Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Psych 3/4 > unit 3 AOS 1 > Flashcards

unit 3 AOS 1 Flashcards

You may prefer our related Brainscape-certified flashcards:
Psychology 101 flashcards GRE® Psychology flashcards
1
Q

CNS

A

consists of:
1. brain: receives and processes info & responds by sending messages to control all bodily functions. it is responsible for everything we think, feel and do
2. spinal cord:
- transmits sensory messages from the PNS to the brain (afferent), and motor messages from the brain to the body (efferent info) (via PNS) to control muscles, glands and internal organs.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

PNS

A

MOG- muscles, organs, glands
- entire network of nerves outside of the CNS
- transmits info to and from the CNS
- consists of somatic and autonomic NS

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

somatic nervous system

A
  • responsible for controlling voluntary muscle movement.
  • transmits sensory info from receptor sites to the CNS, and motor info from the CNS to muscles
  • afferent info: sensory info from the body to the brain
  • efferent info: motor info from brain to body
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

autonomic nervous system

A
  • regulates visceral muscles, organs and glands
  • controls involuntary movement - self-regulating
  • Functions continuously regardless of our level of awareness
  • we can voluntarily control some responses, such as breathing
  • 3 sub-divisions: sympathetic, parasympathetic, enteric NS
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

sympathetic nervous system

A
  • activates internal muscles and glands to prepare the body for vigorous activity or deal with a fearful situation (speed up the nervous system)
  • adrenal glands are activated and send hormones into the bloodstream, causing increase in physiological responses
    > HR, blood pressure, breathing rate and perspiration increase, pupils dilate, inhibits digestion
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

parasympathetic nervous system

A
  • helps to maintain optimal level of functioning of visceral muscles, organs and glands
    > return to normal functioning after sympathetic NS response
  • counterbalances the effects of the sympathetic NS
  • slows down the NS
  • parasympathetic = parachute = come down
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

enteric nervous system

A
  • in the gastrointestinal tract & helps its functioning
  • composed of small clusters of neurons (ganglia) & nerve fibres that connect them.
  • Neural circuits connect the ENS with other parts of the NS & the organs of the digestive system.
  • can carry out some functions in the digestive process without communicating with the brain
  • activity can be influenced by diet, cognitions, mood
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

conscious & unconscious responses

A

conscious: reaction that involves awareness. voluntary, intentional reaction.
unconscious: doesnt involve awareness. inoluntary, automatic and we cannot ordinarily control it.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

spinal cord reflex

A
  • Unconscious & involuntary response that occurs automatically to certain stimuli without any brain involvement
  • reflex arc
  • pain message is received by sensory neuron, and is intercepted by an interneuron in the spinal cord on its way to the brain. the interneuron will send back a motor message, triggering a reflex before the brain has had time to receive the info
  • immediate response allows for faster reaction time, a fraction of a second before the sensory info reaches the brain.
  • conscious and unconscious
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

structure of a neuron

A

Soma: body, nucleus
Dendrite: receives neural messages
Axon: the pathway down which the neural pathway travels, protected by myelin
Axon terminals: exit pathways for neural messages to make their way to the next neuron
Terminal buttons: releases neurotransmitters to a receiving neuron for communication purposes, aka synaptic knobs

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

neurotransmission

A
  • communication between 2 neurons via electrochemical energy
  • neural impulse runs down a neuron (electrical energy), terminal buttons release a chemical substance (chemical energy- neurotransmitter) which travels across the synapse and is received by the dendrites of the next neuron
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

role of neurotransmitters

A
  • chemicals produced by neurons that carry neural messages from one neuron to another accross the synapse.
  • has an excitatory or inhibitory effect on one or two postsynaptic neurons
  • main ones in CNS are glutamate and GABA
  • Neurons communicate with one another by sending neurotransmitters across the tiny space between the terminal buttons of one neuron and the dendrites of another - the synaptic gap.
  • Attaches itself to the receptor site of postsynaptic neurons that are specialised to receive that neurotransmitter
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

types of neurons

A

sensory: afferent, body to brain
motor: efferent, brain to body
interneuron: communicate between sensory and motor neurons
presynaptic: sending neuron on the terminal buttons
postsynaptic: receiving neuron on the dendrites

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

glutamate

A
  • main excitatory neurotransmitter
    > stimulate post-synaptic neurons by making them more likely to fire
  • involved in learning, memory, perception, thinking and movement
  • form and strengthen synaptic connections between neurons > enables synaptic plasticity
  • high concentration can result in overexcitation.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

