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GCSE Psychology > unit 7 - brain & neuropsychology > Flashcards

unit 7 - brain & neuropsychology Flashcards

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1
Q

what is the nervous system and its primary roles

A

the nervous system is a complicated network of cells in the human body and is the main communication system
collects and responds to information in the environment
controls working of different organs and cells including the brain

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2
Q

how is the nervous system split up

A

nervous system -> central nervous system and peripheral nervous system
central nervous system -> brain and spinal cord
peripheral nervous system -> asympathetic nervous system and somatic nervous system
asympathetic nervous system -> sympathetic division and parasympathetic division

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3
Q

function of the central nervous system

A

the brain is divided into two halves - hemispheres
the right hemisphere controls the left side of the body and vice versa
the brain is the centre of conscious awareness and where all decision making takes place
the brain STEM governs some automatic functions such as heart beat and reflex responses

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4
Q

function of the peripheral nervous system

A

receives messages from the CNS and sends messages to it

messages are sent via neurons

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5
Q

function of the autonomic nervous system

A

governs automatic/involuntary functions such as breathing, heart rate and digestion and our RESPONSE TO STRESS

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6
Q

function of the somatic nervous system

A

sends information from the brain to muscles; has voluntary control of our muscles as well as REFLEX responses
takes in information from sensory organs such as the eyes and skin

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7
Q

homeostasis

A

keeping the body in a constant and balanced internal state such as keeping oxygen levels in the blood controlled through regular breathing

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8
Q

what are the 4 key points about the autonomic nervous system

A

homeostasis
it is an automatic system (does not have to be consciously directed)
sympathetic division
asympathetic division

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9
Q

what is the role of the sympathetic division/ sympathetic nervous system

A

represents a state of physiological arousal, increasing breathing rate and heart rate, preparing the body for a FIGHT OR FLIGHT response

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10
Q

what is the role of the parasympathetic division/ parasympathetic nervous system

A

counteracts the actions of the sympathetic division, returning the body to a normal state
this is the REST AND DIGEST response

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11
Q

what are the 4 main points about the fight or flight response (brief)

A

brain detects a threat
adrenaline is released
fight or flight response occurs
once the threat has passed rest and digest

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12
Q

explain the fight or flight response in DETAIL

A

the hypothalamus detects a threating event/stressor and triggers the sympathetic division of the ANS to act

the ANS changes from a resting state to an aroused state
the stress hormone adrenaline is released by the adrenal glands into the bloodstream

the fight or flight response is immediate and automatic
adrenaline targets the cardiovascular system, increasing breathing and heart rate
it inhibits digestion and increases saliva production
this prepares the body to confront the threat or gives it energy to be able to run away

once the threat has passed, the parasympathetic division returns the body to a normal ‘rest and digest’ state
digestion and hunger are stimulated

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13
Q

what is the James-Lange theory of emotion say (overview)

A

physiological arousal comes first and emotion after

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14
Q

what are the 4 key points of the James Lange theory of emotion

A

there is physiological arousal first - the hypothalamus arouses the ANS, adrenaline is released and there is arousal

emotion afterwards - the brain interprets the physiological activity causing an emotion

example - meeting a bear in the forest acts as a stressor, muscle tense and heart rate increases, physiological change is interpreted as fear, person runs away

no physical change means no emotion

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15
Q

what are three brief evaluation points of the James-Lange theory of emotion

A

STRENGTH - the theory is supported by real life examples
WEAKNESS - the theory is challenged by the Cannon-Bard theory
WEAKNESS - the theory is challenged by the two factor theory

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16
Q

explain one strength of the James-Lange theory of emotion

A

the theory is supported by real life examples
a phobia of public situations can develop as a result of the anxiety (emotion) created from falling over in public
this shows that emotional responses such as fear are a result of a physical arousal such as heart rate

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17
Q

explain two weaknesses of the James-Lange theory of emotion

A

the theory is challenged by the Cannon-Bard theory
the Cannon-Bard theory says that we experience some emotions (such as embarassment) at the same time as physiological arousal and not one after another
this can explain some emotional situations that the James-Lange theory cannot

the theory is also challenged by the two factor theory and is too simple
this says that we need arousal as well as social cues to correctly label the emotion which we are feeling
therefore the James-Lange theory doesn’t explain how a person ‘decides’ what emotion they are experiencing

