PSYC 1013 Introduction to Psychology Module 3, Week 5 & 6

**UNIVERSITY OF SAINT LOUIS** **Tuguegarao City** **SCHOOL OF EDUCATION, ARTS and SCIENCES** **First Semester** **A.Y. 2021-2022** **CORRESPONDENCE LEARNING MODULE** **PSYC 1013- Introduction to Psychology** **Prepared by:** JOHN MARK A. NARAG, MP KATHRYN ANNE M. GUZMAN, MA Psy **Reviewed...

**UNIVERSITY OF SAINT LOUIS** **Tuguegarao City** **SCHOOL OF EDUCATION, ARTS and SCIENCES** **First Semester** **A.Y. 2021-2022** **CORRESPONDENCE LEARNING MODULE** **PSYC 1013- Introduction to Psychology** **Prepared by:** JOHN MARK A. NARAG, MP KATHRYN ANNE M. GUZMAN, MA Psy **Reviewed by:** **[RENZ MARION C. GAVINO, MP]** BS Psychology Program Chair **Recommended by:** **[VENUS I. GUYOS, Ph.D.]** Academic Dean **Approved by:** **[EMMANUEL JAMES P. PATTAGUAN, Ph.D.]** Vice President for Academics **UNIVERSITY PRAYER** *O God, wellspring of goodness and blessings, we give you thanks and praise as one Louisian community. The graces You incessantly grant upon us and Your divine providence have sustained our beloved University throughout the years of mission and excellence.* *Having been founded by the Congregation of the Immaculate Heart of Mary, we pray that You keep us committed and dedicated to our mission and identity to serve the Church and the society as we become living witnesses to the Gospel values proclaimed by Jesus. For if we are steadfast in our good and beautiful mission, our works will bring success not only to ourselves but also to those whom we are bound to love and serve.* *Inspired by St. Louis our Patron Saint, who was filled with a noble spirit that stirred him to love You above all things , may we also live believing that we are born for a greater purpose and mission as we dwell in Your presence all the days of our life.* *Grant all these supplications through the intercession of\ Mother Mary and through Christ our Lord. Amen.* *Academic Intellectual Property Rights: This module and the materials posted over NEO-LMS are the properties of USL and the Facilitators. Students are not allowed to share it to any third-party individuals not part of the class without any permission from the owners.* School of Education, Arts and Sciences -------------------------------------- **Social Sciences Area** AY 2020-2021 **CORRESPONDENCE LEARNING MODULE** **PSYC 1013 (Introduction to Psychology)** ------------ ------------------------------ **Topic:** **The Human Nervous System** ------------ ------------------------------ ------------------------ ------------------------------------------------- **Learning Outcomes:** At the end of this module, you are expected to: ------------------------ ------------------------------------------------- 1. Identify the different parts of the neuron and brain, their corresponding function 2. Enumerate the different neurotransmitters, their functions and the different disorders related to the deficiency and excess 3. Discuss the common conditions that involve the brain **Date** **Topics** **Activities or Tasks** ------------- -------------------- -------------------------------------------- Sept. 13-14 **Nervous System** Read Introduction of the lesson Sep.15-16 Read and Analyze Central Nervous System Sept. 17-18 Accomplish Activity for week 5 Sept.20-21 Read and Analyze Peripheral Nervous System Sept. 22 Read and Analyze the Endocrine System Sept. 23 Quiz Sept. 24-25 Accomplish activity for week 6 **\*\*\* WEEK 5-6\*\*\*** **LEARNING CONTENT** **Introduction:** **How do you differ from a machine? We usually think of a machine as something made of metal, but really a machine is anything that converts one type of energy into another, such as converting gasoline into the operation of a car. In that sense, you don't differ from a machine at all, because you are a machine. Your body converts the energy in your food into all the actions of your body.** **Your brain is part of that machine, and one way to understand your thoughts and actions is to analyze how your brain works. Researchers examine the functions of different parts of the brain, just as someone might study a car by examining what each of the car's parts does.** **We start with the individual cells that compose the nervous system. Studying a single cell doesn't take us far toward understanding your behavior, any more than studying a single silicon chip explains a computer. Still, it's a place to start, and it does shed light on a few matters of psychological interest.