Cognitive Psychology Module 1 PDF

**LSPU Self-Paced Learning Module (SLM)** **Course** Cognitive Psychology (PSY 11) ------------------------------- ---------------------------------------------------------------------------------------------------------------------------------------------------------------...

**LSPU Self-Paced Learning Module (SLM)** **Course** Cognitive Psychology (PSY 11) ------------------------------- ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- **Sem/AY** First Semester/2021-2022 **Module No.** **1** **Lesson Title** **Cognitive Neuroscience** **Week Duration** **3-4** **Date** **October 18-29, 2021** **Description of the Lesson** Philosophers and scientists have long been fascinated by the mind--body problem. With this, the connection between cognitive psychology and neurobiology is explored. Some cognitive psychologists investigate the biological underpinnings of cognition in order to answer such concerns. Cognitive psychologists are particularly interested in how the nervous system's anatomy and physiology impact and are affected by human cognition. **Learning Outcomes** +-----------------------------------+-----------------------------------+ | **Intended Learning Outcomes** | Students should be able to meet | | | the following intended learning | | | outcomes: | | | | | | - Discuss the fundamental | | | structures and processes | | | within the brain | | | | | | - Describe how do researchers | | | study the major structures | | | and processes of the brain | +===================================+===================================+ | **Targets/ Objectives** | At the end of the lesson, | | | students should be able to: | | | | | | - Determine the fundamental | | | structures and processes | | | within the brain | | | | | | - Determine how do researchers | | | study the major structures | | | and processes of the brain | | | | | | - Determine how biological | | | underpinnings affect our | | | cognition | +-----------------------------------+-----------------------------------+  **Student Learning Strategies** +-----------------------------------+-----------------------------------+ | **Online Activities | Specific lesson for this topic | | (Synchronous**end | | | bulb/bouton - the point at | | | which the axon releases | | | substances that pass via the | | | junction between two | | | neurons** | | | | | | g. **Synapse** - is a connection | | | between one or more neurons\' | | | terminal buttons and the | | | dendrites (or occasionally | | | the soma) of other neurons. | | | In cognition, synapses are | | | crucial. | | | | | | When the terminal buttons at the | | | synapse release one or more | | | neurotransmitters, signal | | | transmission between neurons | | | happens. These | | | ***neurotransmitters*** are | | | chemical messengers that carry | | | information over the synaptic gap | | | to the next neuron\'s receptive | | | dendrites. | | | | | | At present, it appears that three | | | types of chemical substances are | | | involved in neurotransmission: | | | | | | a. **Monoamine | | | Neurotransmitters** - the | | | nervous system produces | | | monoamine neurotransmitters | | | via enzymatic activities on | | | one of the amino acids | | | (protein components such as | | | choline, tyrosine, and | | | tryptophan) in our diet | | | (e.g., acetylcholine, | | | dopamine, and serotonin) | | | | | | b. **Amino-Acid | | | Neurotransmitters** - are | | | obtained directly from the | | | amino acids in our diet | | | without further synthesis | | | (e.g. GABA) | | | | | | c. **Neuro-peptides** - are | | | peptide chains (molecules | | | made from the parts of two or | | | more amino acids). | | | | | | **Acetylcholine** -- it | | | stimulates excitatory effects on | | | the skeletal muscle fibers, | | | causing them to contract so that | | | we can move. | | | | | | **Dopamine (DA)** - plays a role | | | in learning, attention and | | | movement. A deficiency of | | | dopamine is associated with | | | Parkinson's disease. An overly | | | sensitivity to it is associated | | | with some case of schizophrenia. | | | | | | **Norepinephrines (NE) - this | | | neurotransmitter affects eating | | | and sleeps**. A deficiency of | | | norepinephrine is associated with | | | depression. | | | | | | **Epinephrine -** affects the | | | metabolism of glucose and causes | | | the release of the nutrient | | | energy stored in the muscles | | | during strenuous exercise. | | | | | | **Serotonin** - plays an | | | important role in regulating | | | mood, sleep, aggression, and | | | appetite. A serotonin deficiency | | | is associated with anxiety, | | | depression, and suicide. | | | | | | **Discovering Brain's Mysteries** | | | | | | a. **Electroencephalogram | | | (EEG) -** It records the | | | electrical signals being | | | transmitted inside the brain | | | through electrodes placed on | | | the outside of the skull. | | | Although traditionally the | | | EEG could produce only a | | | graph of electrical wave | | | patterns, new techniques are | | | now able to transform the | | | brain's electrical activity | | | into a pictorial | | | representation of the brain | | | that allows the diagnosis of | | | such problems as epilepsy and | | | learning disability. | | | | | | b. **Angiography -- aim is not | | | to look at the structures in | | | the brain, but rather to | | | examine the blood flow. When | | | the brain is active, it needs | | | energy, which is transported | | | to the brain in the form of | | | oxygen and glucose by means | | | of the blood.