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AQA Psychology Alevel > Biopsychology > Flashcards

Biopsychology Flashcards

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1
Q

define NS

A

consists of CNS and PNS

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2
Q

define CNS

A

consists of the brain and spinal chord

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3
Q

define PNS

A

sends info from the environment to the CNS and transmits info from the CNS to the muscles and glands within the body

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4
Q

define somatic NS

A

transmits info from receptor cells in the sense organs to the CNS and receives info from the CNS that directs muscles to act

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5
Q

define autonomic NS

A

transmits info to and from internal organs - operates involuntarily and is divided into sympathetic and parasympathetic NS

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6
Q

give the two main functions of the NS

A
  • to collect, process and respond to info in the environment

- to co-ordinate the working of diff organs and cells in the body

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7
Q

what differentiates the human brain from that of other mammals

A

the outer layer (cerebral cortex)is highly developed

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8
Q

what is the spinal chord responsible for

A

reflex actions

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9
Q

what does the endocrine system do

A

works alongside NS to control vital functions in the body

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10
Q

give some differences between the NS and endocrine system

A 
NS
- fast
- brief effects
- electrochemical signals (AP) via nerves
endocrine system
- slow
- long lasting effects
- hormonal signals via bloodstream
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11
Q

what is the master gland and what does it do

A

pituitary gland - controls the release of hormones from all other glands in the body

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12
Q

describe the sequence of events that occurs in the NS following the identification of a threat (fight or flight)

A
  • sympathetic NS triggered by hypothalamus
  • pituitary gland releases ACTH to trigger adrenal glands
  • adrenaline is released, changing various bodily functions
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13
Q

give some changes to bodily functions following the release of adrenaline

A
  • increased HR
  • vasoconstriction near digestive organs to inhibit digestion
  • pupils dilate
  • inhibited saliva production
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14
Q

describe the sequence of events that occurs in the NS after a threat has passed (fight or flight)

A
  • parasympathetic system activates to calm body
  • HR decreases
  • stimulates saliva production
  • pupils constrict
  • stimulates digestion
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15
Q

define gland

A

organ in the body that synthesises and releases substances such as hormones

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16
Q

define hormone

A

chemical messenger produced by glands that is secreted directly into the bloodstream

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17
Q

define fight or flight response

A

the way an animal responds when stressed in which the body becomes physiologically aroused in readiness

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18
Q

define adrenaline

A

a hormone produced by the adrenal glands which is part of the body’s immediate street response system

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19
Q

define neurone

A

basic building block of NS which transmit info through chemical and electrical signals

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20
Q

define sensory neurone

A

neurone that transmits sensory info from the PNS to the CNS

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21
Q

define motor neurone

A

neurone that connects CNS to effectors such as muscles and glands

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22
Q

define relay neurone

A

neurone that connects the sensory and motor neurones to each other or other relay neurones

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23
Q

what structures do all neurones possess

A
  • cell body (contains organelles such as the nucleus)
  • dendron (transmit impulses towards cell body)
  • axon (transmit impulses away from cell body)
  • synaptic bulb
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24
Q

what structure do some neurones possess

A

myelin sheaths

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25
Q

give the advantage associated with myelin sheaths

A
  • increases the rate of transmission of an impulse

- allows impulse to jump between nodes of Ranvier

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26
Q

define synaptic transmission

A

process by which neighbouring neurones communicate with each other by sending info in the form of chemicals across the synaptic cleft that separates them

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27
Q

define neurotransmitter

A

chemicals released from synaptic vesicles that relay signals across the synapse from one neurone to another

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28
Q

what are the two types of neurotransmitter function

A
  • excitatory

- inhibitory

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29
Q

define excitation

A

when a neurotransmitter, such as noradrenaline, increases the positive charge of the postsynaptic neurone, increasing the likelihood that the neurone will fire and pass on the electrical impulse

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30
Q

define inhibition

A

when a neurotransmitter, such as serotonin, increases the negative charge of the postsynaptic neurone, decreasing the likelihood that the neurone will fire and pass on the electrical impulse

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31
Q

describe the process of synaptic transmission

A
  • impulse travels down the axon of the presynaptic neurone
  • vesicles inside the presynaptic neurone which containing neurotransmitter, fuse with the membrane of the presynaptic neurone
  • neurotransmitters from the vesicle are released into the synaptic cleft
  • neurotransmitters bind and activate the receptors on the postsynaptic neurone
  • impulse travels down the axon of the postsynaptic neurone
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32
Q

what happens to leftover neurotransmitter in the synaptic cleft

A
  • sucked back up into the presynaptic neurone through the process of re-uptake
  • if cell cannot perform re-uptake, enzymes are released to break down left over neurotransmitters
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33
Q

what is an advantage of neurotransmitter re-uptake

A

saves energy as neurotransmitters can be recycled

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34
Q

define summation

A

when combined influences on a neurone are summed, the overall charge determines whether neurone fires or not

