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151 Cards in this Set
- Front
- Back
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Structuralism |
Analyze consciousness into its basic elements and investigate how these elements are related. (Wanted to examine fundamental components of conscious existence like sensations, emotions, feelings, and images.) Originated by Wihelm Wund |
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Functionalism |
Applying psychological findings to practical situations as well as studying the functions of mental operations in adapting to the environment. Its goal was to explain behavior. Psychology should investigate the function or purpose of consciousness, rather than its structure. Founded by William James |
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Behaviorism |
Theoretical Orientation based on the premise that scientific psychology should study only observable behavior. Founded by John B. Watson (Watson argued completely for Experience in the Nature VS Nurture debate.) |
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Gestalt |
Gestalt psychology tries to understand the laws of our ability to acquire and maintain meaningful perceptions in an apparently chaotic world. |
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Psychoanalytic |
Attempts to explain personality, motivation, and mental disorders by focusing on unconscious determinants of behavior. |
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Cognitive |
Focuses on “higher” mental processes, such as memory, reasoning, information processing, language, problem solving, decision making, and creativity. |
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Alfred Adler |
Neo (new) -Freudian (Freud); introduced concept of "inferiority complex" (feeling of being inadequate) and stressed the importance of birth order. |
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Gordon Allport |
Founder of Trait Theory. Trait Theory = study of human traits, personality, habitual patters, emotions, and thoughts. |
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Mary Ainsworth |
Studied attachment in infants using the "strange situation" model (put children in situations to see their reaction and behavior)...(in order to) label/classify infants as "secure", "insecure" (etc.) in attachment. |
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Adelbert Ames Jr. |
A visual physiologist who studied optics and perception. Ames created optical illusions and distorting images to test and further his optical research. |
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Bruno Bettelheim |
Psychologist who focused his attention on educating and treating emotionally disturbed children. |
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Alfred Binet |
Psychologist who focused his studies on the idea of intelligence. He created the first intelligence test to measure the mental abilities (memory, attention, thought process, etc.) of students. |
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James M. Cattell |
The first professor of psychology in the United States. He made psychology an official and legitimate science, worthy of being studied and researched. |
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Kenneth B. Clark |
Psychologist who studied race relations within black and white societies. (Created the "doll test" to see if white or black dolls were preferred by children). |
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Havelock Ellis |
A psychologist who focused his studies on sexuality. He studied/researched the ideas of transgender and homosexuality. He also introduced the ideas of narcissism and autoeroticism. |
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Anna Frued |
Psychologist who analyzed adolescence and children. She studied how social interactions influence a person's ego (self-esteem). |
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Sigmund Frued |
This psychologist emphasized emotion, particularly unconscious emotion. He studied how the unconscious mind shapes behavior.Developed psychoanalysis; considered to be "father of modern psychiatry" (1920) |
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Erich Fromm |
Psychologist who emphasized the new idea of freedom and free will as being the "main attribute of human nature." |
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Arnold L. Gesell |
Psychologist who focused his studies on the development of children. He believed both nature and nurture played a role in the growth of children. (He discovered that children were able to adapt to their parents, friends, and people around them). |
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G. Stanley Hall |
A psychologist who studied educational philosophy. (He studied how adolescence effects education). Hall was greatly influence by the theory of evolution leading him to study inheritance of behavior. (Hall believed adolescences developed in the same pattern as their ancestors.) |
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Harry F. Harlow |
Was best known for his isolation tests specifically in in the study of, attachment in monkeys with artificial mothers. *conducted research through isolation techniques. |
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Karen Horney |
Studied feminist philosophy which went against Freud's theory. She identified neurosis as something that occurs over time as a result of negative experiences, situations, and role-models in ones life. |
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Clark L. Hull |
