tDCS of right-hemispheric Wernicke's area homologue affects contextual learning of novel lexicon.

Numerous studies have shown robust evidence of the right hemisphere's involvement in the language function, for instance in the processing of intonation, grammar, word meanings, metaphors, etc. However, its role in lexicon acquisition remains obscure. We applied transcranial direct current stimulation (tDCS) over the right-hemispheric homologue of Wernicke's area to assess its putative involvement in the processing of different types of novel semantics.

Using a Pulse Protocol to Fix the Individual Dosage of Transcranial and Transspinal Direct Current Electrical Stimulation.

The non-invasive current stimulation protocol differs significantly between the brain and spinal cord, such that when comparing the two, there is a clear predominance of protocols using transcranial direct current stimulation (tDCS) for the brain and of protocols using pulsed stimulation for the spinal cord (psSC). These protocols differ in their effects on the central nervous system and in such important parameters as stimulation intensity. In most cases, tDCS has a fixed amplitude for all subjects/patients, while psSC is usually chosen on a case-by-case basis, according to the thresholds of muscle responses.

Psychology of Changeability: Basic Principles of Description of Processual Nature of Personality.

The article reveals the basic principles of the processual approach to the study of personality, which have a natural scientific foundation and are based on the ideas of the philosophy of instability of I. Prigogine. The developed processual approach is designed to overcome the opposition of variability and stability of personality, and to explain how the personality remains sustainable, being in constant change.

Broca's area involvement in abstract and concrete word acquisition: tDCS evidence.

Broca's area in the left hemisphere of the human neocortex has been suggested as a major hub for acquisition, storage, and access of linguistic information, abstract words in particular. Direct causal evidence for the latter, however, is still scarce; filling this gap was the goal of the present study. Using transcranial direct current stimulation (tDCS) of Broca's region, we aimed to delineate the involvement of this area in abstract and concrete word acquisition.

Contextual Acquisition of Concrete and Abstract Words: Behavioural and Electrophysiological Evidence.

and concrete words differ in their cognitive and neuronal underpinnings, but the exact mechanisms underlying these distinctions are unclear. We investigated differences between these two semantic types by analysing brain responses to newly learnt words with fully controlled psycholinguistic properties. Experimental participants learned 20 novel abstract and concrete words in the context of short stories.

Psychological and Electrophysiological Correlates of Word Learning Success.

Background: A rich vocabulary supports human achievements in socio-economic activities, education, and communication. It is therefore important to clarify the nature of language acquisition as a complex multidimensional process. However, both the psychological and neurophysiological mechanisms underpinning language learning, as well as the links between them, are still poorly understood.

Acquisition of concrete and abstract words is modulated by tDCS of Wernicke's area.

Previous behavioural and neuroimaging research suggested distinct cortical systems involved in processing abstract and concrete semantics; however, there is a dearth of causal evidence to support this. To address this, we applied anodal, cathodal, or sham (placebo) tDCS over Wernicke's area before a session of contextual learning of novel concrete and abstract words (n = 10 each), presented five times in short stories. Learning effects were assessed at lexical and semantic levels immediately after the training and, to attest any consolidation effects of overnight sleep, on the next day.

Understanding Emotion-Related Processes in Classroom Activities Through Functional Measurements.

To improve educational research focusing on such complex phenomenon as the interaction of emotion-related processes (affects) and students' learning classroom activities, the collaboration between educational studies and neurosciences appears particularly relevant. Stress or "stress response" being an emotion-related psychological process (Gross, 2015) and having a neurobiological origin (Selye, 1956) is mostly studied in neurophysiological research using laboratory controlled objective measurements. One of such methods, heart rate variability (HRV) is considered as a reliable neurobiological correlate of stress response as the heart and the brain are directly and indirectly connected, which is advanced by the neurovisceral integration model (Thayer and Lane, 2000, 2009).

Concrete vs. Abstract Semantics: From Mental Representations to Functional Brain Mapping.

The nature of abstract and concrete semantics and differences between them have remained a debated issue in psycholinguistic and cognitive studies for decades. Most of the available behavioral and neuroimaging studies reveal distinctions between these two types of semantics, typically associated with a so-called "concreteness effect." Many attempts have been made to explain these differences using various approaches, from purely theoretical linguistic and cognitive frameworks to neuroimaging experiments.

Transcranial Direct Current Stimulation (tDCS) of Wernicke's and Broca's Areas in Studies of Language Learning and Word Acquisition.

Language is a highly important yet poorly understood function of the human brain. While studies of brain activation patterns during language comprehension are abundant, what is often critically missing is causal evidence of brain areas' involvement in a particular linguistic function, not least due to the unique human nature of this ability and a shortage of neurophysiological tools to study causal relationships in the human brain noninvasively. Recent years have seen a rapid rise in the use of transcranial direct current stimulation (tDCS) of the human brain, an easy, inexpensive and safe noninvasive technique that can modulate the state of the stimulated brain area (putatively by shifting excitation/inhibition thresholds), enabling a study of its particular contribution to specific functions.

The Future of Personality Theory: a Processual Approach.

The perpetual discussion of approaches and principles in the study of personality has been one of the notable trends of development of psychological science over many decades. The structural approach, based on the delineation of a person's traits and characteristics, made an important contribution to various branches of psychology, but now the scientific community has recognized the limitations of a structural understanding of personality. Its inadequacy becomes particularly obvious in today's conditions, when fundamental changes pose a challenge to man's ability to respond flexibly to changing conditions of everyday existence, as well as to larger-scale changes.