General Psychology part II

PSY 1010, General Psychology 1

Course Learning Outcomes for Unit II Upon completion of this unit, students should be able to:

7. Identify biopsychology contributors to perception, motivation, and consciousness. 7.1 Indicate the structures of the brain that are involved in emotion, learning, memory, and

motivation. 7.2 Describe how the brain perceives information from the outside world.

Course/Unit Learning Outcomes

Learning Activity

7.1

Unit Lesson Chapter 2 Video: Biological Psychology Basics: How the Brain Works, Part 1 Video: Biological Psychology Basics: How the Brain Works, Part 2 Unit II Homework

7.2

Unit Lesson Chapter 2 Video: Biological Psychology The Big Picture: My Brain Made Me Do It Unit II Homework

Reading Assignment Chapter 2: The Biological Perspective A link to Chapter 2 of the eTextbook is provided in the Required Reading area of Unit II in Blackboard. View the following three videos in MyPsychLab. You can access the videos by clicking the links provided in the Required Reading area of Unit II in Blackboard. (You must be logged into Blackboard in order to access any MyPsychLab features.)

 Biological Psychology Basics: How the Brain Works, Part 1

 Biological Psychology Basics: How the Brain Works, Part 2

 Biological Psychology The Big Picture: My Brain Made Me Do It

Unit Lesson As the most complex organ in your body, the brain regulates not only life functions but also cognitive and emotional functions, including behavior. Have you ever considered what role your brain plays in your behavior and reactions? If you have not already viewed the video The Big Picture: My Brain Made Me Do It in MyPsychLab, do so now by visiting the link provided in the Required Reading area of Unit II in Blackboard. This will help begin this unit’s discussion about the biological perspective of behavior and the brain. So what do you think? Think of a time you felt a rush and perhaps felt as though you could conquer the world. Did you know that was a result of a surge of dopamine? On the other hand, what happens when there is a deficit in certain hormones in our bodies? Can that impact our behaviors? Here in Unit II, you will learn about the nervous system and how this complex structure works to influence our behaviors and thoughts. Most psychology students are aware that the human body is comprised of cells.

UNIT II STUDY GUIDE

The Biological Perspective of Psychology

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However, each kind of cell has a major function (Ciccarelli & White, 2017). As you explore this unit, pay close attention to the various parts of the neuron, the cell that sends messages throughout our bodies, and its functions. It is really quite complex. For instance, did you know that the axon, the portion that carries information to other cells, can actually be several feet in length? Neurons Although neurons comprise a huge portion of our brains, other cells impact our thinking, memory, and perception as well. Glial cells are the other predominant cells that influence who we are. These cells actually provide assistance to the neurons. According to Ciccarelli and White (2017), new research is being conducted to ascertain their role in various neurodevelopmental diseases, degenerative disorders, as well as psychiatric disorders. Further exploration of this section will reveal more information about neural impulses and how various stimuli can impact the stimulation of such. Neurons use neurotransmitters to communicate with one another throughout our bodies. Unit II further explains the intricate workings of the brain and how we perceive the world around us based on this fascinating organ. For example, neurotransmitters tell cells when to fire on and off. (If this was not the case, when you burned your finger after touching a hot pan, you would be in constant pain until you were completely healed.) As you explore this unit, you will learn that the first neurotransmitter identified was acetylcholine (ACh). ACh prompts the contraction of skeletal muscles, but it decreases heart muscle contractions. Ciccarelli and White (2017) further explain that ACh is vital in attention, memory, and arousal. In fact, research has revealed that individuals with Alzheimer’s disease (AD) have low levels of ACh.

(Adapted from Lacroix, n.d.-b)

PARKINSON- LIKE SYMPTOMS -slow reaction time -anergia ANHEDONIA -"pleasure center" dysfunction

OCD-LIKE SYMPTOMS -obsessive thoughts -compulsive behavior IMPULSIVITY -suicide -aggression -susceptibility to "cue triggers"

DEPRESSION &

CRAVING

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Another neurotransmitter that most people easily recognize by name is dopamine (DA). This neurotransmitter has numerous effects on differing people depending on its activity location. For instance, were you aware that individuals with Parkinson’s disease have been discovered to have too little DA in a particular area in their brains? Consequently, on the other end of the spectrum, the release of too much DA can manifest in symptoms related to schizophrenia. You will also read in this unit about serotonin (5-HT). This neurotransmitter begins in the lower part of one’s brain and can have a dual effect. Low levels of serotonin have been associated with depression. It has been discovered that serotonin can impact one’s sleeping abilities, mood, anxiety levels, compulsive tendencies, and it can even affect one’s appetite. In short, it is quite helpful to understand information about the synapses and neurotransmitters as some prescribed medications could be dangerous if their chemical molecules are similar in shape and size to neurotransmitters. The chapter reading will help you to better understand the excitatory or inhibitory effects of certain medications. Now that you have learned about the cells that comprise the nervous system, it is time to gain a better understanding of how the parts work cohesively to control how people and animals think, feel, and behave.