Studied theories behind learning and behavior (drive theory/systematic behavior theory). |
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William James |
Psychologist who studied the idea of emotion. He tried to explain what emotion is and why we experience "emotion." |
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Carl Jung |
A psychologist who studied/analyzed the unconscious thoughts of humans. (He was in communication Frued). |
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Kurt Koffka |
Koffka ( Wertheimer & Kohler) Established Gestalt philosophy. Koffka was interested in brain damaged patients, interpretations, and perceptions. |
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Wolfgang Kohler |
One of the founders of Gestalt Psychology. |
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Karl S. Lashley |
Psychologist who studied learning and memory. (behaviorist) |
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Kurt Lewin |
One of the first psychologist who studied social, organizational, group dynamics, and applied psychology. He is known as the pioneer/founder of social psychology. |
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Abraham H. Maslow |
Maslow was known for creating Maslow's hierarchy of needs (stages of growth in humans). He emphasized the idea of focusing on people's positive qualities to reach a state of self-actualization. |
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Ivan P. Pavlov |
-Classical Conditioning |
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Jean Piaget |
-Developmental psychologist. -Placed high value in the education of children. (epistemological study of children). -Begin the theory of cognitive development. ( -Epistemology + Theory of cognitive development = genetic epistemology. |
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Carl Rogers |
-One of the founders and supporter of the humanist view of psychology. (humanist approach to therapy...scientific approach to analyzing therapy). -One of the first to begin psychotherapy research. |
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Herbert Simon |
Psychologist who studied... -Cognitive Psychology (mental processes, attention, language, memory, etc). -Studies of decision making (3 stages: intelligence gathering, design, choice). -Studied the theory of problem solving strategies. -"Elementary Perceiver and Memorizer" theory. (theory of learning). -CHREST - computational model. (small "chunks" build bigger pieces). |
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B.F. Skinner |
-Behaviorist -Believed free will was nothing but an illusion. (because...everything we do is dependent of previous actions and consequences--> principle of reinforcement). -Developed radical behaviorism -(strong emphasis on observable behavior. |
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Lewis M. Terman |
-Pioneer of educational psychology -Remembered for redesigning/revising of the Stanford-Binet IQ Test (intelligence test..especially for younger children). -Studied, tested, and researched the idea of intelligence in humans. -Long term studies of genetic relationship to genius status. (is IQ connected to genetics?) |
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Edward L. Thorndike |
-Worked on the "learning theory." -Tested the learning theory with animals (cats - Thorndike's puzzle box). -Supported Operant conditioning(learning from consequences of our behavior). Believed that once an action brings reward that action/behavior is remembered in the brain and repeated for reward. |
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Louis L. Thurstone |
-Law of comparative judgement (studied how and the best ways to measure data) -Developed the Thurstone Scale (technique to measure attitude - towards religions). -Primary Mental Abilities theory (7 mental abilities). |
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Edward Titchener |
-Studied under Wilhelm Wundt. -Studies the structure of the mind (structuralism) -Used the tools of introspection to find the different components of consciousness. |
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Edward C. Tolman |
-Founded purposive behaviorism: studies behavior and the goal/reason behind the behavior. (Disliked mechanistic behaviorism-believed animals/humans do not only behave because of some previous event...but sometimes for a specific goal/motivation.) -Did many experiments testing rats ability to solve mazes. |
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John B. Watson |
-Established the idea of BEHAVIORISM. -Famous for the "Little Albert" experiment (raised a child to be afraid of white rats). -Researched animal and child behavior. |
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Max Wertheimer |
-1 of the 3 founders of Gestalt psychology (study of our brains ability to keep useful knowledge). -Thought of the Phi phenomenon (optical illusion- if still images are played at a rapid motion it will look as if an image has motion). -Famous for his book "productive thinking" |
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Wilhelm Wundt |
-Made psychology a legitimate science (separate from biology & philosophy). -Known as the "father of experimental psychology." -Founded the first psychology laboratory and first psychology research journal. -Focused his studies on 3 areas of mental functions...thoughts, images, and feelings (similar to what is now referred to as cognitive psychology). -Studied psychology as the conscious experiences. |
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Robert M. Yerkes |
