Behavior I (BS1 CH6) COPY

Question 1

Needs theory

Answer 1

Needs theory: developed by David McClelland.

Needs theory proposes that people (irrespective of race, sex, age, etc.) will strive for satisfaction of meeting the needs for:

Achievement: excellence and a sense of accomplishment.

Affiliation: agreeable relationships with and acceptance from others.

Power: either personal power (authority to direct others) or institutional power (a role for managing the focus and efforts of others, toward the end of furthering an organization’s goals).

Needs theory is sometimes called the three need theory or the learned needs theory.

Question 2

Ionotropic receptors:

Answer 2

Ionotropic receptors: modulate current flow directly by regulating a ligand-gated ion channel.

Question 3

Metabotropic receptors:

Answer 3

Metabotropic receptors: modulate current flow indirectly by signaling through other molecules.

causes second messenger pathway lots of other steps …. ion channel opens…

Question 4

neurotransmitters 1

Answer 4

Chemicals that are synthesized in the neuron, stored in the presynaptic terminal, released into the synapse to modulate activity in the postsynaptic neuron, and cleared from the synapse by specific mechanisms.

Small molecule neurotransmitters:

Amino acids: e.g., glutamate and GABA.

Biogenic amines: e.g., dopamine, norepinephrine, and serotonin.

Acetylcholine: binds both ionotropic and metabotropic receptors.

Question 5

Neuroactive peptide neurotransmitters:.

Answer 5

These are proteins that act as neurotransmitters.

• Some examples include opioids and various hormones (vasopressin, oxytocin, insulin, etc.).

Question 6

Glutamate:

Answer 6

• Functions for some neurotransmitters:

the principal excitatory neurotransmitter in the CNS; uses NMDA receptors (as well as othertypes of receptors).

Question 7

GABA

Answer 7

GABA: the principal inhibitory neurotransmitter in the CNS.

Question 8

Norepinephrine

Answer 8

Norepinephrine: involved in arousal and motivation.

Question 9

Dopamine

Serotonin

Answer 9

Dopamine: involved in reward processing and coordinating movement.

Serotonin: involved in regulating mood, appetite, and sleep.

Question 10

Acetylcholine

Answer 10

involved in learning and memory, sleep, arousal, and control of skeletal muscles.

Question 11

PRENATAL DEVELOPMENT, EMBRYONIC PERIOD:

Answer 11

Covers the period from fertilization through the formation and differentiation of all the major organs at ~10 weeks of gestation.

Embryonic stages: zygote → morula → blastocyst with inner cell mass and trophoblast → gastrulation → neurulation (see also MCAT Biological Sciences: Reproduction & Development Section).

Gastrulation: formation of the three germ layers that will give rise to different tissues and organs.

Question 12

Gastrulation:

Answer 12

formation of the three germ layers that will give rise to different tissues and organs.

Question 13

Germ layer:

Answer 13

Ectoderm= surface of embryo= gives rise to epidermis, nervous system, lens of eye, mouth

Endoderm= lining the inside of the embryo; exposed to outside via blastopore= lining of GI tract, liver, pancreas, lungs

Mesoderm= between ectoderm and endoderm= Everything else: heart, blood vessels, kidneys, reproductive organs, muscle, bone, hypodermis, dermis, connective tisseus

Question 14

Neurulatio

Answer 14

Neurulation: notochord signals to ectoderm → differentiation of ectoderm into neural plate → invagination of neural plate → formation of neural tube and neural crest.

Neural tube: gives rise to CNS.

Neural crest: gives rise to nervous tissue outside CNS.

Induction = process by which one tissue (e.g., notochord) signals to another tissue (e.g., ectoderm), directing its differentiation and development.

Question 15

Neural tube

Answer 15

Neural tube: gives rise to CNS.

Question 16

Neural crest:

Answer 16

Neural crest: gives rise to nervous tissue outside CNS.

