Biopsychology Flashcards

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1
Q

What is the central nervous system broken up into?

A

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2
Q

Role of the autonomic nervous system.

A

-Regulates involuntary physiological processes, for example heart rate, blood pressure, digestion ect.

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3
Q

Role of the somatic nervous system.

A

-regulates voluntary movements via the skeletal muscles, for example arm movements and speach.

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4
Q

What is the role of the sympathetic division of the autonomic system?

A
  • Activated in times of stress, contros ‘fight or flight’ response. For example increasing of heart rate, dilation of pupils and readying muscles for activity.
  • Also prevents rest and digest, digestion is put on hold as the body is preparing to fight or to run.
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5
Q

What is the role of the parasympathetic division of the autonomic nervous system?

A
  • Helps maintain normal body function and conserve physical resources. Associated with the rest and digest system whereby a person is in rest mode. Change from the fight or flight response and returns the body to normal functionality.
  • For example returning normal digestion and undilating pupils.
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6
Q

How does an FMRI work?

A
  • Detects changes in blood oxygenation that occur as a result of neural activity in specific brain areas. When a brain area is more active, consumes more oxygen and therefore blood flow is redirected.
  • This information is then used to create a 3D model which shows which areas of the brain are involved in specific mental processes.
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7
Q

What is the name of the process where blood is redirected to different brain areas?

A

-Haemodynamic response.

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8
Q

What is the process for Electroencephalogram (EEG)?

What are they primarily used for?

A
  • Measure electrical activity within the brain using electrodes via a skull cap.
  • Scan recordings show the brainwave patterns generated from millions of neurons- shows overall brain activity.
  • Used primarily as a diagnostic tool. For example unusual arrhythmic patterns of brain activity may indicate abnormalities such as epilepsy, tumours or sleep disorders.
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9
Q

What is an ERP?

A
  • Event-related potentials.
  • These are what are left when all extraneous brain activity from an EEG recording is filtered out.

ERPs are collected using a statistical technique whereby brain waves that are left are responses that relate to the presentation of a specific stimulus.

-Put simply ERPs are types of brain waves that are triggered by particular events.

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10
Q

What kind of person is usually tested using post-mortem exams?

A
  • Usually someone with a rare disorder or has experienced unusual deficits in cognitive processes or behaviours during their lifetime.
  • The result from the post-mortem is then compared to someone of neural typical behaviour in order to assess the extent of difference and to figure out the cause of difference.
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11
Q

What are two strengths of the use of FMRI?

A
  • Non-invasive. Unlike some scans such as PET scans they do not use radiation and does not involve the insertion of needles or probes into the brain. This increases the applicability of FMRIs and increase information that we know about the brain.
  • The Use of FMRIs is highly scientific as it falsifiable. It uses a scientific method and process to gain information about the brain and as a result steps can be taken more easily to reproduce research. The scientific method to studying the brain increases the argument for psychology as a science as well as the replicability of FMRIs.
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12
Q

What are two weaknesses of FMRIs?

A
  • Very expensive, one session can cost up to £500. Only used when necessary and only effective at capturing brain activity if a person lies very still. As a result of this research with the use of FMRIs may only use a small sample and as a result findings are difficult to generalise as research has low population validity.
  • Temporal resolution of FMRIs is also very low as there is a 5 second lag between initial neural activity and image. FMRIs also only use mapping of oxygenated blood and as a result can not hone in on individual neural activity. This means that FMRIs do not give an up to date mapping of brain activity and data produced may be less quantitative and less easily scientifically interpreted.
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13
Q

What are two strengths of EEGs?

A

-EEG technology, unlike FMRIs for example have extremely high temporal resolution. They have been incredibly useful in the studying of stages of sleep and diagnostic of disorders such as epilepsy.
Epilepsy involves big bursts of activity in certain areas of the brain that can easily be detected on screen due to the high temporal resolution of EEGs. This shows the real-world usefulness of the technique.

-EEG is univasive, do not use radiation or insertion of instruments into the brain to map activity. Means its more applicable and more patients can make use of the mapping technique.

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14
Q

What is one weaknesses of EEGs?

A

-Low Spatial resolution. EEGs (and ERPs) can only make general assumptions regarding brain activity, only being able to pin activity to superficial regions of the brain. EEGs are unable to, unlike FMRIs, to pinpoint activity deep in the brain; such as activity of the hypothalamus. The FMRI is much more equipped for this as it has a spatial resolution of 1-2 mm.

