Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
107 Cards in this Set
- Front
- Back
|
What does the frontal lobe do? |
Impacts our ability to make plans for the future or understand the consequences of our actions |
|
|
Neurons |
Cell that receive, integrate, and transmit information through electrical signals within the nervous system |
|
|
Soma |
Cell body; the part of the neuron that contains its nucleus and the other biological machinery to keep the cell alive and that decides whether or not to generate a neural impulse in order to pass incoming information on to other neurons |
|
|
Dendrites |
Fibers projecting out of the cell body of a neuron whose function is to receive information from other neurons |
|
|
Axon |
The long, singular fiber projecting out of the cell body of a neuron whose function is to conduct the neural impulse from the cellbody to the axon terminals, triggering chemical communication with otherneurons |
|
|
Myelin Sheath |
An insulating layer covering an axon that allows for faster neural impulses. Its presence is a major factor in determining the impulse speed for a particular neuron. If it isn’t there, the impulse travelsslowly down the axon |
|
|
Neurotransmitter |
A naturally occurring chemical in the nervous system that specializes in transmitting information between neurons |
|
|
Vesicles |
Hold the signals (pockets of information) |
|
|
Synapse |
The microscopic gap between neurons across which neurotransmitters travel to carry their messages to other neurons |
|
|
Reuptake/Breakdown |
Essentially all the remaining information is taken back up into the terminal buttons and repackaged to be used again |
|
|
Glial Cells |
Cells in the nervous system that comprise the support system for the neurons. For example, glial cells take away the waste products or neurons and keep the neurons’ chemical environment stable. |
|
|
Acetylcholine (ACh) |
The neurotransmitter involved in learning, memory, and muscle movement; between every motor neuron and muscle |
|
|
Botulism |
Food poisoning caused by bacteria growing on improperly sterilized canned meats and other preserved foods. It can mess with the ACh receptors in the neuropathway and block the release of ACh. |
|
|
Curare and Cobra Poisoning |
It can lock ACh binding sites; neurotransmitters are released but the receptor site on dendrite is blocked and they are not able to attach. The person will not be able to move. |
|
|
Black Widow Venom |
Prevents breakdown of ACh; makes sure the neurotransmitter stays in the synapse, which leads to convulsions and muscle spasms. |
|
|
Norepinphrine (NE) |
A neurotransmitter involved in levels of arousal and mood, sleep, and eating |
|
|
Amphetamines |
Stimulates release and blocks breakdown; acts byallowing NE to be released more frequently |
|
|
Reserpine |
Leaks NE and breaks down; isn't able to fire offthe next neuron because there isn’t a strong enough signal (horse tranquilizer) |
|
|
Dopamine (DA) |
A neurotransmitter involved in arousal and mood states, thought processes and physical movement |
|
|
Parkinson's Disease |
A disease in which the person has movement problems such as muscle tremors, difficulty initiating movements, and rigidity of movement. These movement problems stem from a degenerated dopamine pathway and a scarcity of dopamine |
|
|
L-dopa |
A drug for Parkinson's disease that contains the precursors to dopamine so that once it is in the brain, it will be converted to dopamine |
|
|
Schizophrenia |
A disease where the person has way too much dopamine, causing them to be too alert and not focus. |
|
|
Thorazine |
A drug for schizophrenia that blocks dopamine receptors, so that overactive dopamine can't work |
|
|
How do people get addicted to drugs? |
The pleasure sensation that the brain gets when dopamine levels are elevated creates the motivation to proactively perform actions that are indispensable to our survival. Dopamine is what conditions us to do the things we need to do. Using addictive drugs floods the brain with dopamine, taking it up to as much as five or 10 times the normal level. With these levels elevated, the user's brain begins to associate the drug with a neurochemical reward. Over time, by artificially raising the amount of dopamine our brains think is "normal," the drugs create a need that only they can meet. |
|
|
Serotonin (5-HT) |
A neurotransmitter involved in levels of arousal and mood, sleep, and eating. |
|
|
Depression |
Not enough serotonin is released |
|
|
SSRIs (Selective Serotonin Reuptake Inhibitors) |