(Adapted from Lacroix, n.d.-a)

NEUROTRANSMITTERS ADRENALINE

Fight or Flight

Produced in stressful situations. Increases heart rate and blood flow, leading to physical boost

and heightened awareness.

GABA

Calming

Calms firing nerves in the central nervous system. High levels

improve focus, low levels cause anxiety. Also contributes to motor

control and vision.

NORADRENALINE

Concentration

Affects attention and responding actions in the brain. Contracts blood vessels, increasing blood

flow.

ACETYLCHOLINE

Learning

Involved in thought, learning, and memory. Activates muscle action in the body. Also associated with

attention and awakening.

DOPAMINE

Pleasure

Feelings of pleasure, also addiction, movement, and motivation. People repeat

behaviors that lead to dopamine release.

GLUTAMATE

Memory

Most common neurotransmitter. Involved in learning and memory.

Regulates development and creation of nerve contacts.

ENDORPHINS

Euphoria

Released during exercise, excitement, and sex. Produces

well-being and euphoria, reducing pain.

SEROTONIN

Mood

Contributes to well-being and happiness. Helps sleep cycle and

digestive system regulation. Affected by exercise and light

exposure.

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Central Nervous System Did you know that the brain and spinal cord make up the central nervous system (CNS)? We discussed neurons and glial cells in the previous section. The brain and spinal cord are comprised of glial cells and neurons that impact our thoughts, behaviors, and emotions. According to Ciccarelli and White (2017), the brain is the center of the CNS, and they further explain how the brain takes the information that is received from our senses and makes decisions while transmitting directives to the muscles and our entire bodies. Our brains process thoughts, memories, language, and various learning mechanisms. Another critical element of the central nervous system is the spinal cord. The spinal cord is comprised of an extensively long package of neurons that has two functions. Its first function is to transport information from throughout one’s body to the brain and then back from the brain to the various parts of the body. Its second function is to control our reflexes. Have you ever heard that damaging one’s spinal cord is irreparable? Although it was once hypothesized that neurons located in the brain and spinal cord could not repair themselves, recent research purports otherwise. Ciccarelli and White (2017) share data in relation to neuroplasticity (the brain’s ability to change) and neurogenesis (when the brain forms new neurons). Furthermore, most psychology students find the information on stem cells to be quite promising when considering diseases such as Alzheimer and Parkinson’s.

Diagram of the nervous system. (Fuzzform, 2012)

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Peripheral Nervous System The peripheral nervous system (PNS) is comprised of nerves and neurons that are not included in the spinal cord and brain. In fact, the PNS enables the brain and spinal cord to communicate with our senses while also helping the brain and spinal cord to control our muscles and glands. Furthermore, the PNS is divided into the somatic nervous system and the autonomic nervous system (ANS). The somatic nervous system helps to control our voluntary muscles, while the autonomic nervous system oversees our involuntary muscles, glands, and organs. Within the ANS there are additional systems: the sympathetic and parasympathetic divisions. The sympathetic division is involved when we experience stressful events and our bodies are aroused. It has been referred to as the fight-or-flight component of our bodies. When we have stress in our lives, we sometimes experience anger, and we want to retaliate and fight. On the other hand, stress can make us fearful at times, and we end up wanting to flee, hence the flight aspect. The sympathetic division essentially helps us to cope with and react to stress in our lives. You will explore more about this process in this unit’s Discussion Board by taking a survey in MyPsychLab called Do You Fly or Fight? and by answering questions about your own response to stressful events. Conversely, the parasympathetic division helps to restore the body to a sense of wholeness after stress or arousal has been experienced. In effect, it assists us by slowing down our heart rate, breathing intensity, and reactivates our digestion. In short, the parasympathetic division restores the energy that we exhausted during the stressful event. (Have you noticed that you are often hungry after your stress has passed?) Glands affect functioning in one’s body and impact one’s behavior. The chemicals secreted by the glands in our bodies are called hormones. Hormones can directly impact one’s behavior and emotions. Some theorists believe that surges in one’s hormones can trigger various emotional reactions.