-Focused on... Intelligence testing: testing humans intelligence level. Comparative psychology: Studies mental functions/processes of animals (and compares it with humans). -Developed Yerkes-Dodson Law: (relationship between arousal & performance). |
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Zimbardo's Prison Experiment 1973 |
-Led by Philip Zimbardo Zimbardo put a group of 24 prisoners in a prison setting. The guards were told to make the prisoners feel a sense of boredom, fear, and powerlessness. This was to test what happens psychologically to prisoners/and guards. -Studied the psychological test of becoming a prisoner or prison guard. |
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Milgram Behavior study of Behavior |
-Led by Stanley Milgram -Made to test how the Nazi's responded to orders during WWII Took 2 test subjects and gave one to be the "teacher" and the other to be the "learner". (The learner was pretending to be a participant). The teacher was asked to electrocute the learner every time a question was answered wrong. The teacher would feel guilty and ask to stop, but when told to continue, fell into the trap and obediently carried on. The test proved that just as the Nazi's obeyed their leaders these men also obeyed even when causing harm. |
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Darley & Latane bystander intervention in emergencies 1968. |
-Experiment was conducted to see how people reacted to an emergency situation (and how the # of bystanders affected their response). Participants were taken to a booth where they talked about college through audio only. One participant (a confederate) pretended to have a seizure. The experiment tested how many people stopped to get the experimenter. The results concluded that when the number of bystanders is increased, people are more likely to go get help in an emergency situation. |
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Freedman, Levy, Buchanan, and Price's Crowding and Human Aggressiveness 1972 |
-Conducted experiments to see how people react to crowding. Normally the males showed a more negative attitude towards crowed spaces then women. -They adjusted room size & number of people. |
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Gwaltney & Gibss' Premarital Cohabitation 1986 |
Analysis about why/when/which people take part in premarital cohabitation. When? Before marriage... Why? People want to experience living together before they make a lifelong commitment. Same sex marriage is illegal. Who? Ages 25-34 |
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Watsons "Little Albert Experiment." |
-Carried out by John B. Watson -Used a 8 month old boy to show how fear could be developed. They taught the boy to fear furry animals such as rabbits, rats, and dogs. Method: They put a rat next to the boy and he showed no fear, but every time he tried to touch the rat a loud noise would sound so the boy became scared. This experiment was conducted multiple times causing the boy to cry every time he saw the rat. Natural response - fear of the loud noise Learned response - fear of the rat. |
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Asch's Conformity Experiment |
-Conducted by Solomon Asch -Asch conducted a series of tests using lines lengths and asked a group of people which line was the same length. He had one real test subject while all the others were pretending to be participants. Results: People will go along with the group and defy their own answer (even if they think its right) because they don't want to be singled out. *If participants write down their answers they are more likely to give an honest opinion and not conform with the rest of the class. Helpful Link: https://www.youtube.com/watch?v=NyDDyT1lDhA |
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Harlow's Rhesus Monkey Experiments |
-Directed by Henry Harlow & worked with Abraham Maslow -Social isolation experiments on rhesus monkeys. He experiment how baby monkeys respond to fear and isolation (when having a "mother" present and when not). |
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Tuskegee Syphilis Experiments |
Experiment Purpose: To discover if syphilis affected black people differently than whites. Clients: Black male "sharecroppers" *Clients were told they would be given free health care but they were not actually receiving the proper treatments to cure syphilis. The people were not aware that they were actually being used as medical tests subjects. This resulted in the death of 28 men and many infected wives and children. |
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Twin Studies |
-monozygotic twins (identical) & dizygotic (fraternal). -"key tool" in behavioral genetics -Used for behavioral tests as the tester can change the environment, family, school, etc--> without changing the subject. Variations of Twin studies - methods 1. Twins reared apart (separate homes). 2. Longitudinal studies (life-long study) 3.Twin studies + genetic research (genes affect on behavior). |
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Accommodation |
-Developed by Jean Piaget -Used to describe the process in which more new information is obtained and previous schemes are modified (a new scheme is formed). (Your point of view changes as more information is given). http://www.simplypsychology.org/piaget.html |
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Assimilation |
-Developed by Jean Piaget -Used to describe the process when new information is taken from the "outside world," and processed internally without changing any other knowledge. (*doesn't need adjustment). |