Antidepressant drugs that achieve theiragonistic effect on serotonin by selectively blocking its reuptake |
|
|
GABA |
The main inhibitory neurotransmitter in thenervous system. It is involved in lowering arousal and anxiety and regulatingmovement. |
|
|
Alcohol |
Stimulates receptors for longer periods of time; become more confident with less inhibitions. It acts on GABA receptors because they are strictlyinhibitory. |
|
|
Endorphins |
A group of neurotransmitters that are involvedin pain relief and feelings of pleasure |
|
|
Acupuncture |
Stimulates endorphine release |
|
|
Opiates |
Mimics endorphins (work at endorphin binding sites) |
|
|
Which hemisphere of the brain is stronger? |
Left hemisphere |
|
|
Corpus Callosum |
A broad band of nerve fibers joining the two hemispheres of the brain |
|
|
Left Hemisphere |
Controls activities on the right side of the body, including speech and language functions. The thought processes of logic and calculation are generally associated with the left brain. |
|
|
Broca's Area |
A region of the brain concerned with the production of speech, located in the dominant front lobe. Damage in this area causes hesitant and fragmented speech with little grammatical structure. |
|
|
Wernicke's Area |
A region of the brain concerned with the comprehension of language. Damage in this area causes superficially fluent,grammatical speech but an inability to use or understand more than the most basic nouns and verbs. |
|
|
Split Brain Studies |
Epilepsy is a result of information being sent quickly back and forth between left and right brain in an endless loop and oneway to cure it is to sever the two sides of the brain. People who underwent this procedure were used in split brain studies. The left hemisphere is typically referred to as the analytic or logical side, while the right hemisphere is holistic or intuitive. |
|
|
Attachment Theory |
Infants are attached to their mother becausethey provide nourishment and contact/comfort/trust; babies need secure contact |
|
|
Harlow experiment |
Looked at monkeys to gain insight into humanbehavior. He made one cloth mother and one wire mother for a real baby monkey.The wire mother had nourishment, but the baby spent most of its time clingingto the cloth mother for comfort. |
|
|
How can infants attach to their mother? |
Three ways (secure, anxious, avoidant) |
|
|
Secure |
When the mother is in the presence of theinfant, the infant feels comforted. However, when the mother leaves, the infantwill cry out. This is a result of consistent comforting. |
|
|
Anxious |
Doesn’t matter where the mother is, the infantis always anxious and distressed and more likely to cry. This is a result ofinconsistent comforting. |
|
|
Avoidant |
Infant could not care less if the mother isthere or not. This is a result of the mother not caring for the child. |
|
|
What is one theory of cognitive development?
|
Piaget's Theory |
|
|
The Sensori-Motor Stage (0-2) |
First learning how to move in the world;infants’ movements are unintentional, they don’t know how their movementsinteract with the environment to produce consequences |
|
|
Object Permeance |
Once something leaves an infant’s vision, it hasdisappeared |
|
|
Deferred Imitation |
You see something and you store it away in yourbrain to use later; if an infant sees another child throw a tantrum and isrewarded, he will realize and do the same later |
|
|
The Preoperational Stage (2-7) |
Language explodes from basic imitation to beingable to master the understanding of words and string them together insentences. Children tend to start using their imagination while playing andbegin drawing people and animals as their picture representations grow closerto reality. Still not skilled at abstract thought. |
|
|
Egocentrism |
Still very centrally focused |
|
|
Conservation |
If something changes in one way or another, evenif it’s the same, children still have a hard time figuring it out |
|
|
Irreversibility |
Cannot logically backtrack in their minds |
|
|
Centration |
Fixating on one aspect of a problem |
|
|
Animism |
Children view everything as alive, even if itisn’t, and give human explanations and qualities to inanimate objects. For instance, if it is raining, childrenwould explain this as the sky/clouds crying. |
|
|
The Concrete Operational Stage (7-12) |
Better able to understand problems throughmultiple perspectives, but only able to understand concrete information. Theirimproved grasp of language leads to a better sense of humor. |
|
|
The Formal Operational Stage (12-up) |
Beginning of abstract, scientific thinking, aswell as thinking about morality, free will, love, and intimacy |