GABA

A
  • gamma-amino butyric acid
  • primary inhibitory neurotransmitter
    > decreases the likelihood of postsynaptic firing
    > slows neural communication at the synapse
  • maintains neurotransmission at an optimal level and prevents overexcitation
  • needs to be a balance of glutamate and GABA
  • too much excitement blocked, too much blocking means not enough excitement
  • reduces aanxiety, and prevents uncontrolled firing of neurons, preventing seizures
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

role of neuromodulators

A
  • Chemical messengers released into broad areas, affecting activity of multiple neurons at once (100 000+), modulating neural activity on a larger scale than neurotransmitters
  • can also influence (modulate) the effect of other neurotransmitters
    > changing the responsiveness of receptor sites, enhancing its excitatory or inhibitory effects
    > changing the neurotransmitter release pattern
  • effects exerted over a slower period of time than neurotransmitters and last for longer
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

dopamine

A
  • neuromodulator involved in voluntary motor movements, experience of pleasure, motivation, appetite & reward based learning & memory.
  • can have an excitatory effect at one location, and inhibitory at another- depends on the receptor sites present at that location
    reward pathway-
  • group of structures that release dopamine to rewarded or reinforce a behaviour associated with the experience of pleasure
  • reward based learning- can motivate a person to engage in rewarding behaviours to experience pleasure again
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

dopamine & parkinson’s

A
  • when dopamine pathways are damaged, the amount of dopamine available along that pathway is reduced.
  • brain structures linked to this pathway receive slower dopamine messages about dopamine activity which can result in parkinson’s
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

dopamine & happiness

A
  • dopamine reward system is associated with the experience of pleasure in response to stimuli
  • the brain responds to something rewarding by releasing dopamine, reinforcing the behaviour
  • can be healthy or harmful behaviours.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

dopamine & addiction

A
  • dopamine stimulation in in response to some stimuli is found to be associated with addiction.
  • rewarding feeling when taking drugs, gambling, or engaging in harmful behaviours can result in addiction, as it encourages people to repeat the behaviour to experience the feeling produced by dopamine again
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

dopamine & schizophrenia

A
  • high levels of dopamine activity in the mesolimbic pathway can cause the experience of hallucinations or delusions, & therefore schizophrenia
  • low levels of dopamine may be a contributing factor to schizophrenia.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

serotonin

A
  • inhibitory neuromodulator which is primarily responsible for the regulation of mood, sleep, emotional processing, appetite and perception.
  • function depends on where in the brain it acts.
  • mood stabilizer, appropriate levels enable a person to experience positive & stable moods, promoting WB
  • inhibitory effects on postsynaptic neurons, counterbalances excessive excitatory effects of other neurotransmitters.
  • Important in the sleep-wake cycle
  • Low levels of serotonin associated with depression and seasonal affective disorder, and anxiety disorders such as OCD.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

changes to connections between neurons

A
  • neurons can change in size, shape and function, & can also change their connections with other neurons & their patterns of connection as a result of LTP or LTD
    > synaptic plasticity
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

synaptic plasticity

A
  • the ability of a synapse to change over time in response to activity or experience
  • involves the formation, strengthening (LTP) or weakening (LTD) connections at the synapse.
  • synaptic connection is strengthened when a presynaptic and postsynaptic neuron are active at the same time, they become more likely to fire at the same time.
  • controls how effectively two neurons communicate with each other
  • enables a flexible, efficient, effectively functioning NS
  • fundamental mechanism for memory formation
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

sprouting

A
  • the creation of new extensions on a neuron to allow it to make new connections with other neurons.
    –> occurs through the growth of nerve endings on the axons or dendrites, enabling new links to be made
  • occurs during LTP
26
Q

rerouting

A
  • occurs when a neuron that is connected to a damaged neuron creates an alternative synaptic connection with an undamaged neuron, restores brain function via an alternative neural pathway
27
Q

pruning

A
  • the elimination of weak, unused or ineffective synaptic connections
  • when neural synapses are not used they are ‘pruned’ (disappear), accomodating for new connections to be made.
  • occurs during LTD
28
Q

synaptic plasticity that underlies learning and memory

A

when forming new memories, neural synapses in the brain change in response to these experiences, establishing new neural pathways. the more these pathways are used, the stronger they become, resulting in learning.
- LTP
- LTD

