The Neuron system
Sympathetic Nervous
System
·
Fight or flight response
·
Automatically accelerates heart rate, breathing,
dilates pupils, slows down digestion
Parasympathetic
Nervous System
·
Automatically slows the body down after a
stressful event
·
Heart rate and breathing slow down, pupils
constrict and digestion speeds up
Reflexes
·
Normally, sensory (afferent) neurons take info
up through spine to the brain
·
Some reactions occur when sensory neurons reach
just the spinal cord
The Brain
·
Made up of neurons and glial cells
·
Glial cells support neural cells
Lesions
·
Cutting into the brain and looking for change
Brain tumors also lesion brain tissue
Brain tumors also lesion brain tissue
Brain Structures:
·
Medulla Oblongata
o
Heart rate
o
Breathing
o
Blood pressure
·
Pons
o
Connects hindbrain, midbrain and forebrain
together
o
Involved in facial expressions
·
Cerebellum
o
Located in the back of our head- means little
brain
o
Coordinates muscle movements
·
Midbrain
o
Coordinates simple movements with sensory
information
o
Contains the reticular formation:
arousal and ability to focus attention
·
Thalamus
o
In forebrain
o
Receives sensory information and sends them to
appropriate areas of forebrain
o
Like a switchboard
o
Everything but smell
Limbic System
·
Emotional control center of the brain
·
Made up of Hypothalamus, Amygdala and Hippocampus
Hypothalamus
·
Pea sized in the brain, but plays a not so pea
sized role
·
Body temperature
·
Hunger
·
Thirst
·
Sexual Arousal (libido)
Hippocampus and Amygdala
·
Hippocampus is involved in memory processing
·
Amygdala is vital for our basic emotions
Cerebral Cortex
·
Top layer of our brain
·
Contains wrinkles called fissures
·
The fissures increase surface area of our brain
·
Laid out it would be about the size of a large
pizza
Hemispheres
·
Divided into a left and right hemisphere
·
Contralateral controlled- left controls right
side of a body and vise versa
·
Lefties are better at spatial and creative tasks
·
Righties are better at logic
Split-Brain Patients
·
Corpus Callosum attaches the two hemispheres of
cerebral cortex
·
When removed you have a split-brain patient
Four Lobes:
1.
Frontal Lobes
a.
Abstract thought and emotional control
b.
Contains Motor
Cortex: sends signals to our body controlling muscle movements
c.
Contains the Broca’s Area: responsible for controlling muscles that produce
speech
d.
Damage to Broca’s Area is called Broca’s Aphasia: unable to make
movements to talk
2.
Parietal Lobes
a.
Contains Sensory
Cortex: receives incoming touch sensations from rest of body
b.
Most of the Parietal Lobes are made up of Association Areas
c.
Association Areas: any area not associated with
receiving sensory information or coordinating muscle movements
3.
Occipital Lobes
a.
Deals with vision
b.
Contains Visual
Cortex: interprets messages from our eyes into images we can understand
4.
Temporal Lobes
a.
Process sound sensed by our ears
b.
Contains Wernike’s
Area: interprets written and spoken speech
c.
Wernike’s
Aphasia: unable to understand language: the syntax and grammar jumbled
Developmental
Psychology
·
The study of you from the womb to the tomb
Nature vs Nurture
·
While going through this units always has been
in the back of your head
·
Are you who you are because of
o
The way you were born - Nature
o
The way you were raised – Nurture
Physical Development
·
Focus on our physical changes over time
Prenatal Development
·
Conception begins with the drop of an egg and
the release of about 200 million sperm
·
The sperm seeks out the egg and attempts to
penetrate the eggs surface
·
Once the sperm penetrates the egg we have a
fertilized egg called The Zygote:
o
The first stage of prenatal development. Lasts
about two weeks and consists of rapid cell division.
·
After two weeks, the zygote develops into an Embryo
o
Lasts about 6 weeks
o
Heart begins to beat and the organs begin to
develop.
·
Fetus
o
By nine weeks
Teratogens
·
Chemical agents that can harm the prenatal
environment
o
Alcohol
o
STDS
§
HIV
§
Herpes
§
Genital Warts
Puberty
·
The period of sexual maturation, during which a
person becomes capable of reproducing
Primary Sexual
Characteristics
·
Body structures that make reproduction possible.