|
|
What is the other personality development theory? |
Erikson's Theory |
|
|
Stage 1 |
Infants develop trust or mistrust of the worldusually based on how the mother interacts with the infant. If there is a securerelationship, the infant can learn to grow up to feel safe in the world.Otherwise, the infant will learn to be insecure. |
|
|
Stage 2 |
Kids start doing things for themselves, likepicking what they want to wear. If they are supported in these attempts to gainindependence, then they can develop a sense of self sufficiency and autonomy.If overly criticized in their efforts, they can grow up with the sense thatthey aren’t competent and doubt their abilities. |
|
|
Stage 3 |
The child learns to live as a part of a socialunit – the family. If the child learns to live cohesively with the family,sometimes doing things for others instead of merely focusing on the self, thena sense of self confidence in social life can materialize. If the child is moreisolated from the social unit, then the child will believe that it can’t behaveeffectively in social situations. |
|
|
Stage 4 |
The social environment broadens outside of thefamily to a less supportive environment in school. If the child is able toeffectively interact with this new social environment, it will gain a sense ofsocial competence; otherwise, it will feel inferior in social interaction. |
|
|
Stage 5 |
Adolescents now try to find their identity, anda set of ideals that they gravitate toward and internalize. They can attempt todiscover who they are in a number of different ways. |
|
|
Diffusion |
Putting off the attempt at finding one’s selfcompletely |
|
|
Foreclosure |
Simply maintaining the ideals instilled in themfrom their authority, usually parents, without attempting to discover orquestion whether other ideals or ways of being more closely identify with them.No self discovery. |
|
|
Moratorium |
Individuals can ask questions and experimentwith different ways of thought and being in order to determine and discovertheir inner beings. |
|
|
Identity Achievement |
After trying on different ideals and questioningone’s nature and their beliefs, they settle on a set of ideals that seems rightto them. |
|
|
Stage 6 |
The individual now moves to the next phase ofsocial development: engaging in more intimate relationships. If the individualcan open themselves up and connect with another person, then deeper and moremeaningful relationships can be cultivated. If not, then individuals willeither become more isolated from others, or will tend to manipulate others fortheir own benefit. |
|
|
Stage 7 |
Middle adulthood turns the attention of theindividual to either caring for the next generation, or into becomingcompletely self absorbed. Caring for the younger generation allows individualsto develop a more deeply satisfying sense of being. |
|
|
Stage 8 |
Near the end of life when the individual looksback, they can experience a sense of satisfaction if they've generally engagedin fulfilling and worthwhile endeavors, or regret if they feel like they’vewasted your life. |
|
|
Preconventional Level |
The beginning stage of learning right from wrongis developed through being punished or rewarded by our parents. We tend to dothings because they will be rewarded, or not do things because we will bepunished. |
|
|
Conventional Level |
We internalize the standards set by society andfollow its rules, not out of fear of punishment or to get reward, but ratherbecause it is generally believed that society’s rules are necessary to keepsocial order and to live peacefully. |
|
|
Postconventional Level |
A personal code of ethics. This is a moreflexible type of morality that is more abstract and nuanced. |
|
|
Interneurons |
Neurons that integrate information within theCNS through their communication with each other and between sensory and motorneurons in the spinal cord. |
|
|
Sensory Neurons |
Neurons in the PNS that carry information to theCNS from sensory receptors, muscles, and glands. |
|
|
CNS |
Central Nervous System |
|
|
PNS |
Peripheral Nervous System |
|
|
Motor Neurons |
Neurons in the PNS that carry movement commandsfrom the CNS out to the rest of the body |
|
|
Spinal Cord |
The conduit between the brain and the PNS forincoming sensory data and outgoing movement commands to the muscles |
|
|
Spinal Reflex |
A simply automatic action of the spinal cord notrequiring involvement of the brain, such as the knee-jerk reflex |
|
|
Somatic (skeletal) nervous system |
