The document discusses the biological basis of behavior and the human brain. It covers several key points:
1. Heredity and evolution influence human physical and mental characteristics. The brain is programmed for language and social skills at birth.
2. The brain consists of three main layers - the hindbrain, midbrain, and forebrain. The hindbrain includes the medulla, cerebellum, and pons and controls vital functions like breathing.
3. The limbic system, which includes the amygdala and hippocampus, is responsible for emotions and forming memories. The amygdala handles emotional responses while the hippocampus aids memory formation.
This presenation is part of four series presentation to help everyone to understand the functioning of brain. Some of the questions is can brain be changed?
This presenation is part of four series presentation to help everyone to understand the functioning of brain. Some of the questions is can brain be changed?
The human brain is one of the most complicated objects in the universe. Although it weighs less than 3 pounds, it manages everything from our heart rates to our thoughts and feelings. The functions of the brain are varied, and include: thinking, perception (sensing), emotion, signaling, and many of our physical functions. Our cognition, feelings and behavior are all the result of our brains.
lecture 6 from a college level introduction to psychology course taught Fall 2011 by Brian J. Piper, Ph.D. (psy391@gmail.com) at Willamette University, focus is on split brain studies by Michael Gazzaniga, sulci, gyri, plasticity
Infancy Physical Development Chapter 4 and 5Infan.docxjaggernaoma
Infancy: Physical Development
Chapter 4 and 5
Infant development progresses rapidly. Infants usually come into this world equipped to begin the journey of life!
1
Principles of Development
Cephalocaudal
Proximodistal
Cephalocaudal – refers to development as progressing from head to toe. Consider muscle development babies begin by being able to lift their head and then it progresses to ultimate control of muscles which would be walking.
Proximodistal refers to center out. Again consider the last area one gains control is the fingers.
2
Skeletal Growth
Skeletal Age
Epiphyses
Fontanels
The best estimate of a child’s physical maturity is skeletal age, which is a measure of development of the bones of the body.
Epiphyses are growth centers, that appear at the ends of the long end of the bones of the body. Cartilage cells continue to be produces at the growth plates of these epiphyses, which increase in number throughout childhood and then as growth continues, get thinner and disappear.
Skull growth is especially rapid between birth and 2 years of age due to large increases in brain size. At birth the bones of the skull are separated by gaps called fontanels. These gaps help during the birth process and also allow for brain development. There are 6 of these – the largest is the anterior gap. It will gradually shrink and fill in during the second year. The other fontanels are smaller and close more quickly. As the skull bones come in contact with one another, they form sutures or seams, these permit the skull to expand easily as the brain grows. The sutures will disappear when skull growth is complete, during the teen years.
3
Brain Development
Synaptic Pruning
Myelination
Cerebral Cortex
Prefrontal cortex
Hemispheres
Lateralization
Brain plasticity
At birth the brain is nearer to its adult size than any other physical structure.
Human brain has 100 to 200 billion neurons or nerve cells that store and transmit information. Between nuerons are tiny gaps or synapses, where fibers from different neurons come close together but do not touch. Neurons send messages to one another by releasing chemicals call neurotransmitters which cross the synapse. During infancy and toddlerhood, neural fibers and synapses increase dramatically. Because developing neurons require space for connective structures, as synapses form surrounding neurons will die. As neurons form connections, stimulation becomes vital for their survival. Neurons that are stimulated by input from the surrounding environment continue to establish new synapses, forming increasingly elaborate systems of communication that support more complex abilities. Neurons that are seldom stimulated soon lose their synapses, through synaptic pruning, which returns neurons not needed at the moment to an uncommitted state so they can support future development.
About half of the brain is made up of glial cells which are responsible for myelination, the coating of.
The human brain is one of the most complicated objects in the universe. Although it weighs less than 3 pounds, it manages everything from our heart rates to our thoughts and feelings. The functions of the brain are varied, and include: thinking, perception (sensing), emotion, signaling, and many of our physical functions. Our cognition, feelings and behavior are all the result of our brains.
lecture 6 from a college level introduction to psychology course taught Fall 2011 by Brian J. Piper, Ph.D. (psy391@gmail.com) at Willamette University, focus is on split brain studies by Michael Gazzaniga, sulci, gyri, plasticity
Infancy Physical Development Chapter 4 and 5Infan.docxjaggernaoma
Infancy: Physical Development
Chapter 4 and 5
Infant development progresses rapidly. Infants usually come into this world equipped to begin the journey of life!