** **THE HUMAN NERVOUS SYSTEM** The nervous system is a complex network of nerves and cells that carry messages to and from the brain and spinal cord to various parts of the body. The nervous system includes both the Central nervous system and Peripheral nervous system. **NEURON** Neurons, or nerve cells, carry out the functions of the nervous system by conducting nerve impulses. They are highly specialized and amitotic. This means that if a neuron is destroyed, it cannot be replaced because neurons do not go through mitosis. The image below illustrates the structure of a typical neuron. #### [**Parts of the Neuron**:]  ***Neurons*** are the basic building blocks of the nervous system. These specialized cells are the information-processing units of the brain responsible for receiving and transmitting information. Neurons carry messages throughout the body, including sensory information from external stimuli and signals from the brain to different muscle groups in the body. In order to understand exactly how a neuron works, it is important to look at each individual part of the neuron (see the picture above). The unique structures of the neuron allow it to receive and transmit signals to other neurons as well as other types of cells. - **SOMA** (cell body) - contains the nucleus and serves as the center of nourishment which connects the dendrites to the axon. It is responsible for the life of the neuron. - **DENDRITES** (Dendron- tree)-- short fibers projecting from the cell body. It serves as an input zone, receive information from other neurons. They are described as ***cellulipetal*** because they receive activity from adjacent cells and conduct the neural impulses to the cell. - **AXON** -- long extension at one side of the cell body that carries messages to other cells or muscles or glands. They are described as **c*ellulifugal*** because they conduct neural impulses away from the cell body. Axons range up to more than a meter in length, as in the case of axons from your spinal cord to your feet. - **NODES OF RANVIER** These are microscopic gaps found within myelinated axons. Their function is to speed up propagation of action potentials along the axon via saltatory conduction - **MYELIN SHEATH** -- White fatty substance which insulates and protects axons and speeds up the conduction of information, It is the axon's protective coating. It is an insulating material around the axon to prevent messages from short-circuiting one another. - **Terminal buttons -** small knobs found at the ends of the branches of an axon \\ - **Synapse** - small gaps, which serve as a juncture between the terminal buttons of neuron and dendrites - **Glia (Glue) -** The glial cells surround neurons and provide support for and insulation between them.10 glial is equivalent to 1 neuron *\\* *Image online source: https://i0.wp.com/www.compoundchem.com/wp-content/uploads/2015/07/Chemical-Structures-of-Neurotransmitters-2015.png?ssl=1* ***For more information:*** Adrenaline ---------- Adrenaline, also known as epinephrine, is a hormone produced in high stress or exciting situations. It stimulates increased heart rate, contracts blood vessels, and dilates airways, to increase blood flow to the muscles & oxygen to the lungs. This leads to a physical boost, and heightened awareness. EpiPens, which are used to treat allergic reactions, work by injecting adrenaline. ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Noradrenaline ------------- Noradrenaline, also known as norepinephrine, is a neurotransmitter that affects attention & and responding actions in the brain. Alongside adrenaline, it is also involved in the 'fight or flight' response. Its effect in the body is to contract blood vessels to increase blood flow. Patients diagnosed with ADHD will often be prescribed drugs designed to help increase levels of noradrenaline in the brain. --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Dopamine -------- Dopamine is associated with feelings of pleasure & satisfaction. It is also associated with addiction, movement, and motivation. The feelings of satisfaction caused by dopamine can become desired, and to satisfy this the person will repeat behaviours that lead to release of dopamine. These behaviours can be natural, as with eating and sex, or unnatural, as with drug addiction. ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Serotonin --------- Serotonin is thought to be a contributor to feelings of well-being and happiness. It regulates the sleep cycle along with melatonin, and also regulates intestinal movements. Low levels of serotonin have been linked to depression, anxiety, and some mental disorders. Antidepressants work by increasing serotonin levels. Exercise and light levels can also both have positive effects on the levels of serotonin. ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ GABA ---- Gamma-aminobutyric acid (GABA) is the major inhibitory neurotransmitter of the brain; its role is to calm firing nerves in the central nervous system.Increased levels improve mental focus and relaxation, whilst low levels can cause anxiety, and have also been linked with epilepsy. GABA also contributes to motor control and vision. Drugs to treat epilepsy often act by increasing levels of GABA in the brain. ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Acetylcholine ------------- Acetylcholine, often shortened to ACh, is the principal neurotransmitter involved in thought, learning and memory. In the body, it is involved in activating muscle action. Damage to the acetylcholine producing areas of the brain has been linked with the memory deficits associated with Alzheimer's disease. Acetylcholine is also associated with attention, and enhancement of sensory perception upon waking. ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Glutamate --------- Glutamate is the most common neurotransmitter in the brain, and is involved in cognitive functions, such as learning and memory. It also regulates brain development and creation of nerve contacts. Glutamate is actually toxic to neurons in larger quantities, and if too much is present it can kill them; brain damage or strokes can lead to the creation of a harmful excess, killing brain cells. --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Endorphins ---------- Endorphins are a range of compounds, the biologically active section of which is shown above, formed from long chains of multiple amino acids. They are released in the brain during exercise, excitement, pain, and sexual activity, and produce a feeling of well-being or even euphoria. At least 20 types of endorphins have been identified in humans. Certain foods, such as chocolate & spicy foods, can also stimulate the release of endorphins. --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- [Kinds of Neuron According to Functions] ---------------------------------------------------- ***SENSORY/AFFERENT NEURONS*** -- conduct impulses from sense organs toward the spinal cord and the brain. ***MOTOR/EFFERENT NEURONS*** -- conduct impulses from the brain or spinal cord to muscles and the glands. ***INTERNEURONS*** -- conduct impulses from a sensory neuron to a motor nerve cell. **NERVE IMPULSE TRANSMISSION** -- a neuron manifests irritability or the ability to respond to a stimulus. A **cation** is a positively charged ion, with fewer electrons than protons, while an anion is negatively charged, with more electrons than protons. ##### **[DIVISIONS OF THE NERVOUS SYSTEM]**  **[CENTRAL NERVOUS SYSTEM]** -- made up of the **brain** and the **spinal cord.** *Image online source: https://www.wisegeek.com/what-is-ray-tracing.htm* **[PARTS OF THE BRAIN]**  *Image Source: Sternberg R., 2017, Karin Stern Berg Cognitive Psychology 7th Edition Sternberg R., 2012, Karin Stern Berg Cognitive Psychology 6th Edition from Getty Images; Noel Hendrickson/Blend Images/Corbis; background: Ingram Publishing/Getty Images.* **[STRUCTURES OF THE BRAIN]** [**1. CENTRAL CORE** --] "old brain"; innermost structure of the brain just above the spinal cord. ***Components of the Central Core*** a. b. c. **Functions**: It is necessary in coordination of our voluntary movements, balance, and equilibrium. It is also necessary in procedure-induced memory. It coordinates different muscles which is important in motor learning. d. ***This is how it looks like:***  e. ***This is how it looks like:*** f. **Functions:** It organizes behavior related to survival (fighting, fleeing, feeding, mating). It regulates behavior that is critical to the basic survival of the species -- eating, drinking, sexual behavior, aggression and nurturance of spring. It is also associated with the operation of the endocrine system. As well as in stirring the pituitary gland in excreting necessary hormone ***This is how it looks like:***  **2. LIMBIC SYSTEM** -- lies in between the central core and the cerebral cortex. **Functions:** includes self-preservation, learning, memory, emotions and experience of pleasure. ***This is how it looks like:*** **3**. **CEREBARAL CORTEX** It is the outer layer of the cerebral hemispheres. It plays a vital role in our thinking and other mental processes. Each hemisphere contains four lobes. Areas within these lobes oversee all forms of conscious experience, including perception, emotion, thought, and planning, as well as many unconscious cognitive and emotional processes. It plays an extremely important role in human cognition. It enables us to think. **[LOBES OF THE BRAIN]** a. **Frontal Lobes** -- front of the cortex, considered as the expressive part of the brain because they contain major motor and speech and reasoning centers. - Personality, behavior, emotions - Judgment, planning, problem solving - Speech: speaking and writing (Broca's area) - Body movement (motor strip) - Intelligence, concentration, self awareness b. **Parietal Lobes** -- behind the frontal lobes; have been called the receptive part because they contain the centers where incoming sensory impulses arrive. **Functions:** - Interprets language, words - Sense of touch, pain, temperature (sensory strip) - Interprets signals from vision, hearing, motor, sensory and memory - Spatial and visual perception c. **Temporal Lobes** -- lower part of the brain, which contain the auditory center, and below it the center for taste and smell. - Interprets vision (color, light, movement) d. **Occipital Lobes** -- lying at the back of the skull, contain the visual center. **Functions:** - Understanding language (Wernicke's area) - Memory - Hearing - Sequencing and organization of information **PERIPHERAL NERVOUS SYSTEM** A. **Somatic Nervous System** -- composed of the 12 pairs of cranial nerves and 31 pairs of spinal cord. Its function is to organize all voluntary movements. B. **Autonomic Nervous System** -- concerned with the parts of the body that keep us alive -- heart, blood vessels, glands, lungs, and other organs that function involuntarily without our awareness. 1. 2.  ###### ###### **GLANDULAR SYSTEM** **GLANDS** -- are organs of the body that secrete a substance to be used in, or eliminated from, the body. 1. ***EXOCRINE GLANDS*** (duct glands) -- they eliminate their secretions onto the surface through a duct, as for instance the tear, sweat, and salivary glands. They are expressions of emotions, since they manifest reactions to emotions. 2. ***ENDOCRINE GLANDS*** (ductless glands) -- they discharge their secretions directly into the blood stream. The chemical substances secreted by the endocrine glands are called ***hormones***, a term with a Greek root meaning 'activators'. a. **PITUITARY GLAND** -- is located at the base of the brain, near and regulated by the hypothalamus. It is called the "***master gland***" because it secretes a number of hormones that stimulate or inhibit the secretion of other glands. It secretes growth hormone, which has crucial role of controlling body growth. Over secretion leads to ***GIANTISM*** and under secretion cause ***DWARFISM***. b. **THYROID GLAND** -- is located at the base of the throat and near the Adam's apple in males. It secretes hormones known as thyroxin which control basal metabolism. - - c. **ADRENAL GLANDS** -- are located at the back of the body above the kidneys. - - d. **PANCREAS** -- secretes ***insulin***, and is responsible for controlling the sugar level in the blood. When there is a low supply of insulin, **blood sugar increases due to non-utilization of sugar by the cells and may cause diabetes**. Too much insulin causes the rapid utilization of blood sugar resulting in extreme **weakness of the body, cold sweating and may cause the individual to collapse**. e. **GONADS** (Sex Glands) - **Testes** -- male gonads that secrete ***testosterone*** for the production of male secondary characteristics. - **Ovaries** -- female gonads that secrete ***estrogen*** for the appearance of female secondary characteristics and ***progesterone*** for the thickening of the uterine wall in preparation for pregnancy and childbirth. **Let's Have a break by reading this article:** **The Anatomy of the Brain: The brain controls your thoughts, feelings, and physical movements** *By Heidi Moawad, MD Medically reviewed by Keri Peterson, MD* on March 17, 2020 The brain has a number of functions, including motor function (controlling the body's movements), coordination, sensory functions (being aware of sensations), hormone control, regulation of the heart and lungs, emotions, memory, behavior, and creativity. These functions often rely on each other and interact with each other. For example, you might experience an emotion based on something that you see and/or hear. Or you might try to solve a problem with the help of your memory. Messages travel very quickly between the different regions in the brain, which makes the interactions almost instantaneous. **Functions of the brain include:** **Motor function:** Motor function is initiated in an area at the back of the frontal lobe, the motor homunculus. This region controls movement on the opposite side of the body by sending messages through the internal capsule, to the brainstem, then to the spinal cord and finally to a spinal nerve through a pathway described as the corticospinal tract. **Coordination and balance:** Your body maintains balance and coordination through a number of pathways in the cerebral cortex, cerebellum, and brainstem. **Sensation:** The brain receives sensory messages through a pathway that travels from the nerves in the skin and organs to the spine, then to the brainstem, up