Unit 1 - Biological Bases of Behavior - PDF

Unit 1 Biological Bases of Behavior Why do we learn biology in a psychology course? How does knowledge of the connection between biological systems and mental processes help us live healthier lives? How much of who you are is determined by what’s in your brain? WE NEED CANDY~ Candy Neurons CANDY NEURON Tomorrow! Bring circular and long ﬂexible candy. Can be any candy (no peanuts please). Bring enough for your group, and if you are able, donate to the class. Build a Brain Project Starting Friday, brain model with two other people of your choice in the class. You can use any materials: styrofoam, playdoh, legos, cake, etc. If you will be messy, please bring table protection. You may leave materials in classroom (bring a bag or box to store) Module 14 & 15 Interaction of Heredity and Environment What Shapes Us? Are our human traits present at birth, or do they develop through experience? Think about yourself, where do these come from? -Personality -Beliefs -Intelligence -Mental Health -Language What Shapes Us? Epigenetics helps us understand the interaction Is it our heredity that between the two since it determines who we are or examines how an our environment & environment either triggers or blocks genetic expression relationships? (aka which genes turn on, and which don’t) For many years, psychologists debated: nature or nurture? For example, children born Today the prevailing view during a famine are often is nature AND nurture more likely to experience coronary disease and obesity contribute to our since their pregnant mothers formation. were exposed to famine conditions How Do We Understand the Interactions of Nature and Nurture? Eugenics The discriminatory 19th-20th Unfortunately, century movement: proposed Evolutionary Psychology some tried to measuring human traits and How are we humans alike apply this encouraging only those deemed because of our shared perspective in “fit” to reproduce. Eugenicists biology and evolutionary ways to discriminate tried to apply the evolutionary history? others perspective to support their ideas. Evolutionary Psychologists use Darwin’s principle of Natural Selection to understand behavior and mental processes. Organisms compete for survival Certain biological & behavioral variations increase chances of reproductivity & survival Those that are survive are more likely to pass on genes Over time, characteristics may change This video mentions the connection between Eugenics and intelligence tests. Intelligence tests are covered in the next unit. Most Psychologists Today Support and Learn From Our Differences Behavior Genetics How do we individually differ because of our differing genes and environments? Nurture works on what nature provides. How Do We Understand the Interactions of Nature and Nurture? Family Studies One Purpose of a Family Study: Assess whether people in the same family who share a similar genetic structure also have similar responses to a health-promotion intervention such as diet, exercise, or medication Twin Studies help us investigate nature, Adoptive Studies provide nurture, or both. many kinds of ﬁndings on both nature and nurture. Identical twins Example: After studying similarities are hundreds of adoptive probably nature. families, people who grew up together (adopted or not) do Fraternal twin not resemble each other similarities are much in personality (except probably nurture. for identical twins) Module 10 Overview of the Nervous System NERVOUS SYSTEM The Nervous System - body’s speedy, electrochemical communication network consisting of nerve cells. CENTRAL NERVOUS SYSTEM (CNS) Includes the brain and spinal cord. It is the body’s decision-maker. Neural networks – interconnected neural cells; more connections made as experience gained Important in our body! Encased in bone PERIPHERAL NERVOUS SYSTEM (PNS) All nerves that are not encased in bone. Sensory and motor neurons that connect the CNS to the rest of the body. Responsible for gathering information and transmitting CNS decisions to other body parts. Is divided into two categories….somatic and autonomic. DIVISIONS OF THE PERIPHERAL NERVOUS SYSTEM SOMATIC NERVOUS SYSTEM Controls voluntary muscle movement. Uses motor neurons. Also called skeletal nervous system Responsible for receiving sensory information, interpreting it and transporting orders to the CNS which controls the muscles. DIVISIONS OF THE PERIPHERAL NERVOUS SYSTEM AUTONOMIC NERVOUS SYSTEM Controls the automatic functions of the body. Divided into two categories…the sympathetic and the parasympathetic DIVISIONS OF THE PERIPHERAL NERVOUS SYSTEM SYMPATHETIC NERVOUS SYSTEM Arouses the body Fight or Flight Response. (Freeze has been added more recently) Automatically accelerates heart rate and breathing, dilates pupils, stimulates glucose, inhibits urination DIVISIONS OF THE PERIPHERAL NERVOUS SYSTEM PARASYMPATHETIC NERVOUS SYSTEM Calms the body Automatically slows the body down after a “Para” like stressful event. “parachute” helps your body calm Heart rate and down. breathing slow down, pupils constrict Tonight: Think of a situation that made you feel very angry or fearful. Be ready to think and write about this experience tomorrow. You will not have to share this experience with anyone, including me. Heart Rate Demonstration: The Autonomic Nervous System 1) With your partner, choose one person to be the experimenter and one to be the subject. 