Midterm 1 Flashcards

(89 cards)

1
Q

Sources of Psychology

A
  • many people learn about psychology from popular culture

examples:
- social media platforms (Twitter, Tik Tok, Instagram)
- streaming platforms (YouTube, Netflix, Amazon Prime)
- TV/Movies, News Channels, Blogs

-popular psychology knowledge is not always true and because of this, we must conduct scientific studies

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2
Q

Definition of Psychology

A

the scientific study of the mind, brain, and behaviour

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3
Q

Levels of Analysis

A

-biological to social
-must consider multiple levels of analysis and how they interact with one another
-bi-directional influences (can go either way)

  1. social culture influences: social or behavioural level: involves relating to others (observable behaviour)
  2. psychological: mental level: involves thoughts, feelings, and emotions
  3. biological: molecular or neurochemical level: involves molecules and brain structure

example: depression
1. social: what is going on in this person’s life that triggers their depression
2. psychological: how do their thoughts differ?
3. biological: depressed vs. non-depressed– how do biological neurons differ

-no level of analysis is “better”

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4
Q

Five Main Challenges in Psychology: 1. Actions are multiply determined

A

-any human behaviour is due to multiple human factors
-occurs at different levels of explanation
-be cautious of single variable explanation

example: effect of environmental factors on children’s IQ (multi-level)
-place of residence
-physical activity
-education of mother and father
-occupation of father
-family income

-IQ level is not determined by a singular factor, rather many factors contribute

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5
Q

Five Main Challenges in Psychology: 2. Psychological influences are rarely independent

A

-factors may be highly associated with one another
-difficult to pinpoint which cause or causes are operating

example: factors that may contribute to anorexia nervosa
-perfectionism
-excessive concern with body image
-exposure to thin models in the media
-compulsive exercise
-gender
-anxiety

-variables are dependent on one another
-all may contribute to whether or not one develops anorexia
-challenging for experimenter to design study looking only at 1 variable
-difficult to determine what the cause is

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6
Q

Five Main Challenges in Psychology: 3. Individual differences among people

A
  • people are different in terms of: thinking, emotion, personality, and behaviour
  • gender, ethnicity, age
  • challenging to come up with explanations that apply to everyone
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7
Q

Five Main Challenges in Psychology: 4. People influence one another through reciprocal determinism

A

-Albert Bandura (1973) said: we mutually influence each other’s behaviour
-involves personal factors, behaviour, environment

example: behaviour of a child at school
1. personal factors: child doesn’t enjoy school
2. behaviour: acts out in class
3. environment: teacher makes child sit alone

-a cyclical relationship

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8
Q

Five Main Challenges in Psychology: 5. Behaviour is shaped by culture

A

-Takahiko Masuda and colleagues (2008) eye tracking study:
-surrounding people had same or different emotions
-Western participants looked more at the target person
-Japanese participants looked more at surrounding people
-surrounding emotions influenced Japanese participant’s perception more than the target person

-different cultures have different perceptions of behaviour

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9
Q

Scientific Theory

A

The explanation for a large number of findings in the natural world

example: negative attentional bias in depression

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10
Q

Hypothesis

A

Testable prediction derived from a scientific theory

example: depressed individuals will focus more on negative words in a memory test compared to non-depressed individuals

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11
Q

Confirmation Bias

A

Tendency to seek out evidence that supports hypotheses and deny, dismiss, or distort evidence that contradicts them

example: if a person is left handed, they tend to be highly creative

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12
Q

Belief Perseverance

A

-Tendency to stick to our initial beliefs even when evidence contradicts them
-not budge on opinion even when presented with evidence

example:
-people who believe they are “overweight” and when told they are not, they stick to their belief

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13
Q

Pseudoscience

A

a set of claims that seems scientific, but isn’t

example: acupuncture treatment

-testable

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14
Q

Metaphysical Claims

A

assertions about the world that we cannot test

examples:
-astrology
-diet regiments
-pyramid schemes
-nutrition– weight loss products
-Goop
-ESP

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15
Q

Three Dangers of Pseudoscience: 1. Opportunity Cost

A

people may forgo opportunities to seek effective treatments
-indirect harm

example: buying crystals to solve an issue like solving anxiety instead of seeking professional medical advice

