Unit 4: Body & Behavior

1. Unit 4: Body & Behavior Chapters 6-8

2. Chapter 6:Body & Behavior Objective: TSWBAT identify the parts and functions of the nervous system.

3. Pair Partner Activity Determine the importance of the nervous system.

4. Why are we studying this?!? Isn’t this for Biology class?!? • To better understand areas of psychology (i.e. sleep/dreams, depression, schizophrenia, hunger and sex, stress, and disease. • This is the area for BIOLOGICAL PSYCHOLOGISTS.

5. Phrenology Theory that stated that bumps on a skull could give information about a person’s mental capabilities or character traits. - Created by Franz Gall (early 1800s)

8. Parts of a Neuron • The body information system  neurons (aka nerve cells) • Dendrite: bushy fibers that receive information and moves it toward the cell body • Axon: fibers that passes the info to other neurons • Myelin sheath: surrounds the axons and speeds up the impulses • Cell body: the cell’s life-support center

9. How Neurons Communicate • Action potential: is what the “impulse” is called; a brief electrical charge that travels down the axon • Neurons interweave…forming a web or network • Synapse: the gap or space between two neurons; • Neurotransmitters: chemical messengers that send information from one neuron, through the synapse, to another neuron

10. Neurotransmitters Influence Us!

11. Drugs/Chemicals vs. Neurotransmission • Drugs/Chemicals may cause: • the brain to cease producing its own natural opiates. • unpleasant withdrawal symptoms (alcohol/nicotine – sweating, irritability, etc). • temporarily “excitement” or “high” (agonists) that later result in violent muscle contractions, convulsions, and possible death • Temporary paralysis (antagonists) (i.e. Botox – smooth wrinkles)

12. Nervous System • Two (2) major divisions: • Peripheral Nervous System – links the central nervous system with the body’s sense receptors, muscles, and glands • Autonomic – controls glands and muscles of internal organs (involuntary) • Sympathetic - arouses • Parasympathetic - calms • Somatic – control skeletal muscles (voluntary) • Central Nervous System • Brain • Spinal cord

13. Class Activity(Working in pairs – Assessment Grade) • You are to create a tri-fold informational brochure on “Neurons and Neurotransmitters”. • Your targeted audience is 6th grade students.

14. “Neurons & Neurotransmitters” Brochure Grading Rubric (Assessment grade) Your brochure must: • be a tri-fold (10 pts) • have a title page/fold (5 pts) • be colorful/attractive (10 pts) • be neatly presentation of information on all 6 folds (front and back) (10 pts) • cover information in all of the following topics, that is geared to attract the interest of 6th grade students (60 pts total) • Diagram of a neuron with each part and function labeled (12 pts) • Explanation of how neurons communicate (remember your targeted audience!) (12 pts) • Explain what neurotransmitters are and their function (12 pts) • Examples of Neurotransmitters and their specific functions within the body (12 pts) • Examples of how drugs or chemicals alter neurotransmission (12 pts) • have your “heading” (i.e. both names, date, class period) on the lower part of the back page/fold (5 pts) ***All information MUST BE PARAPHRASED!!!***

15. Section 2: Studying the Brain TSWBAT identify the structure and functions of the human brain. TSWBAT describe the different methods of studying the brain.

16. Tools of Discovery • There are several techniques used to study the brain: • Observation: simply study the effects of brain diseases and injuries through human behavior (i.e. numbness, paralysis, impaired vision, etc.) • Manipulate the Brain: through electrical, chemical, or magnetic stimulation • Recording Brain Activity: • Electroencephalogram (EEG) – amplified reading of electrical brain waves • Neuroimaging Techniques: • Positron Emission Tomography (PET) Scan – reading of the brain after consumption of a temporarily radioactive form of glucose (sugar) • Magnetic Resonance Imaging (MRI) Scan – the head is placed in a hollow column with a strong magnet field; provides images of the brain’s and body’s soft tissues • Functional MRI (fMRI) – shows the brain’s functions as well as structure (watch the blood flow within the brain)

17. Older Brain Structures: • Brainstem: the oldest and innermost region of the brain • Medulla – controls your heartbeat and breathing • Reticular Formation – finger-shaped network of neurons located between the spinal cord and the thalamus; filters information and send important information to areas of the brain • Thalamus • Pair of egg-shaped structures; the brain’s sensory switchboard • Accepts info from all senses (except smell) and sends it to the brain • Cerebellum • Two wrinkled halves the size of a baseball; located at the base of the brain • Enables nonverbal learning and memory • Helps us judge time • Regulate emotions • Discriminate sounds and textures

