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Neuro117
Neuro117- Exam one
| Question | Answer |
|---|---|
| Ventral | Relating to or situated on or close to the abdomen |
| dorsal | relating to or situated near or on the back |
| caudal | of, relating to, or being a tail |
| superior | situated toward the head and further away from the feet than another and especially another similar part of an upright body especially of a human being |
| inferior | situated below and closer to the feet than another and especially another similar part of an upright body especially of a human being— |
| proximal | next to or nearest the point of attachment or origin |
| distal | situated away from the point of attachment or origin or a central point especially of the body — |
| medial | being or occurring in the middle |
| lateral | of or relating to the side |
| ipsilateral | : situated or appearing on or affecting the same side of the body |
| contralateral | : occurring on or acting in conjunction with a part on the opposite side of the body |
| bilateral | : of, relating to, or affecting the right and left sides of the body or the right and left members of paired organs |
| Neuron | unit of structure of the nervous system |
| What makes up a cell body | dendrites and axons |
| Dendrites | conduct toward the cell body |
| axons | conduct away from the cell body |
| Gray matter | accumulations of cell bodies inside the CNS |
| White matter | accumulations of axons inside the CNS |
| Ganglia | accumulations of cell bodies outside the CNS |
| Sensory | on spinal and cranial nerves |
| Motor | autonomic, lie peripherally |
| Nerves | bundles of nerve fibers that lie outside the CNS |
| Myelin | fatty sheath covering axons of nerve fibers |
| Cerebral cortex | associated with higher brain functions |
| Cerebral hemispheres (2) | each hemisphere controls opposite side of the body |
| Lobes of the brain (4) - one in each hemisphere | Frontal lobe Temporal lobe Parietal Lobe Occipital Lobe |
| Frontal lobe | associated with reasoning, planning, parts of speech, movement, emotions, and problem solving |
| Temporal lobe | associated with perception and recognition of auditory stimuli, memory, and speech |
| Parietal Lobe | associated with movement, orientation, recognition, perception of stimuli |
| Occipital Lobe | associated with visual processing |
| Limbic system | referred to as the "emotional brain", is found buried within the cerebrum |
| Cerebellum | associated with regulation and coordination of movement, posture, and balance |
| Brain stem | responsible for basic vital life functions such as breathing, heartbeat, and blood pressure; has three substructures: Midbrain Pons Medulla |
| CNS - The Spinal Cord (connects to large part of PNS. What are the 2 main functions | communication and simple reflexing (withdrawl and stretch) |
| Information (nerve impulses) reaching the spinal cord via sensory neurons are _______ into the brain | transmitted up |
| Signals arising in the motor areas of the brain _______ the cord and leave in the motor neurons | travel back down |
| PNS - The Peripheral Nervous System Primary function | to relay information to and from the CNS |
| ______of spinal nerves arise along the spinal cord... These are "mixed" nerves because each contain both sensory and motor axons. (PNS) | 31 pairs |
| all the sensory axons pass into the __________ where their cell bodies are located and then on into the spinal cord itself (PNS) | dorsal root ganglion |
| all the motor axons pass into the before uniting with the sensory axons to form the mixed nerves. (PNS) | ventral |
| of cranial nerves (exit from the skull) (PNS) | 12 pairs |
| ataxia | jerky, poor controlled movements |
| Adiadochokinesia | inability to perform rapid alternating patterns |
| Dysmetria | overshooting or undershooting object |
| Chorea | Involuntary, purposeless, quick & jerky movements |
| athetoid movements | Slow, wormlike, arrhythmic movements |
| Dystonia | Persistent posturing of extremities; generalized or focused |
| ballism | forceful extension of limb; unilateral |
| dyssynergia | voluntary movements appear into broken parts |
| Nystagmus | involuntary rapid eye movements |
| dysartria | Explosive or slurred speech |
| Tremor | intention, resting, and essential familial |
| motor learning | acquisition of motor skills, leads to permanent change as a result of practice or experience |
| motor control | the ability to make dynamic postural adjustments and to direct body and limb movement in purposeful activity |
| plasticity | can help the pt because of rewiring of dendrites and axons...strengthening through repetition.The ability to change and adapt, especially the ability of the central nervous system to acquire alternative pathways for sensory perception or motor skills. |
| paresis | weakness or partial paralysis of a skeletal muscle |
| flaccidity | Lacking firmness, resilience, or muscle tone. no tone |
| hypotonus | low tone, A condition in which there is diminution or loss of muscular tonicity, resulting in stretching of the muscles beyond their normal limits. |
| hypertonia | excessive tone related to spinal cord injury |
| spasticity | exaggerated skeletal muscle contractions in response to muscle strength; hypertonia |
| clonus | a series of rapid, rhythmic alternating patterns seen after spinal cord injury; response to stimulus or movement |
| rigidity | not moving; stiff; extreme form of hypertonia; think of trying to move lead pipe |
| coordination | functioning of muscles or groups of muscles in the execution of movements |
| afferent | SENSORY! Carrying sensory information toward a central organ or part, as a nerve that conducts impulses from the periphery of the body to the central nervous system |
| efferent | (MOTOR) Carrying motor impulses away from a central organ or part, as a nerve that conducts impulses from the central nervous system to the periphery of the body. |
