What's in the News?
What I would like you to do is to start applying what we are learning in class to real world matters. Some might ask, "What good is learning psychology if we can't apply it to real world matters?" So that is what we are going to do with this divergence assignment.
What I would like you to do is to either go to NPR (http://www.npr.org/ ), the BBC (http://www.bbc.co.uk/ ) or any news site listed at the bottom of this page (http://www.huffingtonpost.com/ listed in their news sources) and read, watch, or listen to something that is interesting to you and relates to what we have been learning in the class.
Please respond the blog by BRIEFLY telling us what the piece you chose was and why you picked it (what made it interesting for you)? What did you expect to see? What did you find most interesting about the piece?
Next discuss IN DETAIL how it relates to the class using terms, terminology, and concepts that we have learned so far in class.
Include the URL in your post.
Make a list of key terms and concepts you used in your post.
Let me know if you have any questions,
--Dr. M
The article I'm blogging about comes from the huffington post website. The main concept of this article is about how we can control our "Inner Critic," or more commonly known as that negative voice inside our heads. The article discusses how powerful the Inner Critic can be and its ability to distract and defeat us. However, this power can be used to alert us of our judgments, attention, and thinking skills. Instead of feeling belittled by this negative inner voice, the author suggests that we look at the Inner Critic with an adult perspective and instead find and listen to a different inner voice that acts as an internal coach to our thinking and actions. This inner voice will help support and be more reasonable with our judgments and thinking patterns rather than bringing us down.
Judging by the title of this article, Talking Back to the Critical Voice Inside, I expected to read about using our mind to ignore or diffuse the inner voice that we all experience. I expected to learn about how to train our brains into ignoring this critic. The most interesting concept from this article was teaching our minds to slow down and turn the inner critic into something positive like the internal coach. It was interesting to read how the inner critic can be very destructive to our self-concept however, if we use our minds to find an internal coach this will be more beneficial in the long run.
This relates to class because our Inner Critic has an influence on our cognitive processes. When our Inner critic chimes in we are distracted and lose the ability to maintain attention. Our attention is taken over by the negative feelings of the inner critic. Also, our thinking and judgment skills are limited by this internal critic. We begin to question, worry, and experience anxiety when the inner critic chimes in with negative feedback. I also feel that with the Inner critic our perception of our environment and surroundings becomes more diminished and negative. We begin to have a negative perception of ourselves when we listen to our inner critic. However, if we take the advice of the author of this article, we can turn the inner critic into a more positive internal coach. By using our mind and slowing down our thinking, we can turn the negative voice into a positive, supportive, and influential internal coach. In the long run, the internal coach will help diminish self-criticism and help our cognitive processes grow instead of distracting and belittling our judgments.
Terms: attention, perception, cognitive processes, inner critic, internal coach
URL: http://www.huffingtonpost.com/jane-shure/talking-back-to-the-criti_b_752673.html
Web Divergence Activity – Week #7
“More Screen Time means more Attention Problems in Kids”
The article that I focused on was titled, “More Screen Time means more Attention Problems in Kids”. I chose this article because it was related to ADHD which is a topic that I find very interesting. Another reason for my choosing of this article was because it relates to topics related to attention that we have been discussing in class. According to research done at Iowa State University, children aged 6 through twelve who spend more than two hours a day playing video games of watching television have more trouble paying attention in school. From the study they found that heavy TV watchers or gamers are twice as likely to develop attention deficit problems. They think the reasoning for this is because that games and television is colorful and more stimulating to the eye so they focus more. Also they think that it might have something to do with the speed and flash of modern games and television. One really interesting statistic related to this is that researchers think that the kind of “screen time” more harmful is one where the child has to make a lot of quick decisions.
As we all know many students struggle with maintaining their attention in the classroom whether it’s due to not enough sleep, TV, games, etc. As we know, attention span is related to how long we can concentrate on a task without being distracted. When kids are expected to perform sustained attention they wear out during lectures. No one likes to sit in a classroom without moving for a long period of time listening to rambling of knowledge. We do it because we have to. Kids, though, don’t feel like they have to. They know that that is what is expected of them, so they do their best, but that may not be enough for some. Research tells us that it is usually easier to focus our attention on something that is enjoyable to them or that they find motivating. Attention can also be increased if the person is able to do that task easily whereas a person who struggles won’t find that task stimulating and therefore their attention is lost.
