Understand the field of Psychology as you learn
about how to apply the theories to your own life to
improve yourself and your relationships with
others!
Understand the three approaches
Understand the basic assumptions behind the
brain
What has been
assigned today?
What is Due?
Entry Task (ET): What is the most important factor that
controls all of your behavior?
Agenda
Intro the three levels of analysis
Introduction to Bio
Exit Ticket: What is a correlational study?
Just why does
little Jake
behave like he
does????
We are going to analyze little Jake— what is wrong with
him????
Task: in your table group of 3. First read “A case of aggression.” Respond
to the Exercise 2 questions—1 person from your group, in writing.
Task: in a group of three—read through
your list of possible explanations and
determine which are biological, which
cognitive and which socio-cultural.
Biologically
Cognitively
Currently, psychologists
believe that all behavior is
attributable to three
different factors--
Socioculturally
Jake’s aggression
•
•
•
•
•
•
•
•
•
•
Family history observing his dad’s violent behavior
Exposure to violent video games
Bulllying/taunting
Even though his father was a bully, Jake perceived him as
getting what he wanted
Lost his job
Weather was hot and sticky
He was out of breath and tense when he arrived at the bar
He drank a strong drink rapidly
Perception that his friends wanted him to ‘do something’
He thought over and over that nothing was going right and
that nothing would ever go right.
Respond to the prompt:
• Explain to what extent is aggression
caused by biological, socio-cultural and
cognitive factors.
– Identify the command terms
• Explain Give a detailed account including
reasons or causes.
– Turn the prompt into your own assertion
(thesis statement.)
– Identify the evidence you will use to support
your assertion (items from the list.)
The Biological Level of
Analysis
Principles relevant to the BLA
• Bidirectional relationship between
cognition and biological systems.
– Rather than focusing on Nature versus
Nurture, the biological approach focuses on
the interaction of nature and nurture
– Stress, for example, is in response to the
environment, which then changes your
physiology
– Basically an inter-actionist approach to human
behavior.
Underlying principles to
remember with regard to the
biological perspective:
• Why do many of us look at the door
when someone walks in?
• Why do we not eat ants and other bugs?
• Why do babies smile and respond to
their parents at a really early age?
•
Behavior can be innate—because it is
genetically based, therefore evolution
plays a key role in behavior.
Understand the field of Psychology as you learn
about how to apply the theories to your own life to
improve yourself and your relationships with
others!
Understand the underlying principles of the BLA
Be able to label all the parts of a Neuron
What has been
assigned today?
Approaches
Reading.
What is Due?
Entry Task (ET): Get your test as you walk in. Answer the
reflection questions.
Agenda
Go over methods test
Finish principles
Exit Ticket: What are the parts of a neuron?
Test Reflection-record in
notes
• Which part of the assessment did you do well
on? Why?
• Which part of the assessment did you fall short?
Why?
• Correct your mistakes. What questions do you
need to have answered today?
• What will you work on for the next assessment?
Underlying principles to
remember with regard to the
biological perspective:
•
Animal research gives insight into human
behavior—thus much of biological
research is done on animals
Underlying principles to
remember with regard to the
biological perspective:
• What happens in our brain when we fall
in love with someone?
•
There are ‘biological correlates of
behavior’—meaning that there are
specific links between physiology and
behavior
Understand the field of Psychology as you learn
about how to apply the theories to your own life to
improve yourself and your relationships with
others!
Understand the underlying principles of the BLA
Be able to label all the parts of a Neuron
Entry Task (ET): Reading Quiz
What has been
assigned today?
What is Due?
Agenda
Go over methods test
Finish principles
Exit Ticket: What are the parts of a neuron?
Reading Quiz
• What effect can neurotransmission have
on behavior?
• Name the four principles.
Underlying principles to
remember with regard to the
biological perspective:
•
•
•
•
Behavior can be innate—because it is
genetically based, therefore evolution plays a
key role in behavior.
Animal research gives insight into human
behavior—thus much of biological research is
done on animals
There are ‘biological correlates of behavior’—
meaning that there are specific links between
physiology and behavior
Reductionist approach to research —studying
the parts gives insight to the whole—this is
also a criticism.
Underlying principles to
remember with regard to the
biological perspective:
•
Reductionist approach to research —
studying the parts gives insight to the
whole—this is also a criticism.
Principles
• Now in your table groups go through and
come up with real life examples that
illustrate these principles.
Key concepts that serve as
the basis of the biological
approach
• Different areas of the brain carry out
different functions (Broca)
• Hormones play an important role in our
psychological functioning
• The nature of the nervous system is
electrical in part (Galvani)
• Small gaps exist between nerve cells that
require the action of chemicals to carry
neural transmissions across these gaps
Neuroscience
• Why we study the brain at all.
• http://www.youtube.com/watch?v=PfQkDH
opJs8
POP guide
• POP stands for “Proof of Practice”—these
will guide you through what you need to
know to be successful in this class.
• First one, Explain why the reductionist
approach, as adopted by many
biological psychologists, may be
regarded as controversial.
– (Released exam question—2010)
Step 1
This is where you get the
knowledge &
understanding for the
body paragraphs of your
timed writes
• Keeping up with the reading—responding
to the guiding questions IN WRITING if
you don’t know the answer before you
read it.
• What you are doing is growing neural
connections—which require DOING
SOMETHING—reading, writing, thinking
Step 2
• Coming to class and actively
participating—most of you are doing a
great job with this!
• More dendrites grow . . . More neural connections
Step 3
• Completing your POPs when you have
your textbooks & notes in front of you, as
well as the research studies—you put
these together.
• They become your study guide for your
timed writes—the more detail within them,
the better the timed write.
Write down the prompt.
Predict relevant underlying
principles
Leave space for your
assertion.
Content: take your notes
today with the prompt in
mind.
