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exam bible Flashcards

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1
Q

Cerebral Cortex

A

• Part of the forebrain (outer layer)
• Largest part of the brain, separates us from animals
• Divided into four anatomical areas (lobes)
o Frontal
o Parietal
o Occipital
o Temporal

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2
Q

Frontal lobe

A
  • Personality
  • Higher order processes (attention, impulse, organization etc)
  • Contains the following functional areas: primary motor cortex and brocas.
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3
Q

Frontal lobe

primary motor cortex

A

o Located at the back of the frontal lobe
o Different areas responsible for different body parts
• Laid out in the order of body parts
• Body parts involved in fine motor movement have more area dedicated to them

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4
Q

Frontal lobe

broca’s

A 
o	Located on the left side of the frontal lobe 
o	It controls;
•	Muscles responsible for fluent speech 
•	Structures that understand grammatically rules 
o	If damaged;
•	Speech isn’t fluent
•	Grammatically incorrect 
•	However speech usually makes sense
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5
Q

Temporal lobe

A

o Contains the primary auditory cortex and Wernicke’s areas

o Responsible for creation of new memories

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6
Q

Temporal lobe

Primary auditory cortex

A
  • Left hemisphere is responsible for verbal sounds

* Right hemisphere is responsible for non verbal sounds

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7
Q

Temporal lobe

Wernicke area

A 
o	Left side of temporal lobe 
o	Language comprehension center- retrieves meaning of words from memory
o	If damaged:
•	Unable to understand speech of others 
•	Unable to produce meaningful speech 
•	Fluent gibberish
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8
Q

Occipital

A
  • Contains primary visual cortex

* Responsible for vision

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9
Q

Occipital

Primary vision cortex

A
  • Receives visual information and transforms it
  • Right to left side, left to right
  • If damaged:
  • Tumors
  • Schizophrenia
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10
Q

Parietal lobe

A

o Contains primary sensory cortex

o Therefore responsible for sensations

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11
Q

parietal lobe

Primary somatosensory cortx

A
  • Similar layout to the primary motor cortex
  • Areas which are more sensitive (mouth, fingers etc) have more area dedicated to them
  • Creates meaning from raw sensory information (ie touching something that gets translated to pain)
  • Damage results in:
  • Problems with co-ordination, as well as sensation
  • Hemi spatial neglect
  • Other issues with spatial awareness
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12
Q

CNS

A
  • Also known as CNS
  • Includes the brain and spinal cord
  • Integrate and co-ordinate all in coming neural information and to initiate messages sent to different parts of the body.
  • It does not have contact with the outside of the body and therefore relies on the PNS.
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13
Q

spinal cord

A
  • Passes sensory information from the PNS to the brain

* Passes motor information from brain to PNS

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14
Q

peripheral nervous system

A
  • Complete set of neurons outside the brain
  • Links the central nervous system to the rest of the body
  • Divided into two sections; somatic and autonomic
  • Responsible for; carrying information to the CNS from the body’s muscles, organs and glands (about internal body) and from sensory organs; carry information from the CNS to the body’s muscles, organs and glands.
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15
Q

somatic

A
  • Transfer sensory information from the environment to the central nervous system
  • Afferent (sensory) neurons receive information from the environment and send them inwards towards the CNS
  • Efferent (motor) neurons transfer information outwards from the CNS to co-ordinate movement
  • Controls voluntary muscle only
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16
Q

autonomic nervous system

A
  • Non voluntary body functions, glands, non skeletal muscles
  • Unconsciousness
  • Consists of the sympathetic nervous system and parasympathetic
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17
Q

sympathetic nervous system

A
  1. Involved in fight or flight response
  2. When activated; heart rate increases, breathing rate increases, sweat glands increases, digestion decreases and pupils dilate.
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18
Q

parasympathetic nervous system

A
  • Responsible for bringing the body back to homeostasis after the sympathetic nervous system has been activated
  • When activated; heart rate decreases, breathing rate decreases, sweat glands decrease and digestion increase.
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19
Q

neural transmission

A

• Chemicals in the brain, which aid in the transmission of activity between neurons.
• Serotin and dopamine
• Neurotransmitters are created in cell body and are stored in synaptic vesicles.
• An action potential occurs and transports the vesicles down the axon.
• The neurotransmitters are released into the synapse.
• Neurotransmitter cross the synaptic cleft and attach to receptor sites on the dendrite of the post synaptic neuron
• Neurotransmitters have an inhibitory or excitatory effect, and if the action potential is strong enough, the process then continues in the next neurons.
• Excess neurotransmitters are then re-up taken to the presynaptic neuron and recycle.
o Inhibitory effect: calm neural activity balancing mood
o Excitatory effect: stimulates brain activity

