User:Joseph Tejada Vera/New sandbox

Emotions/Dichotic Listening
Dichotic listening can also be found in the emotion-oriented parts of the brain. Further study on this matter was done by Phil Bryden and his dichotic listening research focused on emotionally loaded stimuli (Hugdahl, 2015). More research, focused on how lateralization and the identification of the cortical regions of the brain created inquiries on how dichotic listening is implicated whenever two dichotic listening tasks are provided. In order to obtain results, a Functional  magnetic resonance imaging (fMRI) was used by Jancke et al (2001) to determine the activation of parts of the brain in charge of attention, auditory stimuli to a specific emotional stimuli. Following results on this experiment clarified that the dependability of the provided stimuli (Phonetic, emotion) had a significant presence on activating the different parts of the brain in charge of the specific stimuli. However, no concerning difference in cortical activation was found.

Double Dissociation on Explicit and Implicit memory
The neural components of memory have demonstrated to be extensive in its operating characteristics. In order to obtain more information on the different memory systems that exist within the brain, research done by Gabrieli et al (1995) used the cases of patients with brain injuries associated with the recollection of explicit and implicit memories. This premise led investigators to create different functional neural components that seek to explain the activation of memory (explicit and implicit) in the human brain. (#) (1) The existent possibility of one homogeneous system in the brain in matters of memory performance and that explicit memory has more representability in terms of neural resources than implicit memory. (2) The implicit memory process constitutes a different subsystem from explicit memory, however as these processes differ in the internal organization of its functions, they both share relation on how interrelated they are. Results on patients with traumatic brain injuries demonstrated that the neural architecture of the brain can be separated at the time of studying how the memory systems differ at the time of using “memory recalling visual implicit memory”, “explicit memory for words” and “conceptual implicit memory for words”

Emotion
Other emotions like fear and anxiety long thought to be exclusively generated by the most primitive parts of the brain (stem) and more associated to the fight-or-flight responses of behavior, have also been associated as adaptive expressions of defensive behavior whenever a threat is encountered. Although defensive behaviors have been present in a wide variety of species, Blanchard et al. (2001) discovered a correlation of given stimuli and situation that resulted in a similar pattern of defensive behavior towards a threat in human and non-human mammals.

Whenever, potentially dangerous stimuli is presented additional brain structures activate that previously thought (hippocampus, thalamus, etc). Thus, giving the amygdala an important role on coordinating the following behavioral input based on the presented neurotransmitters that respond to threat stimuli. These biological functions of the amygdala are not only limited to the “fear-conditioning” and “processing of aversive stimuli”, but also are present on other components of the amygdala. Therefore, it can referred the amygdala as a key structure to understand the potential responses of behavior in danger like situations in human and non-human mammals.

History
Human nature and the following bodily sensations have been always part of the interest of thinkers and philosophers. Far most extensively, this interest has been of great interest by both Western and Eastern societies. Emotional states have been associated with the divine and the enlightenment of the human mind and body. The ever changing actions of individuals and its mood variations have been of great importance by most of the Western philosophers (Aristotle, Plato, Descartes, Aquinas, Hobbes) that lead them to propose vast theories; often competing theories, that sought to explain emotion and the following motivators of human action and its consequences.

In the Age of Enlightenment Scottish thinker David Hume proposed a revolutionary argument that sought to explain the main motivators of human action and conduct. He proposed that actions are motivated by “fears, desires, and passions”. As he wrote in his book Treatise of Human Nature (1973) “Reason alone can never be a motive to any action of the will… it can never oppose passion in the direction of the will… Reason is, and ought to be the slave of the passions, and can never pretend to any other office than to serve and obey them” with these lines Hume pretended to explain that reason and further action will be subjected to the desires and experience of the self. Later thinkers would propose that actions and emotions are deeply interrelated to social, political, historical, and cultural aspects of reality that would be also associated with sophisticated neurological and physiological research on the brain and other parts of the physical body.

Declarative and Procedural memory on language acquisition
Given the potential implication of declarative and procedural memory on language acquisition present on individuals; researchers believe that learning by experience and representations (factual) of the surrounding world is often accompanied by motor and cognitive skills individuals may do in their habit learning area. These types of memory are contained in specific structures that range from neocortical regions to temporal lobe structures.

In order to understand the individual references on learning a language on individual adults Morgan-Short et al (2014) designed a study that included seven test sessions in which “cognitive, measures of declarative and procedural learning, intelligence, language training, practice (grammar), artificial language practice, and assessment sessions”. In this experiment all participants knew only one language (English). Further results on the experiment demonstrated that language learning ability are potentially present on declarative and procedural learning. The study showed that “declarative memory was more associated with the rules and syntactic meaning of the words in the early language acquisition process” whereas, procedural memory was associated with the latter stages. This experiment can show new light about the different outcomes of language acquisition and grammatical development in learners.