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Biological Bases of Behavior
- 1. The Biological Perspective The Biological Perspective The Biological Perspective
- 2. Neurons • Learning Goals: – Students should be able to answer the following: • 2.1 What are neurons, and how do they transmit information? • 2.2 How do nerve cells communicate with other nerve cells? 2 Rating Student Evidence 4.0 Expert I can teach someone else about, neurons and their transmissions In addition to 3.0 , I can demonstrate applications and inferences beyond what was taught 3.0 Proficient I can analyze , neurons and their transmissions, and compare/contrast the Aspects of the learning goal. 2.0 Developing I can identify terms associated with neurons and their transmissions, but need to review this concept more. 1.0 Beginning I don’t understand this concept and need help!
- 3. HormonesPeeking AutonomicPeripheral SplitMotorLobesLimbicHind ReflexSynapseActionStructureCentral Neuroscience • Neuroscience – study of neural structures, behavior and learning
- 4. HormonesPeeking AutonomicPeripheral SplitMotorLobesLimbicHind ReflexSynapseActionStructureCentral Structure of the Neuron Dendrites Axon Soma Myelin Neurons - the basic cell that makes up the nervous system and which receives and sends messages within that system.
- 5. HormonesPeeking AutonomicPeripheral SplitMotorLobesLimbicHind ReflexSynapseActionStructureCentral Neurons *Multiple Sclerosis degrades the Myelin Sheath 5 Cell Body is also called the “Soma”
- 7. HormonesPeeking AutonomicPeripheral SplitMotorLobesLimbicHind ReflexSynapseActionStructureCentral Neural Communication Neurons • Three types of Neurons • Afferent-Sensory • Inter-Spinal cord • Efferent-Motor • Mnemonic Device –S.A.M.E. • Speed of a neuron impulse – Range from 2 to 180 MPH – Measured in milliseconds • (thousandths of a second)
- 8. HormonesPeeking AutonomicPeripheral SplitMotorLobesLimbicHind ReflexSynapseActionStructureCentral Neural Communication Terms • Resting Potential – Negative Ions inside the axon • Action Potential – Positive Ions move inside the axon • Refractory Period – Neuron can’t fire (resetting effect) • Sodium-Potassium Pump – How the Neuron Fires • Absolute Threshold – How much stimulation the neuron needs to fire • All-or-None Response – A neuron fires or it doesn’t fire (like a gun) 8
- 9. HormonesPeeking AutonomicPeripheral SplitMotorLobesLimbicHind ReflexSynapseActionStructureCentral Generating the Message: Neural Impulse • All-or-None Response –A neuron fires or it doesn’t fire (like a gun)
- 10. HormonesPeeking AutonomicPeripheral SplitMotorLobesLimbicHind ReflexSynapseActionStructureCentral
- 11. HormonesPeeking AutonomicPeripheral SplitMotorLobesLimbicHind ReflexSynapseActionStructureCentral Generating the Message: Neural Impulse 1. The Neuron at Rest - During the resting potential, the neuron is negatively charged inside (potassium) and positively charged outside. 2 The Neural Impulse - The action potential occurs when positive sodium ions enter into the cell, causing a reversal of the electrical charge from negative to positive 3 The Neural Impulse Continues – as the action potential moves down the axon toward the axon terminals, the cell areas behind the action potential return to their resting state of a negative charge as the positive sodium ions are pumped to the outside of the cell, and the positive potassium ions rapidly leave. *Salty banana
- 14. HormonesPeeking AutonomicPeripheral SplitMotorLobesLimbicHind ReflexSynapseActionStructureCentral The Synapse • Between Sending and Receiving Neurons AKA- “Cleft” or “Synaptic gap” 14 Order of a Neuron (1) Dendrite (2) Soma (3) Axon (4) Axon Terminal (5) Synapse
- 15. HormonesPeeking AutonomicPeripheral SplitMotorLobesLimbicHind ReflexSynapseActionStructureCentral Figure 3A.4 How neurons communicate © 2010 by Worth Publishers
- 17. HormonesPeeking AutonomicPeripheral SplitMotorLobesLimbicHind ReflexSynapseActionStructureCentral Section 1: Test Your Knowledge 1. Which part of the neuron helps to insulate the action potential so that it moves faster? A. Dendrite B. Soma C. Axon D. Myelin Sheath 2. Which two chemicals are involved in a neuron’s action potential? A. Sodium and Potassium B. Carbon and Sodium C. Potassium and Carbon D. Iron and Potassium 17
- 18. HormonesPeeking AutonomicPeripheral SplitMotorLobesLimbicHind ReflexSynapseActionStructureCentral Section 1: Neuron Overview 18
- 19. Learning Goal: •2.1.What are neurons, and how do they transmit information? 2.2 How do nerve cells communicate with other nerve cells? 19 Rating Student Evidence 4.0 Expert I can teach someone else about, neurons and their transmissions In addition to 3.0 , I can demonstrate applications and inferences beyond what was taught 3.0 Proficient I can analyze , neurons and their transmissions, and compare/contrast the Aspects of the learning goal. 2.0 Developing I can identify terms associated with neurons and their transmissions, but need to review this concept more. 1.0 Beginning I don’t understand this concept and need help!
- 20. Neurotransmitters and Drugs • Learning Goals: – Students should be able to answer the following: 2.3 How do neurotransmitters influence behavior, and how do drugs and other chemicals affect neurotransmission 20 Rating Student Evidence 4.0 Expert I can teach someone else about, how neurotransmitters influence behavior and how drugs affect neurons. In addition to 3.0 , I can demonstrate applications and inferences beyond what was taught 3.0 Proficient I can analyze how neurotransmitters influence behavior and how drugs affect neurons, and compare/contrast the Aspects of the learning goal. 2.0 Developing I can identify terms associated how neurotransmitters influence behavior and how drugs affect neurons, but need to review this concept more. 1.0 Beginning I don’t understand this concept and need help!
- 21. HormonesPeeking AutonomicPeripheral SplitMotorLobesLimbicHind ReflexSynapseActionStructureCentral Neuron Communication • Excitatory neurotransmitter - causes receiving cell to fire • Inhibitory neurotransmitter - causes receiving cell to stop firing
- 22. HormonesPeeking AutonomicPeripheral SplitMotorLobesLimbicHind ReflexSynapseActionStructureCentral
- 23. HormonesPeeking AutonomicPeripheral SplitMotorLobesLimbicHind ReflexSynapseActionStructureCentral Black Widow Bite: Too much Acetylcholine 23
- 25. HormonesPeeking AutonomicPeripheral SplitMotorLobesLimbicHind ReflexSynapseActionStructureCentral Cleaning Up The Synapse Reuptake - process by which neurotransmitters are taken back into the synaptic vesicles
- 27. HormonesPeeking AutonomicPeripheral SplitMotorLobesLimbicHind ReflexSynapseActionStructureCentral Drugs and Neurotransmission • Agonists – Excite, Mimics neurotransmitters – Example: Heroin Mimics Endorphins • Antagonists – Inhibit neurotransmission – Example: Botox Blocks ACh • Lock and Key Model – How a neurotransmitter binds with a receptor site 27
- 29. HormonesPeeking AutonomicPeripheral SplitMotorLobesLimbicHind ReflexSynapseActionStructureCentral Section 2: Test Your Knowledge 1. You are conducting scientific research on biology and behavior. For each of the following decide what type of neurotransmitter(s) you might look at A. Parkinson’s Disease B. Generalized Anxiety Disorder C. Bipolar Disorder D. An agonist that causes people to feel little pain 29
- 30. Learning Goal: 2.3 How do neurotransmitters influence behavior, and how do drugs and other chemicals affect neurotransmission 30 Rating Student Evidence 4.0 Expert I can teach someone else about, how neurotransmitters influence behavior and how drugs affect neurons. In addition to 3.0 , I can demonstrate applications and inferences beyond what was taught 3.0 Proficient I can analyze how neurotransmitters influence behavior and how drugs affect neurons, and compare/contrast the Aspects of the learning goal. 2.0 Developing I can identify terms associated how neurotransmitters influence behavior and how drugs affect neurons, but need to review this concept more. 1.0 Beginning I don’t understand this concept and need help!
- 31. Nervous System vs Endocrine System • Learning Goals: – Students should be able to answer the following: • 2.4 What are the functions of the nervous system’s main divisions? • 2.5 How does the endocrine system transmit messages? 31 Rating Student Evidence 4.0 Expert I can teach someone else about, the nervous system’s division, and endocrine system’s transmissions. In addition to 3.0 , I can demonstrate applications and inferences beyond what was taught 3.0 Proficient I can analyze the nervous system’s division, and endocrine system’s transmissions, and compare/contrast the Aspects of the learning goal. 2.0 Developing I can identify terms associated the nervous system’s division, and endocrine system’s transmissions), but need to review this concept more. 1.0 Beginning I don’t understand this concept and need help!
