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Biological Psychology > Unit Four > Flashcards

Unit Four Flashcards

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1
Q

learning

A

memory is a critical part of learning and mood
-hippocampus
-for mood, rumination on sad memories

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2
Q

memory

A

different areas of the brain contribute to different forms of memory

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3
Q

declarative memory

A

explicit memory
-hippocampus
-includes semantic and episodic memory

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4
Q

episodic memory

A

remembering events
-a kind of declarative memory

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5
Q

semantic memory

A

remembering facts
-a kind of declarative memory

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6
Q

nondeclarative memory

A

implicit memory
-includes procedural memory, classical conditioning (skeletal muscular, emotional response), and priming

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7
Q

procedural memory

A

remembering skills and habits
-basal ganglia
- a kind of implicit memory

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8
Q

classical conditioning

A

two kinds
1. skeletal muscular (muscle memory or somatic response)
-cerebellum
2. emotional responses to learned fears
-amygdala

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9
Q

priming

A

associations
-neocortex

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10
Q

anterograde amnesia

A

unable to form new memories

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11
Q

adult neurogenesis

A

the creation of new cells
-the hippocampus and a few other brain regions
-helps to distinguish between patterns of similar but different information (pattern separation)
-can be associated with forgetfullness

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12
Q

patient h.m.

A

henry molaison had temporal lobe seizures, and as a result, doctors removed his hippocampus.
-retained old memories, but could not form new ones

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13
Q

mirrored star tracing

A

helps prove that indirect memories can be retained in other way than through the hippocampus

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14
Q

dentate gyrus

A

the “gate keeper” of the hippocampus
-the stimuli must be strong enough to be let through
-action potentials

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15
Q

why is chunking homework so effective?

A

so it doesn’t overload the dentate gyrus

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16
Q

hebb’s postulate

A

neurons that fire together wire together
-the more a presynaptic neuron fires to the same postsynaptic neuron, the synapse between them is strengthened

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17
Q

how is adult neurogenesis associated with forgetting?

A

it disrupts established hippocampus dependent memories

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18
Q

preforant path

A

synapses with the dentate gyrus
-connects cortex with the dentate gyrus and hippocampus
-long term potentiation (bliss and lomo)

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19
Q

long term potentiation

A

when the preforant path was stimulated, it created a response in the dentate gyrus for up to 4 hours

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20
Q

glutamate receptors

A

more sodium and calcium signals the glutamate receptors
-ampa is the default receptor (na+)
-nmda in the extra overflow receptor (na+ and ca2+)

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21
Q

what might the future look like for memory?

A

-memory implants
-ptsd medication
-neurogenesis booster

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22
Q

behavioral differences between prairie and meadow voles

A

prairie voles mate for life and are very loyal, while meadow voles do not and instead have many different partners
-differences in oxytocin levels cause differences in social behavior

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23
Q

oxytocin pathways

A

hypothalamus to the nucleus accumbens, hippocampus, amygdala
-social information flows through the amygdala to the nucleus accumbens

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24
Q

social information

A

flows through the amygdala to the nucleus accumbens

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25
Q

salience

A

ability for something to stand out

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26
Q

partner preference

A

preferring your previous mate over a stranger

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27
Q

pair bonding

A

continuously preferring the same mate over others

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28
Q

oxytocin

A

bonding hormone that impacts social behavior
-creates a reward in our brains when we bond socially
-helps that one special person stad out in our brains (salience)

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29
Q

intranasal oxytocin

A

available to buy

30
Q

other roles of oxytocin

A

-homeostasis and balance
-redundancies and adaptations

31
Q

the reward pathway

A
  1. the ventral tegmental area
  2. nucleus accumbens
  3. prefrontal cortex
  4. all associated with dopamine
32
Q

the ventral tegmental area

A

releases dopamine
-in the midbrain (brainstem?)
-reward circuit

33
Q

nucleus accumbens

A

associates tasks with rewarding feelings
-base of the frontal lobe in the midbrain
-reward circuit

34
Q

prefrontal cortex

A

impairs critical thinking
-front of the frontal lobe
-reward circuit

35
Q

how does cocaine affect the brain

A

blocks dopamine, serotonin, and norepinephrine transporters which recycle extra neurotransmitters, meaning there is an excess amount of these
-inhibits reuptake

36
Q

neurotransmitter transporters

A

recycle extra neurotransmitters back into the neuron to be used next time it is needed

37
Q

two ways to study addiction in a lab

A
  1. microdialysis
  2. self-administration chambers
38
Q

microdialysis

A

when neurotransmitter levels are measured after taking a substance to see how addictive it is
-measures are taken between synapses
-the vials we used in the in class lab

39
Q

self-administration chambers

A

when rats are given a lever to press in order to give them an addictive substance
-they can press it as much as they like
-the more they press it, the more addicted they are

40
Q

what is addiction?