2) The experimenter will practice taking radial pulse rates. Experimenter: use your non-dominant hand. Use your subject’s non-dominant wrist. Heart Rate: The Autonomic Nervous System 3) Experimenters: on the Heart Rate Recording Sheet: write in your names in their respective roles. Circle your own name. 4) Subjects: take out a piece of paper and a pen or pencil. Position the piece of paper and pen so that is readily accessible for you to write on and keep your dominant hand still for your experimenter. 5) Experimenters: Position your Heart Rate Record Sheet so you can write with one hand, but keep your other hand on your subject’s wrist. Heart Rate: The Autonomic Nervous System 6) Experimenters: you will be counting and recording your subject’s heart rate 10 times. I will prompt you at 30 second intervals to record your count. Experimenters: do not move your hand off of your subject’s wrist between counts! 7) When I tell you to start: Subjects: for 3 minutes you will write about the event I asked you to think about yesterday: an experience that made you feel angry or fearful. During this time period, describe exactly what happened, how it made you feel, and what you did about it. Just relax when the timer is done. (4th-6th minute mark) Everyone: relax and watch this clip to review the nervous system Heart Rate: The Autonomic Nervous System 9) Experimenters, take the pulse of your subject again and record your ﬁndings in the #15 row on your Heart Rate Record Sheet Now take one more short break and enjoy these puppies and kittens Heart Rate: The Autonomic Nervous System 9) Experimenters, take the pulse of your subject again and record your ﬁndings in the #20 row on your Heart Rate Record Slides 10) Release wrists and subjects: record the data on your own Heart Rate Recording Sheet. Subjects/Experimenters: place an x for each point on the graph at the bottom of the page. Base Rate Arousal Recovery 72 Base Rate 71 70 Place an “x” on the graph for 69 each of your Beats subject’s Per 68 BPMs Minute (BPM) 67 66 65 64 1 2 3 4 5 6 7 8 9 10 15 20 Heart Rate: The Autonomic Nervous System With your partner: 1) Examine/discuss your graph. What trends do you notice in the rise and fall in heart rate? 2) Label the parts of the graph where the parasympathetic nervous system was activated. 3) Label the parts of the graph where the sympathetic nervous system was activated. 4) Did you notice any surprises in the data? If so, what would be some possible explanations or factors affecting the results? Base Rate Arousal Recovery 72 Base Rate x 71 x x 70 Often a drop in Some typical 69 pulse rate here x data from this Beats bc of Guinea Pig demonstration Per Effect (subject’s 68 x Minute reaction to being (BPM) measured) 67 x x x x 66 x 65 x x 64 1 2 3 4 5 6 7 8 9 10 15 20 Base Rate Arousal Recovery 72 Base Rate x 71 x x 70 Some typical 69 x data from this Beats demonstration Per Rapid rise in 68 x Minute heart rate when (BPM) subject begins 67 x writing x x x 66 x 65 x x 64 1 2 3 4 5 6 7 8 9 10 15 20 Base Rate Arousal Recovery 72 Base Rate x 71 x Recovery Period: x Gradual decline as the PNS 70 inhibits the SNS. Some typical 69 x data from this Beats demonstration Per 68 x Minute (BPM) 67 x Some rates x x x 66 may even fall x below the base rate bc of PNS 65 x rebound: x quickly trying 64 to return to normal 1 2 3 4 5 6 7 8 9 10 15 20 Base Rate Arousal Recovery 72 Base Rate x 71 x x 70 Some typical 69 x data from this Beats demonstration Per 68 x Minute (BPM) 67 x x x These rates will 66 x x typically be closer to 65 x minute 3. x Shows system 64 is returning to normalcy 1 2 3 4 5 6 7 8 9 10 15 20 Heart Rate: The Autonomic Nervous System (Reﬂection Question) Discuss and write a response with your partner: Medical and mental health professionals often warn of the dangers of mental stress causing physical or biological ailments similar to those experienced by individuals who have faced violence or the threat of violence. How does this study support these warnings? Be sure to incorporate the roles of the parasympathetic and sympathetic nervous systems in your response. Answer the question on the back of your Heart Rate Recording Sheet Module 9A NEURON STRUCTURE & TYPES BIOLOGICAL PSYCHOLOGY AND NEUROTRANSMISSION THE NEURON It starts with a NEURON: an individual nerve cell; the basic building block of the nervous system. THE NEURON Several different types of neurons exists Some have very speciﬁc jobs Main jobs of every neuron type: is don e t h i s All of iseconds! Receive Messages ll in mi impulses l Neura s fast as Carry Messages a travel mph!! 330 Send Messages Thoughts occur via this ﬁring in a particular pattern (more on this later) GLIAL CELLS ▸ For many years, belief that only neurons communicated in the nervous system ▸ Glial Cells were just thoughts of as “helper cells” ▸ Now we know that they also