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15
Q

Outline Lashley’s research into brain localisation.

A
  • She suggested that higher cognitive functions (e.g learning processes) are not localised but processed more holistically.
  • Removed 10%-50% of the cortex in rats when learning a maze.
  • She found that no area was of more importance in terms of maze orientating ability.
  • This shows that processes such as learning require every part of the cortex rather than just particular areas. Suggests learning is too complex to be localised and involves the whole of the brain.
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16
Q

How do brain scans support the idea of brain localisation?

-What is an example of someone who conducted these scans?

A
  • Peterson et al (1988) used had individuals do a listening task and a reading task.
  • They found that there was activity in Wernicke’s area during a listening task and activity in Broca’s area during a reading task.
  • Suggests that different areas of the brain have different functions.
17
Q

Outline Maguire’s study into plasticity of the brain.

A
  • He used a matched pairs design of 16 taxi-drivers and non-taxi drivers.
  • He found the posterior hippocampi was significantly larger in the taxi driver group compared to the control.
  • Also the size of the posterior hippocampi was positively correlated with the amount of time spent as a taxi driver.
  • Suggests the physical structure of the brain is plastic as it is able to adapt the psychological demands; for example in this example to improve memory formation.
18
Q

Explain how brain plasticity may have negative behavioural consequences.

Who are the two researchers who researched this?

A
  • Evidence has found that the brain’s adaptation to prolonged drug use leads to poorer cognitive functioning in later life, increased risk of dementia. (researched by Medina et al)
  • Also found 60-80% of amputees have been known to develop phantom limb syndrome. These sensations are usually unpleasant and painful. Thought to be a result of cortical reorganisation in the somatosensory cortex (researched by Hirstein)
  • Overall suggests that the brain’s ability to adapt to damage is not always beneficial.
19
Q

What is the case study of EB.

A
  • Case study of 14 year old EB. Aged 2 had a hemispherectomy to remove a tumour, resulted in removal of the language centres of Broca’s and Wernicke’s area.
  • Following the surgery EB lost all language ability, however following 2 years of recovery his right hemisphere had developed a ‘left-like blueprint’ and aside from some symptoms of dyslexia, he had developed normally.
  • Research suggests that the brain can adapt and recover after significant damage, especially early in life, e.g. the right hemisphere took over roles usually performed by the right hemisphere.
20
Q

On average what number of synaptic connections does an infant have?

How does this compare to an adult?

A

-Approximately 15,000 at age 2-3, which is double that of an adult.

21
Q

what is synaptic pruning?

A
  • Whereby rarely used connections are ‘deleted’ and frequently used connections are made stronger and more effective.
  • Originally thought that pruning only occured during infancy, however recent studies have found that that connections can change due to experience and learning.
22
Q

What is cross-modal reassignment?

A
  • When the brain uses an area of the brain that would normally process one type of sensory information (e.g, sight) for a different type of sensory information instead (e.g. sound).
  • For example someone who is blind might learn to read Braille meaning they can ‘see’ texts with their fingers.
23
Q

How does brain plasticity have a practical application?

A
  • a brain-plasticity-based intervention targeting normal age-related cognition could delay the time needed for support in normal function.
  • As the brain gets older it is found that neuroplasticity declines if the brain is not kept active.

-Therapies and exercises have been developed to help people as they grow older to prevent conditions such as dementia. For example engaging in a computer game for 30 minutes was found to increase brain matter in the cortex, hippocampus and cerebellum (Kuhn).

24
Q

What is a 4 point evaluation for brain plasticity and functional recovery?

A
  • Research support from Maguire
  • Practical application with elderly people
  • Found brain plasticity can also have negative consequences
  • Case study of EB when it comes to functional recovery.
25
Q

What issues and debate point does brain plasticity bring up?

A
  • Brain plasticity takes a an interactionist approach when it comes to the nature/nurture debate. The brain’s ability to change its shape and function is natural.
  • But the reason a brain may change shape or size may be down to environmental factors, such as occupation, lifestyle or age.

-As a result neuroplasticity follows an interactionist approach to explaining brain adaptation and does not focus on one side of the argument and discard the other.