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35
Q

what can result from an imbalance in neurotransmitters

A

mental illness

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36
Q

define localisation of function

A

T that diff areas of the brain are responsible for diff Bs and processes

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37
Q

define motor area

A

a region of the frontal lobe involved in regulating movement

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38
Q

define somatosensory area

A

area of parietal lobe that processes sensory info such as touch

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39
Q

define visual area

A

part of occipital love that receives and processes visual info

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40
Q

define auditory area

A

located in temporal lobe, concerned with analysis of speech-based info

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41
Q

define Broca’s area

A

area of frontal lobe in L hemisphere, responsible for speech production

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42
Q

define Wernicke’s area

A

area of temporal lobe in L hemisphere responsible for language comprehension

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43
Q

what is the holistic T of the brain

A

all parts of the brain are involved in the processing of thought and action

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44
Q

what caused a change in the holistic T of the brain

A

scientists such as Broca and Wernicke discovered that specific areas of the brain were associated with particular physical and psychological functions

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45
Q

how is the brain divided

A

into two hemispheres - L and R

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46
Q

which side of the body does the LH control

A

right side

47
Q

which side of the body does the RH control

A

left side

48
Q

name the four lobes of each hemisphere

A

frontal lobe
parietal lobe
temporal lobe
occipital lobe

49
Q

where is the motor area located

A

back of the frontal lobe

50
Q

where is the somatosensory area located

A

front of parietal lobe

51
Q

where is the visual area located

A

occipital lobe

52
Q

where is the auditory area located

A

temporal lobe

53
Q

give the function of the motor area and what could happen if it was damaged

A

controls voluntary movement, damage may result in loss of control over fine movements

54
Q

give the function of the somatosensory area and what could happen if it was damaged

A

where sensory info from skin is represented, damage may result in

55
Q

give the function of the visual area and what could happen if it was damaged

A

where visual info is received and processed, damage could result in blindness in parts of the visual field

56
Q

give the function of the auditory area and what could happen if it was damaged

A

where speech-based info is analysed, damage could result in partial hearing loss

57
Q

what could damage to Broca’s area result in

A

Broca’s aphasia - slow speech that lacks fluency

58
Q

what could damage to Wernicke’s area result in

A

Wernicke’s aphasia - nonsense word production

59
Q

define plasticity

A

the brain’s tendency to change and adapt as a result of experience and new learning

60
Q

define functional recovery

A

form of plasticity following damage through trauma, in which the brain redistributes or transfers functions usually performed in damaged area to other undamaged areas

61
Q

describe what happens to the number of synaptic connections in the brain as we age

A
  • during infancy, brain experiences rapid growth of synaptic connections
  • peaks at 15,000 at 2-3 y/o
  • as we age, rarely used connections are deleted whilst frequently used ones are strengthened
62
Q

generally, what does research into brain plasticity suggest

A

at any time in life existing neural connections can change, or new neural connections can be formed as a result of learning and experience

63
Q

give a research study into plasticity

A

Maguire et al (2000)

  • studied brains of London taxi drivers
  • take a test of recall to assess their knowledge of routes
  • found signif higher vol. grey matter in posterior hippocampus when compared to control group
  • hippocampus associated with development of spatial and navigation skills
  • also found the longer on the job, the more pronounced this structural diff
64
Q

explain the study and findings of Draganski et al (2006)

A
  • imaged the brains of medical students 3mths before and after their final exams
  • learning-induced changes seen in hippocampus posterior and parietal cortex as a result of the exam
65
Q

describe the process of functional recovery following trauma

A
  • undamaged areas of brain take over the functions of damaged areas
  • can occur quickly (spontaneous recovery)
  • slows down after several weeks
  • individual may require rehabilitative therapy to further recovery
66
Q

what three things happen to the brain during recovery

A
  • axonal sprouting (growth of new nerve endings to form new pathways)
  • reformation of blood vessels
  • recruitment of homologous areas (on opposite side of brain to perform specific tasks)
67
Q

define hemispheric lateralisation

A

idea that two halves of brain are functionally diff and certain mental processes and B are mainly controlled by one H rather than the other

68
Q

define split-brain research

A

series of studies involving epileptic patients who had experienced a surgical separation of H allowing researchers to investigate the extent to which brain function is lateralised

69
Q

define biological rhythms

A

distinct patterns of changes in body activity that conform to cyclical time periods which are influenced by internal body clocks as well as external changes the environment

70
Q

define circadian rhythm

A

type of bio rhythm, subject to a 24hr cycle, which regulates a no. of body processes such as the sleep.wake cycle

71
Q

define infradian rhythm

A

type of bio rhythm with a frequency of less that one cycle in 24hrs, such as menstruation