- 34. HormonesPeeking AutonomicPeripheral SplitMotorLobesLimbicHind ReflexSynapseActionStructureCentral Central Nervous System • Central nervous system (CNS) – brain and spinal cord – spinal cord - bundle of neurons carries messages between body and brain 2.3 How do the brain and spinal cord interact?
- 35. HormonesPeeking AutonomicPeripheral SplitMotorLobesLimbicHind ReflexSynapseActionStructureCentral Types of Neurons • Sensory Neurons (afferent) – Carry information to the Central Nervous System – Detect Pressure, Heat or Light • Interneurons – Connect Motor and Sensory Neurons in Central Nervous System (Most Numerous Type of Neuron) – Carries information from spinal cord to brain • Motor Neurons (efferent) – Carry information to the Muscles and Glands – Important part of the peripheral nervous system 35
- 39. HormonesPeeking AutonomicPeripheral SplitMotorLobesLimbicHind ReflexSynapseActionStructureCentral Peripheral Nervous System • Peripheral nervous system (PNS) - all nerves and neurons not contained in the CNS – allows brain to communicate with senses 2.4 How do the autonomic and somatic nervous systems interact and control?
- 40. HormonesPeeking AutonomicPeripheral SplitMotorLobesLimbicHind ReflexSynapseActionStructureCentral Autonomic Nervous System Sympathetic Nervous System: Division of the ANS that arouses the body, mobilizing its energy in stressful situations. (Fight or Flight) Parasympathetic Nervous System: Division of the ANS that calms the body, conserving its energy. (Rest and Digest) 40
- 41. HormonesPeeking AutonomicPeripheral SplitMotorLobesLimbicHind ReflexSynapseActionStructureCentral Autonomic NS: Sympathetic “Fight or Flight”
- 42. HormonesPeeking AutonomicPeripheral SplitMotorLobesLimbicHind ReflexSynapseActionStructureCentral Autonomic NS: Parasympathetic “Rest and digest”
- 43. HormonesPeeking AutonomicPeripheral SplitMotorLobesLimbicHind ReflexSynapseActionStructureCentral Reflexes • Automatic response that requires no “brain messages” (Reflex Arc) • Decision made at interneuron in the spinal cord 43
- 44. HormonesPeeking AutonomicPeripheral SplitMotorLobesLimbicHind ReflexSynapseActionStructureCentral The Endocrine System • The Endocrine System is the body’s “slow” chemical communication system. Communication is carried out by hormones synthesized by a set of glands. • Includes all glands 44
- 45. HormonesPeeking AutonomicPeripheral SplitMotorLobesLimbicHind ReflexSynapseActionStructureCentral The Endocrine System • Pituitary is the master gland – Influences growth hormones • Pituitary is controlled by the hypothalamus • Slow System has lasting effects – Example: Adrenal Glands release epinephrine and norepinephrine which increase blood pressure and heart rate, such as when you are caught in a lie 45
- 46. HormonesPeeking AutonomicPeripheral SplitMotorLobesLimbicHind ReflexSynapseActionStructureCentral The Endocrine Glands • Endocrine glands – secrete into bloodstream hormones that target specific organs 2.11 How do hormones interact with the NS and affect behavior?
- 47. HormonesPeeking AutonomicPeripheral SplitMotorLobesLimbicHind ReflexSynapseActionStructureCentral Section 3: Test Your Knowledge 1. Which part of the nervous system is responsible for fight or flight? A. Somatic B. Sympathetic C. Parasympathetic D. Occipital 2. Endocrine is to _____, as nervous system is to_____. A. Water, Land B. Brain, Body C. Agonist, Antagonist D. Hormones, Neurotransmitters 47
- 48. • Learning Goal: • 2.4 What are the functions of the nervous system’s main divisions? • 2.5 How does the endocrine system transmit messages? 48 Rating Student Evidence 4.0 Expert I can teach someone else about, the nervous system’s division, and endocrine system’s transmissions. In addition to 3.0 , I can demonstrate applications and inferences beyond what was taught 3.0 Proficient I can analyze the nervous system’s division, and endocrine system’s transmissions, and compare/contrast the Aspects of the learning goal. 2.0 Developing I can identify terms associated the nervous system’s division, and endocrine system’s transmissions), but need to review this concept more. 1.0 Beginning I don’t understand this concept and need help!
- 49. Tools to Study the Brain • Learning Goals: – Students should be able to answer the following: • 2.6 How do neuroscientists study the brain’s connections to behavior and the mind? 49 Rating Student Evidence 4.0 Expert I can teach someone else about, how the physical brains connects to the mind and thinking. In addition to 3.0 , I can demonstrate applications and inferences beyond what was taught 3.0 Proficient I can analyze how the physical brains connects to the mind and thinking, and compare/contrast the Aspects of the learning goal. 2.0 Developing I can identify terms associated how the physical brains connects to the mind and thinking), but need to review this concept more. 1.0 Beginning I don’t understand this concept and need help!
- 50. HormonesPeeking AutonomicPeripheral SplitMotorLobesLimbicHind ReflexSynapseActionStructureCentral How We Observe the Brain • Phrenology – Created by Franz Gall (1796) – Bumps on head determine personality • Dramatic Brain Injury – Phineas Gage Case Study (1848) – -Damage to Limbic System and Frontal Lobe/Cortex 50
- 52. HormonesPeeking AutonomicPeripheral SplitMotorLobesLimbicHind ReflexSynapseActionStructureCentral Peeking Inside the Brain • Deep lesioning – electrical current used to destroy brains cells • Electrical stimulation of the brain (ESB) – milder electrical current use to simulate neural activity in brain 2.5 How do psychologists study the brain and how it works?
- 53. HormonesPeeking AutonomicPeripheral SplitMotorLobesLimbicHind ReflexSynapseActionStructureCentral 2.5 How do psychologists study the brain and how it works? ESB (if you have a weak stomach you might want to take a two minute bathroom break)
- 54. HormonesPeeking AutonomicPeripheral SplitMotorLobesLimbicHind ReflexSynapseActionStructureCentral How We Observe the Brain • Electroencephalogram (EEG) An amplified recording of the electrical waves sweeping across the brain’s surface, measured by electrodes placed on the scalp. • Computed tomography (CT) - brain-imaging method using computer controlled X-rays of the brain. • PET (positron emission tomography) Scan is a visual display of brain activity that detects a radioactive form of glucose while the brain performs a given task. • MRI (magnetic resonance imaging) uses magnetic fields and radio waves to produce computer-generated images that distinguish among different types of brain tissue. Images show ventricular enlargement in a schizophrenic patient. 54
- 55. HormonesPeeking AutonomicPeripheral SplitMotorLobesLimbicHind ReflexSynapseActionStructureCentral Peeking Inside the Brain EEG CT MRI PET
- 56. HormonesPeeking AutonomicPeripheral SplitMotorLobesLimbicHind ReflexSynapseActionStructureCentral Section 4: Test Your Knowledge (#1) 1. People, like Phineas Gage, who have experienced severe damage to the frontal lobe of the brain seldom regain their ability to: A. Make and carry out plans B. Recognize visual patterns C. Process auditory information D. Process olfactory information E. Integrate their multiple personalities 2. An EEG records: A. Direct electrical stimulation of the brain B. The number of neurons in the brain C. Electrical impulses from the brain D. Chemical activity in specific areas of the brain E. Stimulation of the frontal lobe 56
- 57. HormonesPeeking AutonomicPeripheral SplitMotorLobesLimbicHind ReflexSynapseActionStructureCentral Section 4: Test Your Knowledge (#2) 1. Identify this type of imaging and hypothesis what it is showing: 57
- 58. Learning Goal: •2.6 How do neuroscientists study the brain’s connections to behavior and the mind? 58 Rating Student Evidence 4.0 Expert I can teach someone else about, how the physical brains connects to the mind and thinking. In addition to 3.0 , I can demonstrate applications and inferences beyond what was taught 3.0 Proficient I can analyze how the physical brains connects to the mind and thinking, and compare/contrast the Aspects of the learning goal. 2.0 Developing I can identify terms associated how the physical brains connects to the mind and thinking), but need to review this concept more. 1.0 Beginning I don’t understand this concept and need help!
- 59. Tools to Study the Brain • Learning Goals: – Students should be able to answer the following: • 2.7 What specific brain areas control certain functions? 59 Rating Student Evidence 4.0 Expert I can teach someone else about how specific brain areas control certain functions. In addition to 3.0 , I can demonstrate applications and inferences beyond what was taught 3.0 Proficient I can analyze how specific brain areas control certain functions, and compare/contrast the Aspects of the learning goal. 2.0 Developing I can identify terms associated how specific brain areas control certain functions, but need to review this concept more. 1.0 Beginning I don’t understand this concept and need help!
