Cognitive Neuroscience and Single-Word Processing

Early neuroimaging research on language-related function is useful for teaching cognitive neuroscience. In these studies, researchers used relatively simple experimental designs in an attempt to break down complex cognitive processes. In addition, the hypotheses tested in these studies were based on models derived from non-imaging observations, such as lesion studies. Thus, students at all levels may find the research accessible in its simplicity and engaging in its attempt to test existing theories in novel ways. Raichle (1996) describes a series of such studies that used what were, at the time, novel applications of relatively young imaging methods to measure brain activity related to single-word processing. In a short, readable article, he places the studies in their historical context (i.e., models of language function based largely on case studies of patients with brain lesions) and describes the methods and designs used in the research. He summarizes the results and the main takeaways from the research and its practical implications for research and medicine in the future. This paper touches on many important features of cognitive neuroscience, as well as psychology and neuroscience more broadly. It can serve as a springboard into discussion of many topics in many course contexts.