PAPER 2- TOPIC 2 BIOPSYCHOLOGY ✅ Flashcards

1
Q

define the nervous system

A
  • specialised network of cells in body, that is our primary internal communication system
  • based on electrical and chemical signals
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2
Q

role of nervous system

A
  • collect, process and respond to information in the environment
  • communicates with and co-ordinates the different organs and cells
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3
Q

two sections of the nervous system

A

central nervous system

peripheral nervous system

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4
Q

Describe what makes up the Central Nervous System

A

•brain

  • centre of conscious awareness (makes all decisions)
  • controls every process (e.g. thoughts, emotion hunger)
  • cerebral cortex wraps around whole brain
•spinal cord
- passes messages to and from brain
- connects nerves from brain to the peripheral nervous system
- responsible for reflex arc
(effectively an extension of the brain)
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5
Q

role of central nervous system

A

controls all complex demands and decisions

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6
Q

define the peripheral nervous system

A
  • connects CNS to organs, limbs and sensory receptors
  • transmit messages from the outside world to the CNS
  • transmit messages from the CNS to the effector cells
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7
Q

describe the two sections of the peripheral nervous systems

A
•somatic nervous system
-transfers info from receptors to CNS
----> and CNS to effectors
......?????
-controls voluntary muscle movement 

•autonomic nervous system

  • important in homeostasis (vital involuntary processes)
  • transmits info from CNS to organs (and from organs to CNS) automatically
  • –> allows automatic responses and vital functions to occur
  • splits into parasympathetic and sympathetic
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8
Q

describe the two sections of the autonomic nervous system

and examples of what occurs

A

•sympathetic

  • prepares the body for a fight or flight response during stressful events
    e. g. ——increases heart and breathing rate

•parasympathetic

  • restores body to normal resting state after stressful event
  • works as an antagonist to the sympathetic nervous system (opposite)
    e. g. ——-slows heart rate, resumes digestion
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9
Q

way to remember sympathetic and parasympathetic

A

S sympathetic = S cared

P arasympathetic = P revent

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10
Q

define a neuron

A

an specialised nerve cell that carries neural information around the body through electrical and chemical impulses

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11
Q

describe the route that each neurone takes

A

sensory- info from stimuli in receptor cells in PNS to the CNS

relay- connect sensory and motor neurons, or between other relay neurons, form part of reflex arc (mostly in brain and spinal cord)

motor- from the CNS to effector cells (muscles and glands)

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12
Q

outline the role of the different structures in a neuron

A

nucleus- control centre for activity and contains genetic material

cell body- contains information being carried, contains nucleus

axon- carry impulse away from cell body across the neuron

dendrite- carries message from other neurones towards cell body

axon terminal (terminal buttons)- where axons communicate with other neurons across a synapse
- releases neurotransmitters into synaptic cleft

myelin sheath- insulates and protects axon, to speed up transmission

nodes of ranvier- small gaps in the myelin sheath that speed up transmission (as impulse must “jump”)

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13
Q

describe the structure of a sensory, relay and motor neuron

A

sensory: long dendrites . cell body . short axons

relay : short dendrites . cell body (majority of neuron) . short axons . (no myelin sheath)

motor: short dendrites . cell body . long axons

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14
Q

define neurotransmitters

2 features

A

chemicals which diffuse across synapses to relay impulses to the next neuron
—-> electrical impulses trigger their release from synaptic vesicles

  • every NT has its own specific structure and so fits into specific receptor sites like a lock and key
  • either have an excitatory effect or inhibitory effect on neighbouring neurons
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15
Q

define a synapse

A

extremely small gap between neurons that allow them to communicate through chemical impulses

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16
Q

define synaptic transmission

A

how neurons communicate with other neurons (& rest of body) by sending chemical impulses across a synapse

