Brain functions

spirit provides wider function in terms of bio coherent changes that take over place in adept mortal it is the central nervous establishment thus, it is creditworthy to over each(prenominal) functional breeding of the body. Moreover, the brain serves as the index of all the responses made by man, and so, any behavioural and/or mental development coincides with his mental development. Scientists contain made a very satisfying study on brain functioning of teenageds. A teens brain develops more(prenominal) than(prenominal) rapidly according to them than what most people thought.Through the employ of Magnetic Resonance Imaging (MRI), they have found out that the mankind brain undergoes changes after in the buff period,1 and develop doneout adolescent. creative thinker continues to develop until the age of twenty, and this development is remarkable and must be prone enough attention by concerned individual, for in this period lies the in store(predicate) of these t eens. Many mental health experts believe that these changes that occur in ones brain to prep ar them to adulthood.2 It is a of import stage in the development of brain because, along the physiological changes that take place in the brain, the mental and emotional functioning of an adolescent carries with it excessively. These health professional had commented that, adolescence and two-year-oldish adulthood is a time of great latent for change and development then policymakers need increasingly to focus in the opportunities for helping and influencing young adults that this crucial stage presents. 3 Biological Changes that Occur in an youthful BrainThe brain controls the overall function of the body the basic instinct, immune system, sexuality, phraseology cleverness, and tear down abstract thinking. Not only has that, even a persons behavior or responses depended largely on how his brain functions, specifically, his capacity to adapt to changes brought about by extern al forces. adolescent period is the good turn point in the bearing of any person to adulthood many an(prenominal) an(prenominal) could observe how assortedly a person when he turns to this period. Not all can understand these changes, even the person himself.In the biological development of the brain, noteworthy Biologist and Psychologist Jean Piaget observed that the developing tike builds cognitive grammatical construction. 4 He meant the child develops mental maps scheme, or network concept for intellectual and responding to material experiences with in his or her environment. 5 Piaget confirmed that cognitive complaisant structure make ups with development moving from instinctive baby responses to highly complex mental activities of adolescence. In his theory6, he identifies four development stages and processes by which children progress through them.These are 1) the sensorimotor stage (birth 2years old) is where the child first learns through corporeal interacti on with his or her environment and forms a set of ideas about creation and how it works. 2) The preoperational stage (2-7 years old) is the stage that the child needs concrete physical situation because he can not yet conceptualize abstractly. 3) The concrete operation (7-11 years old), at this ages, the child is able to conceptualize creating logical structures that gives him idea of his or her physical experiences.4) The formal operations (11-12 years old), the child already develops cognitive structures like those of an adult which include conceptual reasoning. Piaget progress explains that during all development stages, the child experiences his or her environment using some(prenominal) mental maps he or she has constructed. By this, he said that retell experience easily fits or assimilated into childs cognitive structure that maintains his or her mental equilibrium.But if it is a new experience, the child loses equilibrium and alters cognitive structure to accommodate the n ew conditions. Through this, the child develops more and more concrete cognitive structures. 7 Men and women differ in many aspects not only in physical attributes and sexes. They also differ even in the way of solving intellectual problems. The differences accordingly are negligible and were merely consequence of variations in experiences during development before and after adolescence.8 They pointed out that recently, evidence suggests that the effect of sex hormones on brain face occur so betimes in life that from the start, the environment is playacting on differently wired brains in boys and girls. 9 These then, make evaluating the type of experience independent of physiological disposition which is a difficult task. The fundament of biological sex differences in brain and behavior have move much soften known through increasing numbers of behavioral neurological endocrinological studies. 10 These studies also emphasized that observations extract that males are more agg ressive than females.Males engage in more rough play era females are more nurturing. It was also illustrious that males are better at a variety of spatial tasks. It concludes that male and female are better differentiated in the level of exposure to various sex hormones primaeval in life. 11 According to the studies conducted by Dr. Elizabeth Sowell, Assistant Professor of neurology Laboratory of New Imaging, UCLA, the discoveries particularly of post adolescent frontal lobe motive provides new insight for interpreting occasionally trouble some behavior.She noted that teens in typical western society are notorious for universe poor planners, having bother interpreting potential consequences of their actions. 