- 60. HormonesPeeking AutonomicPeripheral SplitMotorLobesLimbicHind ReflexSynapseActionStructureCentral The Brainstem (hind/old brain) • Brainstem– located at the base of the brain, consisting of various parts functioning to sustain bodily functions. 2.6 What are the different structures of the bottom part of the brain?
- 61. HormonesPeeking AutonomicPeripheral SplitMotorLobesLimbicHind ReflexSynapseActionStructureCentral The Old Brain (Brainstem) • Medulla – Heartbeat and Breathing • Pons “bridge” – Coordinates Movement and Sleep • Reticular Formation – Net of Nerves Inside the Brainstem – Controls Arousal & Alertness – Example: When you name is called • Locus Coeruleus – Center of Reticular Formation – Alertness and Panic 61
- 62. HormonesPeeking AutonomicPeripheral SplitMotorLobesLimbicHind ReflexSynapseActionStructureCentral The Cerebellum “little brain” • MAIN FUNCTION: – Coordinates balance & movement • (ex. Walking, playing guitar hero) • OTHER FUNCTIONS: – Judges time – Stores muscle memory – Discriminates sounds and texture 62
- 64. HormonesPeeking AutonomicPeripheral SplitMotorLobesLimbicHind ReflexSynapseActionStructureCentral Structures Under the Cortex • Limbic system – located under the cortex and involved in learning, emotion, memory and motivation 2.7 What controls emotion, learning memory and motivation?
- 65. HormonesPeeking AutonomicPeripheral SplitMotorLobesLimbicHind ReflexSynapseActionStructureCentral The Limbic System (Emotional) • Amygdala – Aggression and Fear • Thalamus – Signal Switchboard – Relays information to your pleasure areas – Relays senses (not smell) information to cortex areas • Ex: Information from eyes to visual cortex • Hypothalamus – Hunger, Thirst, Sex, & Body Temp. – reward center & dopamine pathways • Hippocampus – Memory 65
- 66. HormonesPeeking AutonomicPeripheral SplitMotorLobesLimbicHind ReflexSynapseActionStructureCentral
- 67. HormonesPeeking AutonomicPeripheral SplitMotorLobesLimbicHind ReflexSynapseActionStructureCentral The wrinkled outermost covering of the brain ortex WHY is the cortex so wrinkled?
- 70. HormonesPeeking AutonomicPeripheral SplitMotorLobesLimbicHind ReflexSynapseActionStructureCentral S o m a t o s e n s o r y Somatosensory & Motor Areas M o t o r
- 71. HormonesPeeking AutonomicPeripheral SplitMotorLobesLimbicHind ReflexSynapseActionStructureCentral Association Areas Association areas deal with high level thinking such as directions and location 71
- 72. HormonesPeeking AutonomicPeripheral SplitMotorLobesLimbicHind ReflexSynapseActionStructureCentral Four Lobes of the Brain • Both the left and right hemispheres can be roughly divided into four sections
- 73. HormonesPeeking AutonomicPeripheral SplitMotorLobesLimbicHind ReflexSynapseActionStructureCentral The Cerebral Cortex • Frontal Lobes – Thoughts & Decision Making – Contains Motor Cortex – Contains Prefrontal Cortex • In charge of logic, step-by-step decision making, morals, and emotional control • Parietal Lobes – Sensation/Touch – Contains Sensory Cortex • Occipital Lobes – Vision Processing – Contains Visual Cortex • Temporal Lobes – Hearing & Memory – Contains auditory cortex 73
- 74. HormonesPeeking AutonomicPeripheral SplitMotorLobesLimbicHind ReflexSynapseActionStructureCentral
- 75. Learning Goal: •2.7 What specific brain areas control certain functions? 75 Rating Student Evidence 4.0 Expert I can teach someone else about how specific brain areas control certain functions. In addition to 3.0 , I can demonstrate applications and inferences beyond what was taught 3.0 Proficient I can analyze how specific brain areas control certain functions, and compare/contrast the Aspects of the learning goal. 2.0 Developing I can identify terms associated how specific brain areas control certain functions, but need to review this concept more. 1.0 Beginning I don’t understand this concept and need help!
- 76. The Brain Round Two: Damages • Learning Goals: – Students should be able to answer the following: • 2.8 To what extent can a damaged brain reorganize itself? 76 Rating Student Evidence 4.0 Expert I can teach someone else about plasticity. In addition to 3.0 , I can demonstrate applications and inferences beyond what was taught 3.0 Proficient I can analyze plasticity, and compare/contrast the Aspects of the learning goal. 2.0 Developing I can identify terms associated with platiscity, but need to review this concept more. 1.0 Beginning I don’t understand this concept and need help!
- 77. HormonesPeeking AutonomicPeripheral SplitMotorLobesLimbicHind ReflexSynapseActionStructureCentral Language & The Brain • Aphasia is an impairment of a language area in the brain, usually caused by left hemisphere damage. • Broca’s area helps us use muscle movements for speaking and pronunciation (Aphasia here is indicated by speaking slowly with missing words) • Wernicke’s area interrupts understanding of words. (aphasia of this area is indicated by garbled sentences or use of words that don’t make sense) 77 Example Aphasia: What do you do with a cigarette? Broca Aphasia: Uh…(long pause)…cigarette…uh…smoke it. Wernicke Aphasia: This is a segment of pegment, soap a cigarette.
- 79. HormonesPeeking AutonomicPeripheral SplitMotorLobesLimbicHind ReflexSynapseActionStructureCentral Compound Migrain Near Broca’s Area
- 81. HormonesPeeking AutonomicPeripheral SplitMotorLobesLimbicHind ReflexSynapseActionStructureCentral Brain Plasticity Plasticity- the brain’s ability to change, especially during childhood, by reorganizing after damage or by building new pathways based on experience. • Amputation leads to phantom sensations • Neurogenesis-People can generate new brain cells 81
- 83. Learning Goal: 2.8 To what extent can a damaged brain reorganize itself? 83 Rating Student Evidence 4.0 Expert I can teach someone else about plasticity. In addition to 3.0 , I can demonstrate applications and inferences beyond what was taught 3.0 Proficient I can analyze plasticity, and compare/contrast the Aspects of the learning goal. 2.0 Developing I can identify terms associated with platiscity, but need to review this concept more. 1.0 Beginning I don’t understand this concept and need help!
- 84. Split Brains • Learning Goals: – Students should be able to answer the following: • 2.9 What do split brain reveal about the functions of our two brain hemispheres? • 2.10 What is the “dual processing” being revealed by today’s cognitive neuroscience? 84 Rating Student Evidence 4.0 Expert I can teach someone else about, the importance of split brain research and dual processing. In addition to 3.0 , I can demonstrate applications and inferences beyond what was taught 3.0 Proficient I can analyze , the importance of split brain research and dual processing, and compare/contrast the Aspects of the learning goal. 2.0 Developing I can identify terms associated , the importance of split brain research and dual processing, but need to review this concept more. 1.0 I don’t understand this concept and need help!
- 85. HormonesPeeking AutonomicPeripheral SplitMotorLobesLimbicHind ReflexSynapseActionStructureCentral The Two Hemispheres Our brain is divided into two hemispheres. The left hemisphere processes reading, writing, speaking, mathematics, and comprehension skills. In the 1960s, it was termed as the dominant brain. • Right Brain – Creativity – Facial Expressions – Spaital Organization 85
- 86. HormonesPeeking AutonomicPeripheral SplitMotorLobesLimbicHind ReflexSynapseActionStructureCentral Which face is happier? 86
- 87. HormonesPeeking AutonomicPeripheral SplitMotorLobesLimbicHind ReflexSynapseActionStructureCentral Split Brain Research • Corpus callosum sometimes severed to reduce seizures – left visual field right hemisphere – light visual field left hemisphere 2.10 How does the left side of the brain differ from the right?
- 88. HormonesPeeking AutonomicPeripheral SplitMotorLobesLimbicHind ReflexSynapseActionStructureCentral Our Divided Brain Splitting the Brain
- 90. HormonesPeeking AutonomicPeripheral SplitMotorLobesLimbicHind ReflexSynapseActionStructureCentral The Two Hemispheres 90 No Such Thing as Left- Brain or Right-Brain Dominance. You are NOT primarily left or right brained!
- 91. HormonesPeeking AutonomicPeripheral SplitMotorLobesLimbicHind ReflexSynapseActionStructureCentral The Two Hemispheres 91 No Such Thing as Left- Brain or Right-Brain Dominance. You are NOT primarily left or right brained!