1
Principles of Development
Cephalocaudal
Proximodistal
Cephalocaudal – refers to development as progressing from head to toe. Consider muscle development babies begin by being able to lift their head and then it progresses to ultimate control of muscles which would be walking.
Proximodistal refers to center out. Again consider the last area one gains control is the fingers.
2
Skeletal Growth
Skeletal Age
Epiphyses
Fontanels
The best estimate of a child’s physical maturity is skeletal age, which is a measure of development of the bones of the body.
Epiphyses are growth centers, that appear at the ends of the long end of the bones of the body. Cartilage cells continue to be produces at the growth plates of these epiphyses, which increase in number throughout childhood and then as growth continues, get thinner and disappear.
Skull growth is especially rapid between birth and 2 years of age due to large increases in brain size. At birth the bones of the skull are separated by gaps called fontanels. These gaps help during the birth process and also allow for brain development. There are 6 of these – the largest is the anterior gap. It will gradually shrink and fill in during the second year. The other fontanels are smaller and close more quickly. As the skull bones come in contact with one another, they form sutures or seams, these permit the skull to expand easily as the brain grows. The sutures will disappear when skull growth is complete, during the teen years.
3
Brain Development
Synaptic Pruning
Myelination
Cerebral Cortex
Prefrontal cortex
Hemispheres
Lateralization
Brain plasticity
At birth the brain is nearer to its adult size than any other physical structure.
Human brain has 100 to 200 billion neurons or nerve cells that store and transmit information. Between nuerons are tiny gaps or synapses, where fibers from different neurons come close together but do not touch. Neurons send messages to one another by releasing chemicals call neurotransmitters which cross the synapse. During infancy and toddlerhood, neural fibers and synapses increase dramatically. Because developing neurons require space for connective structures, as synapses form surrounding neurons will die. As neurons form connections, stimulation becomes vital for their survival. Neurons that are stimulated by input from the surrounding environment continue to establish new synapses, forming increasingly elaborate systems of communication that support more complex abilities. Neurons that are seldom stimulated soon lose their synapses, through synaptic pruning, which returns neurons not needed at the moment to an uncommitted state so they can support future development.
About half of the brain is made up of glial cells which are responsible for myelination, the coating of.
the structure of human brain is being discribed.
Its bout the explaination of how human brain works and all the eesnsial substances include in it that are simpkly defoned and
very important if someone nb
to be .
Nervous system consists of highly complex structure co-ordinates and controls the body along with the endocrine system.
Here we discussed about some important outlines concerned of psychobiology which is coming under unit 2 of syllabus of clinical speciality - mental health nursing.
The key points are,
- The anatomic review
- Brain & limbic system
- Nerve tissue-> Neurons & Neuroglia, Synapses, Synaptic cleft
- Neurotransmitters
- Autonomic nervous system, - sympathetic and parasympathetic nervous system.
Apart from these, its relation with different psychiatric disorders are also explained in brief.
This ppt describes the structure of the Brain. It explains the brain and its parts as the forebrain, midbrain and hindbrain. It also describes various parts inside these 3 main parts of the brain.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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.
2. • We humans have innate behavioral
tendencies, just as fish have an inborn knack
for swimming and most birds are built for
flight.
• The human brain is born already programmed
for language, social interaction, and many
other possibilities.
• When the environment serves up severe
challenges, only those most genetically
prepared can compete and pass their genes
on to their offspring.
3. • Heredity and evolution influence our
physical and mental characteristics.
• Biopsychology seeks to understand the
biochemical processes behind the
behavior of all living creatures.
• In general, they want to explain how the
nervous system and its companion
communication network, the endocrine
system, cooperate to produce human
action.
5. • All babies are born with a kind of
prearranged pattern as a result of a process
of transmission of genetic characteristics
from the parent to the offspring called
heredity, that determine many of their
specific characteristics, especially those
affect development.
6. 1. Technically, each life begins at
conception when the father’s cell, the
sperm unites with the mother’s cell,
the egg or ovum, producing a single
cell, known as the zygote.
