Intro To Psych Module 2 1
Intro To Psych Module 2 1
Intro To Psych Module 2 1
INTRODUCTION TO PSYCHOLOGY |i
TABLE OF CONTENTS
INTRODUCTION TO PSYCHOLOGY |2
MODULE OVERVIEW
Module 2 discuss the biological mechanisms that underlie behavior. These physiological
and anatomical foundations are the basis for many areas of psychology. In this module, you will
learn how genetics influence both physiological and psychological traits. You will become
familiar with the structure and function of the nervous system. And, finally, you will learn how
the nervous system interacts with the endocrine system.
Learning Outcomes:
Acquire a basic understanding of the structure and function of the main components of the
nervous system.
Identify the brain’s neuroanatomy and its functions throughout the nervous system to
understand behavior and mental processes.
Link the biological factors underlying human behavior and different neurological
disorders.
Apply an understanding of brain functioning to the conduct of one’s own life.
Describe the endocrine system and explain its primary responsibilities within the
body.
• Neuron
– the basic cell that makes up the nervous
system and receives and sends messages
within that system.
Parts of a neuron
• dendrites: branch-like structures that receive
messages from other neurons
• soma: the cell body of the neuron,
responsible for maintaining the life of the
cell
• axon: long, tube-like structure that carries the
neural message to other cells
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II. Peripheral
nervous system
(PNS): all nerves and
neurons that are not
contained in the brain
and spinal cord but
that run through the
body itself divided into
the:
– somatic
nervous
system
– autonomic
nervous
system
I. How Hormones Interact with the Nervous System and Affect Behavior
• pituitary gland: gland located in the brain that secretes human growth hormone and
influences all other hormone-secreting glands (also known as the master gland)
• pineal gland: endocrine gland located near the base of the cerebrum that secretes
melatonin.
• thyroid gland: endocrine gland found in the neck that regulates metabolism.
• pancreas: endocrine gland that controls the levels of sugar in the blood.
• gonads: the sex glands; secrete hormones that regulate sexual development and
behavior as well as reproduction.
• ovaries: the female gonads
• testes: the male gonads
• adrenal glands: endocrine glands located on top of each kidney.
- secrete over thirty different hormones to deal with stress, regulate salt
intake.
- provide a secondary source of sex hormones affecting the sexual changes
that occur during adolescence.
-
D. Study of the Brain and How it Works
A. Clinical Studies
– deep lesioning: insertion of a thin, insulated wire into the brain through which
an electrical current is sent that destroys the brain cells at the tip of the wire.
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• B. The Hindbrain
– medulla: first large swelling at the top of the spinal cord, forming the lowest part
of the brain.
responsible for life-sustaining functions such as breathing,
swallowing, and heart rate.
– pons: larger swelling above the medulla that connects the top of the brain to the
bottom.
plays a part in sleep, dreaming, left–right body coordination, and
arousal.
– reticular formation (RF): area of neurons running through the middle of the
medulla and the pons and slightly beyond.
responsible for selective attention
– cerebellum: part of the lower brain located behind the pons.
controls and coordinates involuntary, rapid, fine motor movement.
C. Limbic system: a group of several brain structures located under the cortex and
involved in learning, emotion, memory, and motivation.
– thalamus: part of the limbic system located in the center of the brain.
relays sensory information from the lower part of the brain to the
proper areas of the cortex
processes some sensory information before sending it to its proper area.
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– hypothalamus: small structure in the brain located below the thalamus and
directly above the pituitary gland.
responsible for motivational behavior such as sleep, hunger, thirst, and sex
– hippocampus: curved structure located within each temporal lobe.
responsible for the formation of long-term memories and the storage of
memory for location of objects.
– amygdala: brain structure located near the hippocampus.
responsible for fear responses and the memory of fear
– cingulate cortex: the limbic structure actually found in the cortex.
plays important roles in cognitive and emotional processing.
