PSY 1010, General Psychology 1 Course Learning Outcomes for Unit II Upon completion of this unit, students should be able to: 7. Identify biopsychology contributors to perception, motivation, and consciousness. 7.1 Indicate the structures of the brain that are involved in emotion, learning, memory, and motivation. 7.2 Describe how the brain perceives information from the outside world. Course/Unit Learning Outcomes Learning Activity 7.1 Unit Lesson Chapter 2 Video: Biological Psychology Basics: How the Brain Works, Part 1 Video: Biological Psychology Basics: How the Brain Works, Part 2 Unit II Homework 7.2 Unit Lesson Chapter 2 Video: Biological Psychology The Big Picture: My Brain Made Me Do It Unit II Homework Reading Assignment Chapter 2: The Biological Perspective A link to Chapter 2 of the eTextbook is provided in the Required Reading area of Unit II in Blackboard. View the following three videos in MyPsychLab. You can access the videos by clicking the links provided in the Required Reading area of Unit II in Blackboard. (You must be logged into Blackboard in order to access any MyPsychLab features.)  Biological Psychology Basics: How the Brain Works, Part 1  Biological Psychology Basics: How the Brain Works, Part 2  Biological Psychology The Big Picture: My Brain Made Me Do It Unit Lesson As the most complex organ in your body, the brain regulates not only life functions but also cognitive and emotional functions, including behavior. Have you ever considered what role your brain plays in your behavior and reactions? If you have not already viewed the video The Big Picture: My Brain Made Me Do It in MyPsychLab, do so now by visiting the link provided in the Required Reading area of Unit II in Blackboard. This will help begin this unit’s discussion about the biological perspective of behavior and the brain. So what do you think? Think of a time you felt a rush and perhaps felt as though you could conquer the world. Did you know that was a result of a surge of dopamine? On the other hand, what happens when there is a deficit in certain hormones in our bodies? Can that impact our behaviors? Here in Unit II, you will learn about the nervous system and how this complex structure works to influence our behaviors and thoughts. Most psychology students are aware that the human body is comprised of cells. UNIT II STUDY GUIDE The Biological Perspective of Psychology PSY 1010, General Psychology 2 UNIT x STUDY GUIDE Title However, each kind of cell has a major function (Ciccarelli & White, 2017). As you explore this unit, pay close attention to the various parts of the neuron, the cell that sends messages throughout our bodies, and its functions. It is really quite complex. For instance, did you know that the axon, the portion that carries information to other cells, can actually be several feet in length? Neurons Although neurons c ...

1. PSY 1010, General Psychology 1
Course Learning Outcomes for Unit II
Upon completion of this unit, students should be able to:
7. Identify biopsychology contributors to perception,
motivation, and consciousness.
7.1 Indicate the structures of the brain that are involved in
emotion, learning, memory, and
motivation.
7.2 Describe how the brain perceives information from the
outside world.
Course/Unit
Learning Outcomes
Learning Activity
7.1
Unit Lesson
Chapter 2
Video: Biological Psychology Basics: How the Brain Works,
Part 1
Video: Biological Psychology Basics: How the Brain Works,

2. Part 2
Unit II Homework
7.2
Unit Lesson
Chapter 2
Video: Biological Psychology The Big Picture: My Brain Made
Me Do It
Unit II Homework
Reading Assignment
Chapter 2: The Biological Perspective
A link to Chapter 2 of the eTextbook is provided in the
Required Reading area of Unit II in Blackboard.
View the following three videos in MyPsychLab. You can
access the videos by clicking the links provided in
the Required Reading area of Unit II in Blackboard. (You must
be logged into Blackboard in order to access
any MyPsychLab features.)
ological Psychology Basics: How the Brain Works, Part 2
Do It
Unit Lesson

3. As the most complex organ in your body, the brain regulates not
only life functions but also cognitive and
emotional functions, including behavior. Have you ever
considered what role your brain plays in your behavior
and reactions?
If you have not already viewed the video The Big Picture: My
Brain Made Me Do It in MyPsychLab, do so now
by visiting the link provided in the Required Reading area of
Unit II in Blackboard. This will help begin this
unit’s discussion about the biological perspective of behavior
and the brain.
So what do you think? Think of a time you felt a rush and
perhaps felt as though you could conquer the world.
Did you know that was a result of a surge of dopamine? On the
other hand, what happens when there is a
deficit in certain hormones in our bodies? Can that impact our
behaviors?
Here in Unit II, you will learn about the nervous system and
how this complex structure works to influence our
behaviors and thoughts. Most psychology students are aware
that the human body is comprised of cells.
UNIT II STUDY GUIDE
The Biological Perspective of Psychology
PSY 1010, General Psychology 2

