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spcm > Mind, Brain, Behavior Unit #1 Exam > Flashcards

Mind, Brain, Behavior Unit #1 Exam Flashcards

ACE EXAM

1
Q

Describe the core premises of biological psychology and the early neuroscientists.

A

Biological psychologists are interested in studying biological, physiological or genetic variables to relate them to behaviors

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2
Q

Explain how biology is important to the field of psychology.

A

Understanding anatomy is important for psychology

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3
Q

Name the parts of a neuron and their function.

A
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4
Q

Soma

A

Cell body

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5
Q

Dendrites

A

receive messages from other cells

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6
Q

Axon

A

where electrical impulses from the neuron travel away to be received by other neurons.

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7
Q

myelin sheath

A

Myelin is an insulating layer, or sheath that forms around nerves, including those in the brain and spinal cord. It is made up of protein and fatty substances. This myelin sheath allows electrical impulses to transmit quickly and efficiently along the nerve cells.

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8
Q

Nodes of Ranvier

A

gaps in the myelin sheath

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9
Q

terminal buttons

A

end of the neuron

connects to other neurons via connection to a dendrite or soma, which creates a synapse

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10
Q
A
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10
Q

synapse

A

junction between two neurons, where chemicals are sent from the terminal buttons of a sending neuron to the dendrites of a receiving neuron

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11
Q

Explain the main components of neural communication in terms of electrical activity and chemical activity.

A

The electrical signal moves through the neuron as a result of changes in the electrical charge of the axon. The neuron begins at resting potential, then turns into action potential

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12
Q

Understand the voltage pattern of an action potential and the function of neurotransmitters.

A

Once the action potential occurs, the number of positive ions exceeds the number of negative ions in this segment, and the segment temporarily becomes positively charged.

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13
Q

Understand the roles of the various divisions of the nervous system.

A
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14
Q

Central Nervous System (CNS)

A

made up of the brain and spinal cord, is the major controller of the body’s functions, charged with interpreting sensory information and responding to it with its own directives

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15
Q

periphial nervous system (PNS)

A

the sensory and motor neurons that connect the CNS to the rest of the body

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16
Q

autonomic nervous system (ANS)

A

the part of the peripheral nervous system that controls internal biological functions, performs automatically

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17
Q

Somatic Nervous System (SNS)

A

the part of the peripheral nervous system that controls voluntary movement of skeletal muscles

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18
Q

sympathetic nervous system

A

fight or flight

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19
Q

parasympathetic nervous system

A

rest and digest

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20
Q

Spinal Cord

A

reflex autonomy

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21
Q

Describe what differentiates the human brain from that of other animals.

A

Encephalization Quotient: ratio between avg. size of brain of a species relative to its avg. body mass/weight

Humans bipedal (90 degree angel)

Lots of gyrus (hills) and sulcus (valleys)

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22
Q

List the lobes of the cortex and their respective general functions.

A
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23
Q

Frontal lobe

A

executive functions, thinking, planning, organizing, problem-solving, emotions and behavioral control, personality

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24
Q

parietal lobe

A

spatial location, attention, motor control

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25
Q

Occipital lobe

A

A region of the cerebral cortex that processes visual information

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26
Q

Euphemism for brain lobe position

A

(F-POT)
Frontal lobe
Parietal lobe
Occipital lobe
Temporal lobe

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27
Q

Temporal lobe

A

A region of the cerebral cortex responsible for hearing and language.

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28
Q

Central fissure

A

separates front and parietal lobes

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29
Q

Lateral fissure

A

separates temporal lobe from rest of brain

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30
Q

Cerebellum (little brain)

A

balance, coordination, movement

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31
Q

Corpus callosum

A

bridge between hemispheres

32
Q

Thalamus

A

relay motor and sensory signals to the cerebral cortex. It also regulates sleep, alertness, and wakefulness. brains relay center

33
Q

Hippocampus

A

conscious memory creation

34
Q

Amygdala

A

emotion, especially primal ones like anger and fear

35
Q

FS: Wernicke’s area

A

understanding speech

36
Q

FS: Broca’s area

A

Relaying speech

37
Q

FS: Motor and sensory cortex

A

movement and processing sensory info

38
Q

FS: Dorsal stream (where)

A

locating where items are in space

39
Q

FS: Ventral stream (what)

A

Identification of perception

40
Q

Lateralization

A

different functions/actions may rely more on one hemisphere, but both hemisphere constantly working together

Left: language and math
Right: humor, emotion recognition

41
Q
A
42
Q

Define functional specialization (also sometimes referred to as “localization of function”) and be able to give several examples

A

Each behavioral or cognitive function is controlled by a specific network of neurons in the brain (i,e. specific parts of the brain are responsible for remembering places, faces and shapes)

43
Q

Describe the methods for studying the human brain, and understand what each method measures.

