2 курс / Нормальная физиология / Физиология_развития_человека_Секция_1_2_Безруких_М_М_,_Фарбер_Д

сопоставить способность к смене когнитивной установки (пластичность) с личB ностными особенностями учащихся и уровнем их умственного развития.

Методикa. В тестировании принимали участие 25 школьников (11 девочек и 14 мальчиков) 11 класса с физикоBматематической специализацией. Для формиB рования вербальной установки использовалась методика «нейтрального шрифB та», разработанная в школе Д.Н.Узнадзе. На стадии формирования установки предъявляются псевдослова, составленные из букв латинского алфавита, на стаB дии тестирования – общеупотребительные русские слова, составленные из букв, совпадающих по написанию с латиницей. По числу слов родного языка, распозB наваемых как бессмысленные иноязычные, определяется пластичность вербальB ной установки: чем их меньше, тем она пластичнее. Личностные особенности оценивались на основании вторичных шкал теста 16PF Р.Кеттелла. Уровень умственного развития определялся с помощью теста АСТУР – для АбиB туриентов и Старшеклассников Тест Умственного Развития. Методом главных осей проводился факторный анализ полученных данных в целом по группе, и отдельно для мальчиков и девочек. В качестве анализируемых признаков рассматривались: число ошибочно распознаваемых слов, процент правильно выполненных заданий теста АСТУР и значения 4 вторичных шкал теста Р.КетB телла (F1–F4).

Результаты. В целом по группе была получена следующая факторная структуB ра. Первый фактор: положительный полюс определяется положительными полюB сами признаков F4 (независимость), «правильно выполненные задания» и отриB цательными полюсами признаков «число ошибочно распознаваемых слов» (плаB стичность установки), F2 (интроверсия). Второй фактор: положительный полюс определяется положительным полюсом F3 (уравновешенность) и отрицательным полюсами F1 (низкая тревожность), «число ошибочно распознаваемых слов» (пластичность установки). Факторная структура у девочек повторяет структуру по группе в целом за исключением того, что, если ранее признак «число ошибочB но распознаваемых слов» входил в оба фактора примерно с одинаковыми факторB ными нагрузками, то сейчас нагрузка данного признака по второму фактору существенно больше. Поэтому можно предполагать, что пластичность установки в большей степени сопрягается со вторым фактором. У мальчиков факторная структура также совпадает с группой в целом. Исключение также составляет нагрузка признака «число ошибочно распознаваемых слов», которая практически целиком приходится на первый фактор. Таким образом, пластичность вербальной установки сочетается у старшеклассников: 1 (1 фактор) – с интроверсией, незавиB симостью от группы и большей успешностью выполнения теста АСТУР; 2 (2 факB тор)– с низкой тревожностью (приспособленностью) и реактивной уравновешенB ностью. При этом у девочек пластичность преимущественно связана со 2Bым факB тором, а у мальчиков – с 1Bым.

Более пластичная установка сопровождается такими свойствами личности как низкая тревожность, скорее интроверсия, чем экстраверсия, уравноB вешенность и независимость. Эти свойства также присущи школьникам, которые наиболее успешно справлялись с тестом умственного развития АСТУР.

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Пластичность когнитивной установки, позволяет быстро переключаться с одного задания на другое, и способствует тем самым успешности выполнения теста – решения за короткое время множества относительно простых, формализоB ванных задач.

Jérôme Barral1, Michael De Pretto2, Bettina Debu3 & ClaudeGAlain Hauert2

DEVELOPMENT OF ACTIVATION AND INHIBITION

OF BIMANUAL MOVEMENTS IN SCHOOL+AGED CHILDREN

1University of Lausanne, Institute of Sport and Physical Education Sciences, Switzerland; 2 University of Geneva, Faculty of Psychology and Educational Sciences, Switzerland;