** | | | | | | c. **Comput | | | erized | | | Axial Tomography (CAT) | | | scan -** Uses a computer to | | | construct an image of the | | | structures of the brain by | | | combining thousands of | | | separate X rays taken at | | | slightly different angles. It | | | is very useful for showing | | | abnormalities in the | | | structure of the brain, such | | | as swelling and enlargement | | | of certain part, but does not | | | provide information about | | | brain activity. | | | | | | d. **Magnetic Resonance Imaging | | | (MRI) -** This is a | | | diagnostic scanning technique | | | that produces high resolution | | | images of the structures of | | | the brain. The head is put in | | | a strong magnetic field that | | | aligns the spinning atoms, | | | followed by a brief pulse of | | | radio waves that disorients | | | the atoms in a moment. The | | | atoms release signals that | | | can be detected when they | | | return to their normal spin. | | | This gives detailed picture | | | of the brain's soft tissues. | | | | | | e. **Position-Emission | | | Tomography (PET Scan) -** | | | This is a brain imaging | | | technique that reveals | | | activity in various parts of | | | the brain, based on the | | | amount of oxygen and glucose | | | consumed. Active neurons burn | | | temporarily, allowing | | | detection of where the food | | | goes, so the researchers can | | | see which brain areas are | | | most active as the person | | | does mathematical | | | calculations, listens to | | | music, or daydream. | | | | | | f. **Functional magnetic | | | resonance imaging (fMRI)** - | | | This approach is based on | | | MRI, but instead of | | | constructing pictures of | | | brain activity, it exploits | | | increases in oxygen | | | consumption. The underlying | | | concept is similar to that of | | | PET scans. The fMRI approach, | | | on the other hand, does not | | | involve the use of | | | radioactive particles. | | | | | | g. **Transcranial magnetic | | | stimulation (TMS)** - In a | | | small region of the brain, it | | | momentarily interrupts normal | | | function. As a result, it can | | | simulate brain injuries or | | | activate brain areas. TMS | | | entails putting a coil on a | | | person\'s head and passing an | | | electrical current through it | | |. A magnetic field is created | | | by the current. This field | | | disturbs the little region | | | underneath it (typically less | | | than a cubic centimeter). | | | When the particular area is | | | disturbed, the researcher can | | | examine cognitive | | | performance. | | | | | | h. **Magnetoencephalography | | | (MEG) - uses magnetic fields | | | generated by changes in brain | | | activity to detect brain | | | activity from outside the | | | head (similar to EEG). This | | | approach allows for the | | | localisation of brain | | | impulses, allowing | | | researchers to see what | | | different regions of the | | | brain are up to at any one | | | time. It is one of the most | | | exact ways of measurement.** | | | | | | i. **Superconducting Quantum | | | Interference Devise | | | (SQUID) -** A sensitive to | | | tiny changes in magnetic | | | fields that occur when | | | neurons fire. Using SQUID, | | | researchers can pinpoint the | | | location of neural activity. | | | | | | **BRAIN DISORDERS** | | | | | | Brain damage is an injury to the | | | brain that may maybe caused by a | | | stroke, head injuries, diseases, | | | tumors and the abuse of drugs | | | that result to different | | | disabilities to the victim. | | | | | | a. **Stroke** | | | | | | Strokes happen when the blood | | | supply to the brain is suddenly | | | interrupted. People who have had | | | a stroke usually have a | | | significant loss of cognitive | | | function. The kind of loss is | | | determined by the region of the | | | brain damaged by the stroke. | | | Paralysis, discomfort, numbness, | | | loss of speech, loss of language | | | understanding, cognitive | | | deficits, loss of mobility in | | | portions of the body, and other | | | symptoms may occur. | | | | | | b. **Brain Tumors** | | | | | | Brain tumors, also known as | | | neoplasms, can have a significant | | | impact on cognitive function. | | | Brain tumors can develop in | | | either the gray or white matter. | | | White matter tumors are more | | | frequent. | | | | | | Brain tumors that begin in the | | | brain are known as primary brain | | | tumors. | | | | | | This is the most common form of | | | brain tumor in children. | | | Secondary brain cancers develop | | | from malignancies in other parts | | | of the body, such as the lungs. | | | There are two types of brain | | | tumors: benign and malignant. | | | | | | Cancer cells are not seen in | | | benign tumors. They can usually | | | be removed and will not regrow. | | | Benign tumor cells do not | | | infiltrate neighboring cells or | | | spread to other areas of the | | | body. They can, however, cause | | | significant cognitive problems if | | | they push on sensitive parts of | | | the brain. Unlike benign tumors | | | in other areas of the body, they | | | can potentially be | | | life-threatening. | | | | | | Unlike benign brain tumors, | | | malignant brain tumors include | | | cancer cells. They are more | | | severe and frequently put the | | | victim\'s life in jeopardy. They | | | frequently expand rapidly. They | | | also have a proclivity for | | | invading healthy brain tissue. | | | Malignant cells can break out and | | | develop cancer in other regions | | | of the body in rare cases. | | | | | | c. **Head Injury** | | | | | | Many things can cause a head | | | injury, including a vehicle | | | accident, contact with a hard | | | item, or a gunshot wound. Also | | | has two types: | | | | | | In **closed-head injuries**, the | | | skull is unharmed in closed-head | | | traumas, but the brain is | | | damaged, usually as a result of | | | the mechanical force of a blow to | | | the head | | | | | | In **open-head injuries**, the | | | skull does not remain intact but | | | rather is penetrated, for | | | example, by a bullet. | | | | | | **Can Brain Recover from its | | | Damage?