Lesioning, CT, MRI, fMRI, EEG/ERP, TMS, single-cell recording

A
44
Q

Lesion studies

A

generally structural, correlated with behavior

45
Q

Computerized Tomography (CT)

A

Compiles many x-ray “slices” to create a 3-D Structural image

46
Q

Magnetic Resonance Imaging (MRI)

A

a technique that uses magnetic fields and radio waves to produce computer-generated images that distinguish among different types of soft tissue; allows us to see structures within the brain

47
Q

Electroencephalography (EEG)

A

recording of the electrical activity of the brain (minute changes in action potential of neurons)

48
Q

Functional Magentic Resonance Imaging (FMRI)

A

Shows active areas of the brain in 3-D

49
Q

event-related potential (ERP)

A

Electrical changes in the brain that correspond to the brain’s response to a specific event; measured with EEG.

50
Q

single cell recording

A

Record activity using a micro-electrode probe in an active subject

51
Q

TMS (transcranial magnetic stimulation)

A

the use of strong magnets to briefly interrupt normal brain activity as a way to study brain regions

52
Q

Describe the difference between neuroscientific methods that provide structural information

A

Functional Magnetic Resonance imaging (fMRI) and (MRI)
Computerized tomography
(CT)
Both provide structural information about the brain

53
Q

Describe the difference between neuroscientific methods that provide activity information

A

Electroencephalography (EEG): Measures minute changes of electrical activity in the brain, showing areas of activation.

54
Q

Discuss the relative contributions of genetics and environment to human development and behavior.

A

In some situations, genes play a larger role in determining your behavior; in other situations, environment plays a larger role in influencing your behavior.

55
Q

Distinguish between genetic and epigenetic influences on development.

A

epigenetic: changes in gene expression that are not based on DNA sequence; early life events can impact adult behaviors and result in psychological changes

genetic: predispositions; increase probability a certain trait will develop

56
Q

Give examples of evolutionary explanations in psychology.

A

focus upon functional/evolutionary explanations of how behaviors evolved; assumes behaviors have arisen through natural selection and provide a survival advantage Cooking food made it easier to digest and group hunting was more efficient

57
Q

Understand the changes the brain goes through from conception to birth, childhood, adolescence, adulthood, and old age.

A

Brain development is dependent on MATURATION and LEARNING

Brain does most of it’s growing in the first years of life

Adult brain weighs 3lbs while first yr olds weigh around 2.2lbs

PRE-FRONTAL CORTEX: “executive functions” –> weighing long term consequences, controlling impulses (last part of brain to fully mature)

Neural Darwinism: Neural Connections “USE it or LOSE it”

SYNAPTIC PRUNING: The most used connection survive, the others are pruned

Neuronic death is NORMAL and required for maturation

Phonemes –> basic sound units of a language
- As we get older we lose the ability to perceive phonemes that aren’t a part of our language

Older in age –> less plastic brain BUT more knowledgable

Neurogenesis is slower when young - some neurons lose their synapses

58
Q

Explain and differentiate between neuroplasticity and neurogenesis.

A

Neuroplasticity is the brain’s ability to recognize itself, learn new things, and compensate for damage, form new pathways and connections. Neurogenesis is the brain growing new neurons.

59
Q

Give examples of how experience can alter brain anatomy and function.

A

new skills causes new connections in the brain. ECHOLOCATION IN THE BLIND (they can’t see so they take advantage of their ability to hear and produce sound)

60
Q

Describe the different sleep stages.

A

1, 2, 3, 4, REM

61
Q

Stage 1

A

-Light sleep
-The brain emits alpha waves–> consistent with a relaxed state of wakefulness

62
Q

Stage 2

A

light sleep, body’s sensitivity to sensory stimuli is limited, speed spindle seen on EEG

63
Q

Stage 3

A

third stage of sleep; deep sleep characterized by low frequency, high amplitude delta waves

64
Q

Stage 4

A

the deepest stage of sleep, during which we are least responsive to outside stimulation

65
Q

REM

A

rapid eye movement, vivid dreams occur, heart rate rises, arousal occurs, paradoxical sleep

66
Q

Discuss possible functions of sleep (i.e., why we sleep).