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17
Q

describe the process of synaptic transmission of neurons

A
  • electrical impulse is converted to a chemical impulse (neurotransmitters)
  • neurotransmitters are released from synaptic vesicles in the pre- synaptic terminal , diffuse into the synaptic cleft
  • they are absorbed by the specific post synaptic receptor sites in the dendrites of the next neurone
  • and converted back to electrical impulse
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18
Q

describe the stages of electrical transmission of neurons

A
  • when a neuron is at a resting state, the cell body is negatively charged
  • when the neuron is activated by a stimulus, the cell body becomes positively charged for a split second
  • causes action potential
  • which causes an electrical impulse to travels down axon towards end of neuron (neuron is fired)
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19
Q

describe the idea of summation

A

• decides whether post-synaptic neurone fires or not

  • post synaptic neurons can receive both excitatory and inhibitory neurotransmitters simultaneously
  • these influences are summed and the net effect is what charge the post synaptic neuron will have

• if reaches positive threshold, the action potential is triggered, the cell body is momentarily positively charged, causing an electrical impulse to travel down the neuron’s dendrites

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20
Q

describe the excitatory effect a neurotransmitter can have on a neuron

example

A
  • increases the neuron’s positive charge and makes it more likely to fire
  • e.g adrenaline makes the neuron and more positively charged and more likely to fire
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21
Q

describe the inhibitory effect a neurotransmitter can have on a neuron

example

A
  • increases the neuron’s negative charge and makes it less likely to fire
  • e.g serotonin makes the more neuron negatively charged and less likely to fire
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22
Q

define localisation of function in the brain

A

idea that specific areas of the brain are responsible for certain tasks, behaviours or processes

  • if a certain part of the brain gets damaged then the associated area and the function of this area will also be affected
23
Q

what was the historic view of the brain

A
  • holistic theory that all parts of brain were responsible for all thoughts and actions
24
Q

describe the research that changed the view of the brain as holistic to localised

A

• Phineas Gage

  • metal pole was projected through his eye and through his frontal lobe and out his skull
  • survived, but friends said he now was more quick tempered and rude
  • his change in personality then led to suggestions that the frontal lobe is associated with mood regulation

• Broca
-responsible for speech production, and damage to this area causes Broca’s aphasia (laborious speech)

• Wernicke
-responsbile for speech comprehension, damage to this area causes Werncike’s aphasia (unmeaningful speech)

25
Q

describe language centres research

A

• Broca’s area

  • located in frontal lobe, in left hemisphere
  • responsible for speech production
  • damage to this area causes Broca’s aphasia: slow, laborious, unfluent speech
  • case study “Tan” - (he could only say Tan)

• Wernicke’s area

  • located in temporal lobe, in left hemisphere
  • responsbile for speech comprehension
  • damage to this area causes Werncike’s aphasia: fluent but meaningless speech, often add nonsense words
26
Q

describe the structure of the brain

A
  • cerebrum divided into two hemispheres
  • two hemispheres separated by corpus callosum (bundles of nerve fibres that allow communication between the two hemispheres)
  • most functions are lateralised (LH controls right side of body, RH controls left side of body)
  • 4 lobes
27
Q

4 lobes and their associated function

A

•the cortex is the outer layer of both hemisphere and its split into 4 lobes

==frontal lobe (top left of brain)
- decision making and mood regulation

==parietal lobe (top right of brain)
- processing sensory information

==temporal lobe (bottom of brain)
- auditory info

==occipital lobe (back of brain)
- visual info

28
Q

describe the 4 parts of the cortex

A

•motor cortex (1) - frontal lobe

  • controls voluntary movement in opposite side of body
  • damage leads to loss of fine motor skills

•somatosensory cortex (2) - parietal lobe

  • processes sensory information and is represented in the brain
  • the amount of somatosensory area devoted to a body part denotes its sensitivity
  • damage leads to numbness, sometimes paraesthesia (tingling sensations)

•auditory centres (2) - temporal lobe

  • analyse speech based information
  • damage may lead to hearing loss, damage to wernickes lead to speech comprehension damage.