3 University Joseph Fourier, Grenoble Institute of Neuroscience, Grenoble, France claude alain.hauert@unige.ch

Developmental changes in motor activation and inhibition processes were studied in 85 children aged 6 to 11 years. Studies devoted to motor control and development have mainly been interested in the activation process. Although considerable attention has focussed on inhibition in child development in the last two decades, the basic issue of possible common characteristics between activation and inhibition has seldom been raised. The hypothesis was that dissimilarities in the developmental trajectories of actiB vation/inhibition aspects of a common task would indicate some degree of functional independence between these processes. The task consisted in engaging (activation) or stopping (inhibition) rhythmic movements of the nonBdominant hand in response to an imperative signal. In activation, a trial started with a unimanual movement of the dominant hand, continued with a bimanual movement, either in phase or in antiBphase, after the signal was delivered. In inhibition trials, the subject started with a bimanual movement and switched to a unimanual one, stopping her/his nonBdominant hand. The time needed to activate or inhibit an arm’s movement was measured (RT). In conB trol, unimanual conditions, the nonBdominant hand had simply to start or stop moving after the signal. The paradigm enabled thus the measure of the same variable for both activation and inhibition mechanisms.

Results under unimanual conditions showed a significant ageBrelated decrease in RT for activation, but not for inhibition, giving a first argument in favour of the indeB pendency hypothesis. In contrast to the unimanual conditions, RTs significantly decB reased with age under the bimanual inhibition condition, i.e. when stopping one hand during an ongoing continuous bimanual rhythmic task. This suggested a distinction between a non selective and a selective motor inhibition. Unimanual stop or stopBall tasks resort to non selective motor inhibition, whereas stopping one of the components during an ongoing bimanual motor task refers to selective motor inhibition. Thus, it appeared that non selective motor inhibition is mature very early in child development, which is not the case for selective motor inhibition. Increased RTs in the selective as compared to non selective inhibition tasks likely reflected some effort of transition required to stop one of the components during the bimanual ongoing movement. Regarding activation, we found significant effects of age on RT, whatever the conditB ion (unimanual or bimanual).

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Our present Topographic Mapping of ERP results indicate that VEAD patients displaB yed shorter P450 latencies (p=0.003) and abnormally high P450 amplitudes over parietal and occipital sites as opposed to ageBmatched normal controls (p<0.03). In addition, conB trary to normal controls, VEAD patients exhibited longer latencies over preBfrontal and frontal regions (p=0.003). On the other hand, P450 latencies for VEAD and MVD patients were not significantly different over anterior and posterior regions (p>0.05). Moreover, VEAD patients displayed significantly larger amplitudes with memory load as compared to MVD patients (p=0.003) and to ageBmatched normal controls (p=0.008).

These findings suggest that the delayed P450 latencies found over preBfrontal and frontal regions in both patient populations, reflect the partial disconnection of their neuronal pathways from limbic structures. Specifically, in VEAD patients, this aspect, along with the abnormally high amplitudes found over parietal and occipital sites, supB port the conclusion that VEAD patients allocate much more cerebral physiological resB ources and effort to accomplish the memory workload tasks as opposed to ageBmatched normal controls and MVD patients. As such, in VEAD, the excessive recruitment of compensatory neuronal pools becomes a compulsory neurophysiological mechanism to meet the demanding tasks of our Memory Workload Paradigm (BeuzeronBMangina and Mangina, International Journal of Psychophysiology, 2008, 69: 148).

In summarizing, the psychophysiological differentiation of these groups with the Topographic Mapping of ERPs to our Memory Workload Paradigm, supports the theB oretical position of the existence of neurophysiological mechanism of excessive comB pensatory recruitment of neuronal pools in VEAD and paves the way for the estaB blishment of distinct biological markers for the early detection, clinical treatment folB lowBup in very early degenerative pathology as opposed to normal aging processes. This theoretical model will be further discussed.

Elena Bodrova, Deborah J. Leong, Gwen Coe

SCAFFOLDING CHILDREN’S SELF+REGULATION IN EARLY CHILDHOOD SETTINGS: TOOLS OF THE MIND CURRICULUM

McREL (Denver, Colorado, USA), Metropolitan State College of Denver (Denver, Colorado, USA),

University of Wisconsin, Platteville (Platteville, Wisconsin, USA) ebodrova@mcrel.org

There is growing evidence that many children, especially those atBrisk, begin school lacB king the selfBregulation necessary to succeed in school and life and that this lack of selfBreB gulation may have a great impact on how well children do in school and later life. SelfBreB gulation is ranked as the most important characteristic neces¬sary for school readiness by kindergarten teachers who indicate that over half their children lack effective selfBregulaB tory skills. There is evidence that early selfBregulation levels have a stronger association with school readiness than IQ or entryBlevel reading or math skills and is closely associated with academic achievement. In several studies, selfBregulation of preschoolers was correlaB ted with the cognitive, selfBregulatory, and coping competence in adolescence.