Terms: Attention, Unconscious, Attention Span, attention deficit problems, sustained attention
http://www.npr.org/blogs/health/2010/07/07/128358770/more-screen-time-means-more-attention-problems-in-kids
I found an interesting article on the National Public Radio’s website. It caught my attention because in many ways it can relate to some topics that we have covered in class. I also became curious to read more in depth after seeing the title, “Football’s Brain Injury Lessons Head to Battlefield.” This article basically explained that some American soldiers are suffering from brain trauma due to concussions they experience. Most concussions are caused by the jolt soldiers feel if they are located close to an explosion. It goes on to suggest that soldiers should be treated like athletes such as football players in the sense that they are forced to sit down and rest awhile after getting a concussion. The article establishes that if soldiers are not taken care of after a concussion, they risk getting another concussion which can cause more trauma to the brain. Trauma may express symptoms such as slight memory loss, headaches, and trouble sleeping. When an explosion occurs, the energy given off is sent through the body which may shake the brain. When the brain is shaken it is no longer functional and its metabolism is slowed down which makes the brain incredibly vulnerable to any other basic injury. That is why if a person suffering from a concussion does not take caution immediately after they may suffer more damage to their brain. What I expected to read about was how football players risk brain damage when playing the game, and what types of symptoms can hint towards someone suffering from brain damage. What I found surprising was what one soldier by the name of Jake Matthers was quoted after he himself had suffered from a concussion. He said, “It makes me a little mad. People are like, o well, you seem fine. Well, you know, I’m not. It’s not like I’m missing a leg. But I’m missing something that I can never get back.” Assuming this is true, I hope that someone is looking over those who may have had a recent concussion because the brain is the most important organ in the body.
There are a few ways this article can relate to discussion we have had in class. One topic that we have covered is the different types of brain scans. In some cases it is possible that brain imaging is needed to physically see damage. Experimentation is being done on animals in which brain scans show damage from shock waves even if the animal’s head is protected. In the beginning of the semester we talked about the anatomy of the brain. This is important when discussing if damage is done to specific areas. For example, the article stated that shock waves may transpire deep into regions of the brain that control balance and speech. In a cognitive psychology class one would know the cerebellum is a part of the brain that helps a person with motor coordination and balance. The frontal and temporal lobes are the areas of the brain that aid with speech abilities. Although we have not covered this in class, the blood-brain barrier may also be affected by concussions. The blood-brain barrier is known for protecting the central nervous system from anything that could cause severe inflammation. Shock waves may halt the action of the blood-brain barrier causing damages that are said to be comparable to Alzheimer’s. All of these facts deal with the anatomy of the brain, but also how damage to specific parts may lead to other issues. According to Jake Mathers who has suffered multiple concussions from active duty, there are many times when he suffers from irregular memory loss. We have also discussed this subject in class and are aware how memory abilities can limit living normal lives.
This article allowed me to become aware of the affects of concussions, but also allowed me to base my pre-existing knowledge from class to interpret the information. Even this basic article has made me more conscious towards the importance of taking extra caution for the brain. It is reassuring to read that recently the chairman of the Joint Chiefs of Staff ruled that troops who are near a bomb blast must be removed from combat for at least 24 hours and receive medical attention if need be.
http://www.npr.org/templates/story/story.php?storyId=130436629
Terms: Brain trauma, blood-brain barrier, cerebellum, frontal and temporal lobes
This time I have found a short but very interesting article on BBC website. It is a bit old actually, but it really attracted my attention, so I decided to use it for divergence task. In class we have discussed the issues of object recognition and symmetry. These topics are quite interesting and I thought there are a lot of aspects in which you can apply this knowledge in life. What surprised me in the article was the application of the issues mentioned above to art.
Wayne McGregor - contemporary dance choreographer from Great Britain presented a new program called “Ataxia” in 2004. The most peculiar thing about it that McGregor and his dancers did some psychology and neuroscience study, that became the main inspiration for the new dance.
Ataxia (meaning “lack of order” in translation from Greek) is a neurological symptom of sufficient lack of coordination of muscle movements. Ataxia is a non-specific clinical manifestation associated with dysfunction of the parts of the nervous system that coordinate movement, such as the cerebellum.
