1 1 The FASD Learning Series is part of the Alberta government’s commitment to programs and services for people affected by FASD and those who support them. Presenter: Bryan Kolb Canadian Centre for Behavioural Neuroscience University of Lethbridge Date: January 12, 2011 2 • Review principles of brain plasticity • Review principles of brain development • Consider brain plasticity and FASD • Consider the implications for interventions Session Goals Principles of Brain Plasticity
Transcript
1
1The FASD Learning Series is part of the Alberta government’s commitment to programs and services for people affected by FASD and those who support them.
Presenter:Bryan KolbCanadian Centre for Behavioural NeuroscienceUniversity of Lethbridge
Date: January 12, 2011
2
• Review principles of brain plasticity• Review principles of brain development• Consider brain plasticity and FASD• Consider the implications for
interventions
Session Goals
3
Principles of Brain Plasticity
2
4
Once seen as a static organ, the brain is now understood to be a dynamic organ that undergoes both acute and chronic changes.
The challenge is to identify principles that may control these changes.
Background
5
Plasticity can be seen at many levels of analysis.
Principle 1
6
1. Behaviour2. Maps – noninvasive and invasive3. Physiology4. Neuronal morphology5. Genetics and epigenetics6. Proteins and other molecules
Levels of Analysis
3
7
Neurons ‘R Us
8
Measuring ConnectionsConnection numbers can be estimated by knowing the length of cell branches.
The number of connections can go up or down with experience – more is not always better.
The same experience can produce opposite changes in different places…
9
When the brain changes, this is reflected in behavioural change.
This change is known by names such as learning, memory, addiction, maturation, aging, recovery, etc.
Principle 2
4
10
Cell Structure
1. Complexity of computations
2. Education3. Occupation4. Sex Effect
Arnold Scheibel’s Story
11
The cortex is altered by a surprisingly wide range of events including:
Relative volume of cortical regions in women and menThis means that females and males should behave differently!(Goldstein et al., Cerebral Cortex, 2001, 11, 490-497)
Gonadal hormones change more than the genitals…
18
The cortex is altered by a surprisingly wide range of events including:
Prescription Drugs Social InteractionsAntidepressants Parent-InfantAnxiolytics StressOther DrugsStimulantsAlcohol& likely all other ‘recreational drugs’
Other Prenatal Treatments
12
34
1. Ethanol does disrupt dendritic organization in medial prefrontal cortex –shorter dendrites
2. More importantly, it alters the nature of dendritic spines
Prenatal Alcohol?
35Hamilton et al., Synapse, 2010, 64(2):127-35.Note the loss of immature (i.e., changing) spines
AE =FASD
SC & SI = controls
36
Experiences interact – “metaplasticity”
Principle 5
13
37
Drug exposure reduces the capacity for further change
Drug treatment + = ?
38
1. Makes no difference
2. Blocks the effect of experience in the regions altered by the drug
3. Alters the effect of experience
4. Blocks the effect of experience all over
Predictions
39
The drugs either block or alter the later experience-dependent changes throughout the cerebrum – NOT just in drug-affected regions.
14
40
By understanding the normal brain changes in response to experience, it is possible to stimulate functional “recovery”after cortical injury or dysfunction.
But first, we will consider brain development.
Principle 6
41
Principles of Brain Development
42
Why Do We Care About Brain Development?You are your brain.
BUTYour brain is not just produced by your genes.
Your brain is sculpted by a lifetime of experiences. The most important timein brain development is the first few yearsof life – including prenatal life.
15
43
What Is Experience?
Everything that you encounter both pre-and postnatally as well as in adulthood…
Developing the Cerebral Hemispheres80 billion neurons1014 connections
=An engineeringmarvel…
Your brain is sculpted by a lifetime of experiences, especially in the first few years of life.
45
Gross Development of the CNS
16
46
47
48
Migration of Neurons
Cells must migrate to the right region AND the right layer
17
49
Cell Maturation
Axons must find their targets
50
Myelination
51
Abnormal competitionleads to abnormalorganization.
