Author: dlende

Glutamate and Schizophrenia

The NY Times has an article, Daring to Think Differently about Schizophrenia, about research on glutamate, schizophrenia, and drug development.  In addiction research, there is also increasing consideration of the role of glutamate, moving beyond the dopamine-centered models.  Glutamate-targeted drugs “might help to treat the cognitive and negative symptoms of schizophrenia. Drugs currently on the market do little to treat those symptoms.”  Here are some early quotes from the article:

“Dr. Schoepp and other scientists had focused their attention on the way that glutamate, a powerful neurotransmitter, tied together the brain’s most complex circuits. Every other schizophrenia drug now on the market aims at a different neurotransmitter, dopamine.”

“Glutamate is a pivotal transmitter in the brain, the crucial link in circuits involved in memory, learning and perception. Too much glutamate leads to seizures and the death of brain cells. Excessive glutamate release is also one of the main reasons that people have brain damage after strokes. Too little glutamate can cause psychosis, coma and death.  ‘The main thoroughfare of communication in the brain is glutamate,’ says Dr. John Krystal, a psychiatry professor at Yale and a research scientist with the VA Connecticut Health Care System.”

Looking for more blogs to pass the time?

I’ve added some new blogs to our blogroll, including ones that I have enjoyed recently.  

I am particularly impressed by Laura Kilarski’s Psique, which contains insightful commentary as well as summaries and links to recently published literature by topic.  Most useful! 

Jonah Lehrer’s The Frontal Cortex is another great addition.  Jonah is the author of Proust Was A Neuroscientist, a former Rhodes Scholar, and interested in how neuroscience and everyday intersect, as well as the fostering of a Fourth Culture, a genuine dialogue between arts and sciences. 

Finally, Deric Bownds’ MindBlog which “reports new ideas and work on mind, brain, and behavior.”  Deric covers many of the same topics that we do here, with more emphasis on the biology (but less on the anthropology).  He also provides good excerpts from current neuroscience research, and is author of The Biology of Mind.

Play and Embodiment

In yesterday’s post, Play and Culture, I discussed how the neurobiological and behavioral aspects of play feed into the production of culture.  Play helps integrate the processing and coordination of different brain systems and to produce skilled social and physical engagement with other individuals in the environment.  By being able to draw on these evolutionary and embodied precursors, play also helps with the formation of cultural patterns, particularly among children.  These cultural patterns—say, a game of Cowboys and Indians—then feedback to shape the coordinated behavior of the individuals involved, from everything to guns vs. arrows and good vs. bad to cultural valuations of indigenous people and gender roles. 

In many ways, it sounds like a fairly neat story, at least to me (well, I wrote it, didn’t I?).  But the process of cultural production and the ability of cultural forms to then re-engage with people still seems a bit of a black box to me.  Biology and behavior don’t quite get us to culture, even if I invoke emotional and motor processing in conjunction with social relationships.  It’s too far a jump, because it assumes that all these things just “naturally” come together and somehow produce culture.  It also relinquishes too much of “meaning” to culture.  Anthropologists have traditionally been quite happy to accept that deal in the mind-body split—we talk about meaning, you guys about neurotransmitters. 

Greg and I have both pushed embodiment and practices as a central way to mediate between meaning and neural function.  Bringing body, behavior, and organism-environment interactions into the picture certainly is a big help.  But in writing the posts on play, I realized that all the talk of “embodied cognition” suffers from the same problem that I talked about in the first post on play.  Researchers often assume that the integration of different brain systems happens naturally, without help, without any “outside” process to help it along.  I see the same thing happening with embodied cognition. 
Continue reading “Play and Embodiment”

Play and Culture

Two earlier posts on The Neurobiology of Play and Taking Play Seriously examined play as the neurobiological and behavioral levels.  Together, they present an argument for play as one primary way that animals with large brains achieve neurological integration through play’s role in skilled behavioral engagement and the building of social relationships. The last post ended by discussing the role of play in joint coordination and reciprocal fair play, and the first post by saying that play helps combine sensory information, emotional states, cognitive framing, bodily movement, and decision making. 

Today I want to argue that together, these processes help promote the production of culture.  Without the integration of basic neurological processing and social relationships into culture, culture is, in effect, an empty shell of forms and roles and symbols.  Play connects us into cultural forms, helps recreate them anew for developing individuals and even create new forms.  In other words, I see play as part of how we get cultural creole, which I discussed in an early post, Avatars and Cultural Creole, on the challenge persistent on-line communities present to anthropology’s theory of culture. 

But first a mini-ethnographic moment.  I went sledding with my kids the other day.  My eldest son’s best friend joined us, along with his older sister.  At first I was sledding with my little daughter as the boys zipped and at times tumbled down the hill on their own.  They started to create a game out of it, imagining they were space ships in battle.  Arguments began to break out over who beat whom and what type of ship each one could be.  A new game quickly evolved as I started to race down on my sled after them—suddenly I became the enemy, trying to torpedo them, hands outstretched as they tried to squirm away.  (To note, the combined rough-and-tumble/Space Wars held no interest for the older sister and was a bit too dangerous for my daughter, so they started hanging out and doing things together.  Play and gender…)  Then the game evolved more, as I went up the other side of the run-off pond where we sled.  First I was a dangerous battleship attacking them.  Tiring more quickly than they did, I finally simply lay there on the flat bottom of the pond and became a battlestar which they could ram with fierce joy. 
Continue reading “Play and Culture”

Pacified, high-performance zombies?

Judith Warner writes today about The Med Scare, of the over-medication of certain groups of children within a broader pattern of lack of medications for many children with mental health problems.  She is particularly concerned with “the narrative of the disastrously overmedicated American.” 

The whole article is worth a read, but I was particularly struck by her cultural analysis near the end:  

Why, then, the exaggerated belief that we’re raising a nation of pacified, high-performance zombies? I think it’s because we have real worries about the state of children – and childhood itself – in our time. We know that our current lifestyle of 24/7 work, constant competition, chronic stress and compensatory consumerism is toxic. But we also know – or feel – that there’s not much we can do about it. We feel guilty about the world we’ve created for our kids, one of lots of work and not much free play. But we’re also wedded to that world, invested in it, utterly complicit with its values and demands.

And so we shift the focus of our fears away from big forces we feel we can’t do anything about (globalization, an increasingly merciless marketplace, a growing gap between the wealthiest Americans and everyone else, the general indignities of life in the beleaguered middle class). Instead, we focus on decisions we can control (whether or not we will “drug” our kids). Our minds shift away from the myriad ways we collude in making life toxic for our children, and we obsess instead on condemning other people for allegedly poisoning their children’s bodies.

Cracks in Our Rose-Tinted Glasses?

In the last week, several media outlets have addressed research that presents an alternative view on the happy emphasis on positive psychology and self-help that has swept through America in the past few years.  I’ll just excerpt some pieces from each, not a lot of commentary this time. 

First, three pieces from Sharon Begley’s article “Happiness: Enough Already” in Newsweek: http://www.newsweek.com/id/107569 

Excerpt #1: While careful not to extol depression—which is marked not only by chronic sadness but also by apathy, lethargy and an increased risk of suicide—[Diener] praises melancholia for generating “a turbulence of heart that results in an active questioning of the status quo, a perpetual longing to create new ways of being and seeing.” This is not romantic claptrap. Studies show that when you are in a negative mood, says Diener, “you become more analytical, more critical and more innovative. You need negative emotions, including sadness, to direct your thinking” 
Continue reading “Cracks in Our Rose-Tinted Glasses?”