7. 2. The nucleus of the zygote contains forty-six
minute particles, called chromosomes (from
the Greek words meaning “colored bodies”).
Chromosomes are rope-like structures
found in the nucleus of the cell. Each
chromosome contains thousands of genes
which are the true determinants of
hereditary traits. There are genes for all
kinds of traits.
8. 3. Each chromosome in the zygote’s nucleus
carries thousands of even smaller particles
called genes. We will consider the gene the
basic unit of heredity. Composed of a
complex chemical substance,
deoxyribonucleic acid (DNA for short). The
human cell contains 46 chromosomes
arranged in 23 pairs.
9.
10. 4. The actual carrier of hereditary information
within the genes is DNA. DNA gives special
“hereditary instructions” for the cellular
development of the organism and these
instructions are partially carried out by RNA.
The RNA involved in the process is
messenger RNA and transfer RNA.
11. Principles of Heredity
1. Principle of Chance
2. Principle of Dominance and
Recessiveness
3. Sex-Linked Traits
4. Principle of Reproduction
5. Principle of Variation
12.
13.
14. • Dominant - most important,
powerful, or influential.
• Recessive - A recessive gene is a
gene that can be masked by a
dominant gene. In order to have a
trait that is expressed by
a recessive gene, such as blue
eyes, you must get the gene for
blue eyes from both of your
parents.
15. Common Dominant and Recessive Traits
in Humans
• Rolling of Tongue
If you can roll the lateral edges of your
tongue together, then this means you
have inherited a dominant trait. Those
who are unable to do so are expressing
inheritance of recessive gene for
tongue rolling.
16. • Cleft Chin
People who
have a cleft
chin have
inherited a
dominant gene
and those with
smooth chin
have recessive
gene.
17. • Dimples
Have you fallen for the
cute dimples of Preity
Zinta? Well, Preity Zinta
and people all over the
world with dimples are
expressing the
dominant gene for
dimples. Whereas,
people without dimples
have recessive genes.
18. • Handedness
The gene for right-
handedness is
dominant and the
gene for left hand
is recessive. Thus,
majority of the
people have
inherited the
dominant gene
resulting in right-
handedness.
19. • Natural Curly
Hair
The gene for
naturally
curly hair is
dominant and
the gene for
straight hair
is recessive.
20. • Freckles
All those with
freckles, you have
inherited at least
one pair of
dominant gene for
freckles. Those
without freckles
have inherited two
recessive genes
for freckles.
21. • Allergies
People with allergies may have inherited
the gene for allergy from at least one of
the parent. It is seen that a parent with
allergies has a chance that one of four of
their children may develop allergy. The
chances of child inheriting allergy from a
parent is about 25% and the risk increases
if both parents have allergies.
27. • Humans have probably recognized
the existence of a link between the
body and mind – although they
don’t always know that the brain is
the main organ of the mind.
• Even today, one might speak of
“giving one’s heart” to another
when falling in love, or “not having
the stomach” for something when
describing disgust.
28. • Today, we know that love does
not reside in the heart, nor
courage in the digestive
system. We know that
emotions, desires, and
thoughts flow from the brain.
30. • Many psychologists would distinguish
three most important layers that
appeared in the evolutionary sequence
leading to the human brain.
– Hindbrain
– Midbrain
– Forebrain
32. Medulla Oblongata
• Location: Lower part
of the brain stem
• Function: Carries out
and regulates life
sustaining functions
such as breathing,
swallowing and heart
rate
33. Medulla Oblongata
• The medulla oblongata is a
section of the brain located in
the brainstem which is
responsible for
automatic functions like
breathing, blood pressure,
circulation and
heart functions, and
digestion. It is also the area
responsible for many reflexes
like swallowing, vomiting,
coughing, and sneezing.
34. Medulla Oblongata
• Injury to the medulla oblongata may
result in a number of sensory-related
problems. These include numbness,
paralysis, difficulty swallowing, acid
reflux, and lack of movement control.
Because the medulla controls vital
autonomic functions, such as breathing
and heart rate, damage to this area of the
brain can be fatal. Drugs and other
chemical substances can impact the
medulla's ability to function.
