Psychology Unit 3

Area of Study 1: Brain and Nervous

System

S. Hopley

Unit 3 Psychology: Overview

AREA OF STUDY 1Brain and Nervous

SystemOn completion of this unit

the student should be able to explain the major functions of the brain including cortical lobes and hemispheric specialisation, and the role of the nervous system, and evaluate the strengths and limitations of brain research methods.

ASSESSMENT TASKSS/N Work Requirements Glossary – due Wed 24th Feb 15 Revision Questions – due

Wed 24th Feb Workbook (Min. 80%

complete) – spot checks

SAC Annotated poster (with cheat

sheet) XX Feb /40 marks

Unit 3 Psychology: Overview

AREA OF STUDY 2Visual PerceptionOn completion of this

unit the student should be able to explain the nature of processes involved in visual perception

ASSESSMENT TASKSS/N Work Requirements Glossary – due XXX March 25 Revision Questions – due

XX March Workbook (Min. 80%

complete) – spot checks

SAC Mini ERA (Gestalt Principles) XX March, /15 marks

Test XX March, /15 marks

Unit 3 Psychology: Overview

AREA OF STUDY 3States of

ConsciousnessOn completion of this

unit the student should be able to compare and contrast characteristics of normal waking consciousness with altered states of consciousness

ASSESSMENT TASKSS/N Work Requirements Glossary – due XXX May 25 Revision Questions – due

XX May Workbook (Min. 80%

complete) – spot checks

SAC Multimedia Presentation XX May /30 marks

The human nervous system

Chapter 3 (p127)The peripheral nervous

systemThe somatic nervous

systemThe autonomic nervous

systemDivision of the ANS

Key KnowledgeDivisions of the nervous

system: central nervous system, peripheral nervous system (somatic and autonomic)

Roles of the sympathetic and parasympathetic divisions of the ANS

Nervous System OverviewDistribute the Glossary and the Revision QuestionsDiscussion:Q: Why is the NS important to Psychology?It allows us to receive information from the

outside world (internal and external) and allows us to respond to it. It therefore controls our behaviour (actions)

It carries stimuli (changes to environment) to our brain – sensory, and then carries messages from our brain – motor, to react to this information.

Q: What are nerves made up of?Draw and label a motor neuron for revision

Nervous System OverviewQ: What is the basic structure of the nervous system?Brain storm the basic structure of the NS on the board. Include the CNS, brain, spinal cord, PNS, Somatic (motor and sensory) and Autonomic (Sympathetic and parasympathetic)

Activities:Life-size Nervous System Man (outline student)

Cut and Paste NS Data Tree

Nervous System OverviewRead pages 127-134Notes:Central Nervous SystemRegulates, coordinates and controls all the major functions of the body

Peripheral Nervous SystemLinks the CNS to other parts of the body. Has two main functions:1. carry info from sense organs and internal organs to the CNS

2. convey info from the CNS to the muscles, organs and glands of body

Nervous System Overview Somatic NS – controls voluntary movement Sensory function (sensory/afferent neurons) –

transmits info from the sense organs (skin, eyes, etc) to the CNS

Motor function (motor/afferent neurons) – carries response messages from the CNS to skeletal muscles

Autonomic NS – controls involuntary actions of organs, glands and non-skeletal or visceral muscles Mostly involuntary but can be overridden at times

(e.g. blinking, breathing, etc) Biofeedback: allows us to alter ANS activity once it

is physically visible or audible to us (Box 2, page 133)

S (sensory)

A (afferent)

M (motor)

E (efferent)

Autonomic Nervous SystemQuiz:1. What are the 2 main divisions of the NS?

2. What does the somatic NS control?3. What is the difference between afferent and efferent neurons?

4. What does the autonomic NS control?

5. What is the role of the spinal cord?

Autonomic Nervous SystemMovie:Bourne Identity (24mins – 40ish)Discuss student’s reactionsHow quickly did heart rate/breathing rate

change?How quickly did it change?How soon did you realise there was no actual

threat?How long did it take for your body to calm down?

Read pages 135-138Worksheet: Sympathetic & Parasympathetic NS

Arousal and stressChapter 4

Fight-flight responseThe polygraphEffects of intense or

prolonged arousalGeneral adaptation

syndromeThe relationship between

stress and disease

Key KnowledgeThe physiological systems

involved in arousal (fight-flight response), uses and limitations of the polygraph

Physiological and psychological effects of prolonged or intense arousal, the relationship between stress and disease, the general adaptation syndrome

Arousal & Fight or FlightQuiz:1. Which division of the autonomic NS is responsible for preparing the body for action?

2. Which division of the autonomic NS works faster?

3. Which body function is inhibited by the sympathetic NS?

4. What is the function of adrenaline?5. Why does the parasympathetic division return the body to homeostatic conditions?

Arousal & Fight or FlightRead pages 141-143Notes: (relate to Bourne Identity)These systems help determine the level of arousal

Q: What is arousal?It’s a state of alertness or readiness for action

Triggers

Causing

Which

Leading to

Arousal & Fight or FlightBrainstorm:What happens to the body when aroused?Why does the heart beat faster?To circulate adrenalin and other hormonesIncreased energy available to cells (more O2 for respiration)

Why perspire?Increased body system functioning leads to increased heat production. Body needs to cool down or cook. Perspiration allows rapid dissipation of heat

Arousal & Fight or FlightRole play: So what do we do when we are aroused if the stressor is persistent and noticed?1. Stay home and miss school test2. Go to school and take the test

Discuss and define fight-flight response:An adaptive automatic response to stress that prepares the body to confront (fight) the threat or to run away (flight) to safety

L.A. 1 page 144, Q1-3

Arousal & the PolygraphQuiz:1. Define arousal2. What is the

purpose of the fight/flight response?

3. What term describes the thing that causes stress?

4. What group of hormones are associated with the fight/flight response?

Brainstorm: What do you already know about the polygraph?

Read pages 145-146

Arousal & the Polygraph Notes:Polygraph detects and records a number of physiological

responses (heart rate, blood pressure) enabling measurements of general arousal.

IT IS NOT ALWAYS A LIE DETECTOR! When used as a lie detector, it measures HR, BP, breathing

rate and electrical conductivity of the skin (GSR). These are all graphed individuallyHR – cuff and monitor around chestBP – cuffBreathing rate – tube around stomachGSR (Galvanic skin response) – effected by moisture

(perspiration). Electrodes are taped or clipped to pointer and ring fingers. More moisture means more electricity is conducted. We tend to sweat more when aroused.

Movie: Meet the Parents Start at Chapter 7 Q: Is a lie actually detected? No. Conclusion is based on premise that

lying heightens arousal which the polygraph can record. Read last paragraph of 1st column on page 145 What control questions were asked by Jack? Why are control questions asked? What are the 2 different types of control questions? Give examples

from the movie. How are relevant questions different from control questions? What is the relevant question asked by Jack? In real life, relevant questions are asked a number of time in

different ways. Why?

Arousal & the PolygraphBrainstorm: Limitations of the polygraph as a lie detectorLack reliability/validityUnemotional people may not registerAccuracy is questionableGuilt emotions are similar to those produced by fearCan possibly control responses, i.e. cheat the system

(Oceans 13)Summarise the findings of Kleinmuntz and Szuckes

(1984) – page 147L.A. 2 page 150. For Question 3, read the article and give 3 reasons why

you would/wouldn’t allow polygraph results to be used in court

Stress & prolonged arousalQuiz:1. Stick the Meet the Parents picture in your books and label where HR, BP, breathing rate and GSR is measured

2. Is a polygraph a lie detector? Why/why not?

3. What is a control question?4. Give an example of both types of control question.

5. How is arousal linked to the polygraph?Go through answers to L.A. 2

Stress & prolonged arousalBrainstorm: Effects of stress. (What happens when we are stressed?)

Divide terms into physiological (body) and psychological (behavioural/emotional/cognitive)

Worksheet: StressRead through together and complete (for homework)

Polygraph, Stress and GASMini-test: Polygraph (Multiple choice only)

Go through answers to Stress WorksheetCover thoroughly:Immune SystemGASRole and effects of cortisol

Mini-test: GAS (Multiple choice only)

Stress and Disease Read pages 160-163 Notes: Where stress is prolonged and intense, the onset of illness or

disease is more likely. Prolonged stress often leads to increased health problems

later in life Hormones released during fight/flight response suppress

functioning of immune system, reducing the ability to fight pathogens

Increases workload on the body due to stress can increase the chances of heart disease, stomach ulcers and cancer

Psychosomatic Illnesses are caused partially or entirely by psychological factors in response to stressors The illness is real, not imagined The physical symptoms are genuine

Stress and DiseaseLinks between stress and non-

infectious diseases

Links between stress and infectious diseases

We cannot say that stress causes disease, but they do appear to be linked in that you are more likely to contract a disease or make an existing disease worse if you’re are experiencing prolonged or intense stress

Stress and DiseaseWorksheet: The Relationship Between Stress and Disease

Revision: old exam questions which cover content to date…

Workbook check

The brain and behaviourChapter 2

The cerebral cortexHemispheric

specialisationBrain research methodsEthical principles in brain

research

Key KnowledgeStructure of the cerebral

cortexFunctions of the four lobesHemispheric specialisation:

the cognitive and behavioural functions

Brain research methods and their values and limitations

Ethical principles in the conduct of brain research

Structure of the BrainOrange Brain Activity:Use a couple of students to demonstrate tooPeel an orange (the skull)Remove a few segments so remainder resembles a brainExamine surface – thin folded layer (cerebral cortex)Partially separate the top two segments (hemispheres)Examine the central line of pith (Corpus callosum)Sketch and label ‘orange brain’Read pages 68-70 and summarise under subheadings,

stating which part of the orange represents each section of brain

Ensure students have covered all necessary points – see “orange brain notes”

Brain structure: LobesActivity: Brain JigsawGive all students a piece of the brain jigsawStudent with the same lobe need to read the text and make notes about their lobeFrontal lobe – page 72Parietal lobe – page 76Occipital lobe – page 78Temporal lobe – page 80

Each student then needs to find the rest of their coloured brain and share their info about their own lobe

Brain structure: LobesSwimming Cap Activity:Put a swimming cap on a studentDiscuss the lobes with the class and how they are divided up

Draw the lobes onto the cap and discuss functions using simplified terminology

Students complete worksheet while discussing, using technical terminology

Have student write down and remember FPOTLearning Activity 4 on page 77 (verbally)Learning Activity 5 on page 83 (in books)

Brain structure: LobesLearning Activity 8 on page 85Construct and table and include a speech sample for both conditions

Learning Activity 6 on page 84Questions 3, 4 and 5

Worksheet: Lobes of the BrainComplete and colour in

Balloon recreation of orange brain

Broca’s Wernicke’sLocatio

n Left frontal lobe Left temporal lobe

Function

Articulate speech• movement and coordination of speech muscles• understanding grammatical parts of speech

Speech comprehension• interpreting speech sounds• Locating words in memory

Links with

• Motor cortex for movement• Area involved with meaning of words and speech structures

• Primary auditory cortex•Broca’s area

Effects of

damage

Broca’s aphasia (language loss due to brain damage or disease)• Deliberated speech, few words, simple structure• Mainly use verbs & nouns• “To” and “it” left out as are word endings

Wernicke’s aphasia • Proper clear, rapid speech• Sentences are generally meaningless

Speech Exampl

e“Jump bed get warm” “Gone car to red salad rare

spies”

Brain structure: Lobes Quiz: 1. Name the 4 lobes of the brain 2. Which lobe is usually responsible for processing sensations

of touch, pressure, pain, temp of the body? 3. Which area is usually responsible for producing clear and

articulate speech? 4. What is the primary cortical area of the frontal lobe? 5. List four functions of the frontal lobe. 6. Give an example of what may happen if the frontal lobe is

damaged. 7. What is the main function of the temporal lobe? 8. What do the association areas do? 9. Where are the association areas found? 10. What is the name of the specialist cortex in the temporal

lobe?

Hemispheric SpecialisationRead pages 85-86

Notes:Hemispheric Specialisation is the idea that each hemisphere has particular functions, or exerts greater control over specific functions.

Also called lateralisation.While particular functions are often associated with one hemisphere of the brain, this is only true for most people.