Yes, hormonal imbalances can cause numerous issues. Certain disorders are associated with abnormal levels of the pituitary (dwarfism and giantism), thyroid (hypothyroidism and hyperthyroidism), and adrenal glands (Addison’s disease and Cushing’s syndrome). Studying the Brain Ciccarelli and White (2017) explain that various methods are utilized when seeking to study the brain. For example, have you heard about lesioning studies? Quite possibly have you read about brain stimulation before? Most psychology students are aware that certain neuroimaging techniques exist such as using a computer to take X-rays of the brain in a computed tomography (CT) scan or even the newer approach that utilizes radio waves and magnetic fields to produce the magnetic resonance imaging (MRI). Other methods used are electroencephalograms (EEGs) and positron emission topography (PET) scans. In Chapter 2 of the eTextbook, brain structures are examined and discussed. At the beginning of this lesson, we saw that the brain regulates life, cognitive, and emotional functions. Localization of function purports that the various parts of the brain perform different functions. The brain stem, cerebellum, thalamus, hypothalamus, pituitary gland, amygdala, hippocampus, and cerebrum are discussed in great detail in Chapter 2 of the eTextbook. Although all parts have differing functions, they often overlap to accomplish

Can you tell that you behave

differently when your hormone levels have dipped or surged?

(Iqoncept, n.d.)

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certain tasks. If you have not already viewed the video on page 73 of the eTextbook, please take the time to do so. As you conclude your studies from Unit II, examine your thoughts about handedness, eyedness, footedness, and facedness. (Yes, you read those correctly!) Most people will readily admit if they are left-handed or right- handed. Consequently, did you know that research has discovered that most individuals have a preference related to their feet, legs, eyes, and face? Have you noticed that you tend to use one eye more than the other? (You could ask your optometrist.) Quite probably you know someone who plays soccer. It is critically important for these athletes to perform well with either foot, yet they likely have a dominant side. Furthermore, researchers have discovered that when people receive verbal information, the right side of their face is more activated. On the other hand, when emotions are expressed, the left side of their face is more pronounced (Borod, Caron, & Koff, 1981).

References Borod J. C., Caron, H. S., & Koff, E. (1981). Asymmetry of facial expression related to handedness,

footedness, and eyedness: A quantitative study. Cortex, 17(3), 381–390. Ciccarelli, S. K., & White, J. N. (2017). Psychology (5th ed.). New York, NY: Pearson. Fuzzform. (2012). NSdiagram [Illustration]. Retrieved from

https://commons.wikimedia.org/wiki/File:NSdiagram.svg Iqoncept. (n.d.). What do you think survey poll question, ID 20602105 [Illustration]. Retrieved from

https://www.dreamstime.com/royalty-free-stock-photo-what-do-you-think-survey-poll-question- image20602105

Lacroix, A. (n.d.-a). Neurotransmitters, ID 70913960 [Illustration]. Retrieved from

https://www.dreamstime.com/stock-illustration-neurotransmitters-overview-most-common-human- body-their-properties-image70913960

Lacroix, A. (n.d.-b). Neurotransmitters, ID 34372254 [Illustration]. Retrieved from

https://www.dreamstime.com/stock-images-neurotransmitters-effects-deficits-dopamine-serotonin- image34372254

Suggested Reading The following article in the CSU Online Library reviews the recent and converging research on the impact and clinical relevance of cognitive distortions and other mindsets in understanding and treating adults with ADHD. To access the article, click the link below. Ramsay, J. R. (2017). The relevance of cognitive distortions in the psychosocial treatment of adult

ADHD. Professional Psychology: Research and Practice, 48(1), 62–69. Retrieved from33 https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direc t=true&db=pdh&AN=2016-60714-001&site=ehost-live&scope=site

For a review of this unit’s concepts, you are encouraged to view the PowerPoint presentation for the chapter reading by clicking on either of the links provided below. Click here for the Chapter 2 PowerPoint Presentation. Click here for a PDF of the presentation. For a visual display and deeper explanation of neurons, view the video below in MyPsychLab. You can access the video by clicking the link in the Suggested Reading area of Unit II of Blackboard.

 The Structure of the Neuron

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Learning Activities (Nongraded) Nongraded Learning Activities are provided to aid students in their course of study. You do not have to submit them. If you have questions, contact your instructor for further guidance and information. In the Nongraded Learning Activities area of Unit II in Blackboard, you will find MyPsychLab links to access the following resources. They can help you to assess your understanding of this unit’s concepts.

 Study the Flashcards: Chapter 2

 Test Yourself: Chapter 2: On page 91 of the eTextbook, there is a Test Yourself section. You can take the quiz to assess your understanding of the Chapter 2 material.