A

“a chronic relapsing brain disease characterized by compulsive drug seeking and use, despite harmful consequences”

41
Q

what is stress?

A

any circumstance that upsets our body’s natural internal balance or homeostasis
-extreme heat or cold
-threatening psychological states

42
Q

what is the stress neuropathway called?

A

the hpa axis

43
Q

hpa axis

A
  1. Hypothalamus
    -added stress activates
    2.anterior Pituitary
  2. Adrenal cortex
    -added cortisol activates
44
Q

hypothalamus as a stress responder

A

releases crh

45
Q

anterior pituitary as a stress responder

A

recieves crh and then releases acth into the bloodstream to be circulated through the body

46
Q

adrenal cortex as a stress responder

A

receives the acth (in the kidneys) and signals the release of cortisol

47
Q

somatic responses to stress

A

-increased heart rate, blood pressure, and temperature
-faster breathing
-inhibits digestion, bladder contraction and ovulation
-releases glucose
-dilates pupils

48
Q

fight or flight response

A

hpa axis and sympathetic nervous system releases epinephrine and norepinephrine to activate response in the body

49
Q

how does the stress response stop?

A

a negative feedback loop
-increasing levels of cortisol signal the hypothalamus to stop producing cortisol
-signals crh and acth to stop being released

50
Q

what happens when stress responses don’t stop?

A

negative impact on mental and physical health

51
Q

parasympathetic system

A

rest and digest
-flips every system that the sympathetic system impacted
-acetylcholine is released to help functions return to normal

52
Q

the benefits of stress

A

-provides motivation
-ability to get up and go
-cortisol boosts allow us to wake up in

53
Q

the negative side of stress

A

-depression
-lack of sleep
-physical health problems

54
Q

healthy coping mechanisms for stress

A

-slow breaths
-relaxing muscles

55
Q

circadian rhthym

A

internal clock system
-cortisol spikes in the morning and dips at night, helping our internal clock know when to be alert and when to slow down and prepare for rest

56
Q

dr. sapolsky’s video on stress

A

stress is an evolutionary protection method, but can be counterproductive when we as humans get stuck in a state of stress over non-life-threatening issues

57
Q

depression

A

categorized by a depressed mood or anhedonia for a two week period
-major depressive disorder
-genetic and environmental risks

58
Q

neurotransmitters involved with depression

A

serotonin
-appetite and mood
dopamine
-motivation and anhedonia
norepinephrine
-altertness and sleepiness

59
Q

neuroanatomy involved with depression

A

amygdala
-emotional regulation
hippocampus
-rumination on sad or upsetting things

60
Q

cortisol and depression

A

heightened all the time
-peaks in the morning still but does not reach normal low levels at night
-disrupts sleep cycles: causes early onset rem and decreased slow wave sleep; impacts fatigue, memory, mood

61
Q

ptsd

A

caused by exposure to a trauma
-avoidance
-changes in thought, mood, and arousal
-dissociations

62
Q

brain regions related to ptsd

A

hippocampus
-remembering trauma
amygdala
-fear responses
anterior cingulate cortex
-social emotional pain

63
Q

ptsd and cortisol

A

huge increase after the initial trauma for a long time
-overtime it decreases, and the overall baseline decreases as well
-cortisol diurnal rhythms

64
Q

epigenetics

A

how genes can change how they are expressed due to behavioral and environmental factors

65
Q

histone protein

A

positively charged proteins that bind to dna

66
Q

methylation

A

wrapping dna around the histone protein tightly
-makes it harder for the dna to work properly

67
Q

acetylation

A

wrapping the dna loosely
-able to work better

68
Q

glucocorticoid receptor (gr)

A

receptors for cortisol
-promotes stress and and emotion regulation
-prominent in the hippocampus (stress can decrease memory capacity)

69
Q

what did researchers observe in rats with inattentive mothers (minimal licking and grooming)

A

lower levels of gr and an increased stress response, emotional dysregulation, increased methyl groups

70
Q

generational epigenetics example

A

rats passing a fear response to the smell of cats down to their children
-can serve as protection
-can also hinder when the protection is not needed and cause unnecessary stress
-decreased methylation of olfactory genes provide heightened sense of smell

Biological Psychology (4 decks)

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