unit 7 - brain & neuropsychology Flashcards
what is the nervous system and its primary roles
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
how is the nervous system split up
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
function of the central nervous system
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
function of the peripheral nervous system
receives messages from the CNS and sends messages to it
messages are sent via neurons
function of the autonomic nervous system
governs automatic/involuntary functions such as breathing, heart rate and digestion and our RESPONSE TO STRESS
function of the somatic nervous system
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
homeostasis
keeping the body in a constant and balanced internal state such as keeping oxygen levels in the blood controlled through regular breathing
what are the 4 key points about the autonomic nervous system
homeostasis
it is an automatic system (does not have to be consciously directed)
sympathetic division
asympathetic division
what is the role of the sympathetic division/ sympathetic nervous system
represents a state of physiological arousal, increasing breathing rate and heart rate, preparing the body for a FIGHT OR FLIGHT response
what is the role of the parasympathetic division/ parasympathetic nervous system
counteracts the actions of the sympathetic division, returning the body to a normal state
this is the REST AND DIGEST response
what are the 4 main points about the fight or flight response (brief)
brain detects a threat
adrenaline is released
fight or flight response occurs
once the threat has passed rest and digest
explain the fight or flight response in DETAIL
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
what is the James-Lange theory of emotion say (overview)
physiological arousal comes first and emotion after
what are the 4 key points of the James Lange theory of emotion
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
what are three brief evaluation points of the James-Lange theory of emotion
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
explain one strength of the James-Lange theory of emotion
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
explain two weaknesses of the James-Lange theory of emotion
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
neurons
nerve cells which send electrical and chemical signals to communicate
what are the three types of neuron
sensory
motor
relay
sensory neurons
carry messages from the peripheral nervous system to the central nervous system
long dendrites
short axons
motor neurons
carry messages from the central nervous system to muscles and glands (effectors)
short dendrites
long axons
relay neurons
connect sensory neurons and motor neurons
short dendrites
short axons
what are 7 parts of a neuron
dendrite soma/cell body nucleus myelin sheath node of Ranvier axons terminal button
role of axon
carries signals from the cell body down the neuron, covered in myelin sheath
role of myelin sheath
fatty layer of insulation and gaps (nodes of Ranvier) speed up signal
role of dendrites
carry electrical signals from the neighbouring neurons to the cell body
role of terminal buttons
end of axons forming part of the synapse
what is the charge of a neuron like
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
what is a synapse
neurons communicate with each other through the release of neurotransmitters from the presynaptic neuron to the postsynaptic neuron across the synaptic cleft
what are the 4 key stages of a synapse (firing)
release of neurotransmitters
reuptake of neurotransmitter
excitation and inhibition
summation
describe the release of neurotransmitters and the reuptake of neurotransmitter
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
explain excitation and inhibition
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
explain summation
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
who wrote a theory about learning and neuronal growth
Hebb
what are the four key points of Hebb’s theory
the brain is plastic
the brain adapts
learning produces an engram
cell assemblies and neuronal growth
explain how the brain is plastic
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
explain how the brain adapts
the brain changes structure and connections in response to new experiences (learning)
this can happen at any age with any learning
explain learning produces an engram
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
what are cell assemblies and explain their links to neuronal growth
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
give three brief evaluation points of Hebb’s theory of learning and neuronal growth
STRENGTH - the theory is scientific
STRENGTH - can be applied to education
WEAKNESS - reduces learning to a neuronal level
explain two strengths of Hebb’s theory of learning and neuronal growth
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
explain one weakness of Hebb’s theory of learning and neuronal growth
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
describe the structure of the brain
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
role of the cerebellum
receives information from the spinal cord and the brain
main role is MOVEMENT, COORDINATIOIN and BALANCE
also involved in attention and language
localisation
specific brain areas do particular jobs
frontal lobe (location, role)
located at front of brain
controls thinking and planning
motor area (location, role)
long strip at the back of the frontal lobe
controls movement on the opposite side of the body
temporal lobe (location)
behind the frontal lobe and below the occipital lobe
occipital lobe (location)
found at the back of the brain
parietal lobe (location)
behind the frontal lobe
somatosensory area (location, role)
front of the parietal lobe
processes sensations such as touch and pressure
the most sensitive body parts use the most neurons here
visual area (location, role)
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
Wernicke’s area (location, role)
area of the left temporal lobe
responsible for understanding language and production of MEANINGFUL speech
auditory area (location)
in the temporal lobe
Broca’s area (location, role)
small area on the left frontal lobe
controls speech PRODUCTION
if the motor area were damaged what would happen
damage to the motor area in the left hemisphere would cause problems with movement in the right side of the body
and vice versa
if the somatosensory area were damaged what would happen
damage here means less ability to feel pain or temperature
lose sensitivity
if the visual area were damaged what would happen
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
if the auditory area were damages what would happen
damage could lead to deafness
if the Broca’s area were damaged what would happen
difficulty remembering and forming words - Broca’s aphasia
if the Wernicke’s area were damaged what would happen
difficulty understanding and producing meaningful speech - Wernicke’s aphasia
who studied the interpretive cortex
Penfield
aim of Penfield’s study of the interpretive cortex
to investigate patients’ responses when their brain was electrically stimulated
method of Penfield’s study of the interpretive cortex
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
results of Penfield’s study of the interpretive cortex
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
conclusion of Penfield’s study of the interpretive cortex
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
give three brief evaluation points of Penfield’s study of the interpretive cortex
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
explain one strength of Penfield’s study of the interpretive cortex
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
explain two weaknesses of Penfield’s study of the interpretive cortex
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
what is cognitive neuroscience
scientific study of the influence of brain structures on mental processes/ cognition
what does cognitive neuroscience aim to do
aims to create a detailed map of localised functions in the brain
how does structure and function of the brain relate to behaviour
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
how does structure and function of the brain relate to cognition
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
what does low serotonin do
low serotonin affects thinking , such as suicidal thoughts, and behaviour, such as low mood, depression