29
Q

mechanisms of synaptic plasticity

A
  • sprouting
  • rerouting
  • pruning
30
Q

long term potentiation

A
  • long lasting strengthening of synaptic connections between 2 neurons.
  • repeated activation makes the postsynaptic neuron become more responsive to the presynaptic neuron.
  • strengthens the relevant neural pathway
  • experience dependent, synapses strengthened in response to frequent and repeated use
31
Q

long term depression

A
  • the long lasting weakening of synaptic connections between 2 neurons.
  • postsynaptic neuron becomes less responsive to presynaptic neuron as a result of infrequent use
  • weakening of the synapse involves the infrequent release of neurotransmitters into the synaptic gap, making the postsynaptic neuron less likely to fire
  • weakening of pathways that are not needed to accomodate for new memories and pathways
32
Q

LTP & LTD- how it works & similarities

A

axon terminals communicate with receptors through glutamate, more glutamate = stronger connections, less = weaker
- both involve glutamate
- both have long lasting effects
- both are forms of long lasting neural plasticity

33
Q

stressor

A

any stimulus that produces a stress response- involves increased physiological response
> internal
> external

34
Q

internal stressor

A
  • stimulus that originates within the individual that prompts the stress response
  • cognitive, affective, biological and psychological factors
    can include:
  • attitude
  • rumination
  • low self-esteem
  • nervous system dysfunction- eg. low levels of GABA
35
Q

external stressor

A

a stimulus that originates outside the individual that prompts the stress response, come from situations & events in the environment
includes:
- tests or exams
- arguments with friends/ family
- financial difficulties
- work

36
Q

acute & chronic stress

A

acute stress lasts for a short period of time, whereas chronic stress continues for a prolonged period of time.

37
Q

prolonged stress

A
  • stress that persists for an extended period of time. eg. PTSD
  • harmful to health & wellbeing
  • recollections of the stressor can be a substitute for the stressor and sustain chronic stress
  • can make illness more likely
38
Q

cumulative stress

A
  • when a number of stressors occur at the same time or one after the other & there has not been time to recover.
39
Q

stress & responses

A

internal/external stressor –> stress –> triggers either physiological or psychological response

40
Q

psychological stress responses

A
  • distress
    > a form of stress characterised by a negative psychological state- in response to a negative stressor
  • eustress
    > a form of stress characterised by a positive psychological state. Encourages people to work hard, improve their performance and reach their goals- stressor provides positive opportunity
41
Q

fight flight freeze response (physiological stress response)

A
  • response to acute stress
  • An involuntary and automatic response to a threat which occurs due to the arousal of the sympathetic NS.
  • it is activated in response to a stressor and involves either:
    > flight (escaping it)- release of adrenaline to allow the body to flee
    > fight (confronting it)- release of adrenaline
    > freezing in the face of it- activation of parasympathetic and sympathetic NS
42
Q

cortisol (physiological stress response)

A
  • response to chronic stress
  • cortisol is a hormone released in times of long lasting stress which helps the body in initiating & maintaining heightened arousal.
    > increases blood sugar levels, metabolism, energy and reduces inflammation
  • can be released after a fight-flight-freeze response to help sustain high energy levels by inducing release of glucose and a rise in blood sugar
  • high levels of cortisol in the bloodstream for a long term period can suppress the immune system, as it causes the body to function at high levels, depleting energy and resources required to fight bacteria. which which can result in sickness, gaining or losing weight and worsening mood as cortisol is depleted.
43
Q

what is GAS

A

general adaptation syndrome: three stage physiological response to stress that occurs regardless of the stressor encountered. explains the changes our body goes through during times of stress

44
Q

physiological responses to stress

A
  • fight-flight-freeze
  • release of cortisol
  • Skin rashes
  • Headaches
  • Colds/flu
  • Heart palpitations
  • Heart attack
  • Stomach ulcers
45
Q

how does selye’s adaptation syndrome (GAS) occur

A
  • 3 stage physiological response to stress that occurs regardless of the stressor (non-specific)
  • happens through the HPA axis, adrenaline is released in response to a stressor, and must continue to be released if stress continues
  • amygdala picks up the signal that there is a threat, and triggers HPA axis to release cortisol, which maintains h+wb while under stress
    stressor–> shock–> counter shock–> resistance –> exhaustion
46
Q

stages of GAS

A
  1. alarm reaction: shock
    > resistance to stress is below normal
    > body acts as if it is injured
  2. alarm reaction: counter shock
    > adrenaline is released, FFF response activated and resistance to stress is above normal
  3. resistance
    > resistance to stress above normal, continued release of adrenaline triggers release of cortisol, body appears normal
  4. exhaustion- resistance to stress below normal, adrenaline and cortisol depleted, susceptible to illness and disease
47
Q

transactional model of stress and coping (appraisals)

