The connection between the emergence and training of cognitive functions and the changes within the hippocampus structure and volume might seem obvious, yet further research is required to establish the correlation more accurately. Recent studies indicate that there are both correlation and causation relationships between the specified factors. By encouraging active analysis and exploration of the connection between memory skills and hippocampus volume change, one will develop a more profound understanding of the cognitive function potential.
Changes within the volume and structure of the hippocampus can be linked to the cognitive progress that one makes throughout one’s life. As a study by Noble et al. (2012) illustrates, there is a neurological link between the extent of one’s cognitive progress and the hippocampus size and mass. Remarkably, the specified outcome was restricted solely to the hippocampus since the researchers reportedly “only found a moderating effect of educational attainment on regional volume in the hippocampus, and not in the amygdala” (Noble et al., 2012, p. 313). Therefore, there is an evident dynamic observed between the extent of the cognitive progress in the human brain and the volume of the hippocampus. Remarkably, the authors of the study emphasize that the specified observations are not related to the amygdala. Specifically, the research points out that the sizer of the amygdala is not predicated upon the development of cognitive function (Noble et al., 2012). The described research conclusions suggest that the dynamics between the hippocampus and the cognitive processes should be examined more thoroughly. The large sample size and the variation within the sample enhance the research credibility and the potential usefulness of its outcomes in different contexts, particularly, in the ones exploring opportunities for developing early education opportunities. Furthermore, premises for lifelong and self-directed education can be built by using the study results.
Another research on the subject matter introduces a more nuanced insight into the alterations observed within the hippocampal structures across the development of cognitive function. Specifically, the article by Kempadoo et al. (2016) reflects the complexity of spatial learning skills, memory development, and the transformations within the dorsal hippocampus. According to the outcomes of the analysis, the release of the dopamine hormone from the locus coeruleus and its further delivery to the hippocampus serves as the prerequisite to the emergence of spatial skills and relevant memory abilities (Kempadoo et al., 2016). The study establishes that the development of selective attention prompted by the noradrenergic neurons that release dopamine into the brain contributes to active spatial learning (Kempadoo et al., 2016). Thus, the study makes a connection between biochemical and behavioral processes within the human body, introducing a new perspective into the analysis of their development. The inclusion of a large sample size for the study can be regarded as an important advantage that contributes to the credibility of the research. Thus, its outcomes can be used to further promote the study of the hippocampus and its connection to cognitive function.
A study of the links between the volume and structure of the human hippocampus and the attainment of the relevant cognitive functions, particularly, memory-related ones, will guide one toward a more thorough understanding of the cognitive function. The current research suggests that the release of dopamine encourages progress in the cognitive function of the human brain. Therefore, further approaches for stimulating the specified functions will be required.
References
Kempadoo, K. A., Mosharov, E. V., Choi, S. J., Sulzer, D., & Kandel, E. R. (2016). Dopamine release from the locus coeruleus to the dorsal hippocampus promotes spatial learning and memory. Proceedings of the National Academy of Sciences, 113(51), 14835-14840. Web.
Noble, K. G., Grieve, S. M., Korgaonkar, M. S., Engelhardt, L. E., Griffith, E. Y., Williams, L. M., & Brickman, A. M. (2012). Hippocampal volume varies with educational attainment across the lifespan. Frontiers in human neuroscience, 6, 307-316. Web.