communicate with each other and with neurons via chemical neurotransmitters ▸ They also support, nourish, protect/insulate, and manage waste of neurons while also playing a role in learning and thinking. TYPES OF NEURONS Interneurons Motor Neurons Sensory Neurons internal Carry send messages communication instructions from body tissues neurons from the CNS to and sensory this is where our muscle and receptors to CNS complexity glands comes from SENSORY NEURONS Sensory Neurons send messages from body tissues and sensory receptors to CNS. These are afferent because they carry Messages from body tissues & sensory receptors inward. Example: A sensory neuron measures the volume/loudness of a noise Let’s Test Your Motor Neurons MOTOR NEURONS Motor Neurons Carry instructions from the CNS to muscle and glands. These are efferent since they carry messages out. Example: How much a person ﬂinches SENSORY NEURONS V MOTOR NEURONS SENSORY MOTOR Different types for each Connected to all of our muscles different sense Motor neurons are the only way Respond to non-chemical our thoughts can exist in the stimulation real world (moving my jaw to Example: Neurons in the back speak, moving my hand to sign of your eye respond to certain (ASL) or write) wavelengths of light Neurons in your arm muscles Sensory neurons send afferent can react to involuntary and signals voluntary signals Afferent signals arrive at the Motor neurons receive efferent brain signals Efferent signals exit the brain. INTERNEURONS Interneurons internal communication neurons this is where our complexity comes from We have the most interneurons of the neuron types: billions and billions! They are only in the CNS REFLEX ARC In the PNS and CNS: sensory neurons send messages to interneurons who then send messages to motor neurons. It makes this arc effect. Example: you touch a very hot cup of coffee 1) Your receptor sites pick up the Spinal pain and alert your sensory Cord neurons (PNS) 2) Your sensory neurons send the message to your interneurons in your spinal cord (CNS) 3) Your interneurons alert your motor neurons which tell your muscles to quickly pull your hand back (PNS) Open your What is a Neuron? Parts and Functions module packet to your drawing of a neuron. Review this video in order to make a neuron model with your group. DIRECTIONS: CANDY NEURONS CANDY NEURON 1) With your group, create a neuron candy model on your blank piece of paper. Take a picture of your candy model and upload it to your slideshow on each of the green slides (sign up on canvas). You can use any of the candies for each part. Does not have to look exactly like the example, but should look like a neuron. 2) For each slide, label each part of the neuron with a line pointing to its location. In the “Function Box” include the function of that part of the neuron. 3) Make sure to animate the “Part of the Cell” and the “Function” tables so that it appears after you view the slide (this is to help you study) * Wash your hands ﬁrst if you want to eat the candy after. DIRECTIONS: CANDY NEURONS (PARTS & FUNCTIONS) CANDY NEURON Include all of the following: Nucleus Soma/Cell Body Dendrites Axon Myelin Sheath (make sure to include this in candy form!) Terminal Branches/Buttons Tips to help you with google slides: Change the color of a table Animate an object Example: Candy Neurons CANDY NEURON Part of the Cell Function Nucleus Contains genetic material (DNA) and contains parts necessary for coded production of proteins. Example: Candy Neurons CANDY NEURON Part of the Cell Function SOMA/ CELL BODY Soma protects and keeps the interior parts of the nucleus healthy Module 9B ACTION POTENTIAL BIOLOGICAL PSYCHOLOGY AND NEUROTRANSMISSION How do neurons transmit information? The process of neural transmission most commonly occurs in an orderly, systematic way. -College Board College Board wants you to know some of the details about neural transmission. First, we will watch some Crash Course clips on neural transmission to get an overview. Then you will be creating a more detailed study aide to help you study for the upcoming Neuron Quiz. Neural Communication: Your Body is a Sack of Batteries Neural Communication: How Charges Move in Your Cells Terms to know: Resting Potential Polarized Neural Communication: Action Potential Terms to know: Action Potential Depolarize Resting Potential Stimulus Threshold All-or-nothing Principle Axon Refractory Period Neural Communication: Terms to know: Action Potential Transmission Speed Stimulus Myelin Sheath Action Potential speed increases with myelin sheath Neural Communication: Action Potential INTRO: NEURONS & IONS In your groups from yesterday, each person needs to open your Candy Neurons slides Directions: Action Potential (Candy Neurons) 1) On the remaining Action Potential (Yellow) Slides, copy and paste an image of your candy neurons on each of the slides. 2) Watch the video clips linked on the next slide to label and describe each part of the Action Potential Process. 