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16
Q

Three Dangers of Pseudoscience: 2. Direct Harm

A

can cause psychological or physical harm (even death)

example:
-rebirthing therapy for behavioural problems
-conversion therapy

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17
Q

Three Dangers of Pseudoscience: 3. An inability to think scientifically as citizens

A

need scientific skills to reach education decisions about:
-psychological claims
-global warming
-genetic engineering
-vaccinations
-new medical treatment
-parenting practices
-teaching practices

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18
Q

Three Warning Signs of Pseudoscience: 1. Overreliance on anecdotes

A

Anecdote: a story about a single person

-second hand evidence: “I know a person who practices yoga daily for three weeks and hasn’t had a day of depression since”
-first hand evidence: “I have been drinking green tea for a week straight and I lost 10lbs”

-don’t provide information on cause and effect (can’t determine cause of behaviour from an anecdote)
-don’t tell us how representative the cases are (would this apply to everyone? does it only work for this person?)

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19
Q

Three Warning Signs of Pseudoscience: 2. Meaningless “psychobabble”

A

uses scientific sounding words that don’t really mean anything

examples: “sine-wave filtered auditory stimulation is carefully designed to encourage maximally orbitofrontal dendritic development”

-hard to understand
-need to avoid psychobabble and be clear about what they mean

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20
Q

Three Warning Signs of Pseudoscience: 3. talk of “proof” instead of “evidence”

A

-science provides evidence that supports/contradicts ideas
-can use language that instead says “results provide evidence that…”

example: “our new program is proven to reduce social anxiety by at least 50%

-need to ask: does the language imply 100% certainty?

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21
Q

Scientific Skepticism

A

approach of evaluating all claims with an open mind, but insisting on persuasive evidence before accepting them

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22
Q

Cynicism

A

dismissal of claims, without evaluation

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23
Q

Scientific Thinking Principle 1: Ruling out rival hypotheses

A

-have the important alternative explanations for findings been excluded?
-many psychological findings may fit multiple explanations
-does X cause Y or does Z cause Y

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24
Q

Scientific Thinking Principle 2: Correlation Isn’t Causation

A

correlation-causation fallacy: error of assuming that because one thing is associated with another, it must cause the other

-variable is anything that can vary

examples: height, weight, age, intelligence quotient (IQ), extroversion, anxiety ratings, memory scores, brain activity

-the taller you are, the more you weigh
-increased study time, less errors on a test