72
Q

define ultradian rhythm

A

type of bio rhythm with a frequency of more that one cycle in 24hrs, such as the stages of sleep

73
Q

define endogenous pacemaker and give an examples

A

internal body clocks that regulate bio rhythms e.g. SCN

74
Q

define exogenous zeitgeber and give two examples

A

external cues that may affect/ entrain bio rhythms e.g. light, meal times

75
Q

how does an fMRI work

A
  • detects changes in blood oxygen and flow to certain parts of the brain during neural
  • when an area is more active it consumes more oxygen to meet demands
  • produces a map to show that which parts of the brain are active
  • important investigating localisation of function
76
Q

how does an EEG work

A
  • measures electrical activity within the brain via electrodes on the head
  • represents brainwave patterns and provides overall account of brain activity
  • used to diagnose epilepsy, tumours and sleep disorders
77
Q

how does an ERP work

A
  • brains electrophysiological response to specific cognitive sensory or motor events is isolated
  • statistical analysis of EEG
78
Q

how does a post mortem work

A
  • analysis of the brain after death to determine whether abnormal behaviour can be linked to brain abnormalities
79
Q

give two strengths associated with fMRI

A
  • non-invasive

- high spatial resolution

80
Q

give two weaknesses associated with fMRI

A
  • expensive

- low temporal resolution

81
Q

give two strengths associated with EEG

A
  • contributed to many diagnoses

- high temporal resolution

82
Q

give two weaknesses associated with EEG

A
  • not useful for pinpointing exact location of activities

- can be uncomfortable

83
Q

give two strengths associated with ERP

A
  • high temporal resolution

- high specificity of measure

84
Q

give two weaknesses associated with ERP

A
  • lack of standardisation

- background noise and other EVs must be absent (which is difficult to achieve)

85
Q

give two strengths associated with post mortem

A
  • improves medical knowledge

- helps generate hypotheses for studies

86
Q

give two weaknesses associated with post mortem

A
  • ethical issues with consent

- individual must be dead

87
Q

outline the role of endogenous pacemakers on the sleep/ wake cycle

A
  • SCN helps maintain sleep/ wake cycle
  • SCN passes info to the pineal gland which produces melatonin (which induces sleep)
  • melatonin drops in the morning as cortisol rises due to the SCNs response to light
88
Q

outline Siffre’s study

A
  • investigated role of exo and endo factors on the circadian rhythm
  • removed all exo factors by living in a cave ( no light or clocks)
  • found evidence for role of endo controlling sleep wake cycle (which he evidenced was just over 24 hours)
  • showed that exo entrain rhythms to match everyday life
89
Q

outline Aschoff and Wever’s study and how does it agree with Siffre’s findings

A
  • had pps live in WW II bunker for four weeks
  • all but one pps circadian rhythm was 24-25 hrs
  • supports Siffre by suggesting the natural sleep/ wake cycle may be longer than 24 hours
  • rhythms entrained by light and mealtimes to match everyday life
90
Q

give an advantage of the research done into the influence of endogenous pacemakers on biological rhythms

A
  • practical app with drug treatments
  • knowledge of times of day when blood is stickiest, BP is highest and blood vessels are most flexible
  • can help to improve efficacy of drug treatments
  • base administration on these times to change the dispersion and absorption of certain drugs
91
Q

explain the practical application of research into the circadian rhythm

A
  • better understanding of the consequences from disruption of the cycle
  • shift workers have reduced concentration at 6 AM
  • accidents are more likely to occur
  • has economic implications for shift work
  • e.g. how workers are managed to increase their productivity
92
Q

outline the menstrual cycle as an example of an infradian cycle

A
  • approx 24-28 days
  • this is the time between the first day of the period and the day before the next period
  • regulated by the hormone oestrogen (which causes egg release) and progesterone (which thickens womb lining)
93
Q

outline Stern and McClintock’s study

A
  • 29 women with history of a irregular periods
  • sample of pheromones taken from 9 of those women at different stages of their cycle
  • a pad was placed under their armpit for more than 8 hrs
  • pad then treated with alcohol and frozen
  • pads were rubbed on the lip of the 20 women
  • found that 68% had changes in the cycle which were closer to that of their odour donor
94
Q

outline one issue with Stern and McClintock’s study

A
  • argued that many factors contribute to changes in cycle e.g. stress and diet
  • these act as CVs
  • therefore changes in synchrony are seen as no more than what would have been expected to occur by chance
95
Q

give two issues with the studies by Siffre and Aschoff and Wever

A

small sample size
- pps may not accurately represent wider population
- limits to the extent of meaningful generalisations that can be made from these findings
individual differences
- larks and owls
- even Siffre found his sleep wake cycle was slower as he aged (towards 25 hs)
- illustrates that even the in the same person, pp factors vary
- may prevent general conclusions been drawn