Psychologists never complete assign a task to one hemisphere or the other – brain plasticity

Hemispheric SpecialisationActivity: Hemispheric mix and matchOn the brain diagram, place the following on the hemisphere most commonly associated with that function

Left Hemisphere Functions

Right Hemisphere Functions

Movement & sensations (right side of body, right visual field)

Movement & sensations (left side of body, left visual field)

Language (speech, writing, reading)

Spatial ability (mental rotation of object, completing jigsaws)

Analysis (maths, science) Creativity (painting, poetry)Rationality (logical reasoning) Fantasy (daydreaming)

Appreciation of art, music, beauty

Hemispheric SpecialisationHemispheric

specialisation and visual fieldsThe left visual field of

both eyes is transmitted to the right hemisphere

The right visual field of both eyes is transmitted to the left hemisphere

Sperry Split Brain ActivitiesRead pages 90-91 (Box 6)Split Brain ActivityLink armsLeft person is the voice (verbal), right person is non-verbal

Tie shoelaces blindfolded – left person can talk throughout task

Object recognition – give both people an object and ask them to identify what it is.Left can identify verballyRight can only identify by pointing when blindfold is removed

The Wada TestRead pages 91-93Wada Test DemonstrationUse a student “patient”Talk them through the procedure and get them to act it

outUsed by surgeons to determine which hemispheric

location is used to control speech before brain surgeryAnesthetic injected into carotid arteryPatient lies with both arms upAnesthetic kicks in and opposite arm drops to that

anesthetised.Patient counts to 20 repeatedly, this stops only if the

left hemisphere is anesthetised.

The Wada Test95% of right-handed people have left controlled speech.

70% of left-handed people have left controlled speech.

The Wada Test was also used to determine hemispheric specialisation in face recognition.Anesthetising the right hemisphere caused people to mistake famous faces as their own

Right hemisphere is needed to combine parts of an image for a whole representation

TachistoscopeRead page 93Notes:A tachistoscope is a projector used to present visual

information to each visual field independently. Speed recorded for images or verbal/word

recognitionNon-verbal information is recognised quicker when

presented to the right hemisphere (left visual field)Verbal information is recognised quicker when

presented to the left hemisphere (right visual field)Worksheet: Evidence for Hemispheric SpecialisationLA 10 on page 86

Brain Research TechniquesNotes:Research on hemispheric specialisation uses

three different types of participants:Brain-damaged (stroke, car accident etc)Split-brain (corpus callosum is cut)Intact brain (whole, undamaged, ‘normal’)

Summary Table:Read and complete the tableAnswer the questions in workbookTry to answer without checking notes, check after

Ethical Principles in Brain Research

Read pages 121-122Notes:Highlight the main principles of VIP

LA 21 on page 123 – Question 1 onlyLA 22 on page 123

Ethical Principles in Psychological Research

V Voluntary participation

I Informed consent

P Participant confidentiality

Brain & NS RevisionMultiple Choice Questions:Ch 2: The Brain and Behaviour (p124-126)Ch3: Human Nervous System (p139-140)Ch 4: Arousal and Stress (p169-170)

Brain & NS Revision Pack

Mini Tests:Polygraph and GASNS, Arousal and StressBrain & NSArea of Study 1

Area of Study 1: Practice Quiz Which division of the nervous system maintains homeostasis? What are the two main divisions of the peripheral nervous system? What is the somatosensory cortex responsible for, and where is it

found? What are analytical functions and generally which side of the brain

specialised in these functions? What is a tachistoscope used for? What is the Wada Test? What is meant by informed consent? What 4 physiological changes are measured by the polygraph? What is the immune system? What are the main stages of the GAS? Name 2 brain imaging techniques for structure, and 2 for function.

Brain Revision Notes

The brainRead pages 67-68The brain is often referred to as the “master organ” as it is

in control over everything you doEncased in hard, protective skullAverage adult brain weighs around 1.5kgFloats in cerebral fluid which helps to cushion the brain

against the hard skullConsists of billions of neurons that transmit information

around the brainNeurons organised into recognisable structures, which,

while responsible for specific activities, are so interrelated that they cannot be considered independent or isolated

The cerebral cortex The cerebral cortex is the convoluted outer visible layer of the

brain. Only about 2mm thick, but contains around ¾ of all the brain’s

neurons Only 1/3 of cerebral cortex is visible, the rest is hidden in the folds Convolutions increase surface area (about 0.25m2) and allow

more connections between neurons Primarily involved in information processing Perception, language, learning, memory, thinking, problem

solving and bodily movements Primary areas have specific functions, larger association areas

perform multiple or integrated functions The larger the cerebral cortex of an animal, the greater their

intellectual ability

Cerebral hemispheresThe cerebral cortex is clearly divided into roughly

symmetrical 2 hemispheres by a deep grooveThe hemispheres are joined by strands of nerve tissue.