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25
Scientific Thinking Principle 3: Falsifiability
capable of being disproven -theory can be proven wrong if there were certain types of evidence against it what makes a good theory: -a theory that explains everything, in reality explains nothing -theories must predict certain outcomes, but not others risky prediction: forecast that stands a good chance of being wrong
26
Scientific Thinking Principle 4: Replicability
when a study's findings are able to be duplicated, ideally by independent investigators -important to know study's methods and participants -if it can't be duplicated, it increases the odds it was due to chance -psychologists have become aware of difficulties in replicating certain findings
27
Scientific Thinking Principle 5: Extraordinary claims require extraordinary evidence
David Hume (18th century Scottish Philosopher): the more a claim contradicts what we already know, the more persuasive the evidence must be to accept it example of extreme claim: "this medication/program is guaranteed to help everyone" -need enough data to back this up
28
Scientific Thinking Principle 6: Occam's Razor/ Principle of Parsimony
14th century British philosopher and monk, Sir William of Occam: if two explanations account equally well for a phenomenon, we should generally select the more parsimonious (simpler) one example: crop circles, aliens, pranksters -the simple explanation -guideline, not a rule
29
What did the ancient Greeks think about?
Ancient Greek philosophers: Socrates, Plato, Aristotle debated: -mind vs. body -nativism vs. empiricism -psychology's roots in Greek philosophy psychology= psyche + logos
30
Mind Body Problem
Rene Descartes (1596-1650) -Some human behaviour is mechanistic -Other behaviour appears to be based on reason -Proposed idea of dualism -Mind and body interacted at pineal gland example: modern day mind vs. body research -Lorina Naci, Adrian Owen, and colleagues (2014) study: -Healthy participants and brain injured patient -Sam- vegetative state for 16 years -Watched a suspenseful 8 minute clip of Hitchcock’s Bang! You’re Dead -Moment to moment activity in relation to movie content was highly similar
31
Donder's Reaction Time Experiment
Reaction Time (RT): how long it takes to respond to stimulus Choice RT - Simpler RT = Decision Time -interested in determining how long it takes for a person to make a decision -choice reaction time took one tenth of a second longer than simple reaction time, Donder concluded that it took one tenth of a second to decide which button to push
32
Wilhelm Wundt
developed the first psychological lab in Leipzig, Germany -wanted to scientifically examine consciousness research questions: -how different must two colours be to tell them apart? -how long does it take to react to a sound? -what thoughts occur when we solve a math problem? methods: 1. RT experiments 2. Introspection: method by which trained observers carefully reflect and report their mental experiences -auditory tones or visual stimuli
33
Structuralism: Edward Titchner (1867-1927)
-structuralism aimed to identify basic elements of psychological experience -used introspection -wanted comprehensive mad of elements of consciousness problems: 1. reports were subjective 2. imageless thought -brought up by Oswald Kulpe, German psychologist -thinking that occurs without images or sensory content lasting scientific influences: -correctly emphasized importance of systemic observation -methods used qualitative and quantitative data
33
Memory and Forgetting: Ebbinghaus (1885)
-read lists of nonsense syllables aloud example: DAX, QEH, LUH, ZIZ -repeated this until he had no errors -1000 seconds to learn list for the first time -after a break, he relearned the list Savings= (original time to learn the list) - (time to relearn list after delay)
34
Functionalism: William James
-influential American psychologist -Principles of Psychology (1890) -observations based on functions of his own mind, not experiments -“Millions of items… are present to my senses which never properly enter my experience. My experience is what I agree to attend to… It implies withdrawal from some things in order to deal effectively with others” -Structuralists asked “what” questions -Functionalists asked “why” questions
35
Behaviourism: John B. Watson (1913) & B.F. Skinner (1938)
behaviourism: the laws of learning -founded by Watson in 1913 -criticized study of consciousness -psychological science must be objective, not subjective -focuses on uncovering general principles of learning and underlying animal and human behaviour -understand human behaviour in relation to external/environmental factors -Skinner examined operant conditioning (rewards + punishments) -Watson focused on classical conditioning (associations) lasting influence: influential in models of human and animal learning
36
Cognitive Maps: Tolman (1948)
-trained rats to find food in four-armed race -when rate was placed in different arm of maze, it went to specific arm where it previously found food -believed that rat created a cognitive map, a representation of the maze in its mind
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Cognitivism/ Cognitive Psychology
-1950s and 1960s, in response to behaviourists -first computer available to general public in 1954 information processing approach -insights from digital computer Input → Input Processor → Memory Unit → Arithmetic Unit → Output
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Cognitive Psychology: Jean Piaget (1896-1980)
-the study of mental processes -thinking affects our behaviour in powerful ways -interpretation in rewards and punishments -Piaget: children think in different ways than adults -cognitive behavioural therapy
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Cognitive Neuroscience
examines the relationship between brain activity and thinking
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Psychoanalysis: Sigmund Freud (1856-1939)