Our brain loves symmetry, it loves balance. I remember one study in which researches concluded that for our brain symmetry actually means beauty. So, in general, we tend to evaluate for example more symmetrical human faces as more beautiful. Individuals with less symmetrical features were reported as less attractive by the participants.
What Wayne McGregor created is the dance metaphor or symmetry and its collapse. Starting from the smooth and regular dance he turns the scene to distorted movements representing ataxia itself. Light show, video installation and loud live music create a fantastic sensory experience. The result was described by the viewers as “challenging and brutal”, but that what art is supposed to do – challenge us and our perception.
I could not find any video of this particular performance, but nonetheless I will add the YouTube link of one of W. Macgregor’s works:
http://www.youtube.com/watch?v=EHEfF_fHj5w
http://news.bbc.co.uk/2/hi/programmes/newsnight/review/3784303.stm
Terms used: object recognition, symmetry, ataxia, cerebellum
I found an article/interview on NPR about tip-of-the-tongue experiences. The actual title of the article is, "Tip-of-Tongue moments reveal Brain's Organization". This transcript was a briew interview between psychology professor Bennett Schwartz with Andrea Seabrook as the interviwer. Bennett does a good job to explain tip-of-tongue moments as moments where a part of our cognitive system called metacognition lets us know that even though we can't retrieve something at the moment it's probably there stored in our memory, and if we work at it we'll get it. Bennett also goes on to talk about how the brian is a mess, stating that you don't just have filing cabinents full of information that you can just retrieve.
Subjective organization, a consistent organizational pattern for recalling unrelated items from long-term memory that is unique to each individual, states that there is some sort of organization in the brain, but maybe not to the extent of actual drawers for things. He goes on to say that visual info is stored in visual parts of the brain, verbal in verbal, and so on.
When a person is trying to retrieve information for a specific moment they are in retreival mode. Just because a person goes into retrieval mode, however, does not mean that they will sucessfully obtain the information they needed. Certain aspects of the situation can affect how much information is stored, and how that information is retrieved when it is needed. Tulving's principle of encoding specificity states that specific encoding operations peformed on what is perceived determines what retreival cues are effective in producing access to what is stored. The interaction between encoding and retreival conditions is the key to high levels of recall.
I chose this article because it paralelled exactly to my last post, and it was one that included a psychologist. Bennett did a good job explaining this experience, and related to the audience in a way that was understandable. It was interesting that he referred to the mind as like a teenagers bedroom, messy where it is difficult to find something, but the teen would know if something specific was there. Overall a good article, and informational.
http://www.npr.org/templates/story/story.php?storyId=91284151
terms: tip-of-the-tongue experience, metacognition, subjective organization, retreival mode, encoding specificity
For this particular assignment, I chose an article that I came across a few weeks ago but noticed someone else had already blogged about it so I decided to read it for this week instead. The article caught my attention before because it seemed to relate to what we talked about in the blog on the neuroscientist’s toolbox, talking about different types of scans that can be used. I also found the title itself to be interesting enough, drawing readers in by claiming a single scan can tell the age of your brain.
The article talks about a type of scan that can read the age of an individual’s brain. This scan, called the functional connectivity MRI, detects which parts of the brain have the stronger connections between one another. Researchers feel this scan will be useful in determining what goes on in the brains of children with behavioral and developmental disorders such as autism. These types of observations can be made because as the brain ages, certain connections in the brain start to weaken, however, with children with developmental disorders like autism, these connections remain. Thus, the scan reads these connections and reports these individuals to have a “younger” brain based on the presence of these connections that normally fade.
This type of scan is similar to that of the MRI and the fMRI, though it provides detail in a different manner. An MRI (magnetic resonance imagining) scan provides still images of structures of the brain. It does this by locating the densities of hydrogen atoms in the brain using electromagnetic power. It identifies the active areas of the brain because these areas have increased blood flow to them. The fMRI is similar to the MRI, however, it scans in a much faster fashion, allowing the recording of rapidly changing cognitive functions.
Terms: function connectivity MRI, autism, MRI, fMRI
http://www.npr.org/templates/story/story.php?storyId=129754434
“Too much screen time ‘risks children’s mental health’
This article is about children who spend more than two hours every day in front of a computer or television are more prone to psychological difficulties, according to a new study. The study was based off of 1,000 children around age ten. The amount of time spent in front of a television or computer was measured and then their psychological testing was done with a questionnaire.