3) Use transitions to help you study, and gifs/images to show the movement of the action potential and anything else you might think is necessary. Opti on GIFS al Directions: Action Potential (Candy Neurons) Slide #1: Dendrites, Ions, Positively-charged Sodium, Positive Potassium, Stimulus, Neurotransmitters, Receptors, Threshold, All-or-nothing Principle, Action Potential, Gated channels Slide #2: Depolarization, Positively-charged Sodium, Negative Charge, Action Potential, Sodium gates, Potassium gates (include Myelin Sheath) Slide #3: Repolarization, Sodium, Potassium, Action potential Slide #4: Refractory Period, Threshold Slide #5: Resting Potential, Polarized, Negative charge, Positive charge ACTION POTENTIAL Some Examples of Disruptions to Neural Transmissions ▸ Multiple Sclerosis: A disease caused Define the following on by the extreme break down of myelin the last page of your sheath (fatty tissue that insulates an axon modules packet. This and speeds their impulses) that results in information is not in your textbook. College Board slow communication to the brain and is expecting you to know muscles, which causes diminished this info based on the muscle control and sometimes harms Fall 2024 Course Exam cognition (thinking, knowing, remembering, and Description. communicating) ▸ Multiple Sclerosis: 0:00-3:39 Some Examples of Disruptions to Neural Transmissions Myasthenia Gravis: a neuromuscular disease where Define the following on ACh (neurotransmitter for muscle the last page of your action, learning, memory) modules packet. This transmission is blocked. This information is not in your block results in weakness, textbook. College Board difﬁculties with muscle control, is expecting you to know this info based on the or paralysis (loss of function of Fall 2024 Course Exam voluntary muscles) and Description. Myasthenia Gravis 0:00-2:45 Module 9C SYNAPSES & NEUROTRANSMITTERS BIOLOGICAL PSYCHOLOGY AND NEUROTRANSMISSION HOW NEURONS COMMUNICATE SYNAPTIC GAP NEUROTRANSMITTERS REUPTAKE the 1 millionth of an chemical messengers process by inch space between that cross the synaptic which the sending the axon terminal of gap and bind with neuron one neuron and the receptor sites on the reabsorbs the receiving neuron receiving neuron excess neurotransmitters The Nervous System, Part 3: Add to your Synapses reading notes as you watch EXAMPLES OF NEUROTRANSMITTERS ACETYLCHOLINE(ACH) DOPAMINE Involved with voluntary Inﬂuences movement, muscle movement, learning, attention and learning and memory emotion Lack of ACH has been Lack of dopamine has been linked to Alzheimer’s linked to Parkinson’s disease. disease. Too much has been linked to schizophrenia. EXAMPLES OF NEUROTRANSMITTERS SEROTONIN ENDORPHINS Affects mood, sleep, Involved in pain control. hunger, arousal Many of our most addictive Lack of serotonin has drugs deal with endorphins. been linked to depression “Runner’s High” occurs when your brain signals the release of endorphins to reduce pain! Create your own! NEUROTRANSMITTER MATCHING GAME 1) Open you your copy of the Neurotransmitter Matching Game on Canvas 2) Fill in the blank tiles using the Neurotransmitters chart linked on Canvas and this chart from your textbook: Create your own! NEUROTRANSMITTER MATCHING GAME 3) This slide is your key 4) Duplicate your key slide 5) Your duplicate is the matching game. Move around the tiles to mix up the matches (do not have to be in the chart) 6) Switch chromebooks with another student and correctly match the tiles to their correct category and row. 7) When completed, check your answers with their key. Module 9D BIOLOGICAL PSYCHOLOGY AND NEUROTRANSMISSION Build a Brain Project 1. Go over directions 2. Look at Examples 3. Sign up with a partner or partners 4. Presentation Date Effects on Neural Transmission HORMONES & PSYCHOACTIVE DRUGS ENDOCRINE SYSTEM The body’s slow chemical communication system A set of glands that secrete hormones into the bloodstream The only gland you need to know is the pituitary gland. PITUITARY Hormone GLAND a substance secreted into the bloodstream by an endocrine In the core of the brain-controlled by the gland or other tissue or organ hypothalamus; the “master gland.” Both are part of the limbic system. to regulate processes in distant target organs and tissues The anterior pituitary secretes growth hormone. Too little produces dwarﬁsm; too much results in gigantism. The posterior pituitary secretes vasopressin (in addition to oxytocin), which constricts blood vessels and raises blood pressure. SOME Ghrelin HORMONES You Need to Leptin Know Adrenaline 1) Open you your copy of the Neurotransmitter/Hormones Matching Game on Canvas Melatonin 2) Fill out the Hormones Chart 3) Duplicate the slide for your key Oxytocin 4) Mix up the next slide 5) Exchange chromebooks with another student to complete the matching game PSYCHOACTIVE DRUGS EFFECTS ON BEHAVIOR & MENTAL PROCESSES ▸ Psychoactive Drugs: a chemical substance that alters perceptions and moods ▸ Can affect neurotransmitter function in various ways throughout the neural communication process. ▸ Some are agonists: encourage neural ﬁring ▸ Some are antagonists: discourage neural ﬁring ▸ Some are reuptake inhibitors: block the reabsorption of neurotransmitters back into the cell Tolerance and Addiction ▸ Substance Use Disorder ▸ Withdrawal ▹ continued substance craving and use ○ the discomfort despite signiﬁcant life disruption and distress and/or physical risk that follow ▸ Tolerance discontinuing ▹ the diminishing effect with regular use an addictive of the same dose of a drug, requiring drug or the user to take larger and larger doses behavior. before experiencing the drug’s effect. ▸ Addiction ▹ compulsive craving of drugs or certain behaviors (such as gambling) despite known adverse consequences. PSYCHOACTIVE DRUGS Matching Game: Some Psychoactive Drugs You Need to Know 1) Open you your copy of the Neurotransmitter/Hormones Matching Game on Canvas 2) Fill out the Psychoactive Drugs Chart 3) Duplicate the slide for your key 4) Mix up the next slide 5) Exchange chromebooks with another student to complete the matching game Module 12 THE CEREBRAL CORTEX Crash Course Psychology #4 Add to your “Brain Hemispheres” reading notes as you watch STRUCTURE OF THE CORTEX CEREBRUM OR CEREBRAL CORTEX the intricate fabric of interconnected neural cells covering the cerebral hemispheres; the body’s ultimate control and information-processing center. It includes the two hemispheres, the limbic system and the lobes of the cortex. FRONTAL LOBE portion of the cerebral cortex lying just behind the forehead; involved in speaking and muscle movements and in making plans and judgments. PARIETAL LOBE portion of the cerebral cortex lying at the top of the head and toward the rear; receives sensory input for touch and body position. OCCIPITAL LOBE portion of the cerebral cortex lying at the back of the head; includes areas that receive information from the visual ﬁelds. TEMPORAL LOBE portion of the cerebral cortex lying roughly above the ears; includes the auditory areas and linguistic processing, each receiving information primarily from the opposite SENSORY CORTEX area at the front of parietal lobes that registers and processes body touch and movement sensations. the more sensitive the body region (lips) the larger the somatosensory area dedicated to it MOTOR CORTEX an area at the rear of the frontal lobes that controls voluntary movements ASSOCIATION AREAS areas of the cerebral they are involved in cortex that are not higher mental functions involved in primary such as learning, motor or sensory remembering, thinking, functions and speaking. ASSOCIATION AREAS Underside of right side of Temporal Lobe Prefrontal Cortex recognize faces judgement, planning, and Broca’s area processing of new speaking language memories Parietal lobes enable Wernicke’s area mathematical and understanding spatial thinking language PLASTICITY the brain’s ability to change, especially during childhood, by reorganizing after damage or by building new pathways based on experience. 11.1 THE TOOLS OF DISCOVERY 11.2 OLDER BRAIN STRUCTURES CT Scan computed tomography scan a series of X-ray photographs taken from different angles and combined by computer into a composite representation of a slice of the brain’s structure. PET SCAN a visual display of brain activity positron emission that detects tomography scan where a radioactive form of glucose goes while the brain performs a given task. a technique that uses MRI magnetic ﬁelds and radio waves to produce magnetic computer-generated images resonance of soft tissue. These scans imaging show brain anatomy. an ampliﬁed recording of the waves of EEG electrical activity ELECTROENCE sweeping across the brain’s PHALOGRAM surface. These waves are measured by electrodes placed on the scalp. a technique for revealing bloodﬂow and, therefore, brain fMRI activity by functional MRI comparing successive MRI scans. This scan shows brain function as well as its structure. Crash Course Psychology #4 “Old Brain and Limbic System” THE HINDBRAIN HINDBRAIN BRAINSTEM (includes the medulla) the oldest part of central core of the brain, beginning where the spinal cord swells as it enters the skull; the brainstem is responsible for automatic survival functions like breathing and heart rate. HINDBRAIN MEDULLA OBLONGATA The base of the brainstem; controls heartbeat, blood pressure and breathing and reﬂexes like swallowing, sneezing, and vomiting. Helps coordinate purposeful movements HINDBRAIN PONS Bridge that connects the brainstem and cerebellum Helps coordinate and integrate movements on each side of the body Plays a role in sleep/dream functions HINDBRAIN Is what I am RETICULAR seeing a threat?! ACTIVATING SYSTEM (or Reticular Formation) a nerve network that travels through the medulla and pons plays an important role in controlling arousal for survival functions: attention and alertness HINDBRAIN Cerebellum Coordinates voluntary movement with help from the pons Standing and walking Balance and equilibrium requires hundreds of different bones, tendons, muscles to Coordinated sequences of work together. movement Cerebellum helps Implicit Memory: we remember without necessarily be aware that we remember like the speciﬁcs of how to ride a bike (more on this in the next unit) THE MIDBRAIN Nerve System connecting higher and lower portions of the brain Relays info between the brain, ears, and eyes. THALAMUS