| anterior ventral horn | (EFFERENT, MOTOR) one of two the two roots of a spinal nerve that passes ventrally from the spinal cord and that consists of motor fibers |
| motor unit | a basic functional unit of the PNS |
| reflex | nerve connection in the spinal cord that allows for rapid, nonvoluntary movement in response to a stimulus |
| Fasciculation | "muscle twitch" |
| atrophy | muscle wasting |
| What are the 4 parts of motor unit? | cell body of alpha motor neuron, axon of alpha motor neuron, neuromuscular junction, and muscle fiber innervated |
| neurogenic disease | arises from nerves |
| myopathic diease | arises from musdcles |
| upper motor neuron | closer to head, CNS and brain |
| lower motor neuron | away from head, PNS, |
| What are the 3 parts of the brainstem? | midbrain, pons, medulla oblongota |
| red nucleus | involved in motor coordination, primarily upper extremities, named for its color- appears red in fresh brain. (part of midbrain) |
| substantia niagra | "black substance'; also named for its color. this nucleus contains neurons that make neurotransmitter dopamine |
| neurons in the substantia niagra projects to a part of the forebrain called the _____ | basal ganglia |
| basal ganglia | regulate movement initiation and inhibition, as well as emotion, thought and cognition |
| superior colliculi | visible on midbrain, visual relay nuclei, connect the eyes to the cranial nerves that control eye movements, allows eyes to track a moving object or scan while reading |
| inferior colliculi | visible on on midbrain, receive input from the cochlear (hearing) portion of inner ear |
| What are the 2 cranial nerves found in the midbrain? | oculomotor (CNIII), trochlear (CNIV)..control muscles that move the eyes |
| Pons | largest subdivision in brainstem, contain cranial nerves (CN V-VII, many connections with cerebellum, damage often rusult in coordination and balance deficits |
| medulla oblongota | connects the spinal cord with rest of the CNS, contains dorsal respiratory nucleus |
| dorsal respiratory nucleus | controls breathing |
| inferior olivary nucleus | resembles wrinkles olive; detects movement errors and may play a role in motor learning |
| etiology | cause or orgin of disease |
| Degenerative | Degenerative - progressive, worsening over time...results in loss of functioning in one or more of the following areas: Sensation Motor action/control Cognition |
| Exacerbation | o cause (a disease or its symptoms) to become more severe <her condition was exacerbated by lack of care> |
| Remission | : a state or period during which the symptoms of a disease are abated |
| Akinesia | loss or impairment of voluntary activity (as of a muscle) |
| Bradykinesia | extreme slowness of movements and reflexes |
| neuroanatomy | parts of nervous tissue and the nervous system |
| neurophysiology | functions of the nervous system |
| CNS | : the part of the nervous system which in vertebrates consists of the brain and spinal cord, to which sensory impulses are transmitted and from which motor impulses pass out, and which supervises and coordinates the activity of the entire nervous system |
| PNS | he part of the nervous system that is outside the central nervous system and comprises the cranial nerves excepting the optic nerve, the spinal nerves, and the autonomic nervous system: relays info to and from CNS |
| Somatic Nervous System | consists of peripheral nerve fibers that send sensory information to the central nervous system AND motor nerve fibers that project to skeletal muscle. |
| Autonomic Nervous system | a part of the vertebrate nervous system that innervates smooth and cardiac muscle and glandular tissues and governs involuntary actions (as secretion and peristalsis) and consists of the sympathetic nervous system and the parasympathetic nervous system |
| cognitive stage of motor learning | "talk and think through" each step |
| associate stage of motor learning | connect the task with previous experiences; our role to make these connections to learn something |
| autonomic stage of motor learning | movement is performed efficiently; automatic; do not have to think about it; can do it in different environments |
| procedural learning | broken down into steps; involves mastering and demonstration |
| declarative learning | facts; can tell you the steps but does not mean they know how to do it (descriptive); |
| individual | the influence of physical. cognitive, and social-emotional client factors on performance; we have an influence over the pt not CONTROL |
| task | we choose the meaningful activities to assist task |
| environment | we have some control over this; cultural, physical,social, personal and temporal contexts will influence performance |
| transfer of learning | practice in different realistic settings; |
| feedback | important for learning; so we can continue to improve; demonstration is good; verbal instruction is not effective learning alone- should be minimal |
| intrinsic feedback | comes from inside; no one has to tell you cause you feel it yourself |
| extrinsic feedback | comes from outside; someone else tells you |
| blocked (massed) practice | repeated practice of same motor skill; not suggested to use all the time |
| random practice | task are presented in random order; shown to benefit retention |
| skill acquistion | performance is inefficient; mass practice used; frequent feedback |
| skill refinement | increased efficiency of movement; |
| skill retention | function movement; random practice used |
| whole learning | beneficial; simple task |
| whole-to-part learning | involves knowing the whole skill while working on parts of it |
| mental practice | rehearsal of task mentally; visualize; watches performance, reflects on it, and then attempts it |
| effective teaching | concern for learners; enhance learning, independence, and personal control |
| somatosensory | guiding- hand over hand; tactile, proprioceptive and vestibular input |
Created by:
kcjesusaves
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