POP #1
• As we go through the material you need to
learn to be able to respond to this prompt,
you will want to organize it in the POP
format.
• Prompt: To what extent does
neurotransmission affect behavior?
• To what extent—Consider the merits of an
argument. Opinions and conclusions
should be presented.
Neurotransmission
• Essentially we are all about our
neurotransmitters.
• You will need to be able to explain the
neurotransmission process using the
appropriate terms & vocab.
– Dendrites, axons, terminal fibers, vessicles or
terminal buttons , action potential, threshold,
firing, refractory period, electrical – chemical
process, myelin sheath, cell body or soma
The Amazing Brain
http://www.pbs.org/wnet/brain/3d/
Beginning at the beginning…
• How many protoplasmic kisses will you
have today?
• So what is a neurotransmitter?
• Why should we care anyway?
• Remember….
Objective today:
• To be able to describe the
structure of a neuron and how
they make
A demo. . .
• Using your body to represent a neuron,
explain the neurotransmission process.
– One arm/hand represents dendrite
– One arm/hand represents axon terminal,
fingers are the vesicles
– Your body is the cell body
– The space between you and a receiving
neuron (next student) is the synapse.
Vesicles
Parts of a Neuron
• Dendrites—many branching fibers
– dendrites receive neurotransmitters
– send impulses TO cell body
• Cell body—nucleus—something
huge happens there
Understand the field of Psychology as you learn
about how to apply the theories to your own life to
improve yourself and your relationships with
others!
Understand the underlying principles of the BLA
Be able to label all the parts of a Neuron
Entry Task (ET): What are the parts of a neuron?
What has been
assigned today?
NeuroMessages
HW
Agenda
Neurotransmitters
Video on learning
What is Due?
Bring
Companion
Book
tomorrow
Exit Ticket: If you were to describe yourself as a
neurotransmitter, which one would you be? Explain!
Action Potential
• electrical impulse required
• must reach a threshold . . . or nothing
happens. . . .
• But . . . once it does . . .watch out!
• There is no stopping it!!
Once it fires . . .
• chemical messengers are sent . . .
• Protoplasmic kisses happen . . .
• neurotransmitters cross the synapse and
stuff happens . . .
• at about 100 times a second
And even more amazing . . .
.
• At 250 miles per hour!!!!
Wow!!
A visual . . . . .
A field trip . . .
• A physical demonstration to understand
the concept of neurotransmission—
specifically
– The concept of reaching a threshold
– Firing
– And the rest period necessary before refiring
can occur again— refractory period
• Virtual Field Trip
http://www.youtube.com/watch?v=
T-3Iq3XQkAw
Axons—one per cell
– axons send neurotransmitters
– terminal fibers
– vesicles—holds the neurotransmitter
chemicals
– myelin sheath—makes it happen FAST
Neurotransmitters
• affect everything
– every single thing that happens in your
body—physiologically, psychologically—
highs, lows and in-betweens—all happen as a
result of neurotransmitters
Neurotransmission live!
• http://www.youtube.com/watch?v=90cj4N
X87Yk&feature=related
The role of neurotransmitters
http://www.youtube.com/watch?v=haNoq8U
bSyc&feature=related
Vesicles
Understand the field of Psychology as you learn
about how to apply the theories to your own life to
improve yourself and your relationships with
others!
Understand the underlying principles of the BLA
Be able to explain the process of
neurotransmission
Be able to give examples of how
neurotransmission affects behavior
Entry Task (ET): Write out the four principles of the BLA?
What has been
assigned today?
Agenda
What is Due?
Simulation
Go over Studies
Body Systems
Exit Ticket: What are the parts of a neuron?
Neural Transmission:
•
•
•
•
•
a demonstration
Need 5 volunteers- 4 dendrites and cell body.
Need 5 more- you are the axon.
Need 2 more- you are my terminal fibers
The rest you will form another neuron.
Directions: +s on the ground are the electricity
that travels and activates the neuron.
– Eat chocolate pick a card- 3 equals threshold
– Then drop the cards
– Axons pick them up and drop them.
The synapse
Action potential
Vesicles
Into the synapse
Reception
Breakdown/reuptake
Overview of neurotransmission
1. Action potential (electrical impulse) passed
down presynaptic neuron
2. Vesicles move to the edge of synaptic button
3. Vesicles dump neurotransmitter into synapse
4. Neurotransmitter is taken up by receptors on
postsynaptic neuron
5. Postsynaptic neuron is either encouraged to
‘fire’ or not to fire
6. Neurotransmitter in synapse is either broken
down or transported back into presynaptic
neuron
Understand the field of Psychology as you learn
about how to apply the theories to your own life to
improve yourself and your relationships with
others!
Understand the underlying principles of the BLA
Be able to label all the parts of a Neuron
Entry Task (ET): Quiz
What has been
assigned today?
Bring your
companion book
What is Due?
Agenda
Review Neurotransmission
Go over neurotransmitters
Exit Ticket:
Neurotransmitters
Neurotransmitters
Neurotransmitters
Examples of f(x)
Acetylcholine
Is believed to affect learning, memory and
attention. People with Alzheimer´s disease
may have a lack of ACh.
Epinephrine
Emotion, stress
Serotonin
Inhibits behaviour and is involved with sleep,
mood, aggression, love, anorexia and OCD.
(Caspi 2003, Marazziti)
Dopamine
Involved with movement, pleasure,
addiction, love and learning. People with
Parkinson´s disease have a lack of
Dopamine. People with Schizophrenia have
an excess of dopamine.
http://learn.genetics.utah.edu/content/addiction/drugs/mouse.html
Remember Our prompt?
• To what extent does neurotransmission
affect behavior?
• We are going to focus on a specific
behavior: learning and determine how
neurotransmission affects it.
• Video segment #17, The Brain-tomorrow
– Look for info that will answer the question
Understand the field of Psychology as you learn
about how to apply the theories to your own life to
improve yourself and your relationships with
others!
