(wow) Words Of Wonders Level 2683 Answers – Repetitive, unchanging, and seemingly aimless activity and cognition are part of normal development, but are also seen in many neuropsychiatric conditions. Repetitive behaviors (RSBs) can be considered exaggerated forms of learned habits and are often associated with changes in motor circuitry, limbic and associative basal ganglia. However, how altered basal ganglia feedback signals relate to the natural variability of RSBs remains unclear. Why do recurrent behavioral conditions sometimes require different treatments, such as neuroprotective strategies versus exposure therapy for autism versus obsessive-compulsive disorder? Some insights can be found in recent models of basal ganglia activity that extend beyond sensory integration, prediction, learning under uncertainty, selection and motivational control to the consequences of aesthetic learning. In this article, we systematically compare three cases of basal ganglia involvement, obsessive-compulsive disorder, Parkinson’s disease, and autism spectrum conditions to gain new insights into RSB. Clinical observations, neuroanatomical and neurophysiological changes are combined with reports using a predictive processing framework. Based on this review, we hypothesize that basal ganglia responsiveness plays an important role in cortical networks predicting movement-related phenomena. Thus, the basal ganglia response seems ideally situated to adjust the intensity of sensory signals by weighting (extrinsic) accuracy of new sensory information relative to the (intrinsic) accuracy of predictions. ) based on previously developed models. Therefore, behavioral policy can depend on new information, existing information, and a spectrum that includes innovation and sustainability. RSBs can exhibit compensatory or reactive responses at the opposite end of the spectrum. This theory posits an important role of aesthetic learning in the basal ganglia response, which can lead to visible changes in the development of skills and aesthetic experience in basal ganglia disorders, and which can serve as the basis of empirically tested, creative art. therapy in situations characterized by delusional behavior.
Repetition is a key aspect of human learning. Especially early in life, repetitive behaviors are part of normal development. Such temporal expressions are thought to adapt the brain to explore a rich, dynamic and highly uncertain environment (Langen et al., 2011; Horst, 2013). However, repetitive behaviors can be counterproductive, forceful, outside the normal developmental window, disrupt daily functioning, and occur in a variety of neuropsychiatric conditions (Ridley, 1994; Graybiel & Canales, 2001; Lewis & Kim, 2009; Langen et al.). . al., 2011; Muehlman and Lewis, 2012). Such “repetitive behavior” (RBB) is characterized by a variety of rhythmic, ritualistic, or rigid movements, thoughts, actions, motor, sensory, or physiological responses or a combination thereof. They can be divided into low-level general behaviors, such as repetitive movements, object manipulation, or self-injury, and high-level behaviors, such as repetitive language, emphasis on similarity, restricted interests, or complex rituals such as counting, sorting, or storing (Ridley, 1994). ; Graybiel and Canales, 2001; Watt et al., 2008; Lewis and Kim, 2009; Langen et al., 2011; Muehlman and Lewis, 2012).
(wow) Words Of Wonders Level 2683 Answers
Many of the symptoms associated with RSD are also diagnostic features of obsessive-compulsive disorder (OCD) and autism spectrum conditions (ASC). OC is a mental disorder that includes obsessions (repetitive and irrational thoughts, urges, and images) and compulsions (repeatedly performing certain behaviors or thoughts) (Stein et al., 2019). ASC is a neurodegenerative condition characterized by repetitive behaviors, difficulties in social interaction and communication, and impairments in visual processing (Sharma et al., 2018). RSBs are also observed in patients with neurodegenerative disorders such as Parkinson’s disease (PD) (Ridley, 1994; Allegret et al., 2001; Graybiel and Canales, 2001; Lewis and Kim, 2009; Langen et al., 2011; Muehlman et al., 2011). 2011). Lewis, 2012), especially in long-term PD patients in conditions such as increased attention to irrational, repetitive, and manipulative behavior, observed during first-time stimulant use (Evans et al., 2004; O’Sullivan). et al., 2007; Spencer et al., 2011). Thus, RSBs play a role as one of the main categories of symptoms that disrupt people’s lives, and even as brain conditions have a neurobiological, cognitive, or physical basis, research is needed to more precisely define the neurobiological basis of RSBs.