- 92. HormonesPeeking AutonomicPeripheral SplitMotorLobesLimbicHind ReflexSynapseActionStructureCentral
- 93. HormonesPeeking AutonomicPeripheral SplitMotorLobesLimbicHind ReflexSynapseActionStructureCentral
- 94. HormonesPeeking AutonomicPeripheral SplitMotorLobesLimbicHind ReflexSynapseActionStructureCentral
- 95. HormonesPeeking AutonomicPeripheral SplitMotorLobesLimbicHind ReflexSynapseActionStructureCentral
- 96. HormonesPeeking AutonomicPeripheral SplitMotorLobesLimbicHind ReflexSynapseActionStructureCentral
- 97. HormonesPeeking AutonomicPeripheral SplitMotorLobesLimbicHind ReflexSynapseActionStructureCentral
- 98. HormonesPeeking AutonomicPeripheral SplitMotorLobesLimbicHind ReflexSynapseActionStructureCentral
- 99. HormonesPeeking AutonomicPeripheral SplitMotorLobesLimbicHind ReflexSynapseActionStructureCentral
- 100. HormonesPeeking AutonomicPeripheral SplitMotorLobesLimbicHind ReflexSynapseActionStructureCentral
- 101. HormonesPeeking AutonomicPeripheral SplitMotorLobesLimbicHind ReflexSynapseActionStructureCentral
- 102. HormonesPeeking AutonomicPeripheral SplitMotorLobesLimbicHind ReflexSynapseActionStructureCentral
- 103. HormonesPeeking AutonomicPeripheral SplitMotorLobesLimbicHind ReflexSynapseActionStructureCentral
- 104. HormonesPeeking AutonomicPeripheral SplitMotorLobesLimbicHind ReflexSynapseActionStructureCentral Split Brain Experiment (Sperry)
- 105. HormonesPeeking AutonomicPeripheral SplitMotorLobesLimbicHind ReflexSynapseActionStructureCentral Dual Processing: Who is really in control? • Consciousness takes place in two forms: • Dual Processing Model – High Road: Conscious ideas that we think about and readily recall – Low Road: Unconscious feelings, ides and experiences that influence our behavior and thought. 105 About 1/3 of a second before you think of raising your hand, your brain has already started to process the movement
- 106. HormonesPeeking AutonomicPeripheral SplitMotorLobesLimbicHind ReflexSynapseActionStructureCentral Section 6: Test Your Knowledge 1. In people whose corpus callosums’ have not been severed, verbal stimuli are identified more quickly and more accurately: A. When sent to the right hemisphere first B. When sent to the left hemisphere first C. When presented to the left visual field. D. When presented auditorally, rather than visually. 106
- 107. Learning Goal: •2.9 What do split brain reveal about the functions of our two brain hemispheres? •2.10 What is the “dual processing” being revealed by today’s cognitive neuroscience? 107 Rating Student Evidence 4.0 Expert I can teach someone else about, the importance of split brain research and dual processing. In addition to 3.0 , I can demonstrate applications and inferences beyond what was taught 3.0 Proficient I can analyze , the importance of split brain research and dual processing, and compare/contrast the Aspects of the learning goal. 2.0 Developing I can identify terms associated , the importance of split brain research and dual processing, but need to review this concept more. 1.0 Beginning I don’t understand this concept and need help!
- 108. HormonesPeeking AutonomicPeripheral SplitMotorLobesLimbicHind ReflexSynapseActionStructureCentral
- 109. Lecture Activities
- 110. HormonesPeeking AutonomicPeripheral SplitMotorLobesLimbicHind ReflexSynapseActionStructureCentral • On the next slide, you will read about three psychological scenarios. In small groups, discuss which brain areas/systems are probably being activated in these scenarios.
- 111. HormonesPeeking AutonomicPeripheral SplitMotorLobesLimbicHind ReflexSynapseActionStructureCentral • Shandra is a a painter. She is standing by her easel. The window is open and she can smell the jasmine flowers in her yard. She is painting with her right hand. She can hear her children playing in the background. • Melanie is a police officer. She is preparing for her rank-advancement exam. It’s late at night. She is reading through some material and viewing pictures related to brutal murder cases. She is drinking coffee and eating a sandwich. • James is a football player. He is the quarterback in a tough game and the home crowd is yelling and screaming. It’s the fourth quarter and James is tired and sweating as he goes up to hike the ball. After hiking the ball, he and his teammates execute some very complicated running and passing routes to execute a play.
- 112. HormonesPeeking AutonomicPeripheral SplitMotorLobesLimbicHind ReflexSynapseActionStructureCentral Complications of Contralateral Wiring Pair up. One person will be the experimenter and the other will be the subject. Here is the procedure: 1. Subject should extend both arms in front of the body— straight out and parallel to one another. 2. Rotate hands so that palms face away from one another. 3. Cross hands over and clasp (palm-to-palm). The, rotate arms (with hands clasped) down and back towards the body and then up. 4. Experimenter should point at (but not touch) different fingers on the subjects’ hands and see how quickly the contorted subject can wiggle the correct fingers. 5. Now, reverse roles…
- 113. HormonesPeeking AutonomicPeripheral SplitMotorLobesLimbicHind ReflexSynapseActionStructureCentral • Split-Brain Experiment • Sperry and Gazzaniga devised a creative experiment to test hemispheric functioning. In this experiment, visual stimuli were shown to either the LEFT or RIGHT visual fields of split-brain patients. • • On the next slide, you will see a red “X.” Stare at the X until you are asked to provide a verbal response.
- 114. HormonesPeeking AutonomicPeripheral SplitMotorLobesLimbicHind ReflexSynapseActionStructureCentral Trial #1 (Click anywhere to begin)
- 115. HormonesPeeking AutonomicPeripheral SplitMotorLobesLimbicHind ReflexSynapseActionStructureCentral X CONTINUETRY AGAIN What did you see?
- 116. HormonesPeeking AutonomicPeripheral SplitMotorLobesLimbicHind ReflexSynapseActionStructureCentral Trial #2 (Click anywhere to begin)
- 117. HormonesPeeking AutonomicPeripheral SplitMotorLobesLimbicHind ReflexSynapseActionStructureCentral X CONTINUETRY AGAIN What did you see?
- 118. HormonesPeeking AutonomicPeripheral SplitMotorLobesLimbicHind ReflexSynapseActionStructureCentral I saw nothing. How do you think a split-brained patient would respond when asked to identify an object flashed to the LEFT VISUAL FIELD? It’s a ball! Given what you now know about how the brain processes information from the two visual fields, how do you think a split-brained patient would respond when asked to identify an object flashed to the RIGHT VISUAL FIELD?
- 119. Acknowledgements
- 120. HormonesPeeking AutonomicPeripheral SplitMotorLobesLimbicHind ReflexSynapseActionStructureCentral • Photos used with permission under the Creative Commons “Attribution” license from the internet domain of www.flickr.com – Arms Across the Water – username “laszlo-photo” – Bird’s Eye View – username “manitou2121” – Img_1038 – username “aaronbflickr” – the eye of a storm – username “rocketjim54” • Tiger barb fish animation by Dave Sutton, developer of Seven Oaks Art • Some royalty-free images from www.clipart.com • Some royalty-free images from Juice Drops 35: futureTECH software image archive, distributed by Digital Juice, Inc.
- 121. END OF FIRST SECTION OF SLIDES Jump to next section
- 122. Lecture Activities
- 123. HormonesPeeking AutonomicPeripheral SplitMotorLobesLimbicHind ReflexSynapseActionStructureCentral Neural Squeeze Chain What is your reaction time like? How many inches per second does a neural impulse travel? Let’s find out. We will need a stopwatch, a calculator and a little touching…
- 124. HormonesPeeking AutonomicPeripheral SplitMotorLobesLimbicHind ReflexSynapseActionStructureCentral • If the neural impulse fires with same “strength” every time it fires, how can you tell the difference among different stimulus intensities?
- 125. HormonesPeeking AutonomicPeripheral SplitMotorLobesLimbicHind ReflexSynapseActionStructureCentral • In small groups, discuss how the sympathetic NS functions help out in a “fight or flight” situation. What are the implications when the sympathetic NS remains active for extended time periods?
Editor's Notes
- Our nervous system plays a vital role in how we think, feel, and act. Neurons, the basic building blocks of the body’s circuitry, receive signals through their branching dendrites and cell bodies and transmit electrical impulses down their axons. Chemical messengers called neurotransmitters traverse the tiny synaptic gap between neurons and pass on excitatory or inhibitory messages. Neuroscience – a branch of the life sciences that deals with the structure and function of neurons, nerves, and nervous tissue, especially focusing on their relationship to behavior and learning
- A neuron consists of a cell body and branching fibers: The dendrite fibers receive information from sensory receptors or other neurons, and the axon fibers pass that information along to other neurons. Sensory neurons send information from the body’s tissues and sensory organs inward to the brain and spinal cord, which process the information. Motor neurons carry outgoing information from the central nervous system to the body’s tissues. Interneurons in the central nervous system communicate internally and intervene between the sensory inputs and the motor outputs. Neurons - the basic cell that makes up the nervous system and which receives and sends messages within that system. Parts of a Neuron Dendrites - branch-like structures that receive messages from other neurons. Soma - the cell body of the neuron, responsible for maintaining the life of the cell. Axon - long tube-like structure that carries the neural message to other cells. Glial cells - grey fatty cells that: provide support for the neurons to grow on and around, deliver nutrients to neurons, produce myelin to coat axons, Myelin - fatty substances produced by certain glial cells that coat the axons of neurons to insulate, protect, and speed up the neural impulse. clean up waste products and dead neurons.