Understand the underlying principles of the BLA
Know and be able to apply two experiments on
the affects of neurotransmitters.
What has been
assigned today?
Bring your
companion book
What is Due?
Entry Task (ET): Draw a neuron and label it.
Agenda
Experiments on Neurotransmitters
Nervous System
Endocrine System
Hormones
Exit Ticket:
Must know studies: explain the aim, method, findings, and
strengths and weaknesses of each. What concept the
study can be used to support.
•
•
•
•
•
•
•
•
•
•
Martinez/Kesner
Phineas Gage
HM
Raine
Simon LeVay
Minnesota Twin Study
Rosenzweig & Bennett
Mehlman
Mark Larribus
Sperry—you will learn about on Monday.
Zimbardo #3
• Acetylcholine
• Martinez & Kesner, 1991
– Last part.
Martinez and Kesner(1991):
Martinez and Kesner did a study on the affect of acetylcholine on memory.
The experiment shows how neurotransmitters affect the ability to
remember.
Aim/goal: to determine the role of acetylcholine on memory
Method: lab experiment
Design: Individual measures-The rats were separated into 3 groups.
Procedures:
• The rats were trained to go through a maze and get to the end, where
they received food.
• The first group of rats were injected with scopolamine, which locks the
acetylcholine receptor sites, which decrease the available
acetylcholine.
• The second group of rats were injected with physostigmine, which
blocks the production of cholinesterase.
– Cholinesterase does the “clean up” of acetylcholine from the synapse and
returns the neuron to its ‘resting state’.
• The third group of rats were not given any injections. These were the
control group.
Results& Implications
• The rats that were injected with scopolamine
were slower at finding their way round the maze
and made more errors than the control group
or the physostigmine.
• The physostigmine group ran through the maze
and found food much quicker than the control
group, and took fewer wrong turns.
• Implications: acetylcholine plays an important
role in memory, which may be useful in treating
disorders such as alzheimers
Understand the field of Psychology as you learn
about how to apply the theories to your own life to
improve yourself and your relationships with
others!
Understand the underlying principles of the BLA
Know and be able to apply two experiments on
the affects of neurotransmitters.
What has been
assigned today?
Bring your
companion book
What is Due?
Entry Task (ET): Get out your copy of the Kayser study and
give 2 strengths and 2 weaknesses.
Agenda
Finish going over the Kayser Study
Nervous System
Endocrine System
Exit Ticket:
Impact of Drug addiction on
Neurotransmission.
• Impact of Drugs on Neurotransmission
• Read about Dopamine and Impulsivity.
Understand the field of Psychology as you learn
about how to apply the theories to your own life to
improve yourself and your relationships with
others!
Understand the underlying principles of the BLA
Know and be able to apply two experiments on
the affects of neurotransmitters.
What has been
assigned today?
Neurotransmission
quiz on Wednesday
What is Due?
Entry Task (ET): Take a copy of my version of the
neurotransmitter POP and read through it.
Agenda
Finish POP Work
Nervous System
Endocrine System
Exit Ticket:
Go over outline for POP#1
• What do you notice about my version?
• How is your POP similar? How is it
different?
• What do you want to add to your POP?
What does it all mean???
• parasympathetic
• sympathetic
– one cries with you, the other ??
• autonomic
• automatic . . what’s the difference??
Neural communication . . . .
• better known as the
Nervous System (does that
mean it is experiencing
anxiety???—just exactly
what is it nervous
about????)
Nervous system as in nerves . . .
• Target: by the end of today
you should know what it
means when someone says
you are . . . getting on their . . .
Simulation
• Form a chain where you put your hands on the
shoulders of the person in front of you.
• Sit down- Consider if you squeezed the ankle of the
person in front of you. What would be the difference in
time?
• Get in line again this time grab the ankle of the person in
front of you.
• Now squeeze the opposite of which ever shoulder was
squeezed by the person behind you.
• Sit down- Why was the last exercise the longest?
• What does this say about nuerotransmission?
That’s right folks. . . . we are talking about , , ,
• the information
superhighway—
– makes the internet look like
nothin’
Neural Systems
#2
#1
Nervous
system
Central
(brain and
spinal cord)
Peripheral
Autonomic (controls
self-regulated action of
internal organs and glands)
Skeletal (controls
voluntary movements of
skeletal muscles)
Sympathetic
(arousing)
Parasympathetic
(calming)
Neural Systems
Nervous
system
Central Nervous System
(brain and
spinal cord)
Texting
Fast
Demonstration
• I need a volunteer who is willing to take
there shoe off and have there toes
touched with a pen.
• Why do you think the central nervous
system did not accurate record which toe?
• What does this imply about the central
nervous system?
sensory up
motor down
Neurons up, neurons
down . . . as long as
they’re getting
through . . . things
are good
some of
those babies
are up to
several feet
long!
motor neurons
inter-neurons
sensory neurons
Neural Systems
Nervous
system
Peripheral Nervous System
Autonomic (controls
self-regulated action of
internal organs and glands)
Skeletal (controls
voluntary movements of
skeletal muscles)
Sympathetic
(arousing)
Parasympathetic
(calming)
Peripheral Nerves
The nervous system’s interface with the world
• Some nerves project directly from the
brain, others from spinal column
• links the body’s sensory receptors,
muscles and glands to the-CNS
• sensory & motor axons are bundled into
the electrical cables that we call “nerves. “
Nerves are like major road systems—
carries the traffic up and down the CNS
Peripheral Nervous System
receives signals from the receptors in the
skin, muscles, sensory input devices . . .
and gives us the sensations of touch, pain,
heat, cold, sight, taste, smell and sound,
not to mention the ability to move our arms
and legs
Understand the field of Psychology as you learn
about how to apply the theories to your own life to
improve yourself and your relationships with
others!