The questionnaire involved different sections such as: conduct problems, emotional problems, inattention/hyperactivity, friends/peer groups, and problems relating to those peer groups. Children who spent more time reading and doing homework had better psychological scores overall. Children who were more active (physically) were better at emotional and peer problems, but not behavior (hyperactivity). Overall, they found that children who did less than an hour of moderate physical activity and spent more than two hours in front of a screen were at an increased rate of psychological difficulties.
This relates to what we have been discussing in class because of the whole idea of attention (concentration of mental effort on sensory or mental events). There are five major aspects of attention which include: processing capacity and selective attention, level of arousal, control of attention, consciousness, and cognitive neuroscience. The textbook mentions that modern ideas of attention deal with all the cues that surround us, but we are not able to actually pay attention to all of these things at once. Like many other things in the human body the sensory system functions very well, but when it is overloaded it fails and we are not able to focus on everything.
What happens is information is sent from the first cue to a sensory storage, to short-term, to on to long-term. It was previously thought that we could only pay attention to one cue at a time otherwise we would not be able to guarantee accuracy. This is typically true when it is the same cue (two audio cues or two visual cues). Attention is limited by channel capacity- capacity to handle the flow of input is determined by the limitations of the system. The attention mechanism tends to focus on some stimuli more than other stimuli
From the textbook: Five issues of attention can be identified in the following:
1. Processing capacity and selectiveness – attend to some, but not all cues
2. Control – have some control over the stimuli that we do attend to
3. Automatic processing – ex driving a car – almost done automatically
4. Cognitive neuroscience – brain, CNS, and cognition are support for attention
5. Consciousness – attention brings the even to our conscious level
http://www.bbc.co.uk/news/health-11500084
Terms: attention, channel capacity, processing capacity and selectiveness, control, automatic processing, cognitive neuroscience, consciousness
I chose an article titled “Deaf people ‘can rewire brains.’” I was drawn to the article because I had recently done some research regarding whether or not those who had lost their sight or hearing compensated for the loss with their other senses becoming sharper. I was interested to see what this article had to say.
According to researchers the brain doesn’t let “space” go to waste. A study was conducted using cats to test which parts of the brain were involved. Tests were done using flashing lights at the periphery of their normal vision. They found that the part of the brain known as the auditory cortex, which is usually responsible for the processing of sound, is also responsible for peripheral vision in deaf individuals. When the auditory cortex was deactivated for a short time, their peripheral vision was also switched off. Studies previously done, supported the findings that those who are deaf from birth have a larger visual field than those that can hear.
The article relates to parts of the brain, which we have also discussed in class. Different parts of the brain are responsible for different functions, however there is some overlap. According to the text the parts of the brain that involve vision, speech etc. are only specialized because they receive inputs and make outputs regarding specific functions. We process information in multiple areas, which suggests parallel processing. The brain is the single most complex entity and researchers are still unable to understand it. Many studies have dealt with the structure of our brain and how our senses are wired. Yet there is still a lot of confusion and unknown knowledge about our senses, especially in regards to hearing loss and blindness.
URL: http://www.bbc.co.uk/news/health-11501120?print=true
Terms: peripheral vision, cortex, visual field
I read an article from the BBC website. It was from the section entitled, “The Human Mind” and my article was called, “I can’t remember…”. This article addresses memory and the narrator is a women with amnesia - what she calls a classic case of amnesia. She is riding on a bus with no idea where she is going or why. She does know to pull the string to stop and to get off the bus. She also has childhood glimpses of things like her mother’s hand bag. Sarah, the amnesiac, says that these flash back memories are common. She also says that her amnesia - or her hippocampus (Sarah said that her hippocampus must have spit out her childhood memories so that they were not lost in the accident) - spared her childhood memories during her accident. Sarah was able to save her semantic memories like the meaning of objects - things that she learned before her accident. For some other people they lose their ability to form new memories (like Sarah) and they lose all of their childhood memories too. In which case they would lose their semantic memories. The article mentions a man who would put bleach in his coffee because he had lost his semantic memory of milk.
Sarah gets off the bus and begins to piece together why she might be at that particular bus stop. She finds a note in her pocket that says “bus stop 3:30” and she starts listing possible reasons why she might be there. A doctor’s appointment, a birthday party? It interesting that Sarah is finding clues and trying to figure out why she is where she is. It’s something that we would see in a movie - not read about in a case study.