- 2 minutes
- A neural impulse, or action potential, fires when the neuron is stimulated by signals from the senses or when triggered by chemical signals from neighboring neurons. The action potential is a brief electrical charge that travels down the axon. Received signals trigger an impulse only if the excitatory signals minus the inhibitory signals exceeds a minimum intensity called the threshold. The neuron’s reaction is an all-or-none response. During the resting potential, the fluid interior of the axon carries mostly negatively charged atoms (ions), while the fluid outside has mostly positively charged atoms. Then, the first bit of the axon is depolarized (its selectively permeable surface allows positive ions in), and the electrical impulse travels down the axon as channels open, admitting ions with a positive charge. When these channels close, others open and positive ions are pumped back out, restoring the neuron to its polarized state. Resting potential - the state of the neuron when not firing a neural impulse. Action potential - the release of the neural impulse consisting of a reversal of the electrical charge within the axon. Allows positive sodium ions to enter the cell. All-or-none - referring to the fact that a neuron either fires completely or does not fire at all. Return to resting potential.
- Resting potential - the state of the neuron when not firing a neural impulse. Action potential - the release of the neural impulse consisting of a reversal of the electrical charge within the axon. Allows positive sodium ions to enter the cell. All-or-none - referring to the fact that a neuron either fires completely or does not fire at all. Return to resting potential.
- Ions – charged particles. Inside neuron – negatively charged. Outside neuron – positively charged. The Neuron at Rest - During the resting potential, the neuron is negatively charged inside and positively charged outside. Pic 2 The Neural Impulse - The action potential occurs when positive sodium ions enter into the cell, causing a reversal of the electrical charge from negative to positive. Pic 3 The Neural Impulse Continues – as the action potential moves down the axon toward the axon terminals, the cell areas behind the action potential return to their resting state of a negative charge as the positive sodium ions are pumped to the outside of the cell, and the positive potassium ions rapidly leave.
- 2 minutes Resting potential - the state of the neuron when not firing a neural impulse. Action potential - the release of the neural impulse consisting of a reversal of the electrical charge within the axon. Allows positive sodium ions to enter the cell. All-or-none - referring to the fact that a neuron either fires completely or does not fire at all. Return to resting potential.
- 3:30 Take for example, your toilet. When you're looking at your toilet, just sitting there, it's at resting potential. Let's say you were to flush the toilet, in order to do that you have to press the lever. However, if you don't press the lever hard enough, the toilet will not flush. This is an example of stimulus threshold. You must push the lever enough to reach or overcome stimulus threshold, so the toilet flushes. Ok. So let's say you did that, you flush the toilet. Once the toilet is flushing, it is going through the rising phase. This is where all the water drains (like the neuron depolarizing), when the water has drained, you have reached the peak of action potential. Now it's time for the water to come back in. Following action potential is the refractory period, this is when the neuron is unable to fire, just like when you are unable to flush the toilet again while it's refilling. During the refractory period the neuron is repolarizing, (so it has a negative inside/positive outside charge). Eventually the toilet can be flushed again, just like the neuron can be stimulated again, which means you are back at resting potential. Don't forget that the flush is an example of the information getting transmitted! That's the purpose of action potential, to transmit information from sensory neurons to the brain. :)
- When electrical impulses reach the axon terminal, they stimulate the release of chemical messengers called neurotransmitters that cross the junction between neurons called the synapse. After these molecules traverse the tiny synaptic gap (cleft) between neurons, they bind to receptor sites on neighboring neurons, thus passing on their excitatory or inhibitory messages. The sending neuron, in a process called reuptake, normally absorbs the excess neurotransmitter molecules in the synaptic gap. Axon terminals - branches at the end of the axon. Synaptic knob – rounded areas on the end of axon terminals. Synaptic vesicles - sack-like structures found inside the synaptic knob containing chemicals. Neurotransmitters - chemical found in the synaptic vesicles which, when released, has an effect on the next cell. Synapse/synaptic gap - microscopic fluid-filled space between the rounded areas on the end of the axon terminals of one cell and the dendrites or surface of the next cell. Receptor sites - holes in the surface of the dendrites or certain cells of the muscles and glands, which are shaped to fit only certain neurotransmitters.
- 1 minute Axon terminals - branches at the end of the axon. Synaptic knob – rounded areas on the end of axon terminals. Synaptic vesicles - sack-like structures found inside the synaptic knob containing chemicals. Neurotransmitters - chemical found in the synaptic vesicles which, when released, has an effect on the next cell. Synapse/synaptic gap - microscopic fluid-filled space between the rounded areas on the end of the axon terminals of one cell and the dendrites or surface of the next cell. Receptor sites - holes in the surface of the dendrites or certain cells of the muscles and glands, which are shaped to fit only certain neurotransmitters. The key and lock images on this slide can be used analogously to highlight the functional significance of neurotransmitters and receptor sites.
- #1) D # 2) A
- #1) D # 2) A
- Neurons must be turned ON and OFF. Excitatory neurotransmitter - neurotransmitter that causes the receiving cell to fire. Inhibitory neurotransmitter - neurotransmitter that causes the receiving cell to stop firing. Chemical substances can affect neuronal communication. Agonists - mimic or enhance the effects of a neurotransmitter on the receptor sites of the next cell, increasing or decreasing the activity of that cell. Antagonists - block or reduce a cell’s response to the action of other chemicals or neurotransmitters.
- What would happen if the neurons released too much acetylcholine? The bite of a black widow spider does just that. Its venom stimulates the release of excessive amounts of acetylcholine and causes convulsions and possible death. Black widow spider venom is an agonist for acetylcholine. Acetylcholine is also found in the hippocampus, an area of the brain that is responsible for forming new memories, and low levels of acetylcholine have been associated with Alzheimer’s disease, the most common type of dementia. Acetylcholine (ACh) Muscle action, Memory Too much= depression Too little = Alzheimer's Dopamine Learning, pleasure emotion Too much = hallucinations (Schizophrenia) Too little = Parkinson's Serotonin Mood Control, Aggression Too Little = Depression, OCD, Epinephrine/Norepinephrine Alertness and Arousal Also a hormone Sometimes called adrenaline Also Depression GABA “Get a Brake adjustment” Inhibits/stops us from getting too aroused Too Little = OCD thoughts, Seizures and Anxiety
- 2:15 What would happen if the neurons released too much acetylcholine? The bite of a black widow spider does just that. Its venom stimulates the release of excessive amounts of acetylcholine and causes convulsions and possible death. Black widow spider venom is an agonist for acetylcholine. Acetylcholine is also found in the hippocampus, an area of the brain that is responsible for forming new memories, and low levels of acetylcholine have been associated with Alzheimer’s disease, the most common type of dementia. Acetylcholine (ACh) Muscle action, Memory Too much= depression Too little = Alzheimer's Dopamine Learning, pleasure emotion Too much = hallucinations (Schizophrenia) Too little = Parkinson's Serotonin Mood Control, Aggression Too Little = Depression, OCD, Epinephrine/Norepinephrine Alertness and Arousal Also a hormone Sometimes called adrenaline Also Depression GABA “Get a Brake adjustment” Inhibits/stops us from getting too aroused Too Little = OCD thoughts, Seizures and Anxiety
- 3:00 Have any of your students experienced the runner’s high? If so, can they describe its effect and the conditions under which they experience it? How does the narrator use the evolutionary perspective of psychology to explain the runner’s high?
- Reuptake - process by which neurotransmitters are taken back into the synaptic vesicles. Enzyme - a complex protein that is manufactured by cells. One type specifically breaks up acetylcholine because muscle activity needs to happen rapidly, so reuptake would be too slow. “The neurotransmitters have to get out of the receptor sites before the next stimulation can occur. Most neurotransmitters will end up back in the synaptic vesicles in a process called reuptake. (Think of a little suction tube, sucking the chemicals back into the vesicles.) That way, the synapse is cleared for the next release of neurotransmitters. Some drugs, like cocaine, affect the nervous system by blocking the reuptake process.”