4. UNIT x STUDY GUIDE
Title
However, each kind of cell has a major function (Ciccarelli &
White, 2017). As you explore this unit, pay close
attention to the various parts of the neuron, the cell that sends
messages throughout our bodies, and its
functions. It is really quite complex. For instance, did you know
that the axon, the portion that carries
information to other cells, can actually be several feet in
length?
Neurons
Although neurons comprise a
huge portion of our brains,
other cells impact our
thinking, memory, and
perception as well. Glial cells
are the other predominant
cells that influence who we
are. These cells actually
provide assistance to the
neurons. According to
Ciccarelli and White (2017),
new research is being
conducted to ascertain their
role in various
neurodevelopmental
diseases, degenerative
disorders, as well as
psychiatric disorders. Further
exploration of this section will
reveal more information

5. about neural impulses and
how various stimuli can impact the stimulation of such.
Neurons use neurotransmitters to communicate with one another
throughout our bodies. Unit II further
explains the intricate workings of the brain and how we
perceive the world around us based on this
fascinating organ. For example, neurotransmitters tell cells
when to fire on and off. (If this was not the case,
when you burned your finger after touching a hot pan, you
would be in constant pain until you were
completely healed.) As you explore this unit, you will learn that
the first neurotransmitter identified was
acetylcholine (ACh). ACh prompts the contraction of skeletal
muscles, but it decreases heart muscle
contractions. Ciccarelli and White (2017) further explain that
ACh is vital in attention, memory, and arousal. In
fact, research has revealed that individuals with Alzheimer’s
disease (AD) have low levels of ACh.
(Adapted from Lacroix, n.d.-b)
PARKINSON-
LIKE
SYMPTOMS
-slow reaction
time
-anergia
ANHEDONIA
-"pleasure
center"
dysfunction
OCD-LIKE

6. SYMPTOMS
-obsessive
thoughts
-compulsive
behavior
IMPULSIVITY
-suicide
-aggression
-susceptibility to
"cue triggers"
DEPRESSION
&
CRAVING
PSY 1010, General Psychology 3
UNIT x STUDY GUIDE
Title
Another neurotransmitter
that most people easily
recognize by name is
dopamine (DA). This
neurotransmitter has
numerous effects on differing
people depending on its

7. activity location. For
instance, were you aware
that individuals with
Parkinson’s disease have
been discovered to have too
little DA in a particular area
in their brains?
Consequently, on the other
end of the spectrum, the
release of too much DA can
manifest in symptoms
related to schizophrenia.
You will also read in this unit
about serotonin (5-HT). This
neurotransmitter begins in
the lower part of one’s brain
and can have a dual effect.
Low levels of serotonin have
been associated with
depression. It has been
discovered that serotonin
can impact one’s sleeping
abilities, mood, anxiety
levels, compulsive
tendencies, and it can even
affect one’s appetite.
In short, it is quite helpful to
understand information
about the synapses and
neurotransmitters as some
prescribed medications
could be dangerous if their
chemical molecules are
similar in shape and size to

8. neurotransmitters. The
chapter reading will help you
to better understand the excitatory or inhibitory effects of
certain medications.
Now that you have learned about the cells that comprise the
nervous system, it is time to gain a better
understanding of how the parts work cohesively to control how
people and animals think, feel, and behave.
(Adapted from Lacroix, n.d.-a)
NEUROTRANSMITTERS
ADRENALINE
Fight or Flight
Produced in stressful situations.
Increases heart rate and blood
flow, leading to physical boost
and heightened awareness.
GABA
Calming
Calms firing nerves in the central
nervous system. High levels
improve focus, low levels cause
anxiety. Also contributes to motor
control and vision.