Sarah finds news articles in her purse that address parts of the brain and how amnesia effects them. One of the article even mentions her participation. Many of the concepts from the articles are concepts we have discussed in class or have been mentioned in our readings. When Sarah gets off the bus she is near a golf course. She is not sure what the game is but she tries to go through the same motions and finds that she does know how to play golf. This means that she must have learned to play golf after her accident. This also means that her procedural memory was undamaged in her accident but her ability to create new semantic memories was. She has no idea what the game of golf is but she does know how to play.
Later Sarah talks about her fear of walking on sand barefoot. Yet she has no memories of a bad experience with sand while being barefoot. In one of her articles it talks about the amygdala and how it controls emotions connected with memories. She has no childhood memory of being fearful of sand yet she has an emotional memory of it. She must have had something after her accident happen to cause this fear. Her amygdala seems undamaged in that she has a fear of being on sand while barefoot.
Sarah talks about Korsakoff’s amnesia. This is when people are compelled to lie and make up things about their past - the things that they do not know. This concept reminds of the some of the ways that our brain lies to us. In class we just looked at how we perceive objects in our vision. We were shown four boxes two side-by-side on top of another set of two. The inner corners of each box had a smaller square cut out of them. Our brain makes this look like there is a box overlapping the four boxes that are side-by-side. The specific processes are different but the over arching idea is the same. Our brains work very hard to make complete thoughts/ideas of the information that it receives. It wants to make a whole out of the pieces that are environment provides it with.
Lastly, Sarah talks about ways to help memory or job memories. She uses music as an example. Instead of listening to music then being asked written questions - one should be listening to the music while answering questions/taking a test. The same goes for some advice that several professors have offered - but never recommended. If we were to come to class drunk or study for a test drunk then we should take the test drunk too. It is easiest to recall information in the same state or situation in which it was first experienced.
Each new piece of information we learn about the processes of the brain offers new routes of doing things cognitively. I think with more research on the systems and networks will open up many ways of working about cognitive problems - such as learning disabilities or brain damage. Put that research in combination with new experiments working with regenerative cells etc. it seems the possibilities are endless!
Terms: Semantic memory, Amnesia, Hippocampus, Procedural Memory, Amygdala, Emotional memory, Korsakoff’s Amnesia,
http://www.open2.net/humanmind/article_memory_3.htm
'Voice Blind' Man Befuddled By Mysterious Callers
The article I chose from NPR was about a man, Steve Royster, who suffers from a rare condition known as phonagnosia, a voice blindness defined by an inability to recognize voices and match them to specific people. From childhood, Royster was unable to determine who was speaking by voice alone, creating problems later in life when talking on the telephone. He is, however, able to hear distinct voices, distinguishing the differences between them in respect to gender, age, and emotion. For 27 years Royster was unaware of his condition and attributed every one else's ability to recognize his own speaking to him having a unique, distinctive voice. I liked this topic because it's a great example of another neurological ability we take for granted. After reading the article, I assumed the condition was primarily limited to those with some sort of brain damage; however, research on the subject has identified the condition in people with non-damaged, healthy brains.
Phonagnosia usually is a result of lesions in the right hemisphere after someone suffers a stroke, but, in the case of Mr. Royster and a select few others I found while researching, MRI's have shown no evidence of any brain damage. Still, the ability for these individuals to recognize emotion in voices suggests that the parts of the brain that responsible are different from the parts that identify whether or not the voice is personally relevant. While research on the subject is still limited, some findings have found support that the inferior and lateral parietal regions of the right hemisphere are most responsible for the condition. The exact reason for these problems is still relatively unknown. Whether or not voice recognition is related to the ability of voice discrimination controlled by the temporal lobe is still in question. Until more cases are studied and the condition is better understood, those with phonagnosia must adapt to their situation the best they can. In the article, Royster described the condition as more of an annoyance than a significant problem. I enjoyed an example of him flirting with a woman on the phone that he thought was his wife.