psychoanalysis: focuses on internal psychological processes of which we are unaware -unconscious: contains thoughts, memories, and desires below the surface of conscious awareness psychological life is filled with symbols: -Concept of the unconscious based on observations -“Freudian Slips" : “I’m mad you’re here” -Dream analysis -Strong role of childhood experiences lasting influences: psychoanalysis -criticism: difficult to falsify -importance of childhood development -ideas that some processing is unconscious (ex. biases, priming)
41
Humanism: Abraham Maslow (1908-1970)
-1950s in opposition to behaviourism and psychoanalysis -emphasizes unique qualities of humans -psychological disorders result from hindering human needs
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Modern Psychology
-Women now outnumber men in psychology graduate programs -Need to increase ethnic diversity -Clinical Psychologist: Mental Disorders -Psychiatrists: Medicine and mental health -Counselling Psychologist: Temporary Problems -School Psychologist: Help children and youth -Developmental Psychologist: Study how and why people change over time -Experimental Psychologist: Use research methods to study: perception, attention, and memory, language, thinking, social behaviour -Biological Psychologist: Examine the physiological bases of behaviour in animals and humans -Forensic Psychologist: Assess and diagnose inmates, Conducts research -Industrial-Organizational Psychologist: Work with companies to select/evaluate employees, Research working environmental conditions Evolutionary Psychology: -Applied Darwin’s theory of natural selection to human and animal behaviour (Ex. anxiety) Controversial– hypotheses go against traditional psychological theories, empirical findings have disturbing implications, misunderstanding about the logic of evolutionary psychology, reasonable scientific concerns about underlying framework -Ex. male baldness, adaptive or not?
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Reasons why we need research methods
-provides framework and guidelines for researchers to clearly define research questions, hypotheses, and objectives -helps researchers identify most appropriate research design, sampling technique, data collection, analysis methods
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Research Methodology
way to systematically solve or answer a research problem -selection of research method is crucial for what conclusions you can make
45
Guiding Principle 1: Generalizability
a measure of how useful the results of a study are for a broader group of people or situations -external validity -need representative sample of the population -population depends on research question WEIRD samples: Western, educated, industrialized, rich, and democratic societies represented about 80% of the study participants
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Random Selection
procedure that ensures every person in population has an equal chance of being chosen to participate examples: -list of Canadian population census data -randomly scrambled names -non random selection reduces generalizability of studies -must ask what samples to take
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Guiding Principle 2: Reliabiloty
consisting of measurement -reliable questionnaire should yield similar scores over time= test retest reliablity interrater reliability: -extent to which different people agree on the characteristics they are measuring ex: two psychologists giving separate diagnoses, job interview panel
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Guiding Principle 3: Validity (Construct Validity)
extent to which a measure assesses what it claims to measure ex: giving a math test to measure numeracy (high validity)
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Reliability vs. Validity
test must be reliable to be valid, but a reliable test can still be completely invalid example: polygraph, "distance index middle width intelligence test" -high test-retest reliability -higher interrater reliability -invalid measure of intelligence
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Naturalistic Observation
watching behaviour in real world settings without trying to manipulate the situation -conduct in real time or video recordings -social media -wearable technologies examples: 1. Robert Provine's (1996,2000) investigation of laughter -licensed to 1200 instances of laughter in social situations -recorded: gender, preceding remarks, reactions outcome: laughter is predominantly social behaviour, often occurring in conversation and social interactions 2. Wansink and van Ittersum's (2013) buffet study -diners could choose between two plate sizes -large plate vs. small plate -chose, consumed, and wasted more food pros and cons: -high in external validity -good starting point -can be used to study animal behaviour -low internal validity -can't draw cause and effect inferences
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Case Studies
Examine one person or a small number of people -Used to study rare brain damage and/or unusual conditions -Can inspire new hypotheses about the brain and behaviour Henry Molaison (H.M.): -Experimental operation to remove portions of the hippocampus -Observed by Dr. Brenda Milner from McGill -Inability to form new memories Face recognition -Prosopagnosia: extreme impairment of the ability to recognize faces -Fusiform Face Area (FFA) responds specifically to faces Pros and Cons: -High level of detail of rare psychological phenomenon what about internal and external validity?: to enhance external validity, researchers use combination of research methods, such as experimental designs with larger sample sizes, to confirm and extend insights gained from case studies
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Self Report Measures and Surveys
assess participant characteristics -Demographics, personality traits, mental illnesses Surveys: measure opinions and attitudes -Market research, political polls Survey challenges: people’s responses can vary depending on how the question is presented -Open-ended vs. multiple choice format -agree/disagree format (one statement) vs. multiple choice format Pros and Cons of Self-Report Measures: -Easy to administer -Get direct information about emotions, personality, opinions -Potential for dishonesty