The part of the PNS that carries sensory inputfrom receptors to the CNS and relays commands from the CNS to skeletal musclesto control their movement |
|
|
Automatic Nervous System |
The part of the PNS that regulates thefunctioning of our internal environment (glands and organs like the heart,lungs, and stomach) |
|
|
Sympathetic Nervous System |
The part of the autonomic nervous system that isin control when we are highly aroused, as in an emergency and need to preparefor defensive action |
|
|
Parasympathetic Nervous System |
The part of the autonomic nervous system thatreturns the body to its normal resting state after having been highly aroused |
|
|
Commonsense Theory |
A theory of emotion proposing that thesubjective experience of the emotion triggers the physiological arousal andbehavioral response. You cognitively recognize a dangerous situation and reactemotionally by realizing you are afraid. |
|
|
James-Lange Theory |
A theory of emotion proposing that an emotion isdetermined from a cognitive appraisal of the physiological arousal andbehavioral responses, which occur first. You see a bear and determine that youare afraid because you are sweating, your heart is racing, and you are backingaway. |
|
|
Cannon-Bard Theory |
A theory of emotion proposing that an emotion isdetermined from simultaneously occurring physiological arousal, behavioralresponses, and cognitive appraisal. The automatic nervous system produces thephysiological arousal responses (heart racing), the brain produces theemotional response (fear), and the motor nervous system produces the behavioralresponse (backing away). |
|
|
Schachter-Singer two-factor theory |
A theory ofemotion proposing that an emotion is determined by cognitive appraisal of thephysiological arousal and the entire environmental situation. The arousal tellsus how intense the emotion is, while the appraisal of the situation allows usto identify the emotion, leading to the emotional feeling (fear). |
|
|
Medulla |
A brain stem structure involved in manyessential body functions, such as heartbeat, breathing, blood pressure,digestion, and swallowing |
|
|
Pons |
A brain stem structure that serves as a bridge betweenthe cerebellum and the rest of the brain and is involved in sleep and dreaming |
|
|
Reticular Formation |
A network of neurons running up the center ofthe brain stem that is responsible for our different levels of arousal andconsciousness |
|
|
Cerebellum |
A part of the brain involved in the coordinationof our movements, sense of balance, and motor learning |
|
|
Thalamus |
A part of the brain that serves as a relaystation for incoming sensory information |
|
|
Basal Ganglia |
A part of the brain that is involved in theinitiation and execution of movements |
|
|
Limbic System |
A group of brain structures that play animportant role in our survival, memory, and emotions |
|
|
Hypothalamus |
A part of the limbic system that is involved inregulating basic drives such as eating, drinking, and having sex. It alsodirects the endocrine glandular system through its control of the pituitarygland and the autonomic nervous system to maintain the body’s internalenvironment |
|
|
Hippocampus |
A part of limbic system involved in theformation of memories |
|
|
Amygdale |
A part of the limbic system that is involved inemotions by influencing aggression, anger, and fear and by providing theemotional element of our memories and the interpretation of emotionalexpressions in others |
|
|
Frontal |
Lobe which includes motor cortex, which allows us to movethe different parts of our body |
|
|
Parietal |
Lobe which includes somatosensory cortex where our bodysensations of touch, temperature, limb position, and pain are processed |
|
|
Temporal |
Lobe which includes primary auditory cortex where auditorysensory information is initially processed |
|
|
Occipital |
Lobe which includes primary visual cortex where visualsensory information is initially processed |
|
|
Baby talk (parentese) |
The different format of speech that adults usewhen talking with babies that involves the use of shorter sentences with ahigher, more melodious pitch |
|
|
Babbling |
The rhythmic repetition of various syllablesincluding both consonants and vowels |
|
|
Holophrase |
A word used by an infant to express a completeidea |
|
|
Overextension |
The application of a newly learned word toobjects that are not included in the meaning of the word |
|
|
Underextension |
The failure to apply a new word more generallyto objects that ae included within the meaning of the word |
|
|
Telegraphic Speech |
Using two-word sentences with mainly nouns andverbs |