the brain’s sensory switchboard, located on top of the brainstem; it directs messages to the sensory receiving areas in the cortex and transmits replies to the cerebellum and medulla. LIMBIC SYSTEM doughnut-shaped neural system (including the thalmus, pituitary gland, hippocampus, amygdala, and hypothalamus) located below the cerebral hemispheres; associated with emotions and drives AMYGDALA two lima-bean-sized neural clusters in the limbic system; linked to emotion; scared and angry for example HIPPOCAMPUS part of the limbic system that curves around the other parts; responsible for memories-both making and recalling HYPOTHALAMUS a neural structure lying below (hypo) the thalamus; it directs several maintenance activities (feeding, ﬁghting, sex drive, ﬂeeing), helps govern the endocrine system via the pituitary gland, and is linked to emotion and reward Module 13 Brain Hemisphere Organization and the Biology of Consciousness AP Daily Videos 1.4 Daily Video 3 1.4 Daily Video 4 Build a Brain Project Presentations Module 23 and 24 Sleep Patterns Sleep Theories Sleep Deprivation Whole Class- Sleep Deﬁcit Test 1. Take the Sleep Deﬁcit Test on Canvas 2. Listen as I help you score the test 3. Be ready to discuss Sleep Deﬁcit Test In Sleep Thieves, Coren cites the work of Wehr and his colleagues at the National Institute of Mental Health in Bethesda, Maryland. Found that people getting 10 hrs of sleep: improve performance, psychological status, and mood. Data also suggests that when all time cues (alarms, etc) are removed, people tend to sleep for 9 to 10 hours. In contrast to today with our ancestors,Wehr concluded “There may have been a lot of rest going on that has been virtually abolished by our modern lifestyle.” Sleep Cycle Drawings On a wipe book: ▸ Use your textbook and notes to sketch each brain wave and sleep stage ▸ Next to the wave explain what is happening at that stage ▸ Compare with your group 1.5 Daily Video 2 The Major Theories Sleep/Dreams Appropriate Research Designs Ethical Principles What Happens When You Don’t Sleep? Sleep Disorders Insomnia Night Terrors ▸ 1 in 10 adults, and 1 in 4 older ▸ target mostly adults, Narcolepsy children complain of ▸ may sit up or (from narco, insomnia walk around, talk “numbness,” and ▸ Not just an incoherently, lepsy, “seizure”), inability to fall ▸ experience who have sudden asleep quickly: doubled heart attacks of it is also an and breathing overwhelming inability to stay rates, and appear sleepiness, usually asleep. terriﬁed lasting less than 5 (Hartmann, 1981). minutes. sleep disorders Sleep Apnea ▸ 1 in 20 of us have sleep apnea ▸ it was unknown before modern sleep research. ▸ Apnea means “with no breath,” and people with this condition intermittently stop breathing during sleep Module 24 & 25 Dreams and Altered States Episode: Dreams Add to your reading notes as you watch Great video you can watch on your own... Module 16 & 17 Sensation & Perception Bottom - up processing ▸ We process this way when we have Top-down no prior knowledge processing ▸ We start at the bottom and work ▸ We process this our way up way when we have prior knowledge Selective Attention ▸ We only focus on a minute aspect of what we see… ▸ Share a time with your team that you got so caught up in an activity that you missed something obvious...or something in the environment kept you from concentrating The Stroop Test http://tinyurl.com/cdp3y Let’s try it out Inattentional vs Change Blindness ▸ Inattentional Blindness-failing to see visible objects when our attention is directed elsewhere ▸ Change Blindness- failing to notice changes in the environment Inattentional vs Change Blindness Inattentional vs Change Blindness Absolute Threshold ▸ The minimum stimulation needed to detect a particular stimulus 50 percent of the time. ▸ For example, imagine that researchers are conducting an experiment on light detection. ▸ In such an experiment, researchers my place participants in a dark room and then ask them to say when they can detect a light stimulus. ▸ The smallest amount of light stimulus that the participants can detect is known as the absolute threshold. Absolute Threshold Signal Detection Theory ▸ A theory that predicts that we will detect faint stimulus if we are primed to do so.. experience, motivation, and alertness ▸ It depends on the intensity of the stimulus and the physical and psychological state of the individual so our detection varies from person to person Why Do We Care? ▸ The research in this area is especially important to ﬁelds where attention to detail amid environmental distractions is paramount ▸ For example, air trafﬁc controllers, security screeners, law enforcement, and even ordinary car drivers Diﬀerence Threshold Weber’s Law The minimum For an average difference a person person to perceive a can detect between difference, two two stimuli half the stimuli must differ time. It increases with by a constant the size of the minimum stimulus. percentage. Difference Threshold and Weber’s Law Crash Course: Consciousness Module 18 Vision Pixar: What is Color? How We Perceive Light When we see color, we are seeing pulses of electromagnetic