- 1:40 Reuptake - process by which neurotransmitters are taken back into the synaptic vesicles. Enzyme - a complex protein that is manufactured by cells. One type specifically breaks up acetylcholine because muscle activity needs to happen rapidly, so reuptake would be too slow. “The neurotransmitters have to get out of the receptor sites before the next stimulation can occur. Most neurotransmitters will end up back in the synaptic vesicles in a process called reuptake. (Think of a little suction tube, sucking the chemicals back into the vesicles.) That way, the synapse is cleared for the next release of neurotransmitters. Some drugs, like cocaine, affect the nervous system by blocking the reuptake process.”
- Different neurotransmitters have different effects on behavior and emotion. For example, the neurotransmitter acetylcholine (ACh) plays a crucial role in learning and memory. Found at every junction between a motor neuron and skeletal muscle, ACh causes the muscle to contract. The brain’s endorphins, natural opiates released in response to pain and vigorous exercise, explain the “runner’s high” and the indifference to pain in some injured people. When the brain is flooded with opiate drugs such as heroin and morphine, it may stop producing its own natural opiates, and withdrawal of these drugs may result in intense discomfort until the brain resumes production of its natural opiates. Some drugs (agonists), such as some of the opiates, mimic a natural neurotransmitter’s effects. Others (antagonists), block the functioning or the effects of a particular neurotransmitter. Botulin, a poison that can form in improperly canned food, causes paralysis by blocking ACh release.
- 2:43 L Dopa as an Agonist for Dopamine.
- Dopamine GABA Serotonin Endorphin
- Brain Controls the body and interprets sensory input Spinal cord Pathway connecting the brain and the peripheral nervous system PERIPHERAL - Transmits information to and from the central nervous system Autonomic nervous system Automatically regulates glands, internal organs and blood vessels, pupil dilation, digestion, and blood pressure Somatic nervous system Carries sensory information and controls movement of the skeletal muscles Parasympathetic division Maintains body functions under ordinary conditions; saves energy Sympathetic division Prepares the body to react and expend energy in times of stress
- Central nervous system (CNS) - part of the nervous system consisting of the brain and spinal cord. Spinal cord - a long bundle of neurons that carries messages to and from the body to the brain that is responsible for very fast, lifesaving reflexes.
- Sensory- out –in (call center) Interneouron- inside (business) Motor Neuron in-out (sends the order out like a ups driver)
- Sensory- out –in (call center) Interneouron- inside (business) Motor Neuron in-out (sends the order out like a ups driver)
- Sensory- out –in (call center) Interneouron- inside (business) Motor Neuron in-out (sends the order out like a ups driver)
- Peripheral nervous system (PNS) - all nerves and neurons that are not contained in the brain and spinal cord but that run through the body itself; divided into the: Somatic nervous system - division of the PNS consisting of nerves that carry information from the senses to the CNS and from the CNS to the voluntary muscles of the body. Autonomic nervous system - division of the PNS consisting of nerves that control all of the involuntary muscles, organs, and glands sensory pathway nerves coming from the sensory organs to the CNS consisting of sensory neurons.
- Autonomic nervous system (ANS) - division of the PNS consisting of nerves that control all of the involuntary muscles, organs, and glands sensory pathway nerves coming from the sensory organs to the CNS consisting of sensory neurons.
- Sympathetic division (fight-or-flight system) - part of the ANS that is responsible for reacting to stressful events and bodily arousal.
- Parasympathetic division - part of the ANS that restores the body to normal functioning after arousal and is responsible for the day-to-day functioning of the organs and glands.
- endocrine glands - glands that secrete chemicals called hormones directly into the bloodstream. hormones - chemicals released into the bloodstream by endocrine glands. pituitary gland - gland located in the brain that secretes human growth hormone and influences all other hormone-secreting glands (also known as the master gland). pineal gland - endocrine gland located near the base of the cerebrum that secretes melatonin. thyroid gland - endocrine gland found in the neck that regulates metabolism. pancreas - endocrine gland that controls the levels of sugar in the blood. gonads - the sex glands that secrete hormones that regulate sexual development and behavior as well as reproduction. ovaries - the female gonads. testes - the male gonads. adrenal glands - endocrine glands located on top of each kidney that secrete over 30 different hormones to deal with stress, regulate salt intake, and provide a secondary source of sex hormones affecting the sexual changes that occur during adolescence.
- #1) B # 2) D
- The oldest method of studying the brain involved observing the effects of brain diseases and injuries.
- The oldest method of studying the brain involved observing the effects of brain diseases and injuries.
- Deep lesioning - insertion of a thin, insulated wire into the brain through which an electrical current is sent that destroys the brain cells at the tip of the wire. Electrical stimulation of the brain (ESB) – milder electrical current that causes neurons to react as if they had received a message.
- Electrically stimulating different areas of brain can temporarily shut down complex mental processes. In this way, researchers can establish a brain map and identify the role that different parts of the brain play in human experience and behavior.
- These are four methods researchers use to study the brain: EEGs, CT scans, MRIs, and PET scans. Electroencephalogram (EEG) - Record of the brain wave patterns produced by electrical activity of the surface of the brain. Computed tomography (CT) - brain-imaging method using computer controlled X-rays of the brain. Positron emission tomography (PET) - brain-imaging method in which a radioactive sugar is injected into the subject and a computer compiles a color-coded image of the activity of the brain with lighter colors indicating more activity. Magnetic resonance imaging (MRI) - brain-imaging method using radio waves and magnetic fields of the body to produce detailed images of the brain. Functional MRI (fMRI) – computer makes a sort of “movie” of changes in the activity of the brain using images from different time periods.
- These are four methods researchers use to study the brain: EEGs, CT scans, MRIs, and PET scans. Electroencephalogram (EEG) - Record of the brain wave patterns produced by electrical activity of the surface of the brain. Computed tomography (CT) - brain-imaging method using computer controlled X-rays of the brain. Positron emission tomography (PET) - brain-imaging method in which a radioactive sugar is injected into the subject and a computer compiles a color-coded image of the activity of the brain with lighter colors indicating more activity. Magnetic resonance imaging (MRI) - brain-imaging method using radio waves and magnetic fields of the body to produce detailed images of the brain. Functional MRI (fMRI) – computer makes a sort of “movie” of changes in the activity of the brain using images from different time periods.
- #1) A #2) C
- Pet scan
- The brainstem, the brain’s oldest and innermost region, is responsible for automatic survival functions. Medulla - the first large swelling at the top of the spinal cord, forming the lowest part of the brain, which is responsible for life-sustaining functions such as breathing, swallowing, and heart rate. Think of a medal, it usually sits over someone’s heart Pons - the larger swelling above the medulla that connects the top of the brain to the bottom and that plays a part in sleep, dreaming, left–right body coordination, and arousal. Imagine a nice quiet, calm, pond and think about falling asleep Reticular formation (RF) - an area of neurons running through the middle of the medulla and the pons and slightly beyond that is responsible for selective attention. It plays a role in arousal: If you were tickled, your re-tickle-ular formation would arouse you. Locus Coeruleus Center of Reticular Formation Alertness and Panic Cerebellum - part of the lower brain located behind the pons that controls and coordinates involuntary, rapid, fine motor movement. Think of balance…the two ll’s can represent long legs for balancing
- Medulla - the first large swelling at the top of the spinal cord, forming the lowest part of the brain, which is responsible for life-sustaining functions such as breathing, swallowing, and heart rate. Think of a medal, it usually sits over someone’s heart Pons - the larger swelling above the medulla that connects the top of the brain to the bottom and that plays a part in sleep, dreaming, left–right body coordination, and arousal. Imagine a nice quiet, calm, pond and think about falling asleep Reticular formation (RF) - an area of neurons running through the middle of the medulla and the pons and slightly beyond that is responsible for selective attention. It plays a role in arousal: If you were tickled, your re-tickle-ular formation would arouse you. Locus Coeruleus Center of Reticular Formation Alertness and Panic Cerebellum - part of the lower brain located behind the pons that controls and coordinates involuntary, rapid, fine motor movement. Think of balance…the two ll’s can represent long legs for balancing These older brain functions all occur without any conscious effort. This illustrates a recurring theme: Our brain processes most information outside of our awareness.