D. Cortex (controlling senses and movement)
• Cortex: outermost covering of the brain consisting of densely packed neurons
– responsible for higher thought processes and interpretation of sensory input.
• corticalization: wrinkling of the cortex.
– allows a much larger area of cortical cells to exist in the small space inside the
skull.
• cerebral hemispheres: the two sections of the cortex on the left and right sides of the
brain
• corpus callosum: thick band of neurons that connects the right and left cerebral
hemispheres.
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• association areas: areas within each lobe of the cortex responsible for the
coordination and interpretation of information, as well as higher mental processing.
• Broca’s aphasia: condition resulting from damage to Broca’s area (usually in left
frontal lobe)
- causes the affected person to be unable to speak fluently, to
mispronounce words, and to speak haltingly.
• Wernicke’s aphasia: condition resulting from damage to Wernicke’s area (usually in
left temporal lobe)
- causes the affected person to be unable to understand or produce
meaningful language.
• spatial neglect: condition produced by damage to the association areas of the right
hemisphere.
- results in an inability to recognize objects or body parts in the left visual
field.
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E. Attention-Deficit/Hyperactivity Disorder
• Causes of ADHD have highlighted the likelihood of more than one cause and more than
one brain route to ADHD.
• Current research is looking at a variety of areas including environmental factors such as
low-level lead exposure, genetic influences, the role of heredity and familial factors, and
personality factors.
References:
Coon, Dennis and Mitterer, John O. (2016), Introduction to Psychology Getways to mind and
Behavior 4th Edition, Cenage learning Inc., ISBN : 978 -1-305-09187-0.
Hoeksema, Susan Nolen, Fredrickson,Barbara L., Loftus, Geoff R., WAgeenar, Willem A.,
Atkinson’s and Hilgard’s Introduction to Psychology, ISBN: 13:978-1844807284.
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1. The short fibers which extend from the neurons allowing it to receive messages from other
neurons are.
a. axons c. nerve bundles
b. dendrites d. synapses
2. Which of the following neurotransmitters is known for its role in schizophrenia and
Parkinson's disease?
a. acetylcholine c. serotonin
b. dopamine d. norepinephrine
3. The cell body is enclosed by the
a. axon c. cell membrane
b. dendrite d. myelin sheath
4. The myelin sheath:
a. is a fatty substance protecting the dendrites.
b. helps to speed up neural messages within the cell.
c. is found in all neurons.
d. protects the cell's vesicles.
5. The autonomic nervous system has two divisions: .
a. central and peripheral c. sympathetic and parasympathetic
b. receptors and effectors d. limbic and endocrine
6. Calm is to aroused as is to .
a. parasympathetic; sympathetic c. sympathetic; parasympathetic
b. autonomic; motor d. central; peripheral
7. The area in the back of the temporal lobe that is important in our ability to listen and in
processing and understanding what others are saying is .
a. Korsakoff's area c. Broca's area
b. Wernicke's area d. Sach's area
8. The part of the brain that helps process hearing and give meaning to words is the
.
a. the occipital lobe c. the parietal lobe
b. the temporal lobe d. the frontal lobe
9. Eating, drinking, sexual behavior, temperature control, and sleeping are most strongly
influenced by the:
a. medulla. c. thalamus.
b. cerebral cortex. d. hypothalamus.
10. Damage to the medulla can seriously impair one's ability to:
a. sing. c. breathe.
b. write. d. metabolize food
B. Analysis/Application
1. When is a person considered brain-dead? Read the Terri Schiavo Case. After
reading it answer the following questions:
a. What part of the brain allows Terri to breathe?
b. How would Terri respond to being poked with a needle?
c. Which type of brain scan would a neurologist use to determine how much of Terri’s cortex
is present?
d. Do Terri’s abilities to function fit with severe damage to the cortex?
e. What defines brain death?
f. What type of treatment can be used to help regenerate neurons?