through the thalamus and finally to an area of the parietal lobe called the sensory homunculus---directly behind the motor homunculus. Each hemisphere receives sensory input from the opposite side of the body. This pathway is called the spinothalamic tract. **Vision:** Your optic nerves in your eyes can detect whatever you see, sending messages through your optic tract (pathway) to your occipital lobes. The occipital lobes put those messages together so that you can perceive what you are seeing in the world around you. **Taste and smell:** Your olfactory nerve detects smell, while several of your cranial nerves work together to detect taste. These nerves send messages to your brain. The sensations of smell and taste often interact, as smell amplifies your experience of taste. **Hearing:** You can detect sounds when a series of vibrations in your ear stimulate your vestibulocochlear nerve. The message is sent to your brainstem and then to your temporal cortex so that you can make sense of the sounds that you hear. **Language:** Speaking and understanding language is a specialized brain function that involves several regions of your dominant hemisphere (the side of the brain opposite your dominant hand). The two major areas that control speech are Wernicke's area, which controls the understanding of speech, and Broca's area, which controls the fluency of your speech. **Emotions and memory:** Your amygdala and hippocampus play important roles in storing memory, as well as associating certain memories with emotion. **Hormones:** Your hypothalamus, pituitary gland, and medulla all respond to the conditions of your body---such as your temperature, carbon dioxide level, and hormone levels---by releasing hormones and other chemicals that help regulate your body's functions. Emotions, such as fear, can also have an influence on these functions. Behavior and judgment: The frontal lobes control reasoning, planning, and maintaining social interactions. This area of the brain is also involved in judgment and in maintaining appropriate behavior. **Analytical thinking:** Mathematical problem solving is located in the dominant hemisphere. Often, this type of reasoning involves interaction with the decision-making regions of the frontal lobes. **Creativity:** There are many types of creativity, including the production of visual art, music, and creative writing. These skills can involve three-dimensional thinking, also described and visual-spatial skills. Creativity also involves analytical reasoning, and usually requires a balance between traditional ways of thinking (which occurs in the frontal lobes) and "thinking outside the box.\" **Associated Conditions** There are many conditions that can affect the brain. You may experience self-limited issues, such as the pain of a headache, or more lasting effects of brain disease, such as paralysis due to a stroke. The diagnosis of brain illnesses may be complex and can involve a variety of medical examinations and tests, including a physical examination, imaging tests, neuropsychological testing, electroencephalography (EEG) and/or lumbar puncture. **Common conditions that involve the brain include:** **Headaches:** Head pain can occur due to chronic migraines or tension headaches. You can also have a headache when you feel sleepy, stressed, or due to an infection like meningitis (an infection of the meninges). **Traumatic brain injury:** An injury to the head can cause damage such as bleeding in the brain, a skull fracture, a bruise in the brain, or, in severe cases, death. These injuries may cause vision loss, paralysis, or severe cognitive (thinking) problems. **Concussion:** Head trauma can cause issues like loss of consciousness, memory impairment, and mood changes.  These problems may develop even in the absence of bleeding or a skull fracture. Often, symptoms of a concussion resolve over time, but recurrent head trauma can cause serious and persistent problems with brain function, described as chronic traumatic encephalopathy (CTE). **Transient ischemic attack (TIA):** A temporary interruption in the blood supply to the brain can cause the affected areas to temporarily lose function. This can happen due to a blood clot, usually coming from the heart or carotid arteries. If the interruption in blood flow resolves before permanent brain damage occurs, this is called a TIA. Generally, a TIA is considered a warning that a person is at risk of having a stroke, so a search for stroke causes is usually necessary---and stroke prevention often needs to be initiated. **Stroke:** A stroke is brain damage that occurs due to an interruption of blood flow to the brain. This can occur due to a blood clot (ischemic stroke) or a bleed in the brain (hemorrhagic