terms: phonagnosia, parietal lobe, temporal lobe, voice recognition, voice discrimination
http://www.npr.org/templates/story/story.php?storyId=128412201&ps=rs
OOPS posted this one in the wrong week sorry
Justin Bieber is a name that is household. Virtually everyone that is exposed to media on a daily basis knows the name and something about the pop artist. We all have a schema stored in Long Term memory composed of all the aspects we associate with Justin Bieber. CNN reported a story in which the singer allegedly punched another minor at a laser tag arena in British Columbia. There were two headlines that were links to the story on CNN.com, the first read "Did Justin Bieber punch a boy?" and the other read "Justin Bieber target of bullying?" I saw the second and immediately had expectations about the story, while reading my mind picked out details that supported the headline. I found myself mentally taking note of evidence that the incident was not Bieber's fault. This information was the information that was stored long-term. When i noticed the other headline for the same story I realized that the context my mind applied to the information it was processing influenced what exactly it deemed relevant to transfer into long term memory. The theory of Top-down processing makes the assumption that the brain operates contexts. If I had started with the headline that implied Bieber was at fault the information I would remember long term would be associated with the fact that it was in fact Beiber that was the bully. This story now has been incorporated into my schema for Justin Bieber, my long-term memory has been altered in such a way that one of the attributes I may associate with Justin Bieber in a year or ten years is that he was the target of bullying. It may or may not be true, and depending on whether you read the story or not your schema for the artist may not include this same information.
Also it is unlikely that in ten years I will be able to remember where I heard that Justin Bieber was bullied. Depending on when I need to access the information my brain may fudge, or distort, my memories to my advantage. For example if I am in a heated academic discussion about Bieber's role in pop culture I may recall that I read the information in the New York Times, but if I am just telling a friend I may say another friend told me. In both cases the memory seems legitimate, but both are incorrect. The context effect may apply not only to memory storage but to retrieval as well. I've been trying to think of some methods to experiment with the concept but have come up dry so far. In any case my memory schema for Justin Bieber is being constantly altered and may not even be accessible at the same level all the time. State dependent memory is a theory that states you are better able to retrieve information about a subject if you are in the same circumstances as you were when you stored the information. For example if you take a test in the same room you study in you are more likely to remember more information, or if you are slightly tired or chemically altered when you learn a skill, you will perform the skill better when in the same state be it tired or drunk. Perhaps I will only think Justin Bieber is the target of bullying when I am in a poorly lit room or sleep deprived.
http://www.cnn.com/video/#/video/showbiz/2010/10/18/sbt.justin.bieber.bullying.hln?hpt=C2
I choose an article from the NPR website called The Aging Brain is Less Quick, but More Shrewd. This article talked about the differences in some aspects of the brain between the younger and older brain. We can reason better in middle age apparently do to myelination and, according to the aticle we are also better at empathizing. This article also discusses that it is possible to grow brain cells throughout life. And lastly that exercise can benefit the brain.
I choose this article due to interest. When I started my college career I, at first, thought I was going to go into Gerontology because I was so interested in dementia, especially Alzheimer’s disease. After doing an internship working with population I soon recognized that I wasn’t for sure my heart could take it. But it still fascinates me as it has since I first (one night when I couldn’t sleep) saw a program about it. Then I had two grandfathers develop it and my almost 111 year old grandma. My father I don’t believe have Alzheimer’s, but an alcohol induced dementia and due to all of those reasons I am interested in brain health and how, in particular to keep my brain healthy as well as my husbands and children.
The article talked about more than I thought it would have when I just read the title. And it was really quite informative. For instance I never really thought too much about how exercise affects the brain. I mean I knew things like endorphins were released, but I didn’t know that it could cause you to have a larger hippocampi and therefore perhaps a better memory. Other areas increase and are more efficient too.
As far as your brain cells, I already knew (although a lot of people don’t) that you grow brain cells throughout life. The brain fits into the category of “use it or lose it”. I did not know that the frontal lobe is the area that is enhanced by working it. But you hear more and more often today to do puzzles and quizzes to keep your brain young. They even have that game; Brain Age. Though, I’ve never played it and I need to read more studies about the effects of such activities.
This article mentions the tip-of-the-tongue phenomenon and they describe it as happening in middle age. I have that happen to me all the time and have for as long as I can remember. I think they should state that it increases with age. Basically what they are saying here is that with training both mentally and physically you can better your reaction time, memory, and all-around function of your brain.
Terms: Myelination, Brain Cells, Dementia, Alzheimer’s disease, hippocampi, memory, frontal lobe, Tip-of-the-Tongue Phenomenon , Reaction Time
http://www.npr.org/templates/story/story.php?storyId=124118077