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Ambivalent/anxious attachment |
-Due to unpredictable (adult) behavior, which leads the person (child) to feel very insecure and confused. This leads to the child learning how to act in order to get what they need to survive (learn "survival" techniques). http://www.psychalive.org/understanding-ambivalent-anxious-attachment/ |
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Amniotic Sac |
A fluid filled sac which protects a fetus in the womb. |
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Androgen |
A male sex hormone (example: testosterone) |
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Avoidant Attachement |
-Emotionally unresponsive to their child's needs. -Ignore child needs (*they say they do this because they don't want to spoil their children). -Parents expect premature independence in their children. -Children of unresponsive parents learn to deal with their fear, pain, emotions on their own. |
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Bonding |
-Process of attachment between couples, friends, family, etc. -Developed when any people spend time together. |
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Cognition |
-The process of absorbing/acquiring knowledge. -Study of mental processes. Example: Memory , creativity, though process, problem solving skills, thinking, etc. |
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Cognitive Disequilibrium |
-A new occurrence/ experience that your brain cannot understand. -"cognitive imbalance." -You learn to information,but for some reason your brain can't process it, this causes you to modify or develop a new schema. |
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Cognitive Structure |
-Basic mental structures people used to understand information. *(Each individual has a different preference) 1. Comparative thinking process 2. Symbolic representation 3. Logical Reasoning |
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Concept |
An abstract (theoretical) idea. |
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Conservation |
-Developed by Jean Piaget -Develops in children from ages 4-5. Children gain a strong understand at ages 7-11. -Ability to understand that the quantity of a substance does not change even if the shape, size, or container changes. |
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Critical Period |
Maturational stage of someones life span when the nervous system is very sensitive (to outside stimuli). |
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Differentiation |
-The process in which a person struggles/strives for independence. This is hard as environment and people affect who you want/think you should be. *Experiences have either a negative or positive affect on the person's independent personality. |
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Down Syndrome |
-Genetic disorder -Third copy (part of or whole) of chromosome 21. -Known as trisomy 21 |
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Egocentrism |
-Selfcentered -See the world from one perspective. -Cognitive bias - (creating your own subjective perception, deviate from rational judgements). |
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Enzyme |
-Molecule -Increase the rate of chemical reactions. -Enzymes speed up/accelerate/catalyze (increases the rate) of chemical reactions. |
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Estrogen |
-Estrogen (Oestrogen) -Female sex hormones -Regulates female reproduction system. |
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Fetal Alcohol Syndrome (FAS) |
-(FASD)-Fetal Alcohol Syndrom Disorders -A mother who drank alcohol during pregnancy. -Disorders (small head, low intelligence, behavior problems, poor coordination). |
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Gamete |
- A cell that fuses (comes together) with another cell during sexual reproduction to form a zygote. -Male: Sperm -Female: Ovum/egg |
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Gene |
-Made up of DNA (*Sub-units of DNA) -Each gene has specific instructions/coding to make up human characteristics. -Example, hair color, eye color, height, facial features, blood type, etc |
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Gonad |
-Sex gland, reproductive gland. -Produces gametes (The gonad is the first step by producing the gametes). |
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Imprinting |
-Sensitive learning period -Attachment behaviors are established during this early stage. -A young animal, fixes its attention on the first object with which it has visual, auditory, or tactile experiences, and therefore follows the object around. -Chicken, ducks, and geese. Example: Konrad Larenz --> Levi+ Emu |
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Moral realism |
-Ethical realism -Independent view/perception of determining what is considered as moral/ethical. -Subjective & opinionated |
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Morality of cooperation |
-Proposed by Jean Piaget -Children 10-11 -Moral development -Youth begin to realize rules/and moral values are when people work together to determine what is acceptable, and what is not. |
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Ovulation |
-When a mature egg is released, pushed down the fallopian tubes, and ready to be fertilized. |
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Period of concrete operations |
-Jean Piaget's theory of Cognitive development -3rd stage of Piaget's theory. -Period between 7-11 -Turning point of a child's thinking. -Beginning of logical/operational thoughts. (put their thoughts together more fully). -Organized and rational thinking -Difficult to think abstractedly. |