- Cerebellum - part of the lower brain located behind the pons that controls and coordinates involuntary, rapid, fine motor movement. Think of balance…the two ll’s can represent long legs for balancing
- Medulla - the first large swelling at the top of the spinal cord, forming the lowest part of the brain, which is responsible for life-sustaining functions such as breathing, swallowing, and heart rate. Think of a medal, it usually sits over someone’s heart Pons - the larger swelling above the medulla that connects the top of the brain to the bottom and that plays a part in sleep, dreaming, left–right body coordination, and arousal. Imagine a nice quiet, calm, pond and think about falling asleep Reticular formation (RF) - an area of neurons running through the middle of the medulla and the pons and slightly beyond that is responsible for selective attention. It plays a role in arousal: If you were tickled, your re-tickle-ular formation would arouse you Cerebellum - part of the lower brain located behind the pons that controls and coordinates involuntary, rapid, fine motor movement. Think of balance…the two ll’s can represent long legs for balancing
- Limbic system - a group of several brain structures located under the cortex and involved in learning, emotion, memory, and motivation. Thalamus - part of the limbic system located in the center of the brain, this structure relays sensory information from the lower part of the brain to the proper areas of the cortex and processes some sensory information before sending it to its proper area. Think Hal and Amos traffic cops…the directors of the brains signals and where they should go in the brain Olfactory bulbs - two projections just under the front of the brain that receive information from the receptors in the nose located just below. Olefaction=smell, think just under the nose Hypothalamus - small structure in the brain located below the thalamus and directly above the pituitary gland, responsible for motivational behavior such as sleep, hunger, thirst, and sex. Sits above and controls the pituitary gland (master endocrine gland). Hypodermic needle? Hypo the llamas to cool them down, to satiate thirst… regulates body temperature, Hippocampus - curved structure located within each temporal lobe, responsible for the formation of long-term memories and the storage of memory for location of objects. You would certainly remember seeing a hippo on the campus of sunlake. Amygdala - brain structure located near the hippocampus, responsible for fear responses and memory of fear. A mig fighter jet, could envoke fear before bombing, myg rhymes with wig…a scary wig, or Princess Amydala was scared for the Future of Naboo
- Limbic system - a group of several brain structures located under the cortex and involved in learning, emotion, memory, and motivation. Thalamus - part of the limbic system located in the center of the brain, this structure relays sensory information from the lower part of the brain to the proper areas of the cortex and processes some sensory information before sending it to its proper area. Think Hal and Amos traffic cops…the directors of the brains signals and where they should go in the brain Olfactory bulbs - two projections just under the front of the brain that receive information from the receptors in the nose located just below. Olefaction=smell, think just under the nose Hypothalamus - small structure in the brain located below the thalamus and directly above the pituitary gland, responsible for motivational behavior such as sleep, hunger, thirst, and sex. Sits above and controls the pituitary gland (master endocrine gland). Hypodermic needle? Hypo the llamas to cool them down, to satiate thirst… regulates body temperature, Hippocampus - curved structure located within each temporal lobe, responsible for the formation of long-term memories and the storage of memory for location of objects. You would certainly remember seeing a hippo on the campus of sunlake. Amygdala - brain structure located near the hippocampus, responsible for fear responses and memory of fear. A mig fighter jet, could envoke fear before bombing, myg rhymes with wig…a scary wig, or Princess Amydala was scared for the Future of Naboo
- Limbic system - a group of several brain structures located under the cortex and involved in learning, emotion, memory, and motivation. Thalamus - part of the limbic system located in the center of the brain, this structure relays sensory information from the lower part of the brain to the proper areas of the cortex and processes some sensory information before sending it to its proper area. Think Hal and Amos traffic cops…the directors of the brains signals and where they should go in the brain Olfactory bulbs - two projections just under the front of the brain that receive information from the receptors in the nose located just below. Olefaction=smell, think just under the nose Hypothalamus - small structure in the brain located below the thalamus and directly above the pituitary gland, responsible for motivational behavior such as sleep, hunger, thirst, and sex. Sits above and controls the pituitary gland (master endocrine gland). Hypodermic needle? Hypo the llamas to cool them down, to satiate thirst… regulates body temperature, Hippocampus - curved structure located within each temporal lobe, responsible for the formation of long-term memories and the storage of memory for location of objects. You would certainly remember seeing a hippo on the campus of sunlake. Amygdala - brain structure located near the hippocampus, responsible for fear responses and memory of fear. A mig fighter jet, could envoke fear before bombing, myg rhymes with wig…a scary wig, or Princess Amydala was scared for the Future of Naboo
- Cortex - outermost covering of the brain consisting of densely packed neurons, responsible for higher thought processes and interpretation of sensory input. tex=texas, cowboy hat, just under the hat, complex thinking e=mc squared. Corticalization – wrinkling of the cortex. Allows a much larger area of cortical cells to exist in the small space inside the skull.
- Why is the cortex so wrinkled? The wrinkling of the cortex allows a much larger area of cortical cells to exist in the small space inside the skull. If the cortex were to be taken out, ironed flat, and measured, it would be about 2 to 3 square feet. (The owner of the cortex would also be dead, but that’s fairly obvious, right?) As the brain develops before birth, it forms a smooth outer covering on all the other brain structures. This will be the cortex, which will get more and more wrinkled as the brain increases in size and complexity. This increase in wrinkling is called corticalization and is the real measure of human intelligence.
- The cerebral cortex, a thin surface layer of interconnected neural cells, is our body’s ultimate control and information-processing center. Glial cells support, nourish, and protect the nerve cells of the cerebral cortex. The corpus callosum connects the two hemispheres of the brain, think plus and sum!
- The motor cortex in the frontal lobe controls the voluntary muscles of the body. Cells at the top of the motor cortex control muscles at the bottom of the body, whereas cells at the bottom of the motor cortex control muscles at the top of the body. Body parts are drawn larger or smaller according to the number of cortical cells devoted to that body part. For example, the hand has many small muscles and requires a larger area of cortical cells to control it. The somatosensory cortex, located in the parietal lobe just behind the motor cortex, is organized in much the same manner and receives information about the sense of touch and body position.
- The association areas are not involved in primary motor or sensory functions. Rather, they integrate and act on information processed by the sensory areas. They are involved in higher mental functions, such as learning, remembering, thinking, and speaking. Association areas are found in all four lobes. Complex human abilities, such as memory and language, result from the intricate coordination of many brain areas.
- Occipital lobe - section of the brain located at the rear and bottom of each cerebral hemisphere containing the visual centers of the brain. Primary visual cortex – processes visual information from the eyes. Visual association cortex – identifies and makes sense of visual information. Parietal lobes - sections of the brain located at the top and back of each cerebral hemisphere containing the centers for touch, taste, and temperature sensations. Temporal lobes - areas of the cortex located just behind the temples containing the neurons responsible for the sense of hearing and meaningful speech. Primary auditory cortex – processes auditory information from the ears. Auditory association cortex – identifies and makes sense of auditory information. Frontal lobes - areas of the cortex located in the front and top of the brain, responsible for higher mental processes and decision making as well as the production of fluent speech.
- Freud Tore his Pants Off (frontal, temporal, parietal, occipital) Frontal Lobes (think front door, picture a front door on your fore head with Einstein behind the door) Thoughts & Decision Making Contains Motor Cortex Contains Prefrontal Cortex In charge of logic, step-by-step decision making, morals, and emotional control Parietal Lobes (pirhana biting your parietal lobe would be painful) Sensation/Touch/pain Contains Sensory Cortex Occipital Lobes (picture an octopus with eyes instead of suckers on its tentacles) Vision Processing Contains Visual Cortex Temporal Lobes- right above the ear, where auditory processing occurs, think tempo; a musician listens carefully to keep the tempo) Hearing & Memory Contains auditory cortex
- Freud Tore his Pants Off (frontal, temporal, parietal, occipital) Frontal Lobes (think front door, picture a front door on your fore head with Einstein behind the door) Thoughts & Decision Making Contains Motor Cortex Contains Prefrontal Cortex In charge of logic, step-by-step decision making, morals, and emotional control Parietal Lobes (pirhana biting your parietal lobe would be painful) Sensation/Touch/pain Contains Sensory Cortex Occipital Lobes (picture an octopus with eyes instead of suckers on its tentacles) Vision Processing Contains Visual Cortex Temporal Lobes- right above the ear, where auditory processing occurs, think tempo; a musician listens carefully to keep the tempo) Hearing & Memory Contains auditory cortex
- Language depends on a chain of events in several brain regions. When we read aloud, the words (1) register in the visual area, (2) are relayed to the angular gyrus (parietal lobe), which transforms the words into auditory code, which is (3) received and understood in nearby Wernicke’s area and sent (4) to Broca’s area, which (5) controls the motor cortex as it creates the pronounced word. Depending on which link in this chain is damaged, a different form of aphasia occurs. For example, damage to the angular gyrus leaves the person able to speak and understand but unable to read. Damage to Wernicke’s area disrupts understanding. Damage to Broca’s area disrupts speaking. What we experience as a continuous experience is the visible tip of a subdivided information-processing iceberg, most of which is outside our awareness. More generally, language processing illustrates how the mind’s subsystems are localized in particular brain regions, yet the brain acts as a unified whole.