Question 17

Organogenesis

Answer 17

Organogenesis: ectoderm, endoderm, and mesoderm differentiate into all of the major organs and tissues at 3–8 weeks of gestation and completed by 10 weeks.

• During this time, embryo is highly susceptible to teratogens = substances known to disrupt development, causing birth defects.

Question 18

Gastrulation

Answer 18

Gastrulation: formation of the three germ layers that will give rise to different tissues and organs.

Question 19

prenatal developmental, fetal period

Answer 19

-All major organs have already formed so the fetus is less susceptible to teratogens.

However, all tissues continue to grow and differentiate.

Brain development during the fetal period:

Neurogenesis: birth of new cells in the ventricular zone of the developing neocortex; ~6 weeks to early postnatal period.

Neuronal migration: new-born neurons migrate from the ventricular zone along radial glia to form layers of cortex; ~9 weeks to early postnatal period.

Outgrowth of axons and dendrites; ~16 weeks of gestation to ~1.5 years of age.

Programmed cell death/apoptosis of excess neurons: ~20 weeks to early postnatal period.

Formation of synapses: third trimester through early childhood.

Myelination: perinatal period through young adulthood.

Synapses pruning: beginning one year after birth through childhood and early adolescence.

Question 20

formation of synapses/ pruning

Answer 20

outgrowht- grow out make connections and then those connections get rpomoted***

formation of synpases= gap between two neurons are formed, so synapse formed bettween neuron and neuron, or neuron and muscle*

in development have MORE neuron connections, then part of brain development in kids is losing synapses* so neurons connect to each other too much, pathways you use become strengthened and the ones you do not use connections weaken and disappear actually
lose synapses which is actually a good thing, streamlines communication among brain cells*

• good thing
• synaptic pruning one of the things that goes wrong in autism* the earlier you start behavioral interventions, need imaging test for any neurological or psychiatric disorder

Question 21

definition of prenatal, perinatal, postnatal

Answer 21

prenatal= before birth* test fetus

perinatal= around birth, around delivery

postnatal= after birth

Question 22

gross motor development in childhood

Answer 22

Development is extremely protracted in humans relative to other animals.

protracted means= it takes a very long tme* there is a lot of brain development that takes place after birth and over a very very long period of time*

Normal development is characterized by the following milestones:

gross motor development=

Supports head: 2 months

Rolls over: 4 months

Sitting: 6 months

Crawling and standing: 8–12 months

Walking: 12–18 months

Tricycle: 24–36 months

Question 23

Fine motor development:

Answer 23

Fine motor development:

Reaches for objects: 2 months

Pincer grasp: 8–10 months

Drawing:

Line: 2 years

Circle: 3 years

Square or plus: 4 years

Triangle: 5 years

Question 24

Receptive language development:

Answer 24

2 years: 50 words

3 years: 800 words

5 years: 2,000 words

Question 25

Expressive language development

Answer 25

Babbles and coos: 2–4 months

Laughs: 6 months

One word: 12–18 months

Two-word sentences: 2 years

Three-word sentences, first and last name: 3 years

Question 26

development in adolescence

Answer 26

Primary sexual characteristics: the reproductive organs.

Secondary sexual characteristics: physical changes that correlate with sexual maturity in adolescence but are not directly related to reproduction:

• Sex-specific patterns of body and facial hair, changes in muscle mass and fat distribution, etc.

Adrenarche: adrenal cortex begins to secrete androgens in both boys and girls → gradual growth of pubic hair; typically age 8.

Thelarache: development of breast buds in girls; typically age 8–9.

Menarche: first menstrual period; typically age 12.

Spermarche: first ejaculation; typically age 14.

Question 27

development in adolescence 2

Answer 27

Tanner Scale: a system used by pediatricians for staging the progression of puberty based on genital and breast development and pubic hair growth.

Question 28

Arousal

Answer 28

A state of being awake, alert, and responsive to changes in the external environment.

Regulated by the brainstem reticular activating system.

