Neuropsychology

Traditionally, neuropsychology has focused on identifying the brain mechanisms of specific psychological processes, such as attention, motor skills, perception, memory, language, and consciousness, as well as their corresponding disorders. However, there are psychological processes that have received little attention in this field, such as dreaming. This study examined the clinical and experimental neuropsychological research relevant to dreaming, ranging from sleep disorders in patients with brain damage, to brain functioning during REM sleep, using different methods of brain imaging. These findings were analyzed within the framework of Luria’s Three Functional Unit Model of the Brain, and a proposal was made to explain certain of the essential characteristics of dreaming. This explanation describes how, during dreaming, an activation of the First Functional Unit occurs, comprising the reticular formation of the brainstem; this activates, in turn, the Second Functional Unit — which is formed by the parietal, occipital, and temporal lobes and Unit L, which is comprised of the limbic system, as well as simultaneous hypo-functioning of the Third Functional Unit (frontal lobe). This activity produces a perception of hallucinatory images of various sensory modes, as well as a lack of inhibition, a non-selfreflexive thought process, and a lack of planning and direction of such oneiric images. Dreaming is considered a type of natural confabulation, similar to the one that occurs in patients with frontal lobe damage or schizophrenia. The study also suggests that the confabulatory, bizarre, and impulsive nature of dreaming has a function in the cognitiveemotional homeostasis that aids proper brain function throughout the day.

The aims of this paper are: 1) to show the role of clinical experience for the theoretical contributions of L.S. Vygotsky, and 2) to analyze the development of these theories in contemporary applied neuropsychology. An analysis of disturbances of mental functioning is impossible without a systemic approach to the evidence observed. Therefore, medical psychology is fundamental for forming a systemic approach to psychology. The assessment of neurological patients at the neurological hospital of Moscow University permitted L.S. Vygotsky to create, in collaboration with A.R. Luria, the theory of systemic dynamic localization of higher mental functions and their relationship to cultural conditions. In his studies of patients with Parkinson’s disease, Vygotsky also set out 3 steps of systemic development: interpsychological, then extrapsychological, then intrapsychological. L.S. Vygotsky and A.R. Luria in the late 1920s created a program to compensate for the motor subcortical disturbances in Parkinson’s disease (PD) through a cortical (visual) mediation of movements. We propose to distinguish the objective mediating factors — like teaching techniques and modalities — from subjective mediating factors, like the individual’s internal representation of his/her own disease. The cultural-historical approach in contemporary neuropsychology forces neuropsychologists to re-analyze and re-interpret the classic neuropsychological syndromes; to develop new assessment procedures more in accordance with the patient’s conditions of life; and to reconsider the concept of the social brain as a social and cultural determinant and regulator of brain functioning. L.S. Vygotsky and A.R. Luria proved that a defect interferes with a child’s appropriation of his/her culture, but cultural means can help the child overcome the defect. In this way, the cultural-historical approach became, and still is, a methodological basis for remedial education.

The steadily increasing demand for artistic professions brings to the fore the task of studying the phenomenon of art by researching the unique capacity of the human brain to create works of art in different spheres of creative activity. So far, only a few studies have investigated creativity-related brain activity in representatives of the creative professions. The aim of the empirical research was to study the neurophysiological correlates of artistic image creation by representatives of the artistic professions. The participants were 60 right-handed females aged 23-27, divided into three groups— artists (23 people), actors (17 people), and specialists who do not work in an artistic field (20 people). The mono-typing technique was used to model the creative artistic process. EEG signals were recorded in a resting state, and during four stages of the creation of an artistic image (viewing of monotypes, frustration, image creation, and thinking over the details) from 21 electrodes set on the scalp according to the International 10-20 System. We analyzed EEG coherence for each functional trial at theta (4.00–8.00 Hz), alpha1 (8.00–10.5 Hz), alpha2 (10.5–13.00 Hz), and beta (13.00– 35.00 Hz) frequency bands. For statistical analysis, we used MANOVA and post hoc analysis. We found that the neurophysiological correlates of creating an artistic image are different at different stages of the creative process, and have different features for artists and actors. The actors primarily show dominance of right hemisphere activity, while close interaction of the hemispheres distinguishes the brains of the artists. The differences revealed in brain cortex functioning when artists or actors create an artistic image reflect different strategies of imaginative creative work by representatives of these professions.

Investigators are finding increasing evidence for cross-cultural specificity in face cognition along with individual characteristics. The functions on which face cognition is based not only are types of general cognitive functions (perception, memory) but are elements of specific mental processes. Face perception, memorization, correct recognition of faces, and understanding the information that faces provide are essential skills for humans as a social species and can be considered as facets of social (cultural) intelligence. Face cognition is a difficult, multifaceted set of processes. The systems and processes involved in perceiving and recognizing faces are captured by several models focusing on the pertinent functions or including the presumably underlying neuroanatomical substrates. Thus, the study of face-cognition mechanisms is a cross-disciplinary topic. In Russia, Germany, and China there are plans to organize an interdisciplinary crosscultural study of face cognition. The first step of this scientific interaction is conducting psychological and psychophysiological studies of face cognition in multinational Russia within the frame of a grant supported by the Russian Science Foundation and devoted to “cross-cultural tolerance”. For that reason and in the presence of the huge diversity of data concerning face cognition, we suggest for discussion, specifically within the psychological scientific community, three aspects of face cognition: (1) psychophysiological (quantitative data), (2) developmental (qualitative data from developmental psychology), and (3) cross-cultural (qualitative data from cross-cultural studies). These three aspects reflect the different levels of investigations and constitute a comprehensive, multilateral approach to the problem. Unfortunately, as a rule, neuropsychological and psychological investigations are carried out independently of each other. However, for the purposes of our overview here, we assume that the main factors that could influence the developmental, individual psychophysiological, and cross-cultural differences in face cognition are not only biological but also social and cultural. One of the principal tasks of this article is to draw the attention of psychologists to the physiology of face processing and to draw the attention of neuroscientists to the psychology of face cognition. Thus, the main goal of the article is to instigate a discussion among social psychologists, psychophysiologists, and neuroscientists about the mechanisms of face cognition, which, as in a mirror, reflect the basic, fundamental “psychophysical” problem of psychophysiology.

L. S. Vygotsky in his famous methodological essay “The historical meaning of psychological crisis” (1928) emphasized the importance of studying any psychological process or state as a “whole” — that is, as characterized from the subjective and objective sides at the same time. This position is fully relevant for studying the human functional states (FSes). Today the objective psychophysiological diagnostics of human FSes in activities associated with a high risk of technological disasters (in nuclear-power plants, transportation, the chemical industry) are extremely relevant and socially important. This article reviews some new psychophysiological methods of FS assessment that are being developed in Russia and abroad and discusses different aspects of developing integral psychophysiological FS assessment. The emphasis is on distant methods of FS diagnostics: the bioradiolocation method, laser Doppler vibrometry, eye tracking, audio and video recordings, infrared thermography. The possibilities and limitations of the most popular emotion atlases — the Facial Affect Scoring Technique (FAST) and the Facial Action Coding System (FACS) — in developing distant visual-range and infrared-range systems for automated classification of facial expressions are analyzed. A special section of the article concentrates on the problem of constructing an integral psychophysiological FS index. Mathematical algorithms that provide a partition of FS indicators into different FS types are based on various methods of machine learning. We propose the vector approach for construction of complex estimations of the human FSes.