A
  • proposes that stress involves an encounter between an individual and their external environment, and that a stress response depends on the individuals evaluation of the relevance of the stressor to their WB and their ability to cope with it
  • primary and secondary occur in a two step process in response to a stressor
48
Q

strengths of lazarus and folkman model

A
  • explains why individuals respond in different ways to the same stressor
  • allows us to change our thinking about a stressor & our response
  • emphasises the personal nature of the stress response.
49
Q

explanatory power of selye’s GAS

A

successfully explains the stress response in terms of physiological reactions that occur in response to stressors.
- recognises the relationship between chronic stress and illness.
- It highlights a predictable pattern of physiological responses that can be measured in individuals.
weaknesses:
- based on research conducted on rats, not humans
- only focuses on biological aspects of stress, ignoring psychological factors such as emotion
- doesn’t recognise the subjective nature of the stress response, as it is a uniform model for everyone

50
Q

Lazarus and Folkman’s Transactional Model of Stress and Coping

A

explains that the unique stress response of
an individual results from their appraisal (assessment or evaluation) of the nature of the stressor and their belief in their ability to cope with it.
incoming stimuli–> primary appraisal –> secondary appraisal

51
Q

primary appraisal

A
  • evaluation of the significance of the event, decision about whether the event is:
    > irrelevant
    > benign-positive
    > stressful.
  • if stressful, assessment of whether there is:
    > harm/loss
    > threat
    > challenge
52
Q

secondary appraisal

A
  • if deciding the stimulus is stressful during primry appraisal, secondary appraisal occurs
  • evaluation of our ability to overcome or control the situation.
  • an evaluation of our coping options & resources for dealing with the event.
    > not enough resources available = stress
    > resources are adequate (problem-focused or emotion-focused) = reduced/ eliminated stress or reappraisal
  • evaluation of our ability to overcome or control the situation.
53
Q

what is a coping strategy

A

a specific method, behavioural or psychological, that people use to manage or reduce the stress produced by a stressor, there is no single ‘right’ way to cope

54
Q

types of strategies for coping with stress

A
  1. approach/ problem focused - deal directly with the source of a stressor
  2. avoidance/ emotion focused- deal with the stressor indirectly by using coping strategies to target emotional components
55
Q

The explanatory power of Lazarus and Folkman’s Transactional Model of Stress and Coping

A

successfully explains the subjective nature of the stress response, illustrating how and why different people will react to different stressors in different ways.
strengths:
- Allows one to track the subjective stress response of an individual.
- considers cognitive processes within the stress response, which biological models don’t take into account
- helps explain why people react differently to the same stressor
weaknesses:
- individuals are not always aware of why they feel stress
- does not look at biological processes of stress
- may not be reflective of the true stress response, as appraisals can occur simultaneously

56
Q

coping flexibility

A
  • ability to adjust coping strategies according to demands of different stressful situations.
  • select a coping strategy that suits the situational circumstances
  • adaptive personality attribute- enables us to change thoughts, feelings and behaviour
57
Q

approach coping strategies

A
  • confronting the stressor and dealing with it directly. activity is focused toward the stressor, causes a solution that will address the underlying problem and minimise the impact
  • more adaptive & effective than avoidance
58
Q

avoidance coping strategies

A
  • efforts that evade a stressor and deal with it indirectly. activity is focused away from the stressor
  • more effective in the short term
59
Q

microbiota

A
  • living organisms in the gut that maintain gut health and functioning
  • unhealthy microbiota is linked to higher stress levels, anxiety disorders, cognitive decline, and autism.
60
Q

the gut-brain axis

A

the bi-directional relationship between the gut and brain through the enteric and central NS
- eg. if someone has depression, it can impact gut health
- the gut is the only organ that can function independently of the brain

61
Q

vagus nerve

A
  • parasympathetic NS, relays messages between the brain and gut.
  • plays a role in mood, immune response, digestion and heart rate
  • 10-20% of fibres are responsible for conveying info from the brain to the gut
  • 80-90% are responsible for conveying info from gut to brain

Psych 3/4 (5 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions