Psychology 202
Exam 3 Study Guide
Ingestive Behavior: Chapter 11 & Lectures
 Homeostasis
 Basic components of regulatory mechanisms (Figure 11.1)
 Satiety mechanisms
 Relative amounts of 4 different types of fluids found in the body (Figure 11.3)
 Isotonic, hypovolemia, thirst (as defined by the text)
 Osmometric thirst, osmoreceptors
 Volumetric thirst, role of kidneys (renin and angiotensin I & II, Figure 11.7) and heart (atrial
baroreceptors)
 Brain areas involved in thirst, AV3V, subfornical organ (SFO), median preoptic nucleus,
Figure 11.8
 Types of thirst evoked by evaporation, consumption of a salty meal, and loss of blood
through injury (for each of these, be able to explain the step-by-step process through which
thirst occurs)
 Phases of the digestive process, Figure 11.10
 Fasting phase of digestive process, liver, glucose, glycogen, relative levels and
functions of glucagon and insulin, adipose tissue, triglycerides, fatty acids, glycerol
 Absorptive phase of digestive process, nutrients received from digestive system,
relative levels and functions of glucagon and insulin
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Signals that start a meal, role of social/environmental factors, liver and the detection of
glucoprivation and lipoprivation, brain areas (2) involved in the detection of glucoprivation
Signals that stop a meal
 Short-term signals, head factors, stomach, intestines, cholecystokinen (CCK), liver
 Long-term signals, adipose tissue, leptin, ob mice
Brain areas involved in eating
 Hunger regulation, ghrelin, neuropeptide Y (NPY), AGRP, arcuate nucleus,
parventricular area, lateral hypothalamus, orexin, melanin-concentrating hormone
(MCH), Figure 11.19
 Satiety regulation, PYY (again), leptin (again), CART/-MSH neurons, Figure 11.20
Learning and Memory: Chapter 12 & Lectures
 Perceptual Learning
 Stimulus-Response Learning
 Classical Conditioning
 UCS, UCR, CS, CR
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Instrumental Conditioning
 Reinforcing stimuli vs. punishing stimuli
Motor Learning
Overlap between three types of learning above (Figure 12.3)
Relational learning (be able to give three examples of)
The Hebb Rule (Figure 12.1)
Long-term Potentiation (LTP) & steps to produce it, associative LTP
Updated 2/16/2016
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Underlying mechanisms that produce LTP: role of NMDA receptors, dendritic spikes,
calcium
Three LTP-induced structural changes occurring at synapses:
 Increase in AMPA receptors
 Perforated synapses
 Nitric oxide (NO) signals increased release of glutamate in presynaptic neuron
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Long-term depression
Perceptual learning
 Roles of dorsal and ventral pathways
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Classical Conditioning
 Brain areas where LTP-like process may occur (Figure 12.16): lateral nucleus of the
amygdala, cerebellum (presented in lecture)
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Instrumental and motor learning
 2 Pathways involved in instrumental learning
 Reinforcement pathways: mesolimbic system, nucleus accumbens, dopamine, &
mesocortical pathway
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Relational learning
 Anterograde amnesia vs. retrograde amnesia
 Patient H.M.: basic cognitive functioning, types of learning he does/doesn’t display
 Declarative (explicit) vs. nondeclarative (implicit) memory
 Evidence that LTP and hippocampal neurogenesis are involved in relational learning
(see pages 372-373)
Human Communication: Chapter 13 & Lectures
 Lateralization, aphasia
 Broca’s area, Broca’s aphasia: 3 major speech production deficits + comprehension
deficit (See Figure 13.3 and results of Schwartz et al., 1980)
 Wernicke’s area, Wernicke’s aphasia
 Pure word deafness, transcortical sensory aphasia, autotopagnosia, anomic aphasia,
conduction aphasia, arcuate fasciculus
 Figure 13.8 (brain structures, connections, and functions), Figure 13.11 (note addition
of “direct” arcuate fasciculus pathway), & Table 13.1
 Pure alexia and brain damage that produces it (Figure 13.18)
 Whole-word vs. phonetic reading
 Acquired dyslexias, surface dyslexia, phonological dyslexia, direct dyslexia
 Developmental dyslexia, behavioral correlates (3) in addition to reading difficulty
(presented in lecture), magnocellular system (presented in lecture), correlation of
occipitotemporal complex activity with reading ability
 Table 13.2 (Reading disorders only)
Updated 2/16/2016