- Language depends on a chain of events in several brain regions. When we read aloud, the words (1) register in the visual area, (2) are relayed to the angular gyrus (parietal lobe), which transforms the words into auditory code, which is (3) received and understood in nearby Wernicke’s area and sent (4) to Broca’s area, which (5) controls the motor cortex as it creates the pronounced word. Depending on which link in this chain is damaged, a different form of aphasia occurs. For example, damage to the angular gyrus leaves the person able to speak and understand but unable to read. Damage to Wernicke’s area disrupts understanding. Damage to Broca’s area disrupts speaking. What we experience as a continuous experience is the visible tip of a subdivided information-processing iceberg, most of which is outside our awareness. More generally, language processing illustrates how the mind’s subsystems are localized in particular brain regions, yet the brain acts as a unified whole.
- Language depends on a chain of events in several brain regions. When we read aloud, the words (1) register in the visual area, (2) are relayed to the angular gyrus (parietal lobe), which transforms the words into auditory code, which is (3) received and understood in nearby Wernicke’s area and sent (4) to Broca’s area, which (5) controls the motor cortex as it creates the pronounced word. Depending on which link in this chain is damaged, a different form of aphasia occurs. For example, damage to the angular gyrus leaves the person able to speak and understand but unable to read. Damage to Wernicke’s area disrupts understanding. Damage to Broca’s area disrupts speaking. What we experience as a continuous experience is the visible tip of a subdivided information-processing iceberg, most of which is outside our awareness. More generally, language processing illustrates how the mind’s subsystems are localized in particular brain regions, yet the brain acts as a unified whole.
- Language depends on a chain of events in several brain regions. When we read aloud, the words (1) register in the visual area, (2) are relayed to the angular gyrus (parietal lobe), which transforms the words into auditory code, which is (3) received and understood in nearby Wernicke’s area and sent (4) to Broca’s area, which (5) controls the motor cortex as it creates the pronounced word. Depending on which link in this chain is damaged, a different form of aphasia occurs. For example, damage to the angular gyrus leaves the person able to speak and understand but unable to read. Damage to Wernicke’s area disrupts understanding. Damage to Broca’s area disrupts speaking. What we experience as a continuous experience is the visible tip of a subdivided information-processing iceberg, most of which is outside our awareness. More generally, language processing illustrates how the mind’s subsystems are localized in particular brain regions, yet the brain acts as a unified whole.
- Research indicates that some neural tissue can reorganize in response to damage. When one brain area is damaged, others may in time take over some of its function. For example, if you lose a finger, the sensory cortex that received its input will begin to receive input from the adjacent fingers, which become more sensitive. Our brains are most plastic when we are young children.
- Research indicates that some neural tissue can reorganize in response to damage. When one brain area is damaged, others may in time take over some of its function. For example, if you lose a finger, the sensory cortex that received its input will begin to receive input from the adjacent fingers, which become more sensitive. Our brains are most plastic when we are young children.
- Most people say the left because it goes into the right hemisphere
- A split brain is one in which the corpus callosum, the wide band of axon fibers that connects the two brain hemispheres, has been severed. Experiments on split-brain patients have refined our knowledge of each hemisphere’s special functions (called hemispheric specialization or lateraliza- tion). In the laboratory, investigators ask a split-brain patient to look at a designated spot, then send information to either the left or right hemisphere (by flashing it to the right or left visual field). Cerebrum - the upper part of the brain consisting of the two hemispheres and the structures that connect them. Split brain research Study of patients with severed corpus callosum. Involves sending messages to only one side of the brain. Demonstrates right and left brain specialization.
- Left side of the brain: seems to control language, writing, logical thought, analysis, and mathematical abilities, processes information sequentially, can speak. Right side of the brain controls emotional expression, spatial perception, recognition of faces, patterns, melodies, and emotions, processes information globally, cannot speak.
- DDD DDD DDD = H Symbol (Left lights up at D’s, Right lights up at H’s)
- DDD DDD DDD = H Symbol (Left lights up at D’s, Right lights up at H’s)
- With the corpus callosum severed, objects (apple) presented in the right visual field can be named. Objects (pencil) in the left visual field cannot. We cut the corpus callosum for seizures.
- With the corpus callosum severed, objects (apple) presented in the right visual field can be named. Objects (pencil) in the left visual field cannot. We cut the corpus callosum for seizures.
- With the corpus callosum severed, objects (apple) presented in the right visual field can be named. Objects (pencil) in the left visual field cannot. We cut the corpus callosum for seizures.
- With the corpus callosum severed, objects (apple) presented in the right visual field can be named. Objects (pencil) in the left visual field cannot. We cut the corpus callosum for seizures.
- With the corpus callosum severed, objects (apple) presented in the right visual field can be named. Objects (pencil) in the left visual field cannot. We cut the corpus callosum for seizures.
- B
- Another activity is to have students draw a figure 8 in the air with their right hand while simultaneously lifting their left leg and moving their left foot around in a clockwise circle. Very difficult to do as conflicting commands are bumping in to one another as they travel across the corpus collosum.
- If a picture of a ball is flashed to the right side of the screen, the image of the ball will be sent to the left occipital lobe. The person will be able to say that he or she sees a ball. If a picture of a hammer is flashed to the left side of the screen, the person will not be able to verbally identify the object or be able to state with any certainty that something was seen. But if the left hand (controlled by the right hemisphere) is used, the person can point to the hammer he or she “didn’t see.” The right occipital lobe clearly saw the hammer, but the person could not verbalize that fact. By doing studies such as these, researchers have found that the left hemisphere specializes in language, speech, handwriting, calculation (math), sense of time and rhythm (which is mathematical in nature), and basically any kind of thought requiring analysis. The right hemisphere appears to specialize in more global (widespread) processing involving perception, visualization, spatial perception, recognition of patterns, faces, emotions, and melodies, and expression of emotions. It also comprehends simple language but does not produce speech.
- ACTIVITY Objectives This is a two-part activity designed to very loosely measure: 1. reaction time, and 2. neural conductance speed. Students will be exposed to the concept of neural chains and fast-moving speed of a neural impulse. Given that this activity is a very unscientific way to assess one aspect of neural conductance, students should be encouraged to discuss the activity’s validity/reliability shortcomings. Extra materials needed Measuring Tape Stopwatch (A Flash scripted stopwatch has been embedded on this slide. If it does not appear and function properly, a cell-phone timer will work.) White board and dry-erase marker Part 1: Reaction Time Invite all students to get up from their chairs and have students form a large circle around the room. Count the number of students in the circle. The activity is most effective if the class size is between 30 and 200 students. Write the number of students on the board. Have each student place their right hand on the shoulder of the person to their right. Identify beginning of the chain and the end of the chain. Instruct the students that when you shout “Start,” the person at the beginning of the chain will squeeze the shoulder of the person to his/her right and that this activity should be repeated by everyone in the chain. As soon as a student feels the shoulder squeeze, he or she should pass that squeeze along to the next person in the circle, as fast as possible. Make sure to start the stopwatch, as soon as you shout, “Start.” When the last person in the circle feels his/her shoulder being squeezed, he/she should shout, “STOP.” At this point, the timing will stop. On the board, write the total time it took students to complete the neural circuit. Repeat the above activity once or twice more and encourage the students to complete the circuit faster and faster. Divide the best time by the total number of student in the circle to find the REACTION TIME. Part 2: Neural Speed To focus a little more on neural speed, inform the students that they will have to arrange themselves in such a way that the neural impulse travels the entire length of the body. Randomly select a few students from class and measure the distance from their toes to the tips of their fingers, with their arms stretched as high above their heads as possible. Calculate the average distance (from toe to tip) in inches, and write this information on the board. This will represent the average distance for the entire class. Now, have students take their right hand and grab the left ankle of the person to their right. If students kneel in some way, this usually works best. Instruct the students that when you shout “Start,” the person at the beginning of the chain will squeeze the ankle of the person to his/her right and that this activity should be repeated by everyone in the chain. As soon as a student feels the ankle squeeze, he or she should pass that squeeze along to the next person in the circle, as fast as possible. Make sure to start the stopwatch, as soon as you shout, “Start.” When the last person in the circle feels his/her ankle being squeezed, he/she should shout, “STOP.” At this point, the timing will stop. On the board, write the total time it took students to complete the neural circuit. TO CALCULATE NEURAL CONDUCTANCE SPEED – First, divide the total time by the number of students. Second, take the result from the last step and divide it by the average distance (from toe to finger tip). This will result in what we might loosely call the speed of a neural impulse.
- So what’s the difference between strong stimulation and weak stimulation? A strong message will cause the neuron to fire more quickly (as if someone flicked the light switch on and off as quickly as possible), and it will also cause more neurons to fire (as if there were a lot of lights going on and off instead of just one). The latter point can be demonstrated quite easily. Just touch lightly on the palm of your hand. You feel a very light pressure sensation. Now push hard in the same spot. You will feel a much stronger pressure sensation, and you can see with your own eyes that more of the skin on the palm of your hand is pushed in by your touch—more skin involved means more neurons firing.