In the face of growing problems with cognitive and socialBemotional selfBregulation in young children, efforts have been made to intervene in the developmental process to

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help children develop these critical foundational skills. However very few intervenB tions have been developed to focus on both cognitive and socialBemotional aspects of selfBregulation and even fewer attempt to address these competencies as a part of reguB lar classroom instruction. Most existing interventions require costly equipment or extensive oneBonBone tutoring which makes them hard to implement in a typical preschool or kindergarten classroom. The proposed presentation will discuss the resB ults of development and implementation of an early childhood curriculum intended to scaffold children’s selfBregulation in the course of daily classroom instruction. Special attention will be given to the development of cognitive and socialBemotional selfBreguB lation in children ages 3–5 and strategies teachers can use to improve it.

Tools of the Mind is a comprehensive early childhood curriculum for children in preschool and kindergarten. Tools of the Mind is designed to foster children’s executiB ve functions, which involve the development of self regulation, working memory and cognitive flexibility. The hallmark of the Tools of the Mind program is the combination of activities in which selfBregulation, particularly EF, is (a) the primary focus and (b) embedded in academic content and (c) embedded in makeBbelieve play. The curricuB lum focuses on 40 activities designed to develop children’s executive function, incluB ding childBdirected, teacherBsupported, and cooperative peer activities. Instruction is individualized through onBgoing dynamic assessment and teacher scaffolding. Literacy and math skills are emphasized through activities such as «Buddy Reading» during which children explore concepts of print at the same time practicing staying in the role of «reader» and «listener» and counting games during which children practice otherB regulation and selfBregulation by alternating between being «counter» or «checker».

Dramatic play is a main component of the curriculum evolving from makeBbelieve play in preschool to literatureBbased dramatization in kindergarten. With intentional planning by the children and support from the teacher, this component exposes children to a range of experiences that foster selfBregulation skills. For example, children are encouraged to write or draw a representation of their plan for a pretend play activity.

Presenters will discuss potential implications of their work for the research on development of selfBregulation in young children as well as its implications for desigB ning effective classroom practices.

Eduardo Alejandro, Escotto Córdova

REGISTERING INNER LANGUAGE DEVELOPMENT: CHILD LEISURE SOLILOQUY, OTHERNESS AND CONSCIOUSNESS

Universidad Nacional Autónoma de México, Facultad de Estudios Superiores Zaragoza, Laboratorio de Psicología y Neurociencias, México

aescotto@servidor.unam.mx

Child leisure soliloquy (LS) (i.e., the expressed speech while playing with toys) is the specific manifestation of a more general stage in the development of language towards its internalization: child soliloquy, also called «egocentric speech.» Interiorized language (IL) has, at least, two distinguishing characteristics: (i) it lacks a phonetic component and motriB city of the phonetic apparatus (i.e., there is no airBlike output regulated by the movement

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of the diaphragm, vocal cords, palate veil, tongue, lips, etc.), (ii) it is a kind of twoBvocal disB course (two voices, in the sense of M. M. Bahktin), dialogical and directed to itself, in which one is, at the same time, the one that expresses and responds to oneself. The first characteB ristic suggests that at certain age, the cerebral mechanisms of language are different from those involved in oralBness, and those implied in IL, which would give support to the neuroB psychological dissociation reported in the literature. The second characteristic has a central role in the development of otherness (when for me I am another — L.S. Vygotsky, or when I engage in a dialog with «others» virtually imagined) and consciousness, defined as the selfBreferential regulation of activity. Vygotsky emphasized that child soliloquy, although oralized, it is already IL in the sense of being dialogical and directed to itself. Vygotsky chaB racterized IL as compacted, predicative and directed to itself, and this conception was retaB ken by other researchers to theorize on its bonds with thought. Nevertheless, until now, practically there is no available corpus of LS, with a record methodology and a presentation of the verbal expressions in context, that permits comparative analyses to clarify in what age begins, how is otherness developed in child, what discursive peculiarities of IL are domiB nant, or how thought is realized during speech. Ruth Hirsch Weir published in 1962, under the direction of R. Jakobson, the records of the soliloquies of her 2,4 years son, while in the cradle shortly before falling asleep. Her method used voice recording and a numbered transcription of sentences, with occasional commentaries of groups of sentences for the disB cursive analysis. Nevertheless, this method did not allow to appreciate what the child was doing or what he was manipulating when soliloquying, leaving verbal expression (V) and paraverbal (PV) expression in context, and its function during the manipulation of objects, out of the analysis. We will expose a different record and transcription method of LS to capB ture the context and the sense of V and PV expressions during the manipulation of toys, and the kind of discursive analysis of data that we are making. The compilation of LS in context that we have obtained from children of 3–6 years of age so far, suggests to us that:

(i) LS expresses the internalization of the dialogicity with others, by others, and for others that the child has in his daily life; (ii) is the key medium by means of which the child exerB cises and dominates otherness; (iii) is one of the requirements for the development of the child conscious regulation.

Dywan, J.1, Mathewson, K. J.2, Capuana, L. J.1, Tays, W. J.1, and Segalowitz, S. J.1

CORTICAL AND AUTONOMIC INDICES

OF AGE+RELATED CHANGE IN ATTENTIONAL CONTROL

1 Psychology Department, Brock University, St. Catharines, Ontario, Canada;

2 Department of Psychology and Behavioural Neurosciences, McMaster University, Hamilton,

Ontario, Canada E mail: jdywan@brocku.ca

The anterior cingulate cortex (ACC) is part of a prefrontal system that has been assoB ciated with executive functions such as attention allocation, inhibitory control, and perB formance monitoring. ACC has also been associated with autonomic control of the heart, which is relevant to the regulation of arousal. Nonetheless, these aspects of ACC function are rarely examined together to determine the degree they account for individual differenB

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ces in the allocation and control of attention. Adopting this integrative approach becomes particularly relevant for those taking a developmental perspective since prefrontal cortex has a relatively delayed maturational trajectory, continuing to develop into young adulthood, and it is particular susceptibility to ageBrelated decline. Described in this talk is a series of studies in which we have recorded eventBrelated potentials while older and younger participants engaged in a variety of tasks, all requiring different aspects of attenB tional control. We also examined the degree to which age differences in behavioural and electrocortical responses could be explained by variance in phasic vagal cardiac control as indexed by respiratory sinus arrhythmia (RSA). We found the expected age differences with older adults showing greater decline in attentional abilities, particularly in conjunB ction with more demanding attentional tasks. We also found that ACCBgenerated ERPs tended to be reduced with age. However, what was of particular interest from a developB mental perspective was that individual differences in RSA accounted for ageBrelated variB ance in electrocortical and behavioural outcomes but not for all attentional tasks. It appeB ared that RSA was particularly relevant when the task either had a learning component or when it was highly dependent on inhibitory control. In these cases, higher RSA was assoB ciated with better performance, [and smaller ERP responses to nonBtarget information]. We argue that this approach adds an important dimension to our understanding of ageBreB lated attentional decline and that integrating these two aspects of ACC function into our work with children and adolescents holds promise for a richer understanding of earlier staB ges in the development of attentional control.

This research was supported by the Natural Science and Engineering Research Coun cil of Canada (NSERC).

Galindo G.1, Basilio C.2, Machinskaya R.3, Solovieva Yu.2

COMPARATIVE NEUROPSYCHOLOGICAL STUDY

OF EXECUTIVE FUNCTIONS AND VISUO+SPATIAL PROCESSES IN URBAN AND RURAL PRIMARY SCHOOLCHILDREN

1 Autonomous University of Baja California, Mexicali, Mexico;

2 Autonomous University of Puebla, Puebla, Mexico;

3 Institute of Developmental Physiology of Russian Academy of Education, Moscow, Russia ohcihc@hotmail.com

Primary school age is crucial for development of voluntary activity. This period is chaB racterized by functional maturation of the brain structures providing topBdown modulaB tion from the frontal lobe to specific cortical areas, with their immaturity leading to defiB cits of executive functions and underdeveloped visuoBspatial activity (Quintanar et al, Human Physiology, 2006, 32(1), 43–46; Machinskaya, Human Physiology, 2006, 32, 20–29). Cultural factors are other important variables, which may influence attention, selfBcontrol and visioBspatial functions. According to L. Vygotsky’s culturalBhistorical theB ory, incoming information of external world develops interBpsychic processes which direct the child’s behaviour and are realized in collaboration with an adult (Vygotsky, Journal of Genetic Psychology, 1929, 36, 415–432). Some recent studies demonstrate relationship between cultural development situation on the one hand, and visual attention and recogB