Understand the underlying principles of the BLA
Be able to label all the parts of a Neuron
Understand the parts of the brain
What has been
assigned today?
Quiz tomorrow
Entry Task (ET): Find a partner. Go back and forth
explaining the following activities. #1 go over the parts of a
neuron. #2 explain neurotransmission #3 go over the four types of
neurotransmitters and what they do. #4 go over one study that
supports it. #5 go over another study. #6 Explain the nervous
system.
What is Due?
Agenda
Endocrine system
Hormones
Exit Ticket: What do you need to review before the test?
Neural Systems
Nervous
system
Peripheral NS
Skeletal (controls
voluntary movements of
skeletal muscles)
Skeletal System
• voluntary movement of
our skeletal muscles
(attached to bones)
– Externally visible
movement
– completely inactive
unless you make them
work (thru neural
messages)
Neural Systems
Nervous
system
Peripheral
Autonomic (controls
self-regulated action of
internal organs and glands)
Sympathetic
(arousing)
Parasympathetic
(calming)
The automatic or involuntary . . .
the autonomic part
Wednesday’s Quiz
•
•
•
•
Parts of a Neuron
How neurons connect?
Types of Neurotransmitters
Nervous System
Fight or Flight . . .
that’s the question
• either way . . . it’s all about
What goes up . . .
must go down . . .
• sympathetic –prepared the body for
fight or flight
–  arouses
• and the parasympathetic—promotes
energy conservation, digestion &
growth
–  calms
How
• Sympathetic:
•
•
•
•
increased heart rate/blood pressure
Release of energy molecules—sugars/fats
Increased blood flow to muscles
Inhibition of digestive process
• Parasympathetic:
• Opposite of above
Be able to describe:
ParaSympathetic
Sympathetic
What systems
are activated and
in what way?
Interesting to note:
• Some hormones are chemically identical to
some neurotransmitters.
– Norepinephrine is a hormone when secreted into the
blood by the adrenal gland
– Neurotransmitter when released by sympathetic
motor neurons of the autonomic nervous system on
visceral muscles and glands, as well as in certain
pathways in the brain.
– AKA adrenaline
Endocrine System
• s l o w
. . . the snail mail of
your nervous system
– hormones . . . slow to get going . . . but
. . last longer 
Hormones vs.
Neurotransmitters
Hormones:
• Chemical
messengers
• Secreted thru the
blood stream
• Slow, but sure
• Long route to travel—
thru the circulatory
system
Neurotransmitters
• Chemical
messengers
• Utilize the CNS
• Fast
• Can travel just across
a synapse between
neurons
Understand the field of Psychology as you learn
about how to apply the theories to your own life to
improve yourself and your relationships with
others!
Understand the underlying principles of the BLA
Be able to label all the parts of a Neuron
Understand the parts of the brain
Entry Task (ET): Quiz
What has been
assigned today?
Agenda
Quiz
Hormones
What is Due?
Exit Ticket: How did you do on the test?
Examples of hormones- We
will study this
• Estrogen: The female sex hormone.
Involved in love, memory, anorexia and
mood (Marazzitti, Sherwin)
• Testosterone: The male sex hormone.
Involved in aggression, love, memory,
spatial ability, gender identity (Marazziti)
• Oxytocin: Related to love, maternal
behaviour, bonding, generosity. Can be
increased by hugging and pleasant touch.
More examples
• Endorphins: Related to pleasure, is a pain
reliever. Can be released during high levels of
stress. E.g., “Runner’s high”
• Epinephrine (Adrenaline): Also a
neurotransmitter. Involved in emotion and stress,
mobilizes energy to deal with stressors
(Schachter & Singer)
• Melatonin: Regulates our “biological clock” and
sleep. Involved in depression and Alzheimers
disease.
Sherwin (1999)
• Aim: To investigate the effect of estrogen
on memory
• Research method: Experiment
• Sample: 100 women in their mid-forties,
each of whom suffered a sudden drop in
circulating levels of estrogen after their
ovaries and uterus had to be surgically
removed due to tumors.
Sherwin (1999)
• Procedure: The researchers divided the women into
two groups, one of which received Hormone
replacement therapy (HRT) after the operation, the other
a placebo. The women were shown pairs of unrelated
words and subsequently had to recall the second of each
pair when cued by the first word.
• Findings: The women on HRT scored just as well as
they had before their operation, but the placebo group
performed significantly worse. The women in the placebo
group complained of not being able to remember things
and of having to make lists, which they had never
needed to do in the past.
Testosterone
• Read the study on Testosterone and
aggression.
• Sketch it out and then evaluate it.
• How well does this experiment discuss the
role of testosterone.
Oxytocin
• Often known as the love hormone.
• When secreted it relaxes the system
making us more trusting and generous.
• Read the following article.
• Sketch out the experiment.
• What are the strengths and weaknesses of
the study presented?
• Can you think of an application for this
knowledge?
What brain parts would regi
& rage?
What gland?
How
• Sympathetic:
•
•
•
•
increased heart rate/blood pressure
Release of energy molecules—sugars/fats
Increased blood flow to muscles
Inhibition of digestive process
• Parasympathetic:
• Opposite of above
How do we even know what is going on
in the brain?
• How do we
know the brain
isn’t filled with .
...
The Brain
• SHOWS FUNCTION: CAT Scan (computerized
axial tomography)
– x-ray shows brain structure and any areas that may be
dead due to injury
• DETAILED PICTURE: MRI (magnetic resonance
imaging)
– radio waves—computer generated
• SHOWS ACTIVITY: PET (positron emission
tomograph) Scan
– think of it as the sugar test
How do we study the brain?
• 3 major types of scans• PET: Positron emission tomography scan
which gives a visual display of brain
activity.
– It measures the amount of glucose being
used by different parts of the Brain
– EX: Brain on Drugs
How do we study the brain?