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However, RSBs are poorly defined due to their diversity, especially among individual disorders, and they prevent phenomenological classification. There is no clear mapping between the underlying neurobiological substrates and repeated visual states (Jeris, 2015). Without specific changes or interventions, associations between brain structure and mental health phenotypes may be small (Marek et al., 2022). Moreover, from the perspective of network dynamics, the same neurobiological changes can lead to different phenomena, and conversely, the same phenotypic expression can be based on different causal factors (Durstewitz et al., 2021). This suggests the need for a broader conceptual framework for defining RSBs.
Interestingly, such an answer may be obtained by organizing our experiments by comparing multiple RSB-related disorders, examining specific functions of common dopamine-modulated basal ganglia structures, or, in some cases, new evidence. and predictive processing and aesthetic learning theory (see below).
A common finding in a variety of cases showing RSBs is sensitivity to changes in basal ganglia structure and dopamine tone, one of the main neuromodulators in the brain and especially in the basal ganglia (Canales and Graybiel, 2000; Graybiel et al., 2000; Langen et al., 2011; Averbeck et al., 2014; Maltet, 2016; Katerina, 2018). Therefore, a neurobiological stratification of RSBs with functional circuits involved in the basal ganglia has been proposed by three models, namely sensorimotor, associative and limbic circuits (Langen et al., 2011; Eris, 2015). In addition to the obvious anatomical connections, the ubiquitous feedback function provided by the basal ganglia circuit in all cortical areas is noteworthy. At this point, the cognitive basis of predictive processing promises new insights, as it has been successfully used to explain very different conditions involving the basal ganglia, which we present here by comparing ASC, OCD, and PD. Predictive processing describes the brain as a primary predictive organ that attempts to model the natural dynamic environment. Such predictive models are uncertain, unpredictable, and therefore are developed and regularly tested against external sensor data to minimize potentially dangerous encounters. More importantly, in order to resolve discrepancies between expectations and observations, the mind can place particular weight on each other, thus profoundly altering the process of interpreting the world around us. Furthermore, it can be seen in popular forms of artistic expression and communication. We therefore examine how the basal ganglia respond to weight imbalances imposed on novel sensory signals, and suggest that RSBs may have abnormally high or low levels of uncertainty in the performance–outcome map.
Finally, viewed through the lens of this predictive processing, we hypothesize that learning ability is related to the appearance of the basal ganglia, which is best explained by aesthetic learning, the last concept to be introduced here. Aesthetic learning is used in the sense of active experience based on “new concepts” from “familiar things” (Wickman, 2012), which in this article reflects the common thread of the external-internal sensory spectrum. Aesthetic experience is characterized by certain emotional values and is related to things that people love and value (Kant, 1790). Here, the concept of aesthetic experience refers to a more general sense of experience compared to natural sensory stimuli and can be considered a special learning experience (Dewey, 1934; Wickman, 2006). Aesthetic learning and the expression of new meaning can be realized through, among others, cultural artifacts (Fingerhut, 2021), works of art (which are considered to be important attention-enhancing objects, also Sarasso et al., 2020a, b). ), and natural sites (Menatti and Casado da Rocha, 2016; Geras-Esisrano and Pinedo-Garcia, 2018). Aesthetic learning is associated with dopaminergic modulation of sensorimotor, associative and limbic basal ganglia circuits (see also Spee et al., 2018) and influences movement perception and adaptation circuits (Sarasso et al., 2020a, b).
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Armed with this clinical, neurobiological and psychological background, we aim to contribute to the understanding and treatment of RSDs through a systematic discussion of the relationships between the five broad concepts presented here (Figure 1 to facilitate the discussion to the reader. important literature for the structure of the thesis, as well as the relationship between concepts.the cortico-basal-ganglionic system, (iii) the cognitive basis of predictive processing, which is the cortico-basal-ganglionic system. uncertainty reduction, (iv) exemplary clinical conditions (ASC, OCD, PD) characterized by repetitive behavior ; can be explained by the involvement of the basal ganglia, predictive processing, and (v) aesthetic learning and how it can help. strategies and interventions to correct RSBs in neuropsychiatric conditions. That is, on the one hand, improving behavior perceived in a negative or negative situation, on the other hand, introducing or accepting RSBs that may be compensatory or meaningful.
Figure 1. Thematic approach
