The child cries easily and just as quickly from crying can go into laughter With age, the restraint of emotional manifestations increases

34 THANK YOU FOR ATTENTION!

states of brain activity sleep, brain waves DR. S. GOLABI PH.D. IN MEDICAL PHYSIOLOGY

states of brain activity sleep, brain waves DR. S. GOLABI PH.D. IN MEDICAL PHYSIOLOGY introduction all of us are aware of the many different states of brain activity, including sleep, wakefulness, extreme