Topic: Neuro-Architecture; the psychology behind spaces

-Preeti Nataraj, 18bar027

Keywords: Space, Psychology, responses to stimuli, organisational behaviour

Understanding the relationship between neuroscience and architecture is aided by the

theory of mind and the hypothesis of mirror neurons. They attempt to explain how human
emotions, behavioural and physiological reactions, and social connections are influenced by
the built environment. It aids in the comprehension of the origins of empathy and emotions
in interactions with the inanimate environment, as well as material and spatial phenomena.
It describes how a painting on canvas and a structure composed of inanimate stuff may
make us feel tormented, pleased, bored, or stimulated in a favourable way. There are
structures that please us and add positive energy, as well as buildings that cause us to feel
disgusted, disappointed, or even irritated.
Panopticon prisons appeared in the 19th century, and these could be considered examples
of "proto-neuroarchitecture," based on neurology notions used by philosopher Jeremy
Bentham. Because of their circular form, the entire complex can be secured from a single
location, giving inmates the impression that they are continuously being monitored. SALK
Institute was also designed with applications of neuro-architecture before it was even
realised. Two symmetrical structures separated by a line of division, the empty courtyard
that leads to the water. The owner Jonas Salk, very well knew the impact of spaces on
people and wanted a design that fostered creativity and innovation at best. Until it was
discovered that the brain is constantly changed by the environments we live in, architecture
and neurology were two separate sciences. In hospitals, focusing on healing environments,
such as a well-designed architectural environment based on neuroscience principles,
decreases patient stay and even aids treatment by recovering old memories or stimulating
the brain. When the target group is children, these principles become more specific.
Children and adults differ in numerous areas, including memory, dimensions, concentration,
and learning ability. Because brain-related problems necessitate more attention, design is
based on desired or undesirable actions.