18
52
Brain Plasticity:
1. Pruning duringdevelopment.
2. Changing thewiring diagram…
The Cortical Neuron
53
Brain cells develop connections over the first 2 years
Then they are sculpted actively for 20+ yrs
54
Cell Death and Synaptic Pruning
19
55
It continues for at least 20-25 more years
Development does not end at birth
56
Total VolumeTotal Volume Gray VolumeGray Volume
White VolumeWhite Volume Ventricle VolumeVentricle Volume
Brain development is prolonged. Blue =boys, Red= girlsAge in years
57Hot colours are thick cortex; cold colours Hot colours are thick cortex; cold colours
are thinner cortexare thinner cortex
20
58
A Caudal-Rostral Gradient
There is an obvious back to front gradient in maturation of the cerebral cortex.
Temporal lobe peaks around 16 years whereas although motor cortex peaks around 12 years, the PFC is much later, well into the 20s. The dorsolateral PFC precedes the OFC.
BUT, the trajectory is set very early on…
59
Inferring Neural Development from Behaviour
As behaviors emerge we can make inferences about what changes must be happening in the nervous system.
60
Behaviours emerge as the brain develops
Behaviours cannot emerge before necessary brain is mature enough…
21
61
62
63
The results reflect differential brain maturation
Both infant humans and monkeys can learn the concurrent discrimination soonerthan the seemingly easier matching task
The former task (a habit task) is dependent on the basal ganglia whereas the later task is cortical
Thus, abnormal brain development canproduce counterintuitive symptoms
22
64
Some behaviours take a long time
Solving difficult problems takes until about 16 years of age…
65
Correlations in brain and behaviour can be counter intuitive:This shows the correlation between decreasing cortical thickness and improving motor skills. Red dots show regions of cortical thinning.
66
Similarly, this shows the correlation between decreasing cortical thickness and improving vocabulary skills. Red dots show thinning.
23
67Abnormalities in brain development are related to
behavioural disorders
68
FASD and Brain Plasticity
69
FASD and Brain Plasticity1. The FASD brain has reduced plasticity.
Recall the lack of immature spines:
24
70
FASD and Brain Plasticity
1. The FASD brain has reduced plasticity.Recall the lack of immature spines
The generation of new cells is necessary for memory. This is reduced in FASD. In addition, the survival of those cells that are made is not as good as normal.
72
FASD and Brain Plasticity
1. The FASD brain has reduced plasticity.Recall the lack of immature spines
2. Reduced neurogenesis in adult hippocampus
3. Absence of NMDA receptors
25
73
The NMDA receptor is a key to plasticity. FASD brains have a reduction in these receptors, resulting in poor plasticity.
74
FASD and Brain Plasticity
1. The FASD brain has reduced plasticity.Recall the lack of immature spines
2. Reduced neurogenesis in adult hippocampus
3. Absence of NMDA receptors
4. Absence of ocular dominance plasticity
75
26
76
Implications for Interventions
77
What are the major obstacles in FASD brains?
1. Abnormal brain development, especially frontal and temporal regions
2. Impaired plasticity
3. Poor nutrition
4. High stress (including prenatally)
78
What can be done?
The experimental literature has suggested several things:
1. Early intervention with tactile stimulation
2. Exercise to increase hippocampalneurogenesis. Still a problem with cell survival…
3. Some form of environmental enrichment
4. Enhanced diet
27
79
The Challenge
To develop rehabilitation strategies that willenhance plasticity.
To develop novel treatments that can workaround the problems with plasticity.
80
Contact Information
Dr. Bryan KolbCanadian Centre for Behavioural NeuroscienceUniversity of LethbridgeEmail: [email protected]
81
For information on upcoming sessions in the FASD Learning Series:
www.fasd-cmc.alberta.ca
Please take the time to fill out the on-line evaluation
![The Brain A Mediating Organ - klinikum.uni-heidelberg.de · neurocognitive system cannot be grasped separately either; it exists THE BRAIN A MEDIATING ORGAN 199 [1] See Noë, 2009,](https://static.documents.pub/doc/80x56/5d55d43d88c993f8298be3db/the-brain-a-mediating-organ-neurocognitive-system-cannot-be-grasped-separately.jpg)
![The rate of brain death and organ donation in patients ......The overall rate of organ donation among brain dead patients was 41.8 [20.2–51.0] % (9/26 studies, 1264 patients; range](https://static.documents.pub/doc/80x56/60866c723e62e055d82d0aa3/the-rate-of-brain-death-and-organ-donation-in-patients-the-overall-rate.jpg)