9. NORADRENALINE
Concentration
Affects attention and responding
actions in the brain. Contracts
blood vessels, increasing blood
flow.
ACETYLCHOLINE
Learning
Involved in thought, learning, and
memory. Activates muscle action
in the body. Also associated with
attention and awakening.
DOPAMINE
Pleasure
Feelings of pleasure, also
addiction, movement, and
motivation. People repeat
behaviors that lead to dopamine
release.
GLUTAMATE
Memory

10. Most common neurotransmitter.
Involved in learning and memory.
Regulates development and
creation of nerve contacts.
ENDORPHINS
Euphoria
Released during exercise,
excitement, and sex. Produces
well-being and euphoria, reducing
pain.
SEROTONIN
Mood
Contributes to well-being and
happiness. Helps sleep cycle and
digestive system regulation.
Affected by exercise and light
exposure.
PSY 1010, General Psychology 4
UNIT x STUDY GUIDE

11. Title
Central Nervous System
Did you know that the brain and spinal cord make up the central
nervous system (CNS)? We discussed
neurons and glial cells in the previous section. The brain and
spinal cord are comprised of glial cells and
neurons that impact our thoughts, behaviors, and emotions.
According to Ciccarelli and White (2017), the
brain is the center of the CNS, and they further explain how the
brain takes the information that is received
from our senses and makes decisions while transmitting
directives to the muscles and our entire bodies. Our
brains process thoughts, memories, language, and various
learning mechanisms. Another critical element of
the central nervous system is the spinal cord. The spinal cord is
comprised of an extensively long package of
neurons that has two functions. Its first function is to transport
information from throughout one’s body to the
brain and then back from the brain to the various parts of the
body. Its second function is to control our
reflexes.
Have you ever heard that damaging one’s spinal cord is
irreparable? Although it was once hypothesized that
neurons located in the brain and spinal cord could not repair
themselves, recent research purports otherwise.
Ciccarelli and White (2017) share data in relation to
neuroplasticity (the brain’s ability to change) and
neurogenesis (when the brain forms new neurons). Furthermore,
most psychology students find the
information on stem cells to be quite promising when

12. considering diseases such as Alzheimer and
Parkinson’s.
Diagram of the nervous system.
(Fuzzform, 2012)
PSY 1010, General Psychology 5
UNIT x STUDY GUIDE
Title
Peripheral Nervous System
The peripheral nervous system (PNS) is comprised of nerves
and neurons that are not included in the spinal
cord and brain. In fact, the PNS enables the brain and spinal
cord to communicate with our senses while also
helping the brain and spinal cord to control our muscles and
glands. Furthermore, the PNS is divided into the
somatic nervous system and the autonomic nervous system
(ANS). The somatic nervous system helps to
control our voluntary muscles, while the autonomic nervous
system oversees our involuntary muscles, glands,
and organs.
Within the ANS there are additional systems: the sympathetic
and parasympathetic divisions. The
sympathetic division is involved when we experience stressful

13. events and our bodies are aroused. It has been
referred to as the fight-or-flight component of our bodies. When
we have stress in our lives, we sometimes
experience anger, and we want to retaliate and fight. On the
other hand, stress can make us fearful at times,
and we end up wanting to flee, hence the flight aspect. The
sympathetic division essentially helps us to cope
with and react to stress in our lives. You will explore more
about this process in this unit’s Discussion Board
by taking a survey in MyPsychLab called Do You Fly or Fight?
and by answering questions about your own
response to stressful events.
Conversely, the parasympathetic division helps to restore the
body to a sense of wholeness after stress or
arousal has been experienced. In effect, it assists us by slowing
down our heart rate, breathing intensity, and
reactivates our digestion. In short, the parasympathetic division
restores the energy that we exhausted during
the stressful event. (Have you noticed that you are often hungry
after your stress has passed?)
Glands affect functioning in one’s body and impact one’s
behavior. The chemicals secreted by the glands in
our bodies are called hormones. Hormones can directly impact
one’s behavior and emotions. Some theorists
believe that surges in one’s hormones can trigger various
emotional reactions.
Yes, hormonal imbalances can cause numerous issues. Certain
disorders are associated with abnormal
levels of the pituitary (dwarfism and giantism), thyroid
(hypothyroidism and hyperthyroidism), and adrenal
glands (Addison’s disease and Cushing’s syndrome).

14. Studying the Brain
Ciccarelli and White (2017) explain that various methods are
utilized when seeking to study the brain. For
example, have you heard about lesioning studies? Quite
possibly have you read about brain stimulation
before? Most psychology students are aware that certain
neuroimaging techniques exist such as using a
computer to take X-rays of the brain in a computed tomography
(CT) scan or even the newer approach that
utilizes radio waves and magnetic fields to produce the
magnetic resonance imaging (MRI). Other methods
used are electroencephalograms (EEGs) and positron emission
topography (PET) scans.
In Chapter 2 of the eTextbook, brain structures are examined
and discussed. At the beginning of this lesson,
we saw that the brain regulates life, cognitive, and emotional
functions. Localization of function purports that
the various parts of the brain perform different functions. The
brain stem, cerebellum, thalamus,
hypothalamus, pituitary gland, amygdala, hippocampus, and
cerebrum are discussed in great detail in
Chapter 2 of the eTextbook. Although all parts have differing
functions, they often overlap to accomplish
Can you tell that you behave
differently when your hormone
levels have dipped or surged?
(Iqoncept, n.d.)