stroke).There are a number of causes of ischemic and hemorrhagic stroke, including heart disease, hypertension, and brain aneurysms. **Brain aneurysm:** An aneurysm is an outpouching of a blood vessel. A brain aneurysm can cause symptoms due to pressure on nearby structures. An aneurysm can also bleed or rupture, causing a hemorrhage in the brain. Sometimes an aneurysm can be surgically repaired before it ruptures, preventing serious consequences. **Dementia:** Degenerative disease of the regions in the brain that control memory and behavior can cause a loss of independence. This can occur in several conditions, such as Alzheimer's disease, Lewy body dementia, Pick's disease, and vascular dementia (caused by having many small strokes). **Multiple sclerosis (MS):** This is a condition characterized by demyelination (loss of the protective fatty coating around nerves) in the brain and spine. MS can cause a variety of effects, such as vision loss, muscle weakness, and sensory changes. The disease course can be characterized by exacerbations and remissions, a progressive decline, or a combination of these processes. **Parkinson's disease:** This condition is a progressive movement disorder that causes tremors of the body (especially the arms), stiffness of movements, and a slow, shuffling pattern of walking. There are treatments for this condition, but it is not curable. **Epilepsy:** Recurrent seizures can occur due to brain damage or congenital (from birth) epilepsy. These episodes may involve involuntary movements, diminished consciousness, or both. Seizures usually last for a few seconds at a time, but prolonged seizures (status epilepticus) can occur as well. Anti-epileptic medications can help prevent seizures, and some emergency anti-epileptic medications can be used to stop a seizure while it is happening. **Meningitis or encephalitis:** An infection or inflammation of the meninges (meningitis) or the brain (encephalitis) can cause symptoms such as a fever, stiff neck, headache, or seizures. With treatment, meningitis usually improves without lasting effects, but encephalitis can cause brain damage, with long-term neurological impairment. A primary brain tumor starts in the brain, and brain tumors from the body can metastasize (spread) to the brain as well. These tumors can cause symptoms that correlate to the affected area of the brain. Brain tumors also may cause swelling in the brain, and hydrocephalus (a disruption of the CSF flow in the ventricular system). Treatments include surgery, chemotherapy, and radiation therapy. **\*\*\* END of WEEK 7-8 \*\*\*** **PARTICIPATION** **Instruction:** Below are 2 hormones secreted by the Pituitary Gland, fill in the missing box. (10 points) +-----------------------+-----------------------+-----------------------+ | **HORMONE** | **TARGET** | **FUNCTION** | +=======================+=======================+=======================+ | 1. Prolactin | | | +-----------------------+-----------------------+-----------------------+ | 2. | Thyroid Gland | | +-----------------------+-----------------------+-----------------------+ **RUBRICS** -------------------------------------- ---------- Correctness in plotting and function 8 points Grammar 2 points **LEARNING TASK** +-----------------------------------------------------------------------+ | **SCHOOL OF EDUCATION, ARTS and SCIENCES** | | | | **First Semester, A.Y. 2020-2021** | | | | **CORRESPONDENCE LEARNING WORKSHEET** | | | | **PSYC 1013: Introduction to Psychology** | | | | **Week 7** | | | | **Name:** **Score:** | | ---------------------- -- ------------ -- | | **Course and Year:** **Date:** | | | | **"Remember to Draw, Draw to Remember"** | | | | **Instructions:** In a clean sheet of paper, draw and Identify the | | different parts of the following: | | | | 1\. Brain | | | | 2\. Neuron | | | | Below each part, please indicate their major functions and put some | | colors to emphasize each part. | | | | **RUBRICS** | | -------------------------- ----------- | | Content and explanation 15 points | | Organization of thoughts 9 points | | Grammar 1 point | | | | **How to submit:** | | | | Modular: | | | | Have a photo of it then print it. The pictures must include 1 photo | | of you doing your artwork, another photo of you holding your output | | and the other is an up-close photo of it. (3 photos). | | | | **Rubrics:** | | | | Correctness in plotting each part and functions -- 15 | | | | Overall appearance -- 8 | | | | Cleanliness -- [2 ] | | | | **TOTAL** -- **25** | +-----------------------------------------------------------------------+ **EVALUATION** +-----------------------------------------------------------------------+ | **SCHOOL OF EDUCATION, ARTS and SCIENCES** | | | | **First Semester, A.Y. 