Secondary Sexual
Characteristics
·
Non-reproductive sexual characteristics
Landmark for Puberty
·
Menarche for girls
·
First ejaculation for boys (spermarche)
5 Stages of Death (Elizabeth Kubler-Ross)
1.
Denial
2.
Anger
3.
Bargaining
4.
Depression
5.
Acceptance
Attachment
·
The most important social construction an infant
must develop is attachment (a bond with a caregiver)
·
Lorenz discovered that some animals form
attachment through imprinting
·
Harry Harlow and his monkeys
·
Harry showed that monkeys needed touch to form
attachment
·
Critical
Period
o
the optimal period shortly after birth when an
organism’s exposure to certain stimuli or experiences produce proper
development
o
Those who are deprived of touch have trouble
forming attachment when they are older
·
Types of
Attachment
o
Secure
§
You welcome the parent back after the return
o
Avoidant
§
A baby ignores a parent when they leave or
return
o
Anxious/ambivalent
§
Where a baby has disorganized thoughts toward a
parents return
Parenting Styles
·
Authoritarian style
o
Parents are in charge
·
Permissive parents
o
Children are in charge
·
Authoritative parents
o
Children have input into decisions
Erik Erikson
·
Thought that our personality was influenced by
our experience with others
·
Trust v Mistrust
o
Is my world predictable and supportive?
o
Can a baby trust the world to fulfill its needs?
o
The trust or mistrust they develop can carry on
with the child for the rest of their lives
·
Autonomy v Shame and Doubt
o
Toddlers begin to control their bodies (toilet
training)
o
Control temper tantrums
o
Big word is “NO”
o
Can they learn control or will they doubt
themselves?
·
Initiative v Guilt
o
Word turns from “NO” to “WHY”
o
Want to understand the world and ask questions
o
Is the curiosity encouraged or scolded?
·
Industry v Inferiority
o
School begins
o
We are for the first time educated by a formal
system and our peers
o
Do we feel good or bad about our
accomplishments?
·
Identity v Role Confusion
o
In our teenage years, we try out different roles
o
Who am I?
o
What group do I fit in with?
o
If I do not find myself I may develop an identity crisis
·
Intimacy v Isolation
o
Have to balance work and relationships
o
What are my priorities?
·
Generatively v Stagnation
o
Is everything going as planned?
o
Am I happy with what I created?
o
Mid-life crisis
·
Integrity v Despair
o
Look back on life
o
Was my life meaningful or do I have regret?
Jean Piaget
·
Kids learn differently from adults
·
Schemas
o
Ways we interpret the world around us
·
Assimilation
o
Incorporating new experiences into existing
schemas
·
Accommodation
o
Changing an existing schema to adopt to new
information
·
Stages of Cognitive Development
o
Sensorimotor Stage
§
Experience the world through our senses
§
Do NOT have object permanence
§
0-2
o
Preoperational Stage
§
2-7
§
Have object permanence
§
Begin to use language to represent objects and ideas
§
Egocentric: cannot look at the world through
anyone’s eyes but their own
§
Conservation
·
Refers to the idea that a quantity remains the
same despite changes in appearance and is part of logical thinking
o
Concrete Operational Stage
§
Can demonstrate concept of conservation
§
Learn to think logically
§
Inductive reasoning
§
7-11
o
Formal Operational Stage
§
Abstract reasoning
§
Manipulate objects in our minds without seeing
them
§
Hypothesis testing
§
Trial and error
§
Metacognition
§
Not every adult gets to this stage
Types of Intelligence
§ Crystalized
Intelligence
o
Accumulated knowledge
o
Increases with age
§ Fluid
Intelligence
o
Ability to solve problem quickly and think
abstractly
o
Peaks around 20 then decreases after
Lawrence Kohlberg
Pre-Conventional Morality
§ Morality
base on rewards and punishments
Conventional Morality
§ Look
at morality based on how others see you
§ If
your peers, or society, thinks it is wrong, then so do you
Post Conventional Morality
§ Based
on self-defined ethical principles
§ Your
own personal set of ethics
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