•visual centres (2) - occipital lobe

  • received and processes visual information
  • RVF to LH
  • LVF to RH
  • therefore damage to LH can produce blindness of the RVF in both eyes
29
Q

define lateralisation of function in the brain

A
  • the idea that the two hemispheres of the brain are functionally different
  • some behaviours and processes are controlled by one specific hemisphere
30
Q

example of lateralisation of function in the bran

A
  • language centres
  • Broca’s and Wernicke’s area in the left hemisphere
  • RH provides the context and emotion to what is being said (synthesiser)
  • LH can produce and comprehend the speech (analyser)

-in RH, controls spatial tasks

31
Q

Examples of unlateralised functions in the brain

small detail

A

•motor areas
-contralateral (RH controls movement on left side of body)

•visual centres

  • contralateral and ipsilateral
  • –> contralateral (left hemisphere receives info from right eye)
  • –> ipsilateral (left hemisphere receives small info from the small bit of RVF in the left eye)
32
Q

describe the contralateral processing of visual information

A

contralateral (cross-wired) and ipsilateral (same sided)

  • each eye receives information from the LVF and RVF
  • LVF of both eyes is connected to RH
  • left hemisphere receives RVF (from right eye) and bit of RVF (from left eye)
33
Q

why does the visual processing occur from both hemispheres, contralaterally and ipsilaterally

A
  • helps aids depth perception, though comparing the slightly different perspectives
34
Q

generally describe split brain research

A

studies on people who have had severe epilepsy and had their corpus callosum severed to try and control it, to investigate lateralisation of function

  • the severing meant the hemisphere could not communicate between one another, allowing researchers to see the function of individual hemispheres
35
Q

describe method of Sperry’s split brain research

A
  • told 11 P’s, with epilepsy history and cut corpus callosum, to stare at dot in centre of screen
  • flashed up an image for a split second on the left and right side, with other eye blindfolded
  • asked them to say what they saw
36
Q

findings of Sperry’s research + conclusion

A
  • if word flashed up on RVF, LH would process it and be able to say it
  • if word flashed up on LVF, RH would process it but not be able to say it (and couldn’t communicate it to LH- the language centres) so would say nothing was shown
  • however, when showed to LVF, they could draw it if pen is in left hand as motor skills are contralateral
  • also, they could select the exact or a similar object, out of sight, using their left hand

e.g. if shown funny pic in LVF, may giggle but say saw nothing

CONCLUSION

  • show how certain functions (language) can be lateralalised
  • support LH as verbal and RH as ‘silent’ but emotional
37
Q

define plasticity

A

the brain’s tendency to change and adapt (functionally and physically) as a result of learning or experience

38
Q

define synaptic connection

A

the communication and relay of info of two neurons across a synapse

  • creates a network pathway for certain behaviours
39
Q

define synaptic pruning

A

synaptic connections that aren’t often used are deleted and those connections frequently used are strengthened

40
Q

describe plasticity in more detail

A
  • the brains ability to change throughout life, is strongest during infancy
  • —> the no. of synaptic connections grow rapidly
  • Gopnick said that it peaks at 2-3 years old with 15,000 connections per neuron
  • synaptic pruning deletes unused and strengthens used connections
  • reduces no. of connections in adults but allows lifelong plasticity (shows new neural connections can be formed)
41
Q

describe research into plasticity

A

+++ • london cab drivers (Maguire)

  • brain scan found more grey matter in posterior hippocampus than control
  • area associated with navigation and spatial skills
  • —> suggested because of the ‘Knowledge Test’ they have to take (knowledge of Londons roads)
  • also found longer in the job the more structural difference

• medical students (Draganski)

  • scanned 3 months before and 3 months after final exam
  • found changes in posterior hippocampus in all, must be due to learning

• billingual people (Mechelli)
- found bilinguals have larger parietal cortex than control

42
Q

define functional recovery

A

when undamaged areas of brain adapt and compensate for the function of damaged areas.