2020-2021** | | | | **CORRESPONDENCE LEARNING WORKSHEET** | | | | **PSYC 1013: Introduction to Psychology** | | | | **Week 7** | | | | **Name:** **Score:** | | ---------------------- -- ------------ -- | | **Course and Year:** **Date:** | | | | **True/False:** Identify whether the following statements are | | true/false. Write the word ***TRUE*** if the statement is correct, | | otherwise, write ***FALSE***. Write your answers on the space | | provided. | | | | \_\_\_\_\_\_\_\_\_1. Spinal cord controls our thoughts, memory and | | speech, movement of the arms and legs, and the function of many | | organs within our body. | | | | \_\_\_\_\_\_\_\_\_2. Serotonin regulates brain development and | | creation of nerve contacts. | | | | \_\_\_\_\_\_\_\_\_3. Medulla is the base of the central core and | | continuous with the spinal cord. | | | | \_\_\_\_\_\_\_\_\_4. The nervous system is a highly complex part of | | an animal that coordinates its actions and sensory information by | | transmitting signals to and from different parts of its body. | | | | \_\_\_\_\_\_\_\_\_5. Because of cerebral cortex we can plan, | | coordinate thoughts and actions, perceive visual and sound patterns, | | and use language. | | | | \_\_\_\_\_\_\_\_\_6. Huntington's disease is a progressive movement | | disorder that causes tremors of the body especially the arms, | | stiffness of movements, and a slow, shuffling pattern of walking. | | | | \_\_\_\_\_\_\_\_\_7. A primary brain tumor starts in the brain, and | | brain tumors from the body can spread to the brain as well. These | | tumors can cause symptoms that correlate to the affected area of the | | brain. | | | | \_\_\_\_\_\_\_\_\_8. Too much supply of dopamine causes | | hyperactivity. | | | | \_\_\_\_\_\_\_\_\_9. Cell body doesn't contain the nucleus that | | serves as the center of nourishment which connects the dendrites to | | the axon, but responsible for the life of the neuron. | | | | \_\_\_\_\_\_\_\_10. Human brain carry messages throughout the body, | | including sensory information from external stimuli and signals from | | the brain to different muscle groups in the body. | | | | \_\_\_\_\_\_\_\_11. The brain continues to be active even when people | | are asleep. | | | | \_\_\_\_\_\_\_\_12. The thalamus controls our bodily balance. | | | | \_\_\_\_\_\_\_\_13. The central core consists of the pons, medulla | | and the cerebrum. | | | | \_\_\_\_\_\_\_\_14. Axons are fibers that receive messages from the | | neurons. | | | | \_\_\_\_\_\_\_\_15. Adrenal glands secrete *insulin,* and is | | responsible for controlling the sugar level in the blood. | +-----------------------------------------------------------------------+ **CLM 2** **INSTRUCTION:** Using a diagram, present the divisions of the NERVOUS SYSTEM and discuss each of their functions. Correctness in plotting each part and functions -- 10 Overall appearance -- 3 Organization -- [2 ] **TOTAL** -- **15** **REFERENCES** **Printed Resources** Ciccarelli S., White J., (2015). *"Introduction to Psychology Fourth edition."* Georgia College and State University Collin C., et.al (2012), *The psychology book,* Great Britain : Darling Kindersley Limited Corpuz, R.M. (2013).*General psychology*. Intramuros, Manila: PurelybooksTrading & Publishing Corp. Dizon,P. B. (2008). *General psychology:A textbook for College Students*. Manila : Rex. Duffy, K.. (2008). *Social psychology.* (7^th^ ed). McGraw Hill. Feis, G., & Rosenberg E., (2012), *Psychology : perspectives & connections,* (2^nd^ ed), Psychology : perspectives & connections Feist, J., Feist G., and Roberts, T. (2018) *Theories of personality*, New York, NY : McGraw-Hill Education **Online References** Ahmad, A. (2019). The nervous system. Adapted for use by Queen's University. Original chapter in R. Biswas- Diener & E. Diener (Eds), Noba textbook series: Psychology.Champaign, IL: DEF publishers. Retrieved from http://noba.to/wnf72q34 Nielsen JA, Zielinski BA, Ferguson MA, Lainhart JE, Anderson JS (2018). An evaluation of the left-brain vs. right-brain hypothesis with resting state functional connectivity magnetic resonance imaging. PLoS ONE. 2013;8(8):e71275. doi:10.1371/journal.pone.0071275 Herculano-houzel S. (2018). The human brain in numbers: a linearly scaled-up primate brain. Front Hum Neurosci. 2009;3:31. doi:10.3389/neuro.09.031.2009 The Nervous System, retrieved from: https://www.verywellmind.com/what-is-the-autonomic-nervous-system-2794823 Introduction to Psychology/Biological basis of behavior, retrieved from: https://en.wikibooks.org/wiki/Introduction\_to\_Psychology/Biological\_basis\_of\_behavior Parts of the Brain, retrieved from: https://mayfieldclinic.com/pe-anatbrain.htm **Learning Materials** 1. Activity worksheet (teacher-made)