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18
Q

neurons

A

nerve cells which send electrical and chemical signals to communicate

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19
Q

what are the three types of neuron

A

sensory
motor
relay

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20
Q

sensory neurons

A

carry messages from the peripheral nervous system to the central nervous system

long dendrites
short axons

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21
Q

motor neurons

A

carry messages from the central nervous system to muscles and glands (effectors)

short dendrites
long axons

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22
Q

relay neurons

A

connect sensory neurons and motor neurons

short dendrites
short axons

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23
Q

what are 7 parts of a neuron

A 
dendrite
soma/cell body
nucleus
myelin sheath
node of Ranvier
axons
terminal button
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24
Q

role of axon

A

carries signals from the cell body down the neuron, covered in myelin sheath

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25
Q

role of myelin sheath

A

fatty layer of insulation and gaps (nodes of Ranvier) speed up signal

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26
Q

role of dendrites

A

carry electrical signals from the neighbouring neurons to the cell body

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27
Q

role of terminal buttons

A

end of axons forming part of the synapse

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28
Q

what is the charge of a neuron like

A

when the neuron is resting, it has a negative charge inside compared to outside
when a neuron fires, the charge changes to a positive charge creating an action potential

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29
Q

what is a synapse

A

neurons communicate with each other through the release of neurotransmitters from the presynaptic neuron to the postsynaptic neuron across the synaptic cleft

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30
Q

what are the 4 key stages of a synapse (firing)

A

release of neurotransmitters
reuptake of neurotransmitter
excitation and inhibition
summation

31
Q

describe the release of neurotransmitters and the reuptake of neurotransmitter

A

neurotransmitters are stored in vesicles at terminal buttons of the presynaptic neuron
electrical signal reaches the terminal button and neurotransmitters are released into the synaptic cleft
neurotransmitters in the synaptic cleft attach themselves to the next neuron at postsynaptic receptor sites
the chemical message is turned back to an electrical impulse
the remaining neurotransmitters in the synaptic cleft are broken down by enzymes and reabsorbed by the presynaptic neuron

32
Q

explain excitation and inhibition

A

excitatory neurotransmitters increase the postsynaptic neuron’s positive charge and make it more likely to fire
inhibitory neurotransmitters increase the postsynaptic neuron’s negative charge and make it less likely to fire

33
Q

explain summation

A

summation occurs if there are more excitatory signals than inhibitory signal from the thousands of signal received from other neurons
this causes the neuron to fire creating an electrical impulse

34
Q

who wrote a theory about learning and neuronal growth

A

Hebb

35
Q

what are the four key points of Hebb’s theory

A

the brain is plastic
the brain adapts
learning produces an engram
cell assemblies and neuronal growth

36
Q

explain how the brain is plastic

A

synaptic connections in the brain become stronger the more they are used (just in the way that muscles can be strengthened, the more they are used)
the brain has the ability to change and develop

37
Q

explain how the brain adapts

A

the brain changes structure and connections in response to new experiences (learning)
this can happen at any age with any learning

38
Q

explain learning produces an engram

A

an engram is a trace in the brain
the trace that learning produces in the brain can be made permanent with continuous practise and rehearsal of what we are learning

39
Q

what are cell assemblies and explain their links to neuronal growth

A

cell assemblies are group of neurons that fire together
the more the neurons fire together the more the synaptic connections between them grow and strengthen
neuronal growth occurs as the cell assemblies rewire to manage new learning

40
Q

give three brief evaluation points of Hebb’s theory of learning and neuronal growth

A

STRENGTH - the theory is scientific
STRENGTH - can be applied to education
WEAKNESS - reduces learning to a neuronal level

41
Q

explain two strengths of Hebb’s theory of learning and neuronal growth

A

the theory is scientific
Hebb explained learning in terms of brain function which provided an objective basis for understanding behaviour
this shows that learning can be studies through brain processes

Hebb’s theory can be applied to education
he found that raising rats in stimulating settings meant that they were better able to find their way through mazes as adults than rats not raised in stimulating settings
this could mean that in education, more stimulating environments are created to encourage learning

42
Q

explain one weakness of Hebb’s theory of learning and neuronal growth

A

the theory reduces learning to a neuronal level
this means that other levels of understanding are ignored such as Piaget’s ideas on how accommodation moves learning forward
this is an issue as a more complete account of learning would discuss non-biological factors as well

43
Q

describe the structure of the brain

A

the brain is divided into two hemispheres
the cerebral cortex covers the brain and is divided into four lobes ;
frontal lobe - containing the motor area and Broca’s area
parietal lobe - containing the somatosensory are
occipital lobe - containing the visual area
temporal lobe - containing the auditory area and Wernicke’s area

44
Q

role of the cerebellum

A

receives information from the spinal cord and the brain
main role is MOVEMENT, COORDINATIOIN and BALANCE
also involved in attention and language

45
Q

localisation

A

specific brain areas do particular jobs

46
Q

frontal lobe (location, role)