35. Medulla Oblongata
• An opiate overdose can be deadly
because these drugs inhibit medulla
activity and the body becomes unable to
perform vital functions. The chemicals in
anesthesia work by acting on the
medulla to decrease autonomic activity.
This results in a lower breathing rate and
heart rate, relaxation of muscles,
and loss of consciousness.
36. Cerebellum
• Location: Lower
area of the brain,
below the pons
Function: Respon
sible for balance
and coordination
of muscles and
the body
37. Cerebellum
• The cerebellum is one of the most
identifiable parts of the brain due
to its unique shape and location. It
is extremely important for being
able to perform
everyday voluntary (done with
purpose and intent) tasks such as
walking and writing.
38. Cerebellum
• It is also essential to being able to
stay balanced and upright.
Patients who have suffered from
damaged cerebellums often
struggle with keeping their balance
and maintaining proper
muscle coordination.
39. Pons
• Location: Area of
the hindbrain that
sits directly above
the medulla
Function: Conne
cts upper and
lower parts of the
brain
40. Pons
• The Pons serves as a message
station between several areas of
the brain. It helps relay messages
from the cortex and the
cerebellum. Without the pons, the
brain would not be able to function
because messages would not be
able to be transmitted,or passed
along.
41. Pons
• It also plays a key role in sleep
and dreaming, where REM
sleep, or the sleeping state
where dreaming is most likely
to occur, has been proven to
originate here, in the pons.
42. Pons
• REM
–a kind of sleep that occurs at
intervals during the night and is
characterized by rapid eye
movements, more dreaming and
bodily movement, and faster
pulse and breathing.
47. Thalamus
• Location: Part of the
forebrain, below the
corpus callosum
• Function: Responsible
• for relaying information
from the sensory
receptors to proper areas
of the brain where it can
be processed.
48. Thalamus
• The thalamus is similar to
a doctor that diagnoses,
or identifies, a patient's
disease or sickness. It
diagnoses different
sensory information that
is being transmitted to the
brain including
auditory (relating to
hearing or sound),
visual, tactile (relating to
touch), and gustatory (rel
ating to taste) signals.
49. Thalamus
• After that, it directs the
sensory information to
the different parts and
lobes of the cortex. If
this part of the brain is
damaged, all sensory
information would not
be processed and
sensory confusion
would result.
50. Hypothalamus
• Location: Above
the pituitary gland and
below the thalamus
• Function:
• Responsible for
behaviors such as
hunger and thirst, as
well as
the maintenance of body
temperature
51. Hypothalamus
• The hypothalamus is
mainly responsibly
for motivational
behavior. It is the
reason we know
when we are hungry
or thirsty.
The hypothalamus
also helps our body
maintain a constant
temperature.
52. Hypothalamus
• This part of the brain
also controls
the pituitary gland,
which is the master
gland that controls all
the other endocrine
glands in the body.
Thus, the hypothalamus
plays a key role in
connecting the
endocrine system with
the nervous system.
53.
54. The Limbic System
• It is not only responsible for our
emotional lives but also our higher
mental functions, such as learning and
formation of memories. The limbic
system is the reason that some
physical things such as eating seem so
pleasurable to us, and the reason why
some medical conditions, such as high
blood pressure, are caused by mental
stress.
56. Amygdala
• The amygdala is a small
almond-shaped
structure; there is one
located in each of the
left and right temporal
lobes. Known as the
emotional center of the
brain, the amygdala is
involved in evaluating
the emotional valence of
situations (e.g., happy,
sad, scary).
57. Amygdala
• It helps the brain recognize potential
threats and helps prepare the body for
fight-or-flight reactions by increasing
heart and breathing rate. The amygdala
is also responsible for learning on the
basis of reward or punishment.
58. Hippocampus
• The hippocampus is
found deep in the
temporal lobe, and
is shaped like a
seahorse. It
consists of two
horns curving back
from the amygdala.
59. Hippocampus
• Psychologists and
neuroscientists dispute the
precise role of the
hippocampus, but generally
agree that it plays an essential
role in the formation of new
memories about past
experiences. Some researchers
consider the hippocampus to be
responsible for general
declarative memory (memories
that can be explicitly verbalized,
such as memory of facts and
episodic memory).
