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GCSE Psychology > unit 7 - brain & neuropsychology > Flashcards

unit 7 - brain & neuropsychology Flashcards

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1
Q

what is the nervous system and its primary roles

A

the nervous system is a complicated network of cells in the human body and is the main communication system
collects and responds to information in the environment
controls working of different organs and cells including the brain

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2
Q

how is the nervous system split up

A

nervous system -> central nervous system and peripheral nervous system
central nervous system -> brain and spinal cord
peripheral nervous system -> asympathetic nervous system and somatic nervous system
asympathetic nervous system -> sympathetic division and parasympathetic division

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3
Q

function of the central nervous system

A

the brain is divided into two halves - hemispheres
the right hemisphere controls the left side of the body and vice versa
the brain is the centre of conscious awareness and where all decision making takes place
the brain STEM governs some automatic functions such as heart beat and reflex responses

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4
Q

function of the peripheral nervous system

A

receives messages from the CNS and sends messages to it

messages are sent via neurons

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5
Q

function of the autonomic nervous system

A

governs automatic/involuntary functions such as breathing, heart rate and digestion and our RESPONSE TO STRESS

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6
Q

function of the somatic nervous system

A

sends information from the brain to muscles; has voluntary control of our muscles as well as REFLEX responses
takes in information from sensory organs such as the eyes and skin

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7
Q

homeostasis

A

keeping the body in a constant and balanced internal state such as keeping oxygen levels in the blood controlled through regular breathing

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8
Q

what are the 4 key points about the autonomic nervous system

A

homeostasis
it is an automatic system (does not have to be consciously directed)
sympathetic division
asympathetic division

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9
Q

what is the role of the sympathetic division/ sympathetic nervous system

A

represents a state of physiological arousal, increasing breathing rate and heart rate, preparing the body for a FIGHT OR FLIGHT response

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10
Q

what is the role of the parasympathetic division/ parasympathetic nervous system

A

counteracts the actions of the sympathetic division, returning the body to a normal state
this is the REST AND DIGEST response

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11
Q

what are the 4 main points about the fight or flight response (brief)

A

brain detects a threat
adrenaline is released
fight or flight response occurs
once the threat has passed rest and digest

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12
Q

explain the fight or flight response in DETAIL

A

the hypothalamus detects a threating event/stressor and triggers the sympathetic division of the ANS to act

the ANS changes from a resting state to an aroused state
the stress hormone adrenaline is released by the adrenal glands into the bloodstream

the fight or flight response is immediate and automatic
adrenaline targets the cardiovascular system, increasing breathing and heart rate
it inhibits digestion and increases saliva production
this prepares the body to confront the threat or gives it energy to be able to run away

once the threat has passed, the parasympathetic division returns the body to a normal ‘rest and digest’ state
digestion and hunger are stimulated

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13
Q

what is the James-Lange theory of emotion say (overview)

A

physiological arousal comes first and emotion after

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14
Q

what are the 4 key points of the James Lange theory of emotion

A

there is physiological arousal first - the hypothalamus arouses the ANS, adrenaline is released and there is arousal

emotion afterwards - the brain interprets the physiological activity causing an emotion

example - meeting a bear in the forest acts as a stressor, muscle tense and heart rate increases, physiological change is interpreted as fear, person runs away

no physical change means no emotion

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15
Q

what are three brief evaluation points of the James-Lange theory of emotion

A

STRENGTH - the theory is supported by real life examples
WEAKNESS - the theory is challenged by the Cannon-Bard theory
WEAKNESS - the theory is challenged by the two factor theory

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16
Q

explain one strength of the James-Lange theory of emotion

A

the theory is supported by real life examples
a phobia of public situations can develop as a result of the anxiety (emotion) created from falling over in public
this shows that emotional responses such as fear are a result of a physical arousal such as heart rate

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17
Q

explain two weaknesses of the James-Lange theory of emotion

A

the theory is challenged by the Cannon-Bard theory
the Cannon-Bard theory says that we experience some emotions (such as embarassment) at the same time as physiological arousal and not one after another
this can explain some emotional situations that the James-Lange theory cannot

the theory is also challenged by the two factor theory and is too simple
this says that we need arousal as well as social cues to correctly label the emotion which we are feeling
therefore the James-Lange theory doesn’t explain how a person ‘decides’ what emotion they are experiencing