Also modulated by acetylcholine, serotonin, dopamine, and especially norepinephrine.

Arousal facilitates motivated behavior.

Yerkes-Dodson law: “optimal arousal theory” = the relationship between arousal and performance is an inverted U, i.e., performance is optimal with moderate arousal and can be impaired by too much or too little arousal.

Question 29

Incentive theory:

Answer 29

Incentive theory: Behavior is motivated by the desire to seek out rewards/pleasurable states and avoid punishments/painful states.

Intrinsically rewarding: something that is pursued because it is rewarding in and of itself, e.g., eating dessert.

Extrinsically rewarding: something that is pursued because of something else that is associated with it, e.g., a student might work part-time as a waiter not because he enjoys the work but because it provides disposable income.

has to do with seekign rewards, instrinsic inherently satisyging, extrinsic is gettign money getting a good garde adn can use to get soemthign else, lkee gettign cash is nto inherently good but you can buy thigns with hte cash

Question 30

A drive…

Answer 30

-A drive is a state that motivates behavior like hunger

cue= external envrionmental signal that may provoke a behavior\*
response= this is the behavior\*\* that stimulated by the external signal\*\*

Question 31

Four drive theory

Answer 31

Four drive theory (Clark Hull and Kenneth Spence, 1943) proposes to analyze and classify human drives.

A drive is defined as an innate, intrinsic need that has the power to direct an individual’s behavior.

People are driven in their behaviors by four drives (desires):

1. Drive to acquire: to take and hold on to items or experiences.

• Forms the basis of status and hierarchies.

2. Drive to bond: to form relationships, make commitments, and forge social links.

• Forms the basis of social identity.

3. Drive to defend: to protect oneself and one’s family.

• Forms the basis of “fight or flight.”

4. Drive to learn: to satiate curiosity, solve problems, develop skills, and resolve conceptual or informational conflicts.

• Forms the basis of intellectual growth.
• Impinging on these drives are social norms, personal values, and past experiences.

These modulators shape an individual’s skill set that is directed at channeling the emotional forces that these drives create.

The output of the interaction of the drives and the application of an individual’s mental skill set is goal-directed behavior: choices and efforts designed to satisfy these four drives.

Question 32

Four drive theory 2

Answer 32

1. Drive to acquire: to take and hold on to items or experiences.

• Forms the basis of status and hierarchies.

2. Drive to bond: to form relationships, make commitments, and forge social links.

• Forms the basis of social identity.

3. Drive to defend: to protect oneself and one’s family.

• Forms the basis of “fight or flight.”

4. Drive to learn: to satiate curiosity, solve problems, develop skills, and resolve conceptual or informational conflicts.

• Forms the basis of intellectual growth.

Question 33

Frustration-aggression hypothesis

Answer 33

(John Dollard and others, Neal Miller, Leonard Berkowitz)

states that aggression—hostile or violent attitudes and behaviors—arises from frustration.

• Frustration is defined is blockade of progress towards a goal.
• Aggression is posited to be one type of response that results from frustration.
• However, frustration does not always lead to aggression.

Therefore, frustration is necessary, but not sufficient for aggression.

Question 34

Frustration aggression hypothesis 2

Answer 34

One aspect of the theory is that aggression may be displaced from the original source of frustration onto others.

=The hypothesis is thus also called the frustration-aggression-displacement theory.

For example: a worker whose efforts to gain promotion at work are stymied by supervisors might develop anger at the situation, which that worker will then take out on their family at home.

Berkowitz altered the theory to note that a negative affect in personality and other personal attributes may govern whether frustration leads to aggression or instead to other outcomes and responses.

Question 35

Trait perspective 1

Answer 35

Main idea: The enormous variability in personality across individuals can be boiled down to five personality dimensions or traits:

extraversion

neuroticism

agreeableness

conscientiousness

openness to new experiences.

Also called the five factor model.

CANOE* or ocean*