• 3 major types of scans• PET: Positron emission tomography scan
which gives a visual display of brain
activity
– Brain on Drugs
• MRI: Magnetic Resonance Imaging; Uses
magnetic fields and radio waves to
produce a computer image that distinguish
among different types of tissues.
– Giedd
How do we study the brain?
• 3 major types of scans• PET: Positron emission tomography scan which
gives a visual display of brain activity
– Brain on Drugs
• MRI: Magnetic Resonance Imaging; Uses
magnetic fields and radio waves to produce a
computer image that distinguish among different
types of tissues.
– Giedd
• CAT- Computerized axial tomography
– A series of x-ray photographs taken from many
different angles put together in a computer which
would show slice of the brain.
Cat Scan
PET Scans
• Computers: Checkout 1 laptop for you and
your unit partner.
• Go to my website and down load a PDF
file named master 1.1-1.7. Answer the
questions below the Images in your notes
Understand the field of Psychology as you learn
about how to apply the theories to your own life to
improve yourself and your relationships with
others!
Understand the underlying principles of the BLA
Be able to label all the parts of The brain
Understand the function of the parts of the brain
What has been
assigned today?
What is Due?
Entry Task (ET): Take a copy of the of the handout on how
we study the brain. Read through it. What do the findings
of the murder study suggest? What are the problems with
these findings?
Agenda
Methods on investigating Brain function
Study Brain Parts.
Exit Ticket: What part of the brain do you find the most
interesting?
Your task today:
• To watch the following videos and do the
following tasks so that you are familiar with
the brain and how it functions
Understand the field of Psychology as you learn
about how to apply the theories to your own life to
improve yourself and your relationships with
others!
Understand the underlying principles of the BLA
Be able to label all the parts of The brain
Understand the function of the parts of the brain
What has been
assigned today?
What is Due?
Entry Task (ET): What are the parts of the brain linked to
memory?
Agenda
Methods on investigating Brain function
Study Brain Parts.
Brain Quiz Friday
Exit Ticket: What part of the brain do you find the most
interesting?
Brain parts . . .
• Before we can learn more about the
concept, we need to have the basic vocab
down . . Yep, the brain terms.
• http://www.youtube.com/watch?v=Li5nMs
Xg1Lk
Task:
• With your diagrams, each person at the
table takes a turn using the physical model
provided to walk through the brain
parts/functions.
• Soon—you will have a quiz over brain
parts, functions.
Brain mneumonics
• http://www.thepsychfiles.com/2008/09/epis
ode-72-video-memorize-the-parts-of-thebrain/
Mneumonic devices for
learning new terms
• brain parts mneumonics packet.pdf
• Develop your own!
Must know studies:
• Brain localization/function—brain injuries (Phineas Gage-guide, p. 42
Crane)
• Mehlman , et. al – the role of seratonin on aggression (handout)
• HM—localization of function (handout)
• Raine—the study of murderers (handout)
• Simon LeVay—localization of function—size difference in
hypothalamus of homosexual men (handout)
• Minnesota Twin Study (40 studies)—role of genes
• Rosenzweig, et.al--Brain changes in response to experience (40
studies #2)
• Sperry
Review
1.In transmitting
sensory info to the
brain, an electrical
signal within a single
neuron travels from
the _____ ______
down through the
______ to the
_______
More neural review
2. The function of the dendrite is to
__________________
3. The ________ __________ encases the
axon and speeds the neural impulse,
Multiple Sclerosis in the absence of this.
4. The brief electrical charge which travels
down the axon is called the ______
______.
More review
5. The minimum level of stimulation required
to trigger a neural impulse— “the neural
impulse reaches a ___________.”
6. What is the synapse?
Understand the field of Psychology as you learn
about how to apply the theories to your own life to
improve yourself and your relationships with
others!
Understand the underlying principles of the BLA
Be able to label all the parts of a Neuron
Entry Task (ET): get your test from the blue table.
What has been
assigned today?
Approaches Reading
on Brain and
Neurons
What is Due?
Agenda
Split Brain
Critical Thinking Activity
Experiment
Discuss article
Exit Ticket: What are the parts of a neuron?
Understand the field of Psychology as you learn
about how to apply the theories to your own life to
improve yourself and your relationships with
others!
Understand the underlying principles of the BLA
Be able to label all the parts of a Neuron
What has been
assigned today?
What is Due?
Entry Task (ET): What parts of the brain are involved in
1)learning a vocab word 2) walking a tight rope 3)argueing
with your parents 4) Watching TV 5) running a race
Agenda
Review
Exit Ticket: What are the parts of a neuron?
Questions you still have
• Come up and write down questions or
topics you want to review today.
How do we study the brain?
• 3 major types of scans• PET: Positron emission tomography scan
which gives a visual display of brain
activity.
– It measures the amount of glucose being
used by different parts of the Brain
– EX: Brain on Drugs
How do we study the brain?
• 3 major types of scans• PET: Positron emission tomography scan
which gives a visual display of brain
activity
– Brain on Drugs
• MRI: Magnetic Resonance Imaging; Uses
magnetic fields and radio waves to
produce a computer image that distinguish
between structures of the brain.
– Giedd
Parts of the Brain- Class
feud
Understand the field of Psychology as you learn
about how to apply the theories to your own life to
improve yourself and your relationships with
others!
Understand the underlying principles of the BLA
Be able to label all the parts of a Neuron
Entry Task (ET): Test
What has been
assigned today?
Agenda
Test
Split Brain- Discuss article
What is Due?
Exit Ticket: What are the parts of a neuron?
Understand the field of Psychology as you learn
about how to apply the theories to your own life to
improve yourself and your relationships with
others!
Understand the underlying principles of the BLA
Be able to label all the parts of a Neuron
What has been
assigned today?
What is Due?
Entry Task (ET): Pull out the study you did for homework.