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18
Q

neurons

A

nerve cells which send electrical and chemical signals to communicate

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19
Q

what are the three types of neuron

A

sensory
motor
relay

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20
Q

sensory neurons

A

carry messages from the peripheral nervous system to the central nervous system

long dendrites
short axons

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21
Q

motor neurons

A

carry messages from the central nervous system to muscles and glands (effectors)

short dendrites
long axons

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22
Q

relay neurons

A

connect sensory neurons and motor neurons

short dendrites
short axons

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23
Q

what are 7 parts of a neuron

A 
dendrite
soma/cell body
nucleus
myelin sheath
node of Ranvier
axons
terminal button
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24
Q

role of axon

A

carries signals from the cell body down the neuron, covered in myelin sheath

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25
role of myelin sheath
fatty layer of insulation and gaps (nodes of Ranvier) speed up signal
26
role of dendrites
carry electrical signals from the neighbouring neurons to the cell body
27
role of terminal buttons
end of axons forming part of the synapse
28
what is the charge of a neuron like
when the neuron is resting, it has a negative charge inside compared to outside when a neuron fires, the charge changes to a positive charge creating an action potential
29
what is a synapse
neurons communicate with each other through the release of neurotransmitters from the presynaptic neuron to the postsynaptic neuron across the synaptic cleft
30
what are the 4 key stages of a synapse (firing)
release of neurotransmitters reuptake of neurotransmitter excitation and inhibition summation
31
describe the release of neurotransmitters and the reuptake of neurotransmitter
neurotransmitters are stored in vesicles at terminal buttons of the presynaptic neuron electrical signal reaches the terminal button and neurotransmitters are released into the synaptic cleft neurotransmitters in the synaptic cleft attach themselves to the next neuron at postsynaptic receptor sites the chemical message is turned back to an electrical impulse the remaining neurotransmitters in the synaptic cleft are broken down by enzymes and reabsorbed by the presynaptic neuron
32
explain excitation and inhibition
excitatory neurotransmitters increase the postsynaptic neuron's positive charge and make it more likely to fire inhibitory neurotransmitters increase the postsynaptic neuron's negative charge and make it less likely to fire
33
explain summation
summation occurs if there are more excitatory signals than inhibitory signal from the thousands of signal received from other neurons this causes the neuron to fire creating an electrical impulse
34
who wrote a theory about learning and neuronal growth
Hebb
35
what are the four key points of Hebb's theory
the brain is plastic the brain adapts learning produces an engram cell assemblies and neuronal growth
36
explain how the brain is plastic
synaptic connections in the brain become stronger the more they are used (just in the way that muscles can be strengthened, the more they are used) the brain has the ability to change and develop
37
explain how the brain adapts
the brain changes structure and connections in response to new experiences (learning) this can happen at any age with any learning
38
explain learning produces an engram
an engram is a trace in the brain the trace that learning produces in the brain can be made permanent with continuous practise and rehearsal of what we are learning
39
what are cell assemblies and explain their links to neuronal growth
cell assemblies are group of neurons that fire together the more the neurons fire together the more the synaptic connections between them grow and strengthen neuronal growth occurs as the cell assemblies rewire to manage new learning
40
give three brief evaluation points of Hebb's theory of learning and neuronal growth
STRENGTH - the theory is scientific STRENGTH - can be applied to education WEAKNESS - reduces learning to a neuronal level
41
explain two strengths of Hebb's theory of learning and neuronal growth
the theory is scientific Hebb explained learning in terms of brain function which provided an objective basis for understanding behaviour this shows that learning can be studies through brain processes Hebb's theory can be applied to education he found that raising rats in stimulating settings meant that they were better able to find their way through mazes as adults than rats not raised in stimulating settings this could mean that in education, more stimulating environments are created to encourage learning
42
explain one weakness of Hebb's theory of learning and neuronal growth
the theory reduces learning to a neuronal level this means that other levels of understanding are ignored such as Piaget's ideas on how accommodation moves learning forward this is an issue as a more complete account of learning would discuss non-biological factors as well
43
describe the structure of the brain
the brain is divided into two hemispheres the cerebral cortex covers the brain and is divided into four lobes ; frontal lobe - containing the motor area and Broca's area parietal lobe - containing the somatosensory are occipital lobe - containing the visual area temporal lobe - containing the auditory area and Wernicke's area