A

protection, memory consolidation recuperation, memory, creative thinking, growth

67
Q

Discuss sleep’s role in memory and learning.

A

Sleep is essential for learning - if you sleep through rem then you can have better memory

68
Q

Understand the interruptions of consciousness and their biological markers

A

Sleepwalking - awake in one part of the brain, asleep in others
Lucid dreaming - dreaming but aware of being asleep and dreaming
Lockin / sleep paralysis - the brain stem is in rem while other areas of the brain wake up

69
Q

Explain how tumors can impact brain functioning.

A

Compression on the tissue and blocks blood and grows and invades nearby areas

70
Q

Understand the symptoms and consequences of traumatic brain injuries.

A

Almost ⅓ of injury related deaths are from a tbi. Some immediate symptoms are loss of consciousness, confusion, headache, nausea, drowsiness, blurred vision, clear fluid from nose or ears. Some delayed symptoms are seizures and cognitive impairment

71
Q

Describe the prevalence, symptoms, and physiological changes of neurodegenerative disorders (Alzheimer’s Disease and Multiple Sclerosis)

A

alzheimers : prevalence - 65% + 10% 85%: 50%
symptoms : early stages - anterograde amnesia; confusion; agitation
Middle stages - retrograde amnesia; difficulty with visual processing; difficulty with complex tasks
Late stages: speech problems; loss of mobility; difficulty with basic tasks; death
Physiological changes: loss of gray matter and increase in size of ventricles

MS: prevalence - 0.3 of general population, females are 2.5-3x as likely as males, late 20s early 30s
Can come from a virus or environmental risk factors
Causes the immune system to attack own myelin
symptoms : numbness/tingling, muscle weakness, sometimes tremor, cognitive changes and vision problems

72
Q

Describe the symptoms and physiological changes that occur in Major Depressive Disorder (MDD)

A

symptoms : low energy, loss of interest, weight/ appetite changes, sleep disturbance, executive dysfunction, suicidal ideation

Decreased gray matter in prefrontal cortex and hippocampus

73
Q

Describe the relationship between serotonin and Major Depressive Disorder (MDD).

A

If you have a short serotonin allele than you have increased likelihood of depression and you may have to take an SSRI which will increase the amount of serotonin available at the synapse

74
Q

(SA) Explain the concept of functional specialization, give one example of functional specialization, and explain why your example constitutes functional specialization.

A
75
Q

(SA) Define neuroplasticity, give one specific example scenario in which the brain might exhibit neuroplasticity, and explain how your example constitutes neuroplasticity.

A

NEUROPLASTICITY is how the brain is able to grow and change over time in its ability to process information and fix damages. An example of this is how we are able to learn a new language. Our brain adapts and changes with the new information we are learning.

76
Q

(SA) Explain at least two specific ways that the human brain differs from that of other animals, and explain how those differences correspond to differences in behavior.

A

One way our brains are different from that of animals is that we have a superior amount of wrinkles, meaning that we are able to fit more brain into a smaller space. Having more wrinkles means that we are more intelligent. Another way is that we have a higher level of neuroplasticity, as we are able to learn new information easier (ie. languages, directions, etc.). Our behavior in relation to animals is more controlled, while theirs is less so.

77
Q

(SA) Explain a neurological reason why teenagers might behave more impulsively than adults.

A

The brain hasn’t fully matured until late 20s, so there is more impulsiveness and less thought out decision making. Development of the prefrontal cortex which aids in decision making and impulse control

78
Q

(SA) Susan is a scientist studying fear. She wants to test the hypothesis that fear in the brain originates in the amygdala.
Identify a neuroscientific methodology that Susan could use to investigate whether the amygdala is active when a person is afraid. Describe what your chosen methodology measures, and explain your reasoning in how it would help answer Susan’s question.

A

Susan could use functional Magnetic Resonance Imaging (fMRI) to investigate whether the amygdala is active when a person is afraid. fMRI measures brain activity by detecting changes in blood flow, which indicates areas of increased neural activity.

This methodology would help answer Susan’s question by showing whether the amygdala becomes more active when participants experience fear. If the fMRI scan shows heightened activity in the amygdala during fearful stimuli, it would support her hypothesis that fear originates in that brain region.

spcm (2 decks)

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