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Period of formal operations |
-Jean Piaget Theory of Cognitive Development. -4th & final stage -Ages 11-15/20 -Adolescence --> adulthood. -Begin to think critically, analyze situations, and reason in abstract manners. |
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Permanence |
-Continue existence -The state of lasting indefinitely. -The state of being "permanent." |
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Phenylketonuria |
-Inborn/inherited error of metabolism -Increases levels of phenylalanine in your blood. -Phenylalanine = building block of proteins & amino acids. |
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Placenta |
-Attached the uterine wall. -Keeps the mothers blood separate from the babies. -Nutrients go in through the placenta, waste goes out through the placenta. |
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Proportional period |
-Jean Piaget's theory of Cognitive Theory -Ages of 2-7 -When children begin to talk, adapt using objects/symbols. (pretend broom as a horse) -Can't understand concrete logic, can't understand other people's point of views. |
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Primary Sex Characteristic |
-Body structures (organs), -Present at birth external + internal gentiles. (reproductive organs). |
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Puberty |
-Physical characteristics as children develop into adults. -Children become sexually mature. -Sexual organs become functional. -Before puberty you can't develop babies. |
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Rooting |
Babies natural urge to suckle & nurse. (example: breast feeding). |
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Schema |
-A plan or theory. -Organized pattern of thought or behavior. -Learning how to organizing knowledge & categorize information act in a certain way. -Metal concept that helps people know what to expect. "Thinking before you act." |
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Secondary Sex Characteristics |
-Characteristics form during period. -Formed when hormones are released. (Example: Girls-breasts, hair Men-chest hair, muscles, change in voice). |
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Secure Attachment |
-Children feel protected by their parents. -They are certain their caregivers will return. -Feel secure. |
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Secure base |
-Mary's Ainsworth -Growing up having someone to depend on (parents, friends, partner, etc). -Someone that gives you the "base" to feel secure and with limited feelings of fear. |
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Sensorimotor Period |
-Jean Piaget's Theory of Cognitive Development. -1st Stage -Ages 0-2 -Listen, sucking, touching to understand the world. (they begin to understand that when they cry, touch, or suck something there are immediate consequences in their environment). |
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Sex Chromosomes |
-Determine whether male or female. Humans = total of 23 pairs, 1 pair is a sex chromosome. - 2X chromosome = female -1x 1Y chromosomes = males |
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Sex Role |
-What is an appropriate role for a male or a female. -Role: the different "jobs" each sex has in a society. -Nature vs Nurture debate. (are people taught to fulfill their gender role or does it naturally happen?) |
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Sex Stereotype |
-When people consider sex roles and expectations are accurate for everyone.They believe their expectations for men and women are correct. (boy are tough/physical). (girls are sensitive). |
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Stereopsis |
-Binocular vision, ability to see depth + dimension. -Stereo (solid) -opsis (sight) |
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Strange Situation test |
-Devised by Mary Ainsworth -Studies the attachment between a child and caregiver. -The caregiver leaves the room and the child's reaction observed, then the caregiver returns to see the child's change in behavior. (A stranger is usually put in the experiment to try to interact with the child). https://www.youtube.com/watch?v=QTsewNrHUHU |
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Surrogate Mother |
-A women who carries a mother's egg and father's sperm to have child. -She is the "fake," unrelated person carrying the baby. True surrogate - the egg is already fertilized. |
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Symbolic Function |
-(APART OF) Jean Piaget's Theory of Cognitive Thinking Stage 2 -Sub section of "pre-operational thought." -Ages 2-4 -When children began to picture images of objects in their mind without actually seeing it in front of them. (pretend play with toys). |
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Turner's syndrome |
-A disorder in females. -When a female is missing part of or all of a X chromosome. -Symptoms: short-webbed neck, swollen hands and feet, low ears, short stature, short hairline in the back). -Do not go through puberty (do not develop breasts, menstrual cycles...) -Unable to have children. -Usually a lower life expectancy. -Usually same intelligence level as other people. |
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Zygote |
-When the male gamete (sperm) + female gamete (egg) unite it is known as a zygote. -When a female egg is fertilized = zygote. |