44
role of the cerebellum
receives information from the spinal cord and the brain main role is MOVEMENT, COORDINATIOIN and BALANCE also involved in attention and language
45
localisation
specific brain areas do particular jobs
46
frontal lobe (location, role)
located at front of brain | controls thinking and planning
47
motor area (location, role)
long strip at the back of the frontal lobe | controls movement on the opposite side of the body
48
temporal lobe (location)
behind the frontal lobe and below the occipital lobe
49
occipital lobe (location)
found at the back of the brain
50
parietal lobe (location)
behind the frontal lobe
51
somatosensory area (location, role)
front of the parietal lobe processes sensations such as touch and pressure the most sensitive body parts use the most neurons here
52
visual area (location, role)
in the back of the brain in the occipital lobe | each eye sends information to the visual areas on the opposite side of the brain to be processed
53
Wernicke's area (location, role)
area of the left temporal lobe | responsible for understanding language and production of MEANINGFUL speech
54
auditory area (location)
in the temporal lobe
55
Broca's area (location, role)
small area on the left frontal lobe | controls speech PRODUCTION
56
if the motor area were damaged what would happen
damage to the motor area in the left hemisphere would cause problems with movement in the right side of the body and vice versa
57
if the somatosensory area were damaged what would happen
damage here means less ability to feel pain or temperature | lose sensitivity
58
if the visual area were damaged what would happen
the right visual field of each eye sends information to the visual area in the left hemisphere and vice versa damage to the visual area in the left hemisphere may cause blindness in the right visual field of both eyes
59
if the auditory area were damages what would happen
damage could lead to deafness
60
if the Broca's area were damaged what would happen
difficulty remembering and forming words - Broca's aphasia
61
if the Wernicke's area were damaged what would happen
difficulty understanding and producing meaningful speech - Wernicke's aphasia
62
who studied the interpretive cortex
Penfield
63
aim of Penfield's study of the interpretive cortex
to investigate patients' responses when their brain was electrically stimulated
64
method of Penfield's study of the interpretive cortex
Penfield operated on people to treat their severe epilepsy, they were conscious throughout the procedure he stimulated different areas of the brain using the Montreal procedure and recorded patient's responses over more than 30 years, Penfield studied more than 1000 cases
65
results of Penfield's study of the interpretive cortex
with stimulation of the TEMPORAL lobe, patients recalled experiences or recalled feelings associated with the experiences (including experiences of deja vu) the same memory was recalled each time the same area was stimulated the area of the temporal lobe that was stimulated controlled whether the experiences was relived or whether patients reported feelings related to the experience
66
conclusion of Penfield's study of the interpretive cortex
suggests that memories of previous experiences are stored in the temporal lobe an associated area stores the personal meaning of the experiences which Penfield called the interpretive cortex
67
give three brief evaluation points of Penfield's study of the interpretive cortex
STRENGTH - Penfield used a very precise method of studying the brain WEAKNESS - the participants in the study made up an unusual sample WEAKNESS - Penfield's later research did not always support his original findings
68
explain one strength of Penfield's study of the interpretive cortex
Penfield used a very precise method of studying the brain he used the Montreal procedure for treating epilepsy he could stimulate the exact same area of the brain repeatedly and patients could report their experiences this enabled him to produce and accurate 'map' of brain function
69
explain two weaknesses of Penfield's study of the interpretive cortex
participants in the study made up an unusual sample all of the patients were suffering from severe epilepsy this means that any of the results obtained could be unusual and therefore not reflective of people with non epileptic brains so results could be hard to generalise Penfield's later research did not always support his original findings in fact only 40 of 520 patients he studies reported vivid memories when their temporal lobe was stimulated this suggests that the interpretive cortex does not always respond in the same way
70
what is cognitive neuroscience
scientific study of the influence of brain structures on mental processes/ cognition
71
what does cognitive neuroscience aim to do
aims to create a detailed map of localised functions in the brain
72
how does structure and function of the brain relate to behaviour
the frontal lobe contains the motor area which controls and coordinates movement the temporal lobe contains the AMYGDALA which processes emotion and has been linked to aggression
73
how does structure and function of the brain relate to cognition
different types of long term memories are located in different parts of the brain cognition refers to the mental processes of the mind such as memory and perception
74
what does low serotonin do
low serotonin affects thinking , such as suicidal thoughts, and behaviour, such as low mood, depression

GCSE Psychology (8 decks)

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