18. The Limbic System • Shaped like a doughnut • Includes the following: • Amygdala - controls aggression and fear • Hypothalamus – controls hunger, thirst, body temperature, and sexual behavior (secretes hormones) • Controls the “master gland”  pituitary gland ( a part of the endocrine system) • Hippocampus – processes memory

19. Language & the Brain • Study the diagram of the five brain areas that influences your ability to read and speak: • Visual cortex – receives written words as visual stimulation • Angular gyrus– tranforms visual representations into an auditory code • Wernicke’s area – interprets auditory code • Broca’s area – controls speech muscles via the motor cortex • Motor cortex – word is pronounced

20. Plasticity • The brain’s ability to modify itself after types of brain damage (i.e. stroke, severe concussion, bullet wound, etc.) • Brain cells DO NOT regenerate • Some neural tissues can REORGANIZE after damage has occurred and repair itself • Especially evident after serious damage

21. Divided Brain • The brain’s 2 hemisphers have differing functions • Left hemisphere (dominant hemisphere) • Right hemisphere ( subordinate hemisphere) • EPILEPSY – disease of the brain that causes unpredictable seizures; caused by amplification of abnormal brain activity and communication between the 2 brain hemispheres • In severe cases, neurosurgeons may sever or cut the corpus callosum • Split brain patients function normally with no serious side effects

22. EXIT TICKETWRITE & ANSWER these 3 questions on notebook paper! • What are the functions of the thalamus and hypothalamus? • If a person suffers a traumatic head injury and then begins behaving differently, can we assume that brain damage is the reason for the personality change? Why or why not? • Suppose a person suffers a stroke that causes damage to the frontal lobes. What aspects of the person’s behavior would you expect to see change?

23. Chapter 6Section 3: The Endocrine System

24. Endocrine System A bodily communication systems that sends chemical messages (hormones). Hormones are produced by endocrine glands and are transported through the bloodstream. Hormones affect behavior, growth, and physical abilities. Pituitary Gland: master gland; located near the hypothalamus; controls the secretion of hormones by other glands

25. Endocrine Glands • Thyroid Gland: produces THYROXINE, which stimulates chemical reactions within bodily tissues • Too much  weight loss, sleep deprivation, hyperactive • Too littlelazy, lethargic • Adrenal Glands: “fight or flight”; releases epinephrine and norepinephrine (adrenaline/noradrenaline); responses to fear/anxiety/anticipation • Reproductive Glands: • Males: testes produce testosterone • Females: ovaries produce estrogen

26. Video: Endocrine System http://www.youtube.com/watch?v=WVrlHH14q3o

27. Chapter 7:States of Consciousness

28. What is consciousness? • Involves the level of awareness of one’s being and the surrounding environment • Enables one to have voluntary control of one’s environment • Allows one to communicate one’s mental processes/thoughts to others • The tip of the information-processing “iceberg”

29. Biological Rhythms • The human body has 4 biological rhythms: • Annual cycle  seasonal variations in appetite, sleep habits, and moods • 28-day cycles  female menstrual cycle • 24-hour cycle  levels of alertness, body temperature, and growth hormone secretion • 90-minute cycle  sleep stages last for this long

30. Sleep Rhythm • Circadian rhythm: 24 hour cycle of day and night through this biological clock • Body temperature rises in the morning and drops during the day • Thinking and memory are at their best during the daily peak of the circadian arousal • Jet lag, change in amount sunlight can disrupt the rhythm

31. Sleep Stages http://www.youtube.com/watch?v=qEWbu37fH9k&feature=related

32. Why Do We sleep? • To allow for the brain and body to rejuvenate • What if you don’t sleep…what happens? • Fatigue • Lose ability to concentrate • Greater likelihood to have accidents • Feel disoriented/groggy • Depressed immune system • Lose sense of balance and coordination • Hallucinations • Short –term memory loss

33. Four Theories of Why We Sleep • Sleep protects (during the night, sleeping is safer than moving around) • Helps to recuperate – restore and repair brain tissue • Helps memory – restore and rebuild memories of the day’s experiences • Helps growth process – pituitary gland releases growth hormone during sleep