Turn to a partner; what does this study tell us about the
hemispheres of the brain?
Agenda
Brain Function
Gazzinga Study Discussion
Exit Ticket: What are the parts of a neuron?
Brain Function
• Localization:
– Define the term: the idea that specific brain
parts are responsible for specific behavior
• Lateralization
– Each hemisphere differs in some of its
functions—when that function is specialized,
called ‘lateralization of function.’
Understand the field of Psychology as you learn
about how to apply the theories to your own life to
improve yourself and your relationships with
others!
Understand localization of the brain

What has been
assigned today?
What is Due?
Entry Task (ET): What evidence of Localization of function
did you find in the video yesterday?
Agenda
Video Activity
Go over POP 2
Localization of Function
Exit Ticket:
Task:
• As we watch the video, “The Teenage
Brain,” your task is to cite evidence of
localization and lateralization of function
with regard to the unique characteristics of
the teenage brain and
• To determine which of the
assumptions/principles are relevant to this
video.
POP #2
• Identify one key concept from the
biological perspective and discuss its
contribution to the understanding of
behavior.
• Discuss Offer a considered and balanced
review that includes a range of arguments,
factors or hypotheses. Opinions or conclusions
should be presented clearly and supported by
appropriate evidence.
Write down the prompt.
Predict relevant underlying
principles
Leave space for your
assertion.
Content: take your notes
today with the prompt in
mind.
Concept: Localization of
function
• Define the term: the idea that specific
brain parts are responsible for specific
behaviors
• When a behavior is localized in the brain,
i.e., a specific behavior can be traced to a
specific part of the brain
Understand the field of Psychology as you learn
about how to apply the theories to your own life to
improve yourself and your relationships with
others!
Understand localization of the brain

What has been
assigned today?
Do the reading
assignments for
Localization
Let me know if you
do not have an
Approaches book
What is Due?
Entry Task (ET): Check out a computer and go to links to
find the following 3 websites and keep track on the graphic
organizer.
Agenda
Computer activity
Exit Ticket:
Localization of function
•
Different parts of the brain responsible for
different functions.
– Brain functions activity in the computer lab
1. http://www.bbc.co.uk/science/humanbody/bod
y/interactives/organs/brainmap/index.shtml
2. http://www.newscientist.com/movie/braininteractive
3. http://science.nationalgeographic.com/science
/health-and-human-body/human-body/brainarticle/
Web Activity
Website
1
2
3
What did you
already know?
What new did this What questions do
website teach you you still have
Understand the field of Psychology as you learn
about how to apply the theories to your own life to
improve yourself and your relationships with
others!
Understand localization of the brain
 Be able to recall the case study of Phineas Gage in
support of localization of function
What has been
assigned today?
Do the reading
assignments for
Let me know if you
do not have an
Approaches book
What is Due?
Entry Task (ET): 1. Take your graphic organizer from
yesterday and discuss what you learned from the web
search in your unit groups. 2. When you finish come up
and grab a reading on Gage and answer the questions in
your notes.
Agenda
Phineas Gage
Exit Ticket:
Historically. . . (you can have
a whole paragraph just on
this)
• How do we know what we know with
regard to ‘localization of function’? When
did we first know it?
• Research study: The story of Phineas
Gage
• Video segment: 25, The Brain, 25 min.
– Case Study write-up (one to go by)
What did the story of PG teach
us about localization of function
Hormonal system for pain
Endorphins
Understand the field of Psychology as you learn
about how to apply the theories to your own life to
improve yourself and your relationships with
others!
Understand localization of the brain
 Be able to recall the case study of Phineas Gage in
support of localization of function
What has been
assigned today?
What is Due?
Entry Task (ET): Why is the Gage study significant? Give
one strength and one weakness from memory.
Agenda
Broca and Wernicki
Exit Ticket:
Language processing is
‘localized’
• Broca’s area—1861. Damage to the left
frontal lobe resulted in inability to produce
language, although they could understand
it.
• Wernicke’s area—
1871.Damage here
would result in being
Able to speak but not
understand.
Video segment
• Language & speech
• The Brain, segment 6, 35 minutes
Understand the field of Psychology as you learn
about how to apply the theories to your own life to
improve yourself and your relationships with
others!
Understand localization of the brain
What has been
assigned today?
What is Due?
Entry Task (ET): 1) List five different parts of the brain that
show localization of the brain. 2) How much of you brain do
you use?
Agenda
Read Localization of the brain packet
Worksheet
Watch Secrets of the Mind
Understand the field of Psychology as you learn
about how to apply the theories to your own life to
improve yourself and your relationships with
others!
Understand localization of the brain
What has been
assigned today?
What is Due?
Entry Task (ET): What are the weaknesses of localized
function as a way of explaining behavior?
Agenda
Work on hippocampus and memory
Localization of function
• The role of the hippocampus on memory
Memory
Understand the field of Psychology as you learn
about how to apply the theories to your own life to
improve yourself and your relationships with
others!
Understand the difference between nondeclarative and declarative memory.
Be able to use Clive Wearing example to explain
the difference
What has been
assigned today?
What is Due?
Entry Task (ET): Who is HM? Why is his brain famous?
What did the dissection of the brain teach researchers
about memory?
Agenda
Memory and the brain
Clive Wearing and the opposite
Understand the field of Psychology as you learn
about how to apply the theories to your own life to
improve yourself and your relationships with
others!
Understand the major studies behind the idea of
localization of memory.
Entry Task (ET): What was wrong with HM?
What has been
assigned today?
What is Due?
Agenda
The other side of Clive Wearing.
Discuss the videos.
Watch video on HM
Read over the HM and record in a study sheet.
Exit Ticket:
Long-term memory storage
Declarative=knowledge
• Hippocampus
• Must go thru
hippocampus—transfers
transferring memories from
short term to long term
memory.