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nition on the other hand (Roberson&O’Hanlon, Behavioral and Brain sciences, 2005, 28, 505–506; Rueda, PNAS, 2005, 102, 14931–14936). Rural and urban cultural situations differ in terms of traditional upbringing and education, complexity of visual objects, voluB me of perceived information, parent’s education. We presumed that these cultural diffeB rences affected children’s cognitive development. We performed comparative neuroB psychological assessment in order to find possible differences in executive processes and visuoBspatial activity of rural and urban primary schoolchildren. Method: Thirty urban children (mean age=6.35, SD=0.279) and thirty rural children (mean age=6.43, SD=0.411) participated in the study. Complete neuropsychological assessment based on Luria’s methods was applied. The results of individual neuropsychological examinations by different tests were grouped into several neuropsychological indexes (NPI) to estimaB te different aspects of the child’s cognitive development. We calculated the following NPIs: kinesthetic analysis and tactile memory (I), kinetic organization (II), auditory memory (III), visual memory (IV), visuoBspatial analysis and synthesis (V), regulation and selfBcontrol (VI), internal image of object (VII), phonematic hearing (VIII). StatistiB cal comparison was made with ANOVA procedure using school type (urban, rural) as grouping variable.

Results: We found sigB nificant differences in the ability to analyze and synthesize visual and spaB tial information, with more cases of poor perB formance in the rural group compared to the urban one.

Significant differences were also found between the groups in the ability to organiB ze kinetic information – rural children had more difficulties, both in regulation and selfBcontrol tasks. Thus, the rural group demonstrated immature development of kinetB ic organization, voluntary regulation and selfBcontrol, and visualBspatial activity. The presented differences were closely related to visual attention processes.

Vladimir V. Lazarev, Maria Alice Genofre, Adailton Pontes and Leonardo C. deAzevedo

ASSESSING LATENT FEATURES OF BRAIN DEVELOPMENT BY EEG PHOTIC DRIVING REACTION IN NORMAL CHILDREN AND NEUROPSYCHIATRIC PATIENTS

Fernandes Figueira Institute – Oswaldo Cruz Foundation, Rio de Janeiro, Brazil vlad.v@iname.com

The EEG driving reaction to the intermittent photic stimulation (IPS) can enhanB ce the manifestation of latent oscillators not present in the spontaneous EEG. This can provide additional neurophysiological information regarding normal brain developB ment and its pathological alterations. In the present work, this reaction to 11 fixed IPS

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frequencies (3–24 Hz) were studied in 70 normal children and adolescents and 99 neuropsychiatric patients, aged 5–18 years.

In the occipital visual areas where the driving reaction was most pronounced, chilB dren and adolescents, in contrast to adults, showed strong driving responses to the theta IPS frequencies. On the other hand, spontaneous EEG spectra of adolescents were more similar to those of adults and differed from children by the absence of proB minent peaks in the theta band. In this way, the driving reactivity revealed one additB ional stage of «latent theta oscillators» in the development of the brain electrical actiB vity not apparent in the resting state. In general, the driving amplitude in the delta and theta bands correlated with the age negatively.

The topographic generalization of photic driving to the nonBvisual cortical areas proved to be particularly sensitive to the brain maturation. The occurrence of the driB ving peaks in the spectra of the 12 nonBvisual areas and EEG coherence among these leads at the IPS frequencies and at their harmonics positively correlated with the age. This probably indicates that the brain maturation is normally accompanied by a graduB al increase in the photic driving reactivity in the anterior cortical areas.

In 61 patients with partial epilepsy, the number of driving peaks in the spectra of nonB visual areas was reduced showing a likely delay in brain maturation as well as the effect of the antiepileptic drugs. This interpretation was based on the lower driving characteriB stics in 24 naпve patients compared with normal subjects and on the reductions in the number of the driving peaks as well as in the coherence at the alpha and beta IPS frequB encies in 10 naпve patients after a course of treatment with Carbamazepine.

