Mod 5 PPT.ppt

(1)

Thinking About Psychology

The Science of Mind and Behavior 3e

Charles T. Blair-Broeker & Randal M. Ernst

PowerPoint Presentation Slides by Kent Korek

(2)

(3)

(4)

The Brain

(5)

Module Overview

• _{Studying the Brain}

• _{Lower Level Brain Structures} • _{The Cerebral Cortex}

• _{Differences Between the Brain’s Two Hemisph}

eres

(6)

Studying the Brain

(7)

Studying the Brain:

Case Studies

(8)

Case Study

• _{A research technique in which one}

person is studied in depth in the hope of revealing universal principles.

(9)

Studying the Brain:

Scanning Techniques

(10)

Computerized Axial Tomography

(CT or CAT)

• _{A series of X-ray}

photographs taken from different angles and

combined by computer into a composite representation of a slice through the body.

(11)

Magnetic Resonance Imaging

(MRI)

• _{A technique that sues}

magnetic fields and radio waves to produce

computer-generated

images that distinguish

among types of soft tissue;

• _{this allows us to see}

(12)

Electroencephalogram (EEG)

• _{An amplified recording of the}

waves of electrical activity

that sweep across the brain’s surface;

• _{these waves, measured by}

(13)

Positron Emission Tomography

Scan (PET scan)

• _{A visual display of brain activity.}

(14)

Lower Level Brain

Structures

(15)

Lower-Level Brain

Structures:

The Brainstem

(16)

Brainstem

• _{The oldest part and central core of}

the brain;

• _{it begins where the spinal cord swells}

as it enters the skull and

• _{is responsible for automatic survival}

(17)

(18)

Medulla

• _{Located at the base of the brainstem,} • _{it controls basic life-supporting}

functions like heartbeat