• But. . . One exception
Two types of long term,
declarative memories
• episodic memory: Episodic memory represents
our memory of events and experiences in a
serial form. It is from this memory that we can
reconstruct the actual events that took place at a
given point in our lives.
• semantic memory: is a structured record of facts,
concepts and skills that we have acquired. The
information in semantic memory is derived from
that in our own episodic memory, such that we
can learn new facts or concepts from our
experiences.
Flashbulb memory-amygdala activated
In charge of strong emotions. Because of this,
it is also closely tied to memory.
• The degree and type of emotional impact of
an event has a great influence on an event
being stored in memory.
• If a person experiences something extremely
emotional, the amygdala will activate
connections with the hippocampus so that
the event will be more memorable.
Procedural memory—knowing how
• The strongest
• Stored in the
cerebellum
• procedural memory
is the strongest
A demonstration
• Clive wearing
• http://www.youtube.com/watch?v=Lu9UY8
Zqg-Q
• What about the opposite?
• http://www.youtube.com/watch?v=r2wYcF
nTkgo&feature=related
Studies:
• HM—localization of function (handout)
– In the case the identified behavior would be
memory.
• Simon LeVay—localization of function—
size difference in hypothalamus of
homosexual men (handout)
– In this case the identified behavior would be
homosexual behavior
Memory & the brain
The Brain. Video segment #18, 25.22
Study: HM
Understand the field of Psychology as you learn
about how to apply the theories to your own life to
improve yourself and your relationships with
others!
Understand the major studies behind the idea of
localization of memory.
What has been
assigned today?
What is Due?
Entry Task (ET): Pull out your HM study sheet and
compare it in with your unit group.
Agenda
Read over the HM and record in a study sheet.
Read and discuss the rat studies on the Hippocampus.
Record them in your notes.
Read Simon Levay study and record it on your study
sheets.
With your unit groups fill out the POP Organizer
Exit Ticket:
• The lobotomy doctor
• http://www.youtube.com/watch?v=_0aNILW6ILk
Understand the field of Psychology as you learn
about how to apply the theories to your own life to
improve yourself and your relationships with
others!
Understand the major studies behind the idea of
localization of memory.
What has been
assigned today?
What is Due?
Entry Task (ET): How does Phineas Gage explain
localization of function? What the weaknesses of using
that particular case study?
Agenda
Pull out your Simon Levay study sheet and compare it in
with your unit group.
With your unit groups fill out the POP Organizer for
Localization of the brain
Exit Ticket:
Understand the field of Psychology as you learn
about how to apply the theories to your own life to
improve yourself and your relationships with
others!
Understand the major studies behind the idea of
lateralization of memory.
What has been
assigned today?
What is Due?
Entry Task (ET): POP #2- Localization
Agenda
1. Go over Lateralization
2. Our Divided Brain
3. Go over 7-4
4. Experiment
Questions you have about
timed writes?
1. Place your question on the posted note.
2. Try to make the question specific.
Critical Thinking Activity
• Fill out handout 7-4 on your own sheet of
paper.
• Add up your scores.
• Need a difference of three to have a
dominate sphere.
• What do think are the potential problems
with this inventory and theory?
Understand the field of Psychology as you learn
about how to apply the theories to your own life to
improve yourself and your relationships with
others!
Understand the major studies behind the idea of
lateralization of memory.
What has been
assigned today?
POP #2A
What is Due?
Entry Task (ET): What is the difference between
lateralization and localization of memory?
Agenda
1. Go over Lateralization
2. Our Divided Brain
3. Experiment
4. Research
POP 2A
• Lateralization of function
– Along with localization of function, there is
lateralization of function
– Each hemisphere differs in some of its
functions—when that function is specialized,
called ‘lateralization of function.’
– Localization is how much any one function is
located in a specific area, lateralization is the
degree to which a function is dominant more
in one hemisphere than the other.
Our Divided Brain
• The information
highway from
the eyes to the
brain
Split Brain
• a condition in which the two hemispheres of the brain are
isolated by cutting the connecting fibers (mainly those of the
corpus callosum) between them
“What word
did you
see?”
or
“Look at the dot.”
Two words separated
by red dot appear
projected in front of
person.
“Point with
your left
hand to
the word
you saw.”
Hemispheric Specialization
• Class Experiment• Break into groups of three.
• Materials- stop watch, wooden dowel and verbal
tasks.
• Procedures- One student will balance the
wooden dowel on the left for finger and right
forefinger.
• Time how long they can manage it.
• Then students will do it while performing the
verbal tasks.
• Make sure to form a hypothesis.
Left-right brained Myth
• There is no “right-brained” versus “left
brained” in terms of creative, math etc.
– Left brain supposedly good at math & logic
– Right brain supposedly creative, artistic.
– http://www.psychexchange.co.uk/videos/view/
21047/
BOGUS!
Understand the field of Psychology as you learn
about how to apply the theories to your own life to
improve yourself and your relationships with
others!
Understand the major studies behind the idea of
lateralization of memory.
What has been
assigned today?
Bring your Book
tomorrow.
What is Due?
Entry Task (ET): Read the Fact sheet: What does Sperry’s
study say about Lateralization of function?
Agenda
1. Research Review
2. Work on POP 2A together with new unit groups.
Outcome: Complete POP 2A
Examples:
1. Language: Wernicke’s area in left
hemisphere
– For right-handed people—95%
– For left-handed people, the right brain is
dominant—70%
– For the rest—neither one is dominant
Evidence:
• Wada test: anesthetic is injected into the
carotid artery one side of the head—
anesthetizing one hemisphere
– 90% of the people struggle with reading aloud
• Sperry study: later
Example #2
• Emotion: right hemisphere is dominant
• Evidence: Gianotti (1972)
– Brain damaged patients who had damage to
their left hemisphere became more anxious
and aggressive
– Brain damage to the right became
unemotional
– Sperry study
Emotion evidence
• Etcoff, et. al (2000)
– Videotapes of people speaking twice—once
lying, once telling the truth
• Left hemisphere damaged people 60% correct in
discerning lying. (Using their right)
• Davidson et al. (1990)
– Suggests that both hemispheres process
emotion but differ in the type based on EEGs
• Left—pleasure
• Right--disgust
Video:
• Segment 5: The Brain
• Using Factsheet #58, complete the Sperry
Study.