Fourteen «high functioning» autistic boys free of drug treatment, with relatively intact verbal and intellectual functions, showed reduced driving reactivity in the right hemisphere, particularly at the alpha and beta IPS frequencies, probably due to some deficit in the right hemisphere activation. On the other hand, EEG coherence at the IPS frequencies during stimulation was higher in autistic patients than in normal subB jects only in the left hemisphere without any difference in the right one. Spontaneous EEG did not reveal significant differences between the autistic and control groups.

The results show that different quantitative characteristics of the EEG photic driB ving (such as the driving peak amplitude, the topographic distribution of these peaks and the driving coherence) can reflect different aspects of the brain development and its functional alterations which usually are not apparent in the spontaneous EEG.

Machinskaya R.I., Sokolova L.S., Koshelkov D.A.

BRAIN FUNCTIONAL ORGANIZATION OF REGULATORY AND INFORMATION+RELATED COMPONENTS OF WORKING MEMORY IN ADULTS AND 7–8+YEAR+OLD CHILDREN.

AN EEG COHERENCE STUDY

Institute of Developmental Physiology of Russian Academy of Education, Moscow, Russia regina_machinskaya@yahoo.com

Introduction: Being a part of executive functions, working memory (WM) plays an important role in child cognitive development and learning. Investigation of WM

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brain mechanisms is useful for better understanding of child cognition. WM includes regulatory and informationBrelated components: memory retention, topBdown active maintenance of internal representation, and manipulation with retained information. Neurophysiololgical studies show the complexity of brain organization of WM: the tasks requiring temporary retention of information activate the cortical associative zones (frontal, parietal), the brain deep structures (limbic, strioBpallidal, and thalamic) and the sensoryBspecific areas. It has been shown that the brain oscillatory systems operating via specific frequencies («working rhythms») are related to different aspects of cognition: theta rhythm synchronization increases during sustained attention and memory retention whereas highBfrequency rhythms (beta and gamma) underlie speciB fic information binding and selective directed attention. Our previous study (MachinB skaya, 2006, Human Physiology, 2006, 32, 20–29) showed selective increase in alpha synchronization during modalBspecific prestimulus attention, thus suggesting the importance of this oscillatory system for the topBdown anticipatory modulation of corB tical activity. We presumed that neuronal networks underlying the regulatory and informationBrelated components of WM are not only topographically but also frequenB cy specific. The objective of the study was to assay the rhythmBspecific patterns of interBregional functional connectivity during WM in adults and 7–8ByearBold chilB dren. Methods: 17 adults and 28 healthy 7–8ByearBold children participated in the experiment. The visual stimuli shown were either semantically unrelated words (verB bal modality) or nonverbalized shapes (visuoBspatial modality). Every trial consisted of a warning signal (exclamation sign), a referent stimuli set and a test stimulus. SubB jects pressed «yes» or «no» response key to indicate the presence/absence of the test stimulus in the referent set. Verbal and visuoBspatial matching and nonmatching pairs of stimuli were shown with equal probability. The EEG was recorded from 16 locations in three experimental conditions: (1) during awake state with eyes closed – background, (2) during 2 sec. preceding the referent stimuli – S1 (nonspecific mobiliB zation) and (3) during 2 sec. preceding the test stimulus S2 (information retention in WM). The interaction strength for a given pair of EEG channels was estimated with the imaginary part of the coherency Im{Cij(f)}. The advantage of using Im{Cij(f)} instead of the commonly used ordinary coherence function |Cij(f)| stems from the fact that, unlike the ordinary coherence, the Im{Cij(f)} function is not affected by the instantaneous artificial betweenBchannel interaction caused by volume conduction (B Nolte et al., Clinical Neurophysiology, 2004,115, 2292–2307). Results: 1) Nonspecific mobilization strengthened the distant crossBhemispheric thetaBspecific functional conB nections in the frontoBtemporal zones in adults, but not in children. In the same conB dition, local betaBspecific synchronization enhancement was observed in both groups. 2) Information retention in WM was accompanied by the modality independent enhancement of the alpha rhythm synchronization in both groups although with diffeB rent topography: the main differences was related to the right frontal, parietal and posteriorBtemporal zones where the pronounced change in the taskBrelated alpha coheB rence was found in adults but not children. ThetaBspecific crossB and intraBhemispheB ric functional connectivity strength increased in both groups. In children, the theta coherence increase was observed in the frontal and temporal zones in both hemispheB

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