** | | | | | | Some abilities lost through brain | | | damage can be regained if the | | | areas near the damaged part take | | | over the lost function. The brain | | | can reorganize itself. It has the | | | ability to reorganize and | | | compensate for its damage which | | | is called plasticity. | | | | | | **Plasticity** is greatest among | | | young children before the | | | hemispheres are completely | | | lateralized. Some who have had an | | | entire hemisphere removed early | | | in life because of uncontrollable | | | epilepsy have been unable to lead | | | a near-normal intellectual life. | | | | | | **Intelligence and Brain Size** | | | | | | The data shows that there is a | | | small but statistically | | | significant link between brain | | | size and IQ in humans. In several | | | regions of the frontal and | | | temporal lobes, the quantity of | | | gray matter in the brain is | | | significantly linked with IQ. | | | | | | However, the brain regions linked | | | to IQ appear to be different in | | | men and women. Even when both | | | genders are matched for | | | intellect, frontal regions are of | | | more relevance in women, whereas | | | posterior areas are of greater | | | importance in males. This | | | discovery raises the question of | | | whether men and women have | | | distinct brain layouts that | | | result in about similar levels of | | | intellect. | | | | | | **Intelligence and Neurons** | | | | | | Several researches showed that | | | the speed with which brain | | | impulses are sent may be related | | | to intelligence as evaluated by | | | IQ testing. However, a follow-up | | | research found no substantial | | | link between neural-conduction | | | velocity and IQ. | | | | | | Surprisingly, men\'s | | | neural-conduction velocity | | | appears to be a stronger | | | predictor of IQ than women\'s. As | | | a result, gender disparities may | | | account for some of the data | | | discrepancies. However, the data | | | is still inconclusive. | | | | | | **Intelligence and Brain | | | Metabolism** | | | | | | Recent research shows that the | | | flexibility of brain circuitry, | | | rather than the speed of | | | conduction, is the most important | | | factor. As a result, we should | | | look at not only speed but also | | | brain circuitry. | | | | | | Another way of looking at the | | | brain shows that neuronal | | | efficiency is linked to | | | intelligence. Studies of how the | | | brain metabolizes glucose (a | | | basic molecule necessary for | | | brain function) during mental | | | tasks have led to this | | | conclusion. | | | | | | During problem-solving | | | activities, higher intellect is | | | associated with lower glucose | | | metabolism. That is, better | | | brains consume less sugar and | | | hence exert less effort when | | | doing the same job as less | | | intelligent brains. | | | | | | Furthermore, mastering a | | | reasonably complicated activity | | | requiring visuospatial | | | manipulations improves brain | | | efficiency. | | | | | | **Biological Bases of | | | Intelligence Testing** | | | | | | According to some | | | neuropsychological studies, | | | intelligence tests may not | | | accurately reflect a fundamental | | | element of intelligence: the | | | capacity to establish objectives, | | | plan how to achieve them, and | | | carry out those plans. People | | | with abnormalities in the frontal | | | lobe of the brain, in particular, | | | typically do well on standardized | | | IQ tests. | +-----------------------------------+-----------------------------------+  **Performance Tasks** +-----------------------------------------------------------------------+ | Please read the journal article provided by the instructor, posted in | | your Google classroom. Use the attached guide in analyzing the | | journal article. | | | | In writing your paper, please consider the following parts:\ | | 1.) Personal insight from the reading\ | | 2.) An issue or gap in theory\ | | 3.) Possible implications/applications in the field of psychology | | | | Kindly save your work in Word, PDF or handwritten format before | | submission. | | | | ***Material:*** Walhovd, K. B., Krogsrud, S. K., Amlien, I. K., | | Bartsch, H., Bjørnerud, A., Due-Tønnessen, P., Fjell, A. M. | | (2016). *Neurodevelopmental origins of lifespan changes in brain and | | cognition. Proceedings of the National Academy of Sciences, 113(33), | | 9357--9362.* | +-----------------------------------------------------------------------+ **Understanding Directed Assess** +-----------------------------------------------------------------------+ | ***Rubric for Performance Task*** | | | |  | +-----------------------------------------------------------------------+ **Learning Resources** +-----------------------------------------------------------------------+ | Sternberg, R., Sternberg, K. & Mio, J. (2012). Cognitive Psychology, | | Sixth Edition. Wadsworth Cengage Learning | | | | Walhovd, K. B., Krogsrud, S. K., Amlien, I. K., Bartsch, H., | | Bjørnerud, A., Due-Tønnessen, P., Fjell, A. M. | | (2016). *Neurodevelopmental origins of lifespan changes in brain and | | cognition. Proceedings of the National Academy of Sciences, 113(33), | | 9357--9362.* | +-----------------------------------------------------------------------+