96
Q

outline stages 1 and 2 of the sleep cycle

A
  • light sleep
  • brain wave patter is slow and rhythmic
  • theta waves (low amplitude, high frequency)
97
Q

outline stages 3 and 4 of the sleep cycle

A
  • deep sleep
  • slow wave stages
  • associated with delta waves
98
Q

outline stage 5 of the sleep cycle

A
  • REM/ dream sleep
  • body paralysed
  • brain activity resembles that of someone who is awake
99
Q

outline the study by Dement and Kleitman

A
  • monitored the sleep patterns of 9 adults in a lab
  • brain activity was recorded on an EEG
  • caffeine and alcohol were controlled
  • found are REM to be highly correlated with dreams
  • pps woken in this stage had accurate recall of their dreams
100
Q

give two methodological issues with the Dement and Kleitman study

A

small sample size
- creates limitations to the extent of which generalisations can be made and applied
study conducted in our lab
- this is a different environment in which many individuals sleep
- may act as an EV and influenced findings

101
Q

outline the procedure of Sperry’s experiments

A
  • image/ word was projected onto the screen in the pps right visual field (which is processed in the left hemisphere)
  • same/ different image/ word projected into the left visual field (which is processed in the right hemisphere)
  • corpus callosum shares info between hemispheres making the picture/ phrase complete
  • split brain patients could not convey this info between hemispheres
102
Q

give two strengths of Sperry’s experiments

A

paved way for more split brain studies
- significant contribution to the knowledge of brain function
- suggesting left hemisphere geared towards analytic and verbal tasks whilst the right hemisphere performs spatial tasks
good methodology
- only one visual field was able to see an image/ word
- image/word flashed quickly
- had high control and standardised methods (make replications easier and increase confidence in findings)
- managed to isolate information
- allowed researchers to see what each hemisphere could and could not do
- able to conclude the hand and visual field corresponds to the opposite hemisphere

103
Q

give a limitation of Sperry’s experiments

A
  • sample size was too small (11 pps) and unique (had epilepsy)
  • some may have had more hemispheric separation than others
  • argued this uniqueness may have influenced results
  • overall, creates issues with generalisability findings
104
Q

explain Sperry’s finding: when object shown to the left visual field pps could not describe what was seen and would say “nothing” when asked

A
  • info seen in the right visual field is sent to left hemisphere with the language centre
  • info in the left visual field sent to the right hemisphere which is non-verbal so cannot produce the right vocab
  • left hemisphere saw black slide so says “nothing”
105
Q

explain Sperry’s finding: image shown to left visual field, pp could pick up object that matched or was similar to image with their left-hand

A
  • whilst right hemisphere cannot articulate the right language it can understand what was seen
  • through non-verbal means image can can be identified
106
Q

explain Sperry’s finding: if two words presented, one in each visual field, pp would write one and say the other e.g write ‘key’ and say “ring”

A
  • left hemisphere sees ‘ring’ so says “ring”
  • hemispheres shown no awareness to combine knowledge
  • support idea hemispheres work independently
107
Q

explain Sperry’s finding: when asked to match faces from a series of other pictures, pictures processed by the right hemisphere could be selected whilst those in the left hemisphere were ignored

A
  • facial recognition centre localised in right hemisphere

- lack of recognition in left hemisphere suggests absence of centre

108
Q

give a strength of Maguire’s methodology

A
  • high control over EVs
  • sample consisted of all males whom were matched on important factors
  • reduced the number of EVs that may have affected the results of the study
  • can be confident that the findings are valid
109
Q

give a strength of Draginski’s study

A
  • studied a real-world event
  • studied the brains of medical students
  • important because results are more likely to reflect what would be seen in real-life
  • study therefore has high ecological validity
110
Q

give a weakness of research into plasticity

A
  • uses small samples
  • e.g. Maguire’s sample was all-male
  • results may not reflect those seen in women and children
  • limitations in the extent to which findings can be generalised to wider population
111
Q

suggest some supporting for localisation of function

A
  • case study evidence from HM and KF who had brain injuries and could no longer perform certain functions
  • data collected from scans such as Tulving and Petersen and Petersen (which is highly scientific and nomothetic)
112
Q

give an application of research into localisation of function

A
  • practical app derived from supporting evidence
  • e.g. solving dementia and helping people live with it
  • working to understand and explain other neurological disorders such as OCD
113
Q

give a limitation of evidence into the localisation function and a piece of counter evidence to support the weakness

A
  • uses reductionist theories and ideas
  • certain cognitive functions may be too complex to lateralise
  • lashley suggested the law of equipotentiality
  • remove 10 to 50% of rat brains
  • found no area to be more important in terms of rats ability to learn a maze
  • suggested learning is too complex to be localised and activities require the involvement of the entire brain

AQA Psychology Alevel (3 decks)

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