Since the discovery of the human brain and its
structures, scientists all over the world have been aiming to name what
functions these brain structures serve.
They have done this with the discovery of many different brain imaging
technologies. One type is the fMRI or functional
magnetic resonance imaging. This is a
measure in which the person of interest is placed into a large and loud tube where
their brain is measured by the changes in blood oxygenation levels. When the brain is more active, it uses more
oxygen as the brain demands more blood flow.
This can show researchers what areas of the brain are more active,
shedding light on the structures that are used in specific processes.
These fMRI techniques are used by researchers to
gather a sense of the brain regions used in a specific neural process. They are interested in looking at what areas
of the brain are activated when a person is performing specific tasks. Although they are important at all stages in
life, some research has taken a specific interest in the developmental stages occurring
at younger ages. This type of research
carries a specific set of challenges that are different from other ages,
however.
Dr. Elizabeth Wakefield shared her experience as a researcher
in this area of developmental research at Loyola University Chicago. She is working on a project that takes fMRIs
on children to discover if these children learn action words better by
performing the action themselves, or watching a role model perform the action. They face many problems looking at
development because it is very difficult for these children to feel comfortable
in the fMRI machine due to its uncomfortable standards. For this test, one is required to stay as
still as possible in order for the reading to be accurate and this is a challenge
for young children. Also, this machine
is loud and enclosed, making it a scary for young children. In Dr. Wakefield’s lab, they work with the
children to make them more comfortable.
This measure may be difficult, but the findings that it shares are
extremely important to understanding the developmental process as a whole and
the brain’s role in that process.
In a similar study done in 2017 by Maya Rosen and
Katie McLaughlin of the University of Washington, an fMRI was used to look at
the change in blood oxygenation levels when teenagers were shown images of
people expressing different emotions. After
the fMRI, short surveys asked the teens their general levels of social anxiety
or social problems. Researchers were
interested in looking at emotion because at this time in development, these
individuals are sensitive to others emotions as they begin to find their place
in the world and have to start reading other people’s emotions in order to
thrive socially. Results show that those
who had stronger responses when shown the photos, generally have less social
problems and social anxiety. This shows
us that those who better understand the emotions of those in their social
environment are less worried about the social interactions they will face.
Overall, these fMRI studies have been used in
development to understand key components of the learning process, whether that
is learning action words or emotional states of individuals. It is important to use the fMRI because it
shows researchers where in the brain these neural pathways are activated. This can not only allow scientists to see
what effects a malfunction may have on an individual, but also show what
strengths a specific age range may provide.
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