12 That these teens have difficulty controlling their emotions and having trouble inhibiting inappropriate behaviors. Dr. Sowell pointed out that frontal lobes are responsible for planning, organization, and impulse control all functions typically underdeveloped during a dolescence. 13 The issuance of the studies suggested that on-going changes in brain structure play a role.She said that poses of cortical maturation and degeneration between childhood and old age probable to reflect changing behavioral functions and cognitive abilities across the human life span. 14 The study used computerized brain image analyses to create triad dimensional maps of gray matter change in the human cerebral cortex across a decades (7-87 years) involving 176 normal individuals and studies with MRI. Findings showed gray matter increase until about age 30. Whereas gray matter is also observed because of synaptic pruning, and continued myelination occurs during adolescent period.Both synaptic pruning and increased myelination are cellular changes that result in a more fine tuned efficient brain. 15 It was also observed that pattern of gray matter loss were more rapid between 7 and 60 years old. Results of this study show that the trajectory of maturation aging effec ts vary considerably over the cortex with primary visual, auditory and limbic cortices known to myelinate relatively early in development showing a more linear pattern of aging. 16 Psychological Adjustment Due to Changes in BrainA group of health professionals explained some remarkable changes that take place in the behavior of a youth17 such as sense of independence and exploration formation of social bonds (they would choose to be with friends than with family members) they have powerful urges for sexual behavior they have powerful emotional responses they have greater tendency to acquire uncollectible behavior because they cannot sustain with reason their impulsive behavior youth are also vulnerable to addiction such as drugs and alcohol, their brain is sensitive with these elements they also have inclination to materialism or consumerism and in rare instances, some may experience mental illness or psychological disorder especially if the thinning of grey matter is greater, su ch as in the case of schizophrenia and bipolar. Conclusion Environment should not be blamed for what the behavior manifests in youth. Young people should not also be blamed for they themselves cannot comprehend what is going on inside them.At this crucial stage in their lives, they can experience different impulses and changes in their behavior. gloomy to say, many of these youth have gone astray choosing a different path for them, which in turn, did not benefit them at all. Youth is the next of the nation, a country must invest on them, their energy and potential must be knowd for greater benefit of all. But this could set out possible if the government and the society must work hand in hand to meet the basic needs of the youth. As mental health professionals pointed out, services for these youth should be made available or else, we may never realize their full potential, they noted18Commissioners need to consider the specific needs of this age group when planning and commissio ning services ill fortune to do so may contribute to the development of mental health service users being stuck in a cycle of hopelessness, unable to realize their full potential. Footnotes 1 The Adolescent Brain. http//www. sfn. org/index. cfm? pagename=brainBriefings_Adolescent _brain 2 The Adolescent Brain. http//www. sfn. org/index. cfm? pagename=brainBriefings_Adolescent _brain 3 The Adolescent Brain. http//www. sfn. org/index. cfm? pagename=brainBriefings_Adolescent _brain 4 Funderstanding. http//www. fundertanding. com/piaget. cfm5 Funderstanding. http//www. fundertanding. com/piaget. cfm 6 Funderstanding. http//www. fundertanding. com/piaget. cfm 7 Funderstanding. http//www. fundertanding. com/piaget. cfm 8Kimura, Doreen. brace Differences in the Brain. SideBar. http//www. sciam. com/article. cfmID=00018E9D-1D06-8E49809EC588EEDF 9 Kimura, Doreen. Sex Differences in the Brain. SideBar. http//www. sciam. com/article. cfmID=00018E9D-1D06-8E49809EC588EEDF 10 Kimura, Doree n. Sex Differences in the Brain. SideBar. http//www. sciam. com/article. cfmID=00018E9D-1D06-8E49809EC588EEDF 11 Kimura, Doreen. Sex Differences in the Brain. SideBar. http//www. sciam. com/article.cfmID=00018E9D-1D06-8E49809EC588EEDF 12 Sowell, Elizabeth, Ph. D. adolescent Brain Development. http//www. loni. ucla. edu/-esowell/PBS. html 13 Sowell, Elizabeth, Ph. D. adolescent Brain Development. http//www. loni. ucla. edu/-esowell/PBS. html 14 Sowell, Elizabeth, Ph. D. adolescent Brain Development. http//www. loni. ucla. edu/-esowell/PBS. html 15 Sowell, Elizabeth, Ph. D. adolescent Brain Development. http//www. loni. ucla. edu/-esowell/PBS. html 16 Sowell, Elizabeth, Ph. D. adolescent Brain Development. http//www. loni. ucla. edu/-esowell/PBS. html 17 The Adolescent Brain. loc. cit. 18 A Work in Progress loc. cit.