34. Sleep disorders • Insomnia – problem in falling or staying asleep http://www.youtube.com/watch?v=03IOyko4410&feature=related • Narcolepsy – periodic, overwhelming sleepiness http://www.youtube.com/watch?v=ubofbv9PA6s (7 min.) • Sleep apnea – sporadic cessation of breathing during sleep, causing less quality sleep and increases likelihood of sleepiness and irritability during the day http://www.youtube.com/watch?v=SM1uOcufihw • Night terrors – children mostly affected by terror of the unknown in the darkness http://www.youtube.com/watch?v=pfwFaKpOK74&NR=1&feature=fvwp

35. Dreams • “hallucinations of the sleeping mind” • Tend to involve the daily occupations and are connected to things that one is subconsciously affected by • Manifest content: the story line of dreams which incorporates one’s experiences and preoccupations • Video clip: http://www.youtube.com/watch?v=CWMEnkyL_qA&feature=related

36. Why do we dream? • To satisfy our wishes • To file away memories • To develop and preserve neural pathways (physiological function) • To make sense of neural static (neural activity coming from brainstem) • To reflect cognitive development

37. Freud’s Dream Analysis 1. Displacement - This occurs when the desire for one thing or person is symbolized by something or someone else. 2. Projection - This happens when the dreamer propels their own desires and wants onto another person. 3. Symbolization - This is characterized when the dreamer's repressed urges or suppressed desires are acted out metaphorically. 4. Condensation - This is the process in which the dreamer hides their feelings or urges by contracting it or underplaying it into a brief dream image or event. Thus the meaning of this dream imagery may not be apparent or obvious. 5. Rationalization - This is regarded as the final stage of dreamwork. The dreaming mind organizes an incoherent dream into one that is more comprehensible and logical. This is also known as secondary revision.

38. Hypnosis: • A social interaction in which the hypnotist suggests to the subject/client that certain perceptions, feelings, thoughts, or behaviors will spontaneously occur

39. Facts about hypnosis: • Almost anyone can experience hypnosis • Hypnosis is believed to enhance recall of forgotten events • Research reveal that a hypnotized person cannot be coerced to perform dangerous or social unacceptable acts • Hypnosis can be therapeutic  “posthypnotic suggestions” • Some believe that hypnosis can alleviate pain through “dissociation”

40. Hypnotic Session to Stop Smoking (10 min.) http://www.youtube.com/watch?v=uP8j2OwPwUc

41. Hypnosis

42. Psychoactive Drug Definition: • Any chemical that changes the physiological make-up of the brain and changes one’s behavior for a period of time.

43. Psychoactive Drugs

44. Chapter 8: Sensation & Perception

45. Vision • Transduction – the process by which the sensory system encode stimulus energy as neural messages • Light Energy • The eyes do not detect “color,” but a spectrum of electromagnetic radiation • Humans have a limited spectrum; certain animals can only see ultraviolet light, which humans cannot detect • Two characteristics of light: • Wavelength (determines the “hue” or color we see) • Intensity (determines brightness)

46. Vision Challenges/Disorders • Nearsightedness • Caused by a misshapen eyeball which focuses the light rays in front of the retina • Close objects are clearer; far away objects are blurry • Farsightedness • Caused by misshapen eyeball which produces a focused image behind the retina • Close objects are blurry; far away objects are clearer

47. Color vision • Young-Helmholtz trichromatic theory • States that the retina has 3 types of color receptors – red, green, or blue • Color blindness • People with this condition can see color – they simply lack functioning red or green –sensitive cones or both. • This may hinder an individual from obtaining certain jobs that involve radars with red and/or green images (military, pilots, etc.) • Opponent –process theory: states that opposing retinal processes enable color vision (i.e. red-green, yellow-blue, white-black

48. Hearing • The strength of sound waves  determines loudness • Length of sound waves  determines frequency • Frequency  determines pitch (high or low) • Sound energy is measured in decibels

49. Hearing theories: • Place theory: states that we hear different pitches based on different sound waves that trigger activity at different places along the cochlea’s basilar membrane • Frequency theory: states that we detect pitch because the basilar membrane vibrates with the incoming sound wave

50. Hearing challenges • Conduction hearing loss - caused by the problems with the mechanical system that conducts sound waves to the cochlea • Ex: ear drum is punctured OR middle ear loses the ability to vibrate • Sensorineural hearing loss – caused by damage to the cochlea’s hair cell receptors or associated nerves (nerve deafness) • Ex: heredity, aging, prolonged loud noise or music