60. Hippocampus
• Damage to the hippocampus usually results
in profound difficulties in forming new
memories (anterograde amnesia), and may
also affect access to memories formed prior
to the damage (retrograde amnesia).
Although the retrograde effect normally
extends some years prior to the brain
damage, in some cases older memories
remain intact; this leads to the idea that over
time the hippocampus becomes less
important in the storage of memory.
61. How much can our brain store?
GB..TB… or more?
• According to Paul Reber, professor of
psychology, Northwestern University, the
human brain consists of about one billion
neurons. Each neuron forms about 1,000
connections to other neurons, amounting to
more than a trillion connections. If each
neuron could only help store a single
memory, running out of space would be a
problem. You might have only a few
gigabytes of storage space, similar to the
space in an iPod or a USB flash drive.
62. How much can our brain store?
GB..TB… or more?
• Yet neurons combine so that each one helps
with many memories at a time, exponentially
increasing the brain’s memory storage
capacity to something closer to around 2.5
petabytes (or a million gigabytes). For
comparison, if your brain worked like a digital
video recorder in a television, 2.5 petabytes
would be enough to hold three million hours
of TV shows. You would have to leave the TV
running continuously for more than 300 years
to use up all that storage.
63. How much can our brain store?
GB..TB… or more?
• The human brain has always been one of the
most intriguing mysteries on
earth. Meet Steven Wiltshire, also known as
the human camera. When he was 11, he drew
a perfect aerial view of London after a
helicopter ride.
64.
65. Cerebral Cortex (cerebrum)
• Location: Outer
most layer of the
brain
Function: Resp
onsible for
thinking and
processing
information from
the five senses
66. Cerebral Cortex (cerebrum)
• The Cerebral Cortex is
made up of tightly
packed neurons and is
the wrinkly, outermost
layer that surrounds the
brain. It is also
responsible for higher
thought processes
including speech and
decision making.
67. Cerebral Cortex (cerebrum)
• The cortex is divided
into four different lobes,
the frontal, parietal,
temporal, and occipital,
which are
each responsible for
processing different
types of sensory
information.
68. Frontal Lobe
• Location: Frontal
and upper area of
the cortex
• Function: Carries
out higher mental
processes such as
thinking,
decision making,
and planning
69. Frontal Lobe
• You use your frontal lobe nearly everyday.
You use it to make decisions, such as what
to eat or drink for breakfast in the morning,
as well as for thinking or studying for a test.
The frontal lobe is also where our personality
is formed and where we can carry out higher
mental processes such as planning. In
addition, the frontal lobe is necessary to
being able to speak fluently(without fault)
and meaningfully.
70. Parietal Lobe
• Location: Upper,
back part of the
cortex
Function: Processe
s sensory
information that had
to do with taste,
temperature, and
touch
71. Parietal Lobe
• The parietal lobe carries out some very
specific functions. As a part of the cortex, it
has a lot of responsibilities and has to be
able to process sensory information within
seconds. The parietal lobe is where
information such as taste, temperature and
touch are integrated, or processed. Humans
would not be able to feel sensations of
touch, if the parietal lobe was damaged.
72. Temporal Lobe
• Location: Bottom
middle part of cortex,
right behind the temples
• Function: Responsible
for processing auditory
information from the
ears (hearing)
73. Temporal Lobe
• The Temporal Lobe mainly revolves around hearing
and selective listening. It receives sensory
information such as sounds and speech from the
ears. It is also key to being able to comprehend, or
understand meaningful speech. In fact, we would not
be able to understand someone talking to us, if it
wasn't for the temporal lobe. This lobe is special
because it makes sense of the all the different
sounds and pitches (different types of sound) being
transmitted from the sensory receptors of the ears.
74. Occipital Lobe
• Location: Bottom,
back part of the
cortex
• Function:
Responsible for
processing visual
information from
the eyes
75. Occipital Lobe
• The occipital lobe is important to being able
to correctly understand what your eyes are
seeing. These lobes have to be very fast to
process the rapid information that our eyes
are sending. Similar to how the temporal
lobe makes sense of auditory information,
the occipital lobe makes sense of visual
information so that we are able to
understand it. If our occipital lobe
was impaired, or injured we would not be
able to correctly process visual signals, thus
visual confusion would result.