A

located at front of brain

controls thinking and planning

47
Q

motor area (location, role)

A

long strip at the back of the frontal lobe

controls movement on the opposite side of the body

48
Q

temporal lobe (location)

A

behind the frontal lobe and below the occipital lobe

49
Q

occipital lobe (location)

A

found at the back of the brain

50
Q

parietal lobe (location)

A

behind the frontal lobe

51
Q

somatosensory area (location, role)

A

front of the parietal lobe
processes sensations such as touch and pressure
the most sensitive body parts use the most neurons here

52
Q

visual area (location, role)

A

in the back of the brain in the occipital lobe

each eye sends information to the visual areas on the opposite side of the brain to be processed

53
Q

Wernicke’s area (location, role)

A

area of the left temporal lobe

responsible for understanding language and production of MEANINGFUL speech

54
Q

auditory area (location)

A

in the temporal lobe

55
Q

Broca’s area (location, role)

A

small area on the left frontal lobe

controls speech PRODUCTION

56
Q

if the motor area were damaged what would happen

A

damage to the motor area in the left hemisphere would cause problems with movement in the right side of the body
and vice versa

57
Q

if the somatosensory area were damaged what would happen

A

damage here means less ability to feel pain or temperature

lose sensitivity

58
Q

if the visual area were damaged what would happen

A

the right visual field of each eye sends information to the visual area in the left hemisphere and vice versa
damage to the visual area in the left hemisphere may cause blindness in the right visual field of both eyes

59
Q

if the auditory area were damages what would happen

A

damage could lead to deafness

60
Q

if the Broca’s area were damaged what would happen

A

difficulty remembering and forming words - Broca’s aphasia

61
Q

if the Wernicke’s area were damaged what would happen

A

difficulty understanding and producing meaningful speech - Wernicke’s aphasia

62
Q

who studied the interpretive cortex

A

Penfield

63
Q

aim of Penfield’s study of the interpretive cortex

A

to investigate patients’ responses when their brain was electrically stimulated

64
Q

method of Penfield’s study of the interpretive cortex

A

Penfield operated on people to treat their severe epilepsy, they were conscious throughout the procedure
he stimulated different areas of the brain using the Montreal procedure and recorded patient’s responses
over more than 30 years, Penfield studied more than 1000 cases

65
Q

results of Penfield’s study of the interpretive cortex

A

with stimulation of the TEMPORAL lobe, patients recalled experiences or recalled feelings associated with the experiences (including experiences of deja vu)
the same memory was recalled each time the same area was stimulated
the area of the temporal lobe that was stimulated controlled whether the experiences was relived or whether patients reported feelings related to the experience

66
Q

conclusion of Penfield’s study of the interpretive cortex

A

suggests that memories of previous experiences are stored in the temporal lobe
an associated area stores the personal meaning of the experiences which Penfield called the interpretive cortex

67
Q

give three brief evaluation points of Penfield’s study of the interpretive cortex

A

STRENGTH - Penfield used a very precise method of studying the brain
WEAKNESS - the participants in the study made up an unusual sample
WEAKNESS - Penfield’s later research did not always support his original findings

68
Q

explain one strength of Penfield’s study of the interpretive cortex

A

Penfield used a very precise method of studying the brain
he used the Montreal procedure for treating epilepsy
he could stimulate the exact same area of the brain repeatedly and patients could report their experiences
this enabled him to produce and accurate ‘map’ of brain function

69
Q

explain two weaknesses of Penfield’s study of the interpretive cortex

A

participants in the study made up an unusual sample
all of the patients were suffering from severe epilepsy
this means that any of the results obtained could be unusual and therefore not reflective of people with non epileptic brains so results could be hard to generalise

Penfield’s later research did not always support his original findings
in fact only 40 of 520 patients he studies reported vivid memories when their temporal lobe was stimulated
this suggests that the interpretive cortex does not always respond in the same way

70
Q

what is cognitive neuroscience

A

scientific study of the influence of brain structures on mental processes/ cognition

71
Q

what does cognitive neuroscience aim to do

A

aims to create a detailed map of localised functions in the brain

72
Q

how does structure and function of the brain relate to behaviour

A

the frontal lobe contains the motor area which controls and coordinates movement
the temporal lobe contains the AMYGDALA which processes emotion and has been linked to aggression

73
Q

how does structure and function of the brain relate to cognition

A

different types of long term memories are located in different parts of the brain
cognition refers to the mental processes of the mind such as memory and perception

74
Q

what does low serotonin do

A

low serotonin affects thinking , such as suicidal thoughts, and behaviour, such as low mood, depression

GCSE Psychology (8 decks)

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