53
Correlational Designs
Strength of association between two variables -Correlations can be negative, zero, or positive -What direction do the variables move in relation to one another for each type? -Correlation coefficients range from -1.0 to +1.0 -Higher absolute value means stronger relationship
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Illusory Correlations
Perception of a statistical association where none exists -Strange behaviour and full moon -Superstitious behaviour in athletes why we fall prey to illusory correlations: -Humans tend to overemphasise condition A and ignore all other conditions (B-D) -Bad at remembering non-events
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Experimental Designs
Permit cause and effect inferences Internal validity -Random assignment of participants to conditions -Manipulation of an independent variable Random Assignment -Randomly sort participants into one of two groups Between-subjects Design -Experimental Group -Receives manipulations -Ex. music -Control Group -Does not receive manipulation -Ex. no music Within-subject Design -Participants are their own control group -Baseline -Measuring typing performance Experimental Manipulation -Measure typing performance
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Independent vs. Dependent Variable
IV: variable that is manipulated DV: Variable the experimenter measures to see if the manipulation has an effect
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Confounds
Experiments have high internal validity if the IV is the only difference between groups
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Confounding Variables
Any variable (not the IV) that differs between the experimental and control groups Experimental Group -Receives manipulation -Ex. room temperature very hot Control Group -Does not receive manipulation -Ex. normal room temperature
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Placebo Effect
Improved improvement because you expect improvement
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Experimenter Expectancy Effect
Researchers’ hypotheses lead them to unintentionally bias the outcome Double blind designs: experimenter and participants unaware of treatment prevents this
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Demand Characteristics
-Cues that participants pick up allowing them to guess the researcher’s hypothesis -“The effects of horror movies on mood” -“An investigation of caffeine and memory” -Vs. “Study on University Student’s Film Preferences”
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Reactivity
refers to the tendency of participants to change their behaviour when they know that they are being observed
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Social Desirability Bias/Positive Impression Management
-Our tendency to respond in ways that we feel are more appropriate or socially acceptable to others -Response sets: tendency of participants to distort their self report responses in a positive way -Try to impress researcher
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Descriptive Statistics
Organize data into meaningful patterns and summaries
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Central Tendency
Where the group data tends to cluster, three main measures: mean, median, and mode -Mean is affected by outliers, but the median and mode are not
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Variance
How loosely or closely scores are clustered Range: difference between the highest and lowest scores Standard Deviation: how far each data point is from the mean Calculation Range Example: IQ Scores Sample 1: 80,85,85,90,95 Mean= 87; Range: 95-80=15 IQ Scores Sample 2: 35,65,70,125,150 mean= 87; Range: 150-25=125
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Ethical Issues in Research Design
The Tuskegee Syphilis Study (1932 to 1972) -Participants, primarily black men, were diagnosed with syphilis, but not informed -Not given treatments, even though treatments were available Standley Milgram’s Obedience Experiments (1960s) -Measured the willingness of study participants to obey an authority figure -Administered “shocks” to a “learner” Ethical Guidelines for Research: -Research Ethics Boards (REBs) that oversee research on humans and animals Informed consent: participants must know what is involved in the study prior to participation -Purpose duration -Any potential risk or adverse effects -Right to withdraw Debriefing -At the end of the study, participants should be fully debriefed about the true nature of the research -Should be informed by any deception that was used
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Biological Psychology
studies relationship between nervous system and behaviour
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The Brain-Behaviour Network
-Vast communication networks -Central nervous system (CNS) Vs. Peripheral nervous system (PNS) difference: -CNS consists of brain and spinal cord– central structures responsible for processing and integrating information, coordinating body functions, and generating responses -PNS includes all nerves and ganglia outside brain and spinal cord, extends throughout body and connects CNS to various organs, muscles, and sensory receptors, serving as communication network between central structures and rest of body Three general functions: 1. Sensory 2. Integrative 3. Motor
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Peripheral Nervous System
Divided into two branches: -Somatic nervous system controlling and coordination voluntary movement -Autonomic nervous system controls involuntary actions of our internal organs and glands; has two divisions -Sympathetic division -Parasympathetic division
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Phrenology