• How does Sperry study compare with one
brain-two brain that you have already
read.
• Prompt 2A: to what extent is human
behavior a function of lateralization?
Psychology Unit Groups
Helena
Meghan
Erin
Chandler
Marissa F
Blake
Anna
Nicole C.
Lani
McKenna
Christina
Savannah
Nichole N
Tim
Danielle
Gabby
Zola
Psychology Unit Groups
Elisabeth
Chani
James
Maddy
Elise
Stephanie
Jasmine
Kelsey
Bree
Michael
Carson
Coltin
Ali
Korynne
Janie
Lindsey
Josh
Breana
Elisha
Antonia
Dayna
Kadie
Understand the field of Psychology as you learn
about how to apply the theories to your own life to
improve yourself and your relationships with
others!
Understand the major studies behind the idea of
lateralization of memory.
What has been
assigned today?
POP #2A
What is Due?
Entry Task (ET): Timed WriteAgenda
1. Timed Write
Understand the field of Psychology as you learn
about how to apply the theories to your own life to
improve yourself and your relationships with
others!
Understand the environments impact upon the
brain
Be able to discuss Brain plasticity
What has been
assigned today?
What is Due?
Entry Task (ET): What effect do you think music has on you
and your life?
Agenda
1. Intro to Brain Plasticity
2. Assign POP #3
3. Watch Zimbardo’s Responsive Brain
Your DNA determines
what you are born with—
Only X % of any given
trait
What you ‘do’ with that
brain will impact any
given trait.
Pre 1960
Brain Plasticity—the idea that
the environment can change the
physical makeup of the brain
POP #3 With reference to one
empirical study, explain how
environmental factors can affect one
physiological process.
• Brain plasticity
• Mirror neurons
• Hormone changes
POP #3: With reference to one empirical
study, explain how environmental factors
can affect one physiological process.
Background knowledge:
• Bidirectional relationship between
physiology & the environment
• Brain plasticity—what does this mean?
– Refers to the brain’s ability to rearrange the
connections between neurons—what changes
as a result of experience & learning
– Plasticity can change the functional qualities
of various brain structures—based on what
you ask it to do.
Questions from Video
• What does this video say about
Lateralization and its impact on our
behavior?
• What does this video say about brain
plasticity?
Brain plasticity
• Any change in behavior is the result of
changes in the brain & nervous system (or
vice versa)
– “Behavior” here could mean learning,
memory, addiction—virtually any change is
going to have a corresponding change in the
brain & nervous system.
Brain Plasticity
• The ability of the brain to adapt and
change to various situations.
– Brain plasticity is more than just learning a
new behavior based on a specific set of
circumstances (though that is an excellent
example of brain plasticity).
– The process actually refers to neurons,
physically change inside the brain.
Study to support the concept
of brain plasticity:
• Rosenzweig & Bennett, 1972
Understand the field of Psychology as you learn
about how to apply the theories to your own life to
improve yourself and your relationships with
others!
Understand the environments impact upon the
brain
Be able to discuss Brain plasticity
What has been
assigned today?
HW: Read about
Mirror NeuronsArticle
What is Due?
Entry Task (ET): Give 2 examples of how touch is a
physiological need and can change physical
structures.
Agenda
1. Finish watching Zimbardo’s Responsive Brain.
2. Study sheet on Rosenweig and Bennett.
3. Introduce Mirror Neurons
POP #3: With reference to one empirical
study, explain how environmental factors
can affect one physiological process.
• What impact does touch have on our brain?
• Touch—male vs. female
– More cheerful, less suspicious
– Uncomfortable with touching—lower selfesteem more socially withdrawn
– Females—touch before surgery-lower blood
pressure
– Males—touch before surgery-higher blood
pressure
Zimbardo, #3 The Responsive Brain
POP #3: With reference to one empirical
study, explain how environmental factors
can affect one physiological process.
• Infants—touch vs. not touch
– Massaged premie babies 45 minutes a day gained
weight 44% more, more active, more alert, higher
cognitive development
– Demonstrates the value of touching
• Duke University, Saul Schanberg—rats
• Baby rats removed from mommy rats resulted in lack of
growth
• Need for touch is brain-based
– Hypothalamus secretes growth hormones as a result
of touching
POP #3: With reference to one empirical
study, explain how environmental factors
can affect one physiological process.
• African Cichlid fish—how the brain is
altered when social environment changes
– Russell Fernald
– When these fish acquired territory, they
became brighter and dark eye bars
– When they lost territory, they became lighter
and lost sexual maturity
• Hypothalamus secretes hormone to pineal
gland to gonads
Study:
• Rosenzweig & Bennett, 1972
• Experiment—
• IV: rats with stimulating environment
(operationally defined as cool toys) versus
no toys
• DV: 60 days later--post mortem (yes they
gave their lives for science)
• Findings: thicker cortex—frontal lobe in
particular—when placed with little rat
friends, even thicker.
Implications . . .
• Friends + cool toys = more brain
development.
• Stimulate, stimulate, stimulate! = dendrite
growth
• But . . . what are the weaknesses of his
work? Can these findings be generalized
to humans?
– Only to some extent
– We can’t do controlled experiments to test on
humans
What’s next?
We know how psychologists study
human beings—in terms of the
methodology, now what?
http://nhscience.lonestar.edu/biol/
ap1int.htm
(interactive website list)