The document provides an overview of the key topics covered in the AQA A-Level Psychology specification for biopsychology. It summarizes the main structures and functions of the nervous system including neurons, synaptic transmission, and the divisions of the autonomic nervous system. It also outlines the endocrine system, fight or flight response, brain localization, and ways of studying the brain such as scanning techniques. Finally, it discusses biological rhythms including circadian, infradian, and ultradian rhythms and the role of endogenous pacemakers and exogenous zeitgebers.
AQA Psychology A Level Revision Cards - Research Methods Topicaesop
revision cards for aqa psych paper 2 research methods topic. please excuse spelling or grammar mistakes! made entirely by me using the standard year 1/2 textbook, for reference i achieved an a* :)
AS level AQA
Approaches in psychology
Behaviourism, classical and operant conditioning, social learning theory, cognitive approach and biological approach
AQA forensic psychology revision for alevel paper 3.
SLIDE 25 - HOLT EXAMPLE : Holt - significant difference in positive behaviour compared to a non-token group.
For some reason that part wasn't included in the upload.
AQA Psychology A Level Revision Cards - Research Methods Topicaesop
revision cards for aqa psych paper 2 research methods topic. please excuse spelling or grammar mistakes! made entirely by me using the standard year 1/2 textbook, for reference i achieved an a* :)
AS level AQA
Approaches in psychology
Behaviourism, classical and operant conditioning, social learning theory, cognitive approach and biological approach
AQA forensic psychology revision for alevel paper 3.
SLIDE 25 - HOLT EXAMPLE : Holt - significant difference in positive behaviour compared to a non-token group.
For some reason that part wasn't included in the upload.
Biological bases of human behaviour (complete) 2PoornimaSingh35
Introduction to Psychology/Biological basis of behavior. ... The most important physical structure for psychologists is the nervous system. The nervous system carries orders from the brain and spinal cord to various glands and muscles, it also carries signals from stimuli receptors to the spinal cord and brain.
he nervous system is a network of neurons whose main feature is to generate, modulate and transmit information between all the different parts of the human body. This property enables many important functions of the nervous system, such as regulation of vital body functions (heartbeat, breathing, digestion), sensation and body movements. Ultimately, the nervous system structures preside over everything that makes us human; our consciousness, cognition, behaviour and memories.
The nervous system consists of two divisions;
Central nervous system (CNS) is the integration and command center of the body
Peripheral nervous system (PNS) represents the conduit between the CNS and the body. It is further subdivided into the somatic nervous system (SNS) and the autonomic nervous system (ANS). Cells of the nervous system
Two basic types of cells are present in the nervous system;
Neurons
Glial cellsCells of the nervous system
Two basic types of cells are present in the nervous system;
Neurons
Glial cells
The site where an axon connects to another cell to pass the neural impulse is called a synapse. The synapse doesn't connect to the next cell directly. Instead, the impulse triggers the release of chemicals called neurotransmitters from the very end of an axon. These neurotransmitters bind to the effector cell’s membrane, causing biochemical events to occur within that cell according to the orders sent by the CNS.
There are two types of neurons, named according to whether they send an electrical signal towards or away from the CNS;
Efferent neurons (motor or descending) send neural impulses from the CNS to the peripheral tissues, instructing them how to function.
Afferent neurons (sensory or ascending) conduct impulses from the peripheral tissues to the CNS. These impulses contain sensory information, describing the tissue's environment.Glial cells
Glial cells (Neuroglia); Image:
Astrocyte (Astrocytus); Image:
Glial cells
Neuroglia
1/5
Synonyms: Neuroglia
Glial cells, also called neuroglia or simply glia, are smaller non-excitatory cells that act to support neurons. They do not propagate action potentials. Instead, they myelinate neurons, maintain homeostatic balance, provide structural support, protection and nutrition for neurons throughout the nervous system.
This set of functions is provided for by four different types of glial cells;
Myelinating glia produce the axon-insulating myelin sheath. These are called oligodendrocytes in the CNS and Schwann cells in the PNS. Remember these easily with the mnemonic "COPS" (Central - Oligodendrocytes; Peripheral - Schwann)
Astrocytes (CNS) and satellite glial cells (PNS) both share the function of supporting and protecting neurons.
Other two glial cell types are found in CNS exclusively; microglia are the phagocytes of the CNS and ependymal cells which line the ventricular system of the CNS. The PNS doesn’t have a glial equivalent to microglia as the phagocytic role is performed by macrophages.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
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This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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2. Specification
• The divisions of the nervous system: central and peripheral (somatic and autonomic).
• The structure and function of sensory, relay and motor neurons. The process of synaptic
transmission, including reference to neurotransmitters, excitation and inhibition.
• The function of the endocrine system: glands and hormones.
• The fight or flight response including the role of adrenaline.
• Localisation of function in the brain and hemispheric lateralisation: motor,
somatosensory, visual, auditory and language centres; Broca’s and Wernicke’s areas, split
brain research. Plasticity and functional recovery of the brain after trauma.
• Ways of studying the brain: scanning techniques, including functional magnetic
resonance imaging (fMRI); electroencephalogram (EEGs) and event-related potentials
(ERPs); post-mortem examinations.
• Biological rhythms: circadian, infradian and ultradian and the difference between these
rhythms. The effect of endogenous pacemakers and exogenous zeitgebers on the
sleep/wake cycle.
3. Nervous System
• CNS
• Made up of the brain and spinal cord.
• The spinal cord transmits messages to and from the PNS.
• Control of behaviour and regulation of physiological processes.
• PNS
• transmits messages via neurones to and from the CNS.
• Divides into somatic (conscious) and autonomic (automatic).
• Autonomic divides into sympathetic (fight & flight) and parasympathetic (rest & digest).
• Reflex arc – a stimulus is detected by organs in the PNS which convey a
message along a sensory neurone and passes into the spinal cord to a relay
neurone, the message is then passed to a motor neurone and to an
effector.
4. Neurones
• Sensory – carries impulse from PNS receptors to the CNS.
• Long dendrites, short axons, cell body branches off.
• Relay – carries impulse from sensory to the motor neurones.
• Short dendrites and short axons.
• Motor – carries impulse from CNS to effector
• Short dendrites and long axons
• Synaptic transmission – neurotransmitters are released into the synaptic cleft, they then
bind with receptor sites on the postsynaptic neurone, causing these gated channels to
open, this causes depolarisation and a new action potential is started.
• Inhibitory neurotransmitters – increases negative charge of postsynaptic neurone so
likeliness of action potential being made is lower, as the potential difference acros the
membrane may not reach the threshold. – serotonin/ GABA
• Excitatory neurotransmitters – increases the positive charge of the postsynaptic neurone,
so more likely that the threshold will be reached and the action potential started. –
adrenaline/ acetylocholine
5. Endocrine System
• Endocrine system – one of the bodies major information systems that
instructs glands to release hormones into the bloodstream towards
target organs. Endocrine glands secrete directly into the blood
without a duct.
• Pineal gland – melatonin
• Pituitary gland – growth hormone
• Thyroid gland – thyroxin
• Thymus – thymosin
• Adrenals – adrenaline
• Pancreas – insulin
• Ovaries – oestrogen
• Testes – testosterone
6. Fight or Flight
• Immediate stressors arouse the autonomic system. The sympathetic branch arouses the
animal and the parasympathetic brings it back to normal.
• The stress response was important for our ancestors.
• Adrenaline is a hormone produced by the adrenal medulla, and it is also a
neurotransmitter. The nervous system and endocrine system work together to produce
the fight or flight response
• There are two stress pathways:
• SAM – short term response
• Hypothalamus is activated sympathetic branch is activated adrenal medulla produces adrenaline and
noradrenaline. (increases blood pressure and breathing rate etc.)
• HPA – longer term response
• Hypothalamus is activated pituitary gland is activated ACTH is released into the blood stream causes
adrenal cortex to release cortisol causes increased energy and increased healing ability.
• When we come under threat: increased hr, increased br, muscles tense, forget hunger,
dry mouth, adrenaline release, glucose release, sweat, pupils dilate, need the loo.
7. Localisation of function in the brain and
hemispheric lateralisation (A2)
• Localisation suggests that there are different regions of the brain for different functions.
• Lobes : Frontal (motor), Parietal (somatosensory), Temporal (auditory), Occipetal (visual).
• Left hemisphere is the language centre.
• Area in left frontal lobe that deals with speech production (Broca’s area)
• Area in left temporal lobe that deals with speech understanding (Wernicke’s area)
• Sperry – split-brain research :patients with corpus callosum severed in cases of sever epilepsy. Could name things seen with right eye (left hemisphere) but couldn’t with
left eye, they could however point to or draw what they saw with their left hand. Shows hemispheres have different functions.
• Naturally occurring variable, so not unethical (severing corpus callosum).
• 11 patients of a minority group
• Natural experiment has lack of control over variables (individual differences).
• Limited generalisation as split brain epileptic right handed patients.
• Phineas Gage pole through left frontal lobe, personality change.
• Cannot generalise, may be one-off.
• Evidence from scan shows Wernicke's active during listening task, and Broca’s active during reading task.
• Semantic and episodic memories are in different parts of the prefrontal cortex.
• Lobotomy affecting the frontal lobe to control aggression. Post surgery for OCD 1/3 had met the criteria for successful response.
• Plasticity – ability for the brain to change throughout life.
• Maguire – taxi drivers had more grey matter in the posterior hippocampus which is linked to spatial skills. The longer they were in the job, the more the brain structure
changed.
• Unaffected areas after trauma can take over damaged areas. The brain can rewire itself with axonal sprouting, reformation of blood vessels, and using homologous
(similar) areas on the other side.
• Helps with understanding of neuro-rehabilitation.
• Brains ability to rewire can be negative – phantom limb syndrome.
• Plasticity reduces with age.
• Evidence shows females recover quicker.
• Evidence shows you recover faster if your better educated.
8. Ways of studying the brain
• Scanning:
• Functioning magnetic resonance imaging (FMRI) – detects oxygenated blood flow. This helps understanding of localisation of function.
• Doesn’t use radiation.
• High resolution.
• Clear picture of localisation.
• Expensive.
• Have to be perfectly still.
• Not specific of neuronal activity, just blood flow.
• Electroencephalogram (EEG) – electrodes record brain wave patterns (identify unusual patterns like epilepsy, tumours or sleep disorders).
• Valuable in diagnosing disorders and our understanding of sleep.
• Detect brain activity at a resolution of a millisecond.
• Isn’t useful at pinpointing (its too general).
• Event-related potentials (ERPs) – uses EEGs to establish a norm to filter out information and leave the relevant responses to a task.
• No radiation.
• More specific measurements of neural processes.
• Extraneous variables such as background noise need to be illuminated which is hard.
• Unable to see into the deeper areas of the brain.
• Other:
• Post-mortem examinations – analysis of the brain after death, areas are compared to an unaffected brain to see the damage.
• Evidence was key for our early understanding.
• Help generate hypothesis for further study.
• Damage could be caused by unknown traumas.
• Consent (HM couldn’t give fully informed consent but was studied anyway).
9. Biological Rhythms
• Biological rhythm – any change in biological activity that repeats periodically.
• Endogenous pacemakers – internal biological clocks (melatonin induces sleep, when light is detected it is inhibited, blind people
struggle to regulate a natural rhythm without drugs).
• Exogenous zeitgebers – external changes in the environment (ligt, social cues like meals).
• Circadian – occurs ever 24 hours (sleep-wake cycle).
• Shift workers are prone to poor health as there is stress on their circadian rhythm.
• Circadian rhythms coordinate hormone control, digestion, and hr. this led to drugs being advised to be taken at certain times.
• Cave study – cut off from all zeitgebers and relied on endogenous pacemaker. Siffre (6 months), he settled into the pattern of a 25 hour day
• This is a one participant study so is ungeneralizable.
• Living conditions were unusual so could have been affected by loneliness.
• Done with 12 participants where clock was reduced to 22 hours over 3 weeks, none reacted well. Evidence for strong free-running circadian rhythm.
• Similar studies have been done with rats and show similar findings.
• Study lasted a long time allowing him to settle.
• When SCN (endogenous pacemaker) of chipmunks were destroyed the sleep wake cycle disappeared. (ethics?)
• SCN does not work independently, rhythms kept in many organs and cells.
• Infradian – more than 24hrs, less than yearly (SAD- imbalance of melatonin in hypothalamus due to lack of light. Menstrual cycle).
• Found with the menstrual cycle although it is an endogenous system it can be affected by exogenous factors. Women's menstrual cycles
synchronise when samples of pheromones were rubbed on upper lip.
• Evolutionary as they could share the burden of breastfeeding and childcare.
• May have suffered from confounding variables. E.g. stress.
• Ultradian – more than once a day (eating. Stages of sleep).
• Stages of sleep measured by EEG (NREM refers to 1,2,3,4.): stage 1 = slow irregular waves, stage 2 occasional spikes of activity, stage 3&4 =
slow large waves. REM. This cycles throughout the night. (seen on slide 1)
• Found that REM stage was 90% of the time dreaming.