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20
Q

serotonin

A

• Regulation of mood, sleep, appetite
• Neurotransmitter
• Too little= depression,, increased appetite, sleep problems, OCD
• Too much= anorexia
• Factors influencing production:
o Antidepressants prevent the reuptake, increase the availability.
o Ecstacy increases short term decreases long term

21
Q

dopamine

A
  • Involved in the rewards pathway and motor control
  • Neurotransmitter
  • Create feelings of pleasure and linked to formative of addictions
  • Problems associated with balance
  • Too little= Parkinson’s, Anxiety, depression
  • Too much= schizophrenia
  • Factors influencing production
  • Alcohol and drug use
22
Q

physiological effect

A
  • An effect on the body
  • A change in neurotransmitters levels
  • Cause psychological effects
23
Q

psychological effect

A

o An effect on the mind
o A change in behavior
o Caused by physiological effects

24
Q

hormones

A
  • Chemical messengers created by the endocrine system
  • Adrenaline and Noradrenaline
  • Both produced by adrenal gland in the kidney
  • Both involved in fight or flight response
25
Q

adrenaline

A 
o	Physiological
o	Increased heart rate 
o	Raises blood pressure 
o	Psychological 
•	Anxiety 
•	Increases alertness 
•	Fear
26
Q

noradrenaline

A 
o	Physiological 
•	Increased heart rate 
•	Increases rate in muscles contracting 
o	Psychological 
o	Anxiety 
o	Increase alterness 
o	Fear
27
Q

empirical research

A

o Mezzacappa
o Sample of male university students
o Control group injected with saline
o Experimental group injected with adrenaline
o Showed them a series of clips
o Overall, experimental group showed a more intense emotional response (measure by facial expressions)
o The experimental group also showed significally more fear during the ‘fear’ clips, no difference during ‘amusement’ and ‘anger’ clips

28
Q

psychoactive drug

A

• Drugs that alter the activity of the central nervous system and cause a change in behavior, thoughts and emotion.

29
Q

Depressant

A

• Psychoactive drugs which decrease activity of the CNS
• Example is alcohol
• Physiological effects include:
o Increased endorphins
o Long term decreases regulation of dopamine
o Decreases activity in the cerebral cortex
o Use in adolescence impairs the development of frontal lobe
• Psychological effects include:
o Relaxation
o Addiction
o Decrease inhabitation
o Impairment of working memory

• Empirical research:
o Tapert et al
o Sample of young women
o Experimental group were alchoholics
o Control groups were no drinkers
o Conducted FMRIs while participants completed memory tests
o Less activity was found in the frontal lobe and more performance in experimental group

30
Q

stimulant

A

• Psychoactive drugs which increase activity of the CNS
• Example is Ecstasy
• Physiological effects include:
o Increased heart rate and blood pressure
o Increased production of serotonin in short term
o Long term destroys neurons which create serotonin
• Psychological
o Euphoria in short term
o Depression in long term
o Decreased attention and memory
o Hallucinations
• Empirical research
o Mc Cardle
o Experimental group was long term ecstasy users
o Control group was non ecstasy users
o Conduction of memory tests and attention tests and surveys on depression level
o It was found that ecstasy users reported higher levels of depression, poor performance on attention and memory tasks

31
Q

hallucinogens

A
  • Psychoactive drugs which cause an altered state of consciousness
  • Example is ecstasy
32
Q

hereditary

A

• The fact that genes are passed fro parents to children
• Genotype (the genes/alleles)
• Phenotype (physical expression of genes)
• Research has indicated that our genes influence the way we blame, think and feel in several ways, including:
o Intelligence (Bouchard twin study)
o Personality
o Psychological disorders

33
Q

epigenetics

A

• How your environment effects how your genes are expressed, without changing your DNA.
• Research: Yehuda et al
o Did a series of studies on pregnant women who had been involved in 911 and had developed PTSD
o They had lower Cortisol levels and therefore children were born with lower cortisol levels
o 16 of the childrens genes were expressed differently compared to those with PTSD