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Confounding Variables |
-A type of extraneous variable. -2 variables linked together so it is difficult to differentiate which variable has effected the results. (can't tell which variable is effecting the dependent variable). |
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Correlation Coefficient |
A number to represent how closely related two variables are (their correlation). -The closer the number is to 1 or -1 the stronger the relationship. |
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Descriptive Statistics |
-Methods used to organize and summarize the data. -Overview of the data. (ex. central tendency, measures of variability, correlation coefficient). |
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Face Validity |
-The measure or extent of the experiment's ability to measure properly what is trying to test. "a test can be said to have face validity if it looks like" it is going to measure what it is supposed to measure" (https://en.wikipedia.org/wiki/Face_validity) |
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Independent Varaible |
-The variable that is being adjusted/modified/changed in an experiment. -Effects the dependent variable. |
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Variable |
A component of an experiment that are adjusted, controlled, or observed during an experiment to test what the experimenters hypothesis. |
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Variable Error |
-When variables are not well defined -When variables are not controlled in an experiment, resulting in the experiment being invalid. |
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Mean |
-The average -calculate by adding all data together, and dividing by the number of samples. |
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Measure of Central Tendency |
-A single value that describes the set of data. (One number to represent the overall data). Examples: Mean, median, or mode. |
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Measure of Variability |
-Data dispersion -Methods to determine how spread out the data is. Example: Range, standard deviation, (inter-quartile range). |
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Median |
The middle number of the data. The midpoint number. *Find by arranging the data from ascending to descending order and then finding the middle number. |
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Mode |
-The value in the data that is most repetitive. Most common value within the data. *If there is no repeated number/value, there is no mode. |
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Range |
The difference between the maximum and minimum data values. The greatest distance in the data. Highest value - lowest value = range. |
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Variance |
-Measures how far the data is spread out. -Describes the actual or theoretical (predicted) data distribution. Variance is used to calculate standard deviation. |
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Normal Curve distribution |
-Bell curve shaped. -Symmetrical. -50% of the data is greater than the mean (the middle point), and 50% is less than the mean. = a perfect bell curve shape. |
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Reliability |
-How stable and consistent the results are. -"Repeatability of findings." How likely you can repeat your experiment and get a similar result. EX: the number of trials. |
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Standard Deviation |
-How far the results are from the mean. -Measures in distance the results The further you go from the center point (left or right), the standard deviation increases. Example: Standard deviation of 2, -2 is equal distance from the middle point. (Breaks it down into definable distance segments). |
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Statistically Significant. |
-How likely the results are caused by something (independent variable) other than chance. ex. Not statistically significant = chance Statistically significant = something other than chance. |
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Validity |
-Determining if the experiment's measurements are accurate/correct. How accurately does the experiment measure the dependent variable? Determining if the measuring techniques were sufficient for this experiment. |
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Neurons |
Individual cells in the nervous system that receive, integrate, and transmit information. |
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Mirror Neurons |
When an animals directly observes an actions causing neurons to react, resulting in the animal "mirror"/repeating the previously seen action. |
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Myelin Sheath |
-Insulating material that surrounds some axons. |
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Axon |
Long thin fiber that transports signals away from the soma to other neurons or muscles. |
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Dendrite |
Part of the neuron that receives information. |
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Terminal Buttons |
The nervous at the end of the axon that release neurotransmitter chemicals. |
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Synapses |
-A junction where information is transported from one neuron to the other. |
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Soma |
Cell body --> contains the nucleus & cell chemical machinery. |
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Action Potential |
-A brief shift in a neuron's electrical charge that travels along an axon. |
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Neurotransmitters |
Chemicals that transmit signals and information across the synapses. The chemicals that are going from one neuron to the other target neuron cell. |
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Acetylcholine |
-Functions as a neurotransmitter -Responsible for muscle movement from motor neurons. -Influences memory, attention, and arousal. |
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Peripheral Nervous System |
-PNS A nervous system that is composed all the nerves that lie outside the brain and spinal cord. examples: -Primary role = connect to the central nervous system through organs, limbs, skin. *Subdivided into somatic + autonomic nervous system. |
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Somatic Nervous System (apart of peripheral nervous system) |
Made up of nerves that connect to voluntary skeletal muscles and sensory receptors. |
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Autonomic Nervous System (apart of peripheral nervous system) |
-Involuntary, regulates unconscious actions. -heart rate, breathing, blood flow. *Divides into sympathetic + parasympathetic subdivisions. |
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GABA |
Gamma-Aminobutyric acid (type of amino acid). -Regulates muscle tones. (keeps our bodies stretching + moving). -Reduces neuronal excitability throughout the nervous system. -Main inhibitory (restrain,prevent the rate of chemical reaction) transmitter. |
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Sympathetic Nervous System (subdivision of autonomic nervous system). |
-mobilizes + prepares the bodies for emergencies. -fight or flight response --> activates the adrenaline chemical within an individual. |
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Parasympathetic Nervous System (subdivision of autonomic nervous system). |
HELPS MAINTAIN NORMAL BODY FUNCTIONS. -Conserves bodily resources. Examples: -starts in the brain stem & lower part of the spinal cord. -increases activity of the intestines and glands. -slows the heart. |
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Amygdala |
-Almond shape set of neurons. -Part of limbic system -located in the medial temporal lobe. -involves emotion + aggression. Possible Examples: -depression, post-traumatic stress, anxiety caused by malfunction of amygdala. |
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Hypothalamus |
The structure found -Apart of the limbic system. -Located under the thalamus. -Link the nervous system to the endocrine system. -Responsible for hormone production based off of internal + external environment. (temperature, thirst, hunger, blood pressure, sex drive). |
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Pituitary Gland |
-Major endocrine gland. (The bodies "master gland"). -Important in controlling growth + development and the functioning of other glands. -(anterior and posterior --> 2 parts). |
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Hippocampus |
-Apart of limbic system -Helps with long term memories. -Associated with memory + spacial awareness. |
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Pons |
-Located directly above the medulla (brainstem). -Connects upper and lower parts of the brain. -Pons transmits messages from cortex and cerebellum. -Plays a role in sleeping + dreaming |
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Medulla |
-Lowest part of the brain and lowest part of the brainstem. -Ventral medulla (front portion) & Dorsal medulla (the rear portion). -Helps transfer messages to the spinal cord & thalamus. -Regulation of heart rate, breathing, blood pressure. -Reflexes: vomiting, coughing, sneezing, |
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Spinal Cord |
-A bundle of nerve fibers -Connects all parts of your body to the brain. -Long thin nervous tissue. -Extends from the medulla to second lumbar vertebrae. -Spinal cord is protected by the spinal column. -Brain + Spine = Central nervous system. |
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Reticular Formation |
-Interconnected nuclei located throughout the brainstem. -Ascending/activating reticular formation (going up). -Sleep cycle, waking up, alertness. -Information is sent to the cortex. Descending reticular formation -receives information from the hypothalamus -role in motor movement. |
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Cerebellum |
-Where the spinal cord meets the brain. -Behind the brainstem -Right + left cerebellum -FUNCTION: coordinates muscle movement. Refines movement - make it more smooth + accurate. |
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Thalamus |
-Located above the brainstem, -Relay sensory information from other parts of the brain to the cortex. (hear, touch, taste, see, smell). -Collection of nerve cells. -Regulates consciousness + sleep. |
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Corpus Callosum |
-Wide flat bundles of neural fibers. -Connects the left and right hemispheres of the brain. Large part of the brain that allows communication between the left and right side of the brain. |
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Cerebrum |
-Largest part of the brain. -Left side controls: language + speech (controls rights side of the body). -Right side controls: visual + spacial analysis. (controls the left side of the body). -Control your thinking, reasoning, analyzing, creating, etc. Surface of the cerebrum = cerebral cortex. |