energy that our visual system perceives as a color. What we see as light is a thin slice of the whole spectrum of electromagnetic energy. How We Perceive Light Wavelength The distance from one wave peak to the next determines its hue or the color we detect Intensity the amount of energy in light waves (determined by amplitude or height of the waves) Ted: Light Waves: Visible and Invisible Physical Property of Waves Physical Property of Waves Physical Property of Waves Physical Property of Waves The Structure of the Eye Cornea = outer covering of the eye that protects the eye and bends light to provide focus The Structure of the Eye Pupil = the adjustable opening in the center of the eye through which light enters. The Structure of the Eye Iris = a ring of muscle tissue that forms the colored portion of the eye around the pupil and controls the size of the pupil opening. The iris dilates/constricts in response to changing light intensity The Structure of the Eye The lens changing shape to to focus near or far objects is called accommodation Lens = the transparent structure behind the pupil that changes shape to help focus images on the retina. How Glasses Work The lens changing shape to to focus near or far objects is called accommodation. When this process is altered, nearsighted or farsightedness can result. Lens = the transparent structure behind the pupil that changes shape to help focus images on the retina. The Structure of the Eye Retina = the light-sensitive inner surface of the eye, containing the receptor rods and cones plus layers of neurons that begin the processing of visual information. The Retina’s Receptor Cells CONE ROD retinal receptors Retinal receptor cells that detect that are concentrated black, white, and near the center of the gray; necessary retina (fovea) and that for peripheral function in daylight or and twilight in well-lit conditions. vision, when cones donʼt The cones detect fine respond. Detect detail and give rise to shapes and color sensations-blue, movement, but green, and red. not color The Retina's Reaction to Light The Retina’s Reaction to Light The Retina’s Reaction to Light Afterimages result when certain ganglion cells in the retina are activated while others are not. The ganglion cells involved in this opponent process are red/green, blue/yellow and black/white. The Retina fovea optic nerve blind spot the central focal the nerve that the point at point in the carries neural which the optic retina, around impulses from nerve leaves the the which the the eye to the eye, creating a eye’s cones brain “blind” spot cluster because no receptor cells are located there The Eye Visual Information Processing Feature Detectors feature detectors Discovered by David Hubel and Torsten Wiesel (1979) Nobel Prize nerve cells in the brain that respond to specific features of the stimulus, such as shape, angle, or movement Parallel Processing ▸ The processing of many aspects of a problem simultaneously; the brainʼs natural mode of information processing for many functions, including vision. ▸ Contrasts with the step-by-step (serial) processing of most computers and of conscious problem solving Visual Information Processing Young-Helmholtz Trichromatic (three-color) theory the theory that the retina contains three different color receptors RED, GREEN, BLUE when stimulated in combination can produce the perception of any color Young-Helmholtz Trichromatic (three-color) theory Color Deﬁcient Vision ▸ Dichromatic- two color ▸ Monochromatic- one color ▸ Makes it difﬁcult to distinguish red and green in this image ▸ Genetically sex-linked Hering's Opponent- process theory the theory that opposing retinal processes (red-green, yellow-blue, white-black) enable color vision After tiring your neural response to black, yellow, green, you should see their opponent colors. Beau Lotto- Optical Illusions Demonstrate How We See COLOR! Science Module 19 Visual Organization Perceptual Organization: Gestalt Psychology emphasizes our tendency to integrate pieces of information into meaningful wholes Figure Ground Relationship Our ﬁrst perceptual decision is what is the image is the ﬁgure and what is the background. Gestalt psychology Gestalt psychologists focused on how we GROUP objects together. We innately look at things in groups and not as isolated elements. Proximity (group objects that are close together as being part of same group) Continuity (objects that form a continuous form are perceived as same group) Closure (we ﬁll in gaps to create a complete, whole object) Depth Perception ▸ The ability to see objects in three dimensions although the images that strike the retina are two-dimensional; allows us to judge distance. Visual Cliﬀ-a laboratory device for testing depth perception in infants and young animals Depth Cues Eleanor Gibson and her Visual Cliff Experiment. If you are old enough to crawl, you are old enough to see depth perception. We see depth by using two cues that researchers have put in two categories: Monocular Cues Binocular Cues Binocular Cues Depth cues: the difference between the images projected onto the retina Methods used by both eyes