34
Q

memory

A

• The storage, organization and retrieval of information

35
Q

multi model of memory

A

• Created by Atkinson and Schiffiren
• Includes capacity, duration and encoding.
• Capacity is how much information can be stored in your memory.
• Duration is how log information can be stored in your memory.
• Encoding is the process of transforming sensory information into a form where it can be stored in your memory. There are four types which include:
o Acoustic: encoding information verbally, for example, repeating the information you are trying to process.
o Visual: usually used for processing visual information, involves creating a mental image of the information youre trying to process.
o Sematic: adding context or meaning to the information youre trying to process, for example, chunking information into categories.
o Elaborative: relating new information to old information or past experiences.
• Therefore according the multi model of memory there are three types, sensory memory, short term memory and long term memory.

36
Q

sensory memory

A
  • Information enters through your sensory organs.
  • If you pay attention to this then it goes to your short term memory.
  • Two types are Iconic and echoic.
37
Q

iconic memory

A

• The visual component of sesnort memory, allows you to hold on ‘icon’ which is an unprocessed image in your mind for a brief period of time.
• Structural features include
o Capacity: theoretically unlimited
o Duration: 0.2 seconds-0.4 seconds
• Research includes Sperling
o Showed participants a set of 12 letters for 0.2 seconds, he then asked them to verbally recall.
o Participants only recalled 3-4 letters.

38
Q

echoic memory

A

• The verbal component of sensor memory
• Structural features include
o Capacity: Theoretically unlimited
o Duration: 3-4 seconds, longer duration allows us to hear spoken language as complete words, and not individual symbols.
• Research by Cowan:
o Got participants to read a story while numbers were read aloud.
o Participants were able to recall more of the later numbers, than the earlier numbers.
o Also better recall if participants were asked to recall straight away.

39
Q

short-term memory

A
  • The most active part of the memory, which can store a limited amount of information for a limited amount of time.
  • Encoding is predominantly acoustic and some visual
  • Information is transferred to long-term memory via rehearsal.
  • Duration is 18-30 seconds
  • Capacity: 7 pieces of information
40
Q

chunking

A

o Capacity of STM increased if info in ‘chunked’ together
o For example remembering the phone number as
0420 706 344 instead of 0420706344.

41
Q

baddeley and hitch working memory model

- central executive

A
  • The control Centre of working memory
  • Decides what information is paid attention to
  • Co-ordinates the visospatial sketch pad and phonological loop
42
Q

baddeley and hitch working memory model

visvospatial sketch pad

A
  • Visual part of working memory
  • Allows us to process and manipulate visual information from sensory information and long term memory.
  • Involved in remembering where objects are in space- navigation.
43
Q

baddeley and hitch working memory model

phonological loop

A

• Verbal part of working memory
• Is what allows us to store phone numbers for a short period of time
• Two parts:
1. Phonological store: involved in speech perception and stores verbal info for 1-2 seconds
2. Articulatory control process: involved in speech production and reherses info from the phonological store.

44
Q

advantages of working memory model

A

o Identifies that short memory is an active process, hence the term working memory.
o Identifies that STM is complex and consists of several processes

45
Q

disadvantages of working memory model

A

o Doesn’t explain how the central executive functions

o Only focuses of STM

46
Q

long-term memory

A

• The store memory, which can hold a large amount of information for a long period of time.
• Capacity; theoretically unlimited
• Encoding; semantic
• General meaning is remembered but nit specific details
• Research; Sach
o Method; participants listened to recordings of sentences and were then showed written sentences and asked to identify which they heard exactly.
o Results; decreased dramatically after 30 seconds

47
Q

procedural memory

A

o Remembering how to do something, i.e. tie shoe laces
o Implicit
o Relatively resistant to forgetting

48
Q

declarative memory

A

o Remembering factual information
o Explicit
o Two types; episodic and semantic
o Episodic: remembering events such as birthdays
o Semantic: general knowledge of the world such as the things you learn at school

49
Q

forgetting

A
  • Retrieval failure- information is still stored in long-term memory, but cannot be retrieved due to lack of retrieval cues.
  • Therefore retrieval cues are hints of prompts that help us recall information from long-term memory. There are two types, context (external) and dependent (internal).
  • Context (external) cues: dependent on environment or situation in which you encode information.

Psychology (9 decks)

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