one of earliest methods of brain mapping -Popular in 1800s -Franz Joseph Gall -Skull → brain → psychology traits -Use anecdotal observations -Is falsifiable -Major contribution: spatial organization
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Localization of Function:
specific functions are served by specific areas of the brain Example 1: Language (Broca’s Aphasia) Production is impaired by frontal lobe damage Tan; “walk dog”, “book book two table” Able to understand speech Example 2: Language (Wernicke’s Aphasia) -Damage to temporal lobe -Long, complete sentences with no meaning, adding unnecessary words and creating made up words -“You know that smoodie pinkered and that I want to get him round and take care of him like you want before” -“It even stepped by horn. They make my favourite nine to severed and now I’m a been haped by the uh stam of forment of my annulment which is now forever” -Spared production, impaired comprehension
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Double Dissociation
If damage to one area causes function A to be absent while function B is present, and damage to another area causes function B to be absent while Function A is present
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Electrical Stimulation: Early Work
-Wilder Penfield (1891-1976), neurosurgeon -Stimulate brian with electrical probes → assess function -Ex. motor complex, temporal lobes -Brain cells use electrical activity to send information
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Recording Electrical Activity from the Brain
Electroencephalograph (EEG) -Hans Berger (1929) -Measures electrical activity via electrodes on skull -Detects electrical change in range of milliseconds (ms) -Better at when vs. where information
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Structural Techniques
Computed tomography (CT) -X-rays to construct three-dimensional images Magnetic resonance imaging (MR) -Magnetic fields to indirectly visualize brain structure -Measures release of energy from water molecules in biological tissues in relation to magnetic field and application of radiofrequency current
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Functional Techniques
Positron emission tomography (PET) -Measures consumption of a radioactive glucose-like molecules to give you a picture of neural activity Functional MRI (fMRI) -Use magnetic fields to visualize brain activity using changes in blood oxygen level -Blood oxygen level dependent (BOLD) signal -Visual memory = green -Auditory memory = red -Both = yellow -PET and fMRI measures activity on scale of seconds Magnetoencephalography (MEG) -Detects brain activity by measuring tiny magnetic fields generated by brain -Spatial distributions of magnetic fields that can be superimposed onto MRI scan -Temporal (ms scale) and spatial information Deep Brain Stimulation (DBS) -Modify brain function through implanted electrodes -Potential treatment for disorders (ex. Parkinson’s Disease, obsessive compulsive disorder, or depression) -Invasive Transcranial magnetic stimulation (TMS) -Applies strong and quickly changing magnetic fields to surface of skull that can either enhance or interrupt brain function -Only non-invasive tool where we can infer causation
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Nerve Net
1870s, Camillo Golgi developed a new staining technique -Solution of silver nitrate, <1% of cells become stained Ramon y Cajal used Golgi stain, which led to neuron doctrine -Individual nerve cells transmit signals and are not continuously linked with other cells
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Neuron
nerve cell specialized for communication -About 86 billion neurons, with 160 trillion synaptic connections between them -Electrified membrane gives it special properties
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Parts of the Neuron
Cell body (soma) -Contains mechanisms to keep cell alive -Where information assembles Dendrites -Branchlike extensions that receive information -Increases surface area Axons and Axon Terminals -Transmits signals to other neurons -Synaptic vesicles: spherical sacs containing neurotransmitters
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Synaptic Transmission
Neurons communicate via a combination of electrical and chemical signals -Synapse= space between two connecting neurons through which messages are transmitted chemically -Synaptic cleft= gap
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Glial Cells
Astrocytes -Regulate blood flow -Supply building blocks of neurotransmitters -Promote synapse formation -Clear debris Oligodendrocytes -Promote new connections and releases chemicals to aid in healing -Produce myelin sheath around axons
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Electrochemical Gradient of the Neuron
-Neuronal membrane has an electric potential difference -Outside cell is high concentration of Na+ ions -Inside cell is lower concentration of K+ ions -Resting Potential -70 mV
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Initiating an Action Potential
Action Potential: rapid sequence of changes in voltage across membrane -Neurotransmitters open ion channels -When a high enough level is reached an action potential is triggered -Threshold of Excitation: -55mV to -65mV
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Action Potential
-All or none response -Followed by a brief absolute refractory period, then a relative refractory period -imits of maximal firing rate
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Neurotransmission
-Receptor sites are specialized to receive only certain types of neurotransmitters -Reuptake: when neurotransmitters go back into axon terminal
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Key Neurotransmitters
Glutamate: Excitatory -Associated with enhanced learning and memory -Abnormal levels may contribute to mental disorders GABA: Inhibitory -Critical role in sleep, and also learning and memory -Targeted with anti-anxiety drugs
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