The largest of which is the corpus callosumThe general structure and position of specialised areas is

also roughly the same in both hemispheresHowever, the sensory information from, and the motor

responses for the right side of the body comes from the left hemisphere and vice versa

The hemispheres also have their own specific and individual specialised functionsLeft is usually verbalRight is usually spatial and visual (non-verbal)

Corpus callosumAlthough the hemispheres have their own functions, they do not work independently of each other.

The corpus callosum is the “bridge” between the hemispheres allowing “communication” between the hemispheres

Millions of nerve fibres are contained in the corpus callosum

Four cortical lobesThe cerebral cortex of each hemisphere can be divided into four distinct regions – cortical lobes

Each cortical lobe is associated with particular functions

The lobes are named after the skull bones that cover them:Frontal, parietal, occipital and temporal

Each lobe contain areas specialised in sensory, motor functions and an association area

Four cortical lobesSensory areas:Receive and process information from sensory receptors in the body

Sensory receptors convert the stimulus into neural impulses

Different sensory areas are located in different lobes of the brain (visual, auditory and somatosensory)

Sensory information is sent to the primary sensory cortex that is related to the type of stimulus

Four cortical lobesMotor areas:

Receive and process information about voluntary bodily movements

The only primary motor cortex is in the frontal lobe

Controls movement by sending messages to muscles in the body so they contract or extend in the required way

Four cortical lobesAssociation areas:Are found in each lobeInvolved in complex cognitive processes

Integrates information from both sensory and motor areas within the lobe as well as information from other lobes

Four cortical lobes

Diagram taken from Heinemann Psychology One, H. Skouteris et al, 2004

Frontal LobeLargest lobe which takes up the front half of each hemisphere

Primary motor cortex is in the fold at the very back of the lobeInvolved in controlling voluntary bodily movements through skeletal muscles

Primary motor cortex in the right frontal lobe controls movement in the left side of the body and vice versa

Different sections along each primary motor cortex is specifically involved with a particular part of the body

Frontal LobeThe physical size of the section in the primary

motor cortex indicates the level of fine control that part of the body has.

E.g. The tongue has a huge range of fine motor movements, so it takes up one of the largest sections on the primary motor cortex

The association areas of the frontal lobes are involved in:Complex thoughtPersonalityEmotions and expression of emotional behaviourCoordination of the activities of the other lobes

Broca’s AreaBroca’s area is a specialised area of the left frontal

lobe, next to the primary motor cortex region responsible for movement of the face and mouth

Responsible for articulate (fluent and coherent) speech

Coordinates movement of the mouth, tongue, etc so speech can be produced

Also involved with understanding grammatical structures of speech (spoken or written)

Links with other parts of the cerebral cortex involved in understanding and interpreting the meanings of words

Damage to Broca’s AreaDamage to this area rarely leads to total loss of

speechOften results in deliberate speech with few words

and simplified grammatical structureAphasia: language loss due to brain damage, injury

or diseaseShort sentences (3-4 words)Mostly verbs and nouns, not grammatical words

Understanding of spoken language is more difficultReading and writing abilities seem to be unaffected

Primary motor and Somatosensory cortex

Diagram taken from Heinemann Psychology One, H. Skouteris et al, 2004

Parietal LobeLocated in upper back half of brainPrimary somatosensory cortex is located in the fold at the front of the lobe, directly behind the primary motor cortexReceives and processes sensory information from the skin and body

Includes touch, pressure, temperature and muscle positions

Primary somatosensory cortex in the left hemisphere receive info from the right side of the body and vice versa

Parietal LobeDifferent sections along each somatosensory cortex receives info from a particular part of the body. The larger the section, the more sensitive that part of the body – homunculus

Also responsible for Integrating information within the lobe and between different lobes and structures

Sensing the position of your body in spaceVisual attention and spatial reasoning (locating an object)

Occipital LobeLocated at the very back of the headPrimarily involved in vision (damage to this area can

cause blindness even if eyes intact)Primary visual cortex is at the base of the lobeVisual info from eyes is received and processed

(although some visual info is also processed in other lobes as well)

Left visual field of each eye is sent to the right visual cortex and vice versa

Association areas interact with primary visual cortex and other lobes to help with memory, language, spatial reasoning and visual attention (where an object is)

Temporal LobeLocated in the lower central area of the brain, around the top of the ears

Involved in auditory perception, memory and visual perception (indentifying objects and recognising faces)

Primary auditory cortex is on the top edge of the lobeSpecialised areas within cortex that deals with different features of sound (frequency and amplitude)