15. PSY 1010, General Psychology 6
UNIT x STUDY GUIDE
Title
certain tasks. If you have not already viewed the video on page
73 of the eTextbook, please take the time to
do so.
As you conclude your studies from Unit II, examine your
thoughts about handedness, eyedness, footedness,
and facedness. (Yes, you read those correctly!) Most people will
readily admit if they are left-handed or right-
handed. Consequently, did you know that research has
discovered that most individuals have a preference
related to their feet, legs, eyes, and face? Have you noticed that
you tend to use one eye more than the
other? (You could ask your optometrist.) Quite probably you
know someone who plays soccer. It is critically
important for these athletes to perform well with either foot, yet
they likely have a dominant side. Furthermore,
researchers have discovered that when people receive verbal
information, the right side of their face is more
activated. On the other hand, when emotions are expressed, the
left side of their face is more pronounced
(Borod, Caron, & Koff, 1981).
References

16. Borod J. C., Caron, H. S., & Koff, E. (1981). Asymmetry of
facial expression related to handedness,
footedness, and eyedness: A quantitative study. Cortex, 17(3),
381–390.
Ciccarelli, S. K., & White, J. N. (2017). Psychology (5th ed.).
New York, NY: Pearson.
Fuzzform. (2012). NSdiagram [Illustration]. Retrieved from
https://commons.wikimedia.org/wiki/File:NSdiagram.svg
Iqoncept. (n.d.). What do you think survey poll question, ID
20602105 [Illustration]. Retrieved from
https://www.dreamstime.com/royalty-free-stock-photo-what-do-
you-think-survey-poll-question-
image20602105
Lacroix, A. (n.d.-a). Neurotransmitters, ID 70913960
[Illustration]. Retrieved from
https://www.dreamstime.com/stock-illustration-
neurotransmitters-overview-most-common-human-
body-their-properties-image70913960
Lacroix, A. (n.d.-b). Neurotransmitters, ID 34372254
[Illustration]. Retrieved from
https://www.dreamstime.com/stock-images-neurotransmitters-
effects-deficits-dopamine-serotonin-
image34372254

17. Suggested Reading
The following article in the CSU Online Library reviews the
recent and converging research on the impact and
clinical relevance of cognitive distortions and other mindsets in
understanding and treating adults with ADHD.
To access the article, click the link below.
Ramsay, J. R. (2017). The relevance of cognitive distortions in
the psychosocial treatment of adult
ADHD. Professional Psychology: Research and Practice, 48(1),
62–69. Retrieved from33
https://libraryresources.columbiasouthern.edu/login?url=http://s
earch.ebscohost.com/login.aspx?direc
t=true&db=pdh&AN=2016-60714-001&site=ehost-
live&scope=site
For a review of this unit’s concepts, you are encouraged to view
the PowerPoint presentation for the chapter
reading by clicking on either of the links provided below.
Click here for the Chapter 2 PowerPoint Presentation. Click
here for a PDF of the presentation.
For a visual display and deeper explanation of neurons, view the
video below in MyPsychLab. You can
access the video by clicking the link in the Suggested Reading
area of Unit II of Blackboard.

18. https://libraryresources.columbiasouthern.edu/login?url=http://s
earch.ebscohost.com/login.aspx?direct=true&db=pdh&AN=2016
-60714-001&site=ehost-live&scope=site
https://libraryresources.columbiasouthern.edu/login?url=http://s
earch.ebscohost.com/login.aspx?direct=true&db=pdh&AN=2016
-60714-001&site=ehost-live&scope=site
https://online.columbiasouthern.edu/bbcswebdav/xid-
111628479_1
https://online.columbiasouthern.edu/bbcswebdav/xid-
111628478_1
PSY 1010, General Psychology 7
UNIT x STUDY GUIDE
Title
Learning Activities (Nongraded)
Nongraded Learning Activities are provided to aid students in
their course of study. You do not have to submit
them. If you have questions, contact your instructor for further
guidance and information.
In the Nongraded Learning Activities area of Unit II in
Blackboard, you will find MyPsychLab links to access
the following resources. They can help you to assess your
understanding of this unit’s concepts.

19. is a Test Yourself section. You can
take the quiz to assess your understanding of the Chapter 2
material.