to judge depth perception Retinal Disparity (as an object comes closer to us, the Did You Know? Retinal disparity is used by differences in 3-D filmmakers… they achieve the images between our 3-dimensional eﬀect by displaying the film eyes becomes greater. from two diﬀerent projectors at once! Monocular Cues Linear Perspective Interposition Depth cues, such as interposition and linear perspective, available to either eye alone. Texture Gradient Relative size Relative height Light and shadow Give the illusion of depth on ﬂat or two-dimensional surfaces. Depth Perception: Binocular Vision Versus Monocular Vision The two eyes see objects from two slightly different angles. The brain is able to use retinal disparity and the information about the position of each eye to judge the distance of the object. This demonstration is designed to give you an appreciation of binocular depth cues. Directions: Work in groups of three. One person will be the catcher, one the pitcher, and one the data recorder. Procedures: 1. The pitcher throws the ball to the catcher 10 times. The catcher has both eyes open, but to make it more difficult, the catcher uses one hand only to catch the ball. Record the number of balls caught. 2. The pitcher throws the ball to the catcher 10 times, but this time the catcher uses one eye only. Use just one hand only to catch. Record the number of balls caught. 3. Repeat the procedure with each person serving as the catcher. Module 20 and 21 Hearing and Other Senses Sound Waves The height of the wave gives us the amplitude of the sound. The frequency of the wave gives us the pitch if the sound. The Parts of the Ear AP Daily Video 1.6 Daily Video 3 Online Tone Generator Transforming Sound Waves Into Nerve Impulses that Our Brain Interprets Outer Ear and Middle Ear: Sound waves hit the eardrum (tympanic membrane) then bones: anvil (incus) and hammer (malleus) then stirrup (stapes) then oval window. Everything is just vibrating. Inner Ear: Then the cochlea (coke-lee-uh) (snail-shaped ﬁlled with ﬂuid) vibrates. The cochlea is lined with mucus called basilar membrane. In basilar membrane there are hair cells. When hair cells vibrate they send impulses up the auditory nerve to the thalamus. Hearing Loss 1. Conduction Hearing Loss a. hearing loss caused by damage to the mechanical system that conducts sound waves to the cochlea. 2. Sensorineural Hearing Loss a. hearing loss caused by damage to the cochlea’s receptor cells or Your Inner Ear Hair Cells to the auditory nerves; also called nerve deafness. Hearing Loss Cochlear Implant a. a device for converting sounds into electrical signals and stimulating the auditory nerve through electrodes threaded into the cochlea. Shepard Tone Illusion Perceiving Pitch Place Theory The pitch we hear depends on the place where the cochlea’s membrane is stimulated So some hairs vibrate when they hear high and other vibrate when they hear low pitches. Frequency Theory The pitch we hear depends on the rate of nerve impulses traveling up the auditory nerve All the hairs vibrate but at different speeds. Perceiving Pitch The Volley Principle place theory explains high pitches frequency theory explains low pitches some combination of both seems to handle the pitches in the intermediate range What is Pain? Biological Inﬂuences Nociceptors sensory receptors that detect hurtful temperatures, pressure, or chemicals Gate-control theory Spinal cord contains small nerve ﬁbers that conduct most pain signals, and larger ﬁbers that conduct most other sensory signals. Melzack and Wall theorized that the spinal cord contains a neurological “gate.” When tissue is injured, the small ﬁbers activate and open the gate, and you feel pain. Biopsychosocial Approach to Pain Pain also inﬂuenced by our genes, psychological state, and sociocultural inﬂuences Treatment for Pain 1. hypnosis 2. acupuncture 3. physiotherapy 4. ultrasound 5. biofeedback 6. relaxation 7. electrical stimulation 8. Many clinics also use some form of behavioral treatment Body Position and Movement Vestibular sense the sense of body movement and position, including the sense of balance Kinesthesia the system for sensing the position and movement of individual body parts. loss of kinesthesia is called proprioception Let’s Try It! 1. stand on one foot for 30 seconds with eyes open 2. stand on one foot with eyes closed 3. spin around a few times and then close eyes and stand on one foot What’s Happening?! When twirling, the fluid inside your semicircular canals also spins and so info is sent to your brain that you are still moving. This dizzy after effect fools your brain: you must still be spinning! (even though you are not). Your visual perception says you are still, while your inner ear says you are not which makes you dizzy. Your kinesthetic receptors will return to their natural state as quick as they can. This illustrates a principle that underlies perceptual illusions. Sensory Interaction the principle that one sense may influence another, as when the smell of food influences its taste

Unit 1 - Biological Bases of Behavior - PDF

Document Details

Tags

Related

Summary

Full Transcript