  • damage through trauma or illness
  • form of plasticity
43
Q

define spontaneous recovery

A

when there is quick recovery shortly after the trauma but this recovery slows down several weeks or months after

  • means rehabilitation is required to recover further
44
Q

describe the brain processes during functional recovery

A
  • brain rewires and reorganises itself by forming new synaptic connections close to damaged area
  • secondary neural pathways, not typically used for that function, are ‘unmasked’ and activated to allow function to continue (Doidge)
  • –> this process is supported by changes in brain structure
45
Q

structural changes in brain that support unmasking/activation of secondary neural pathways

A
  • axonal sprouting - new nerve endings grow and connect to other undamaged nerve cells to form new neural pathways around damaged areas
  • reformation of blood vessels - blood vessels reform to ensure brain functions on damaged areas
  • recruitment of homologous areas - similar areas in opposite hemisphere carry out the function of the damaged area
  • denervation supersensitivity - axons that do similar jobs to the damaged area become more aroused to compensate for lost function
46
Q

ways of studying the brain

A
  • functional magnetic resonance imaging (fMRI)
  • event related potentials (ERP)
  • electroencephalogram (EEG)
  • post mortem examination (PME)
47
Q

describe functional magnetic resonance imaging

fMRI

A
  • produces 3D images showing which parts of the brain are involved in particular processes/behaviours
  • detects radio waves from changing magnetic fields
  • allow the measure of change in blood oxygenation that results from brain activity
  • can find more active parts of brain as they consume/require more oxygen
  • in response, more blood flows to these areas (haemodynamic response)
48
Q

describe electroencephalogram

EEG

A

• measures electrical activity in the brain

  • —> recording represents brain wave patterns made by millions of neurons, through fixed electrodes on a skull cap
  • the scan gives overall account for brain activity during general activities (e.g. sleeping, sitting)
  • useful for identifying unusual arrhythmic patterns, and whether they link to neurological abnormalities (e.g. epilepsy, tumours & sleep disorders)
49
Q

describe event related potentials

ERP

A

• researchers isolate neural responses of brain to sensory, cognitive or motor events through statical analysis of EEG data

  • focus on one event related potential (types of brain waves triggered by individual events)
  • using statistics, researchers can identify an average response to what they are investigating (e.g. a stimulus or task being performed)
  • use average from hundreds of scans as ERPs are difficult to separate from the background EEG data
50
Q

describe post mortem examination

PME

A

•analysing a person’s brain following their death

  • can look at tissue level under a microscope
  • usually compare brains with rare disorders & unusual cognitive processes to neurotypical brains (can see whether certain disorders are linked to structural abnormalities or damage)
51
Q

strengths and weaknesses of fMRI

A

••• strengths

  • high spatial resolution (pinpoint localisation down to mm’s)
  • doesn’t rely on radiation
  • uninvasive

••• weaknesses

  • don’t understand what neurons are doing, just blood flow
  • poor temporal resolution (5 second time lag)
  • very expensive equipment
52
Q

strengths and weaknesses of EEG

A

••• strengths

  • useful in diagnosing epilepsy (random bursts of electrical activity can be detected) and sleeping conditions
  • very high temporal resolution (can measure changes in real time-1 millisecond)

••• weaknesses

  • low spatial resolution (hard to determine where each electrical activity in different but adjacent locations, originated)
  • generalised information received (receive info from thousands of neurons)
53
Q

strengths and weaknesses of ERP

A

••• strengths
- much more specific data on individual neural processes than the raw EEG data
- high temporal resolution, as come from EEG
useful for measuring cognitive function during specific tasks (e.g. helped identify aspects of WWM)

••• weaknesses

  • not always possible to remove all extraneous variables and “background noise”, so data may not be pure and valid
  • lack of standardisation- different researchers use different methodology to generate event related potentials
54
Q

strengths and weaknesses of PME

A

••• strengths

  • very high spatial resolution
  • historically led to breakthroughs for Broca and Wernicke, & HM
  • useful for examining brains with rare disorders and seeing if they correlate to structural abnormalities or damage

••• weaknesses

  • very invasive so rely on donated brains
  • can’t link certain areas to behaviours or mental processes (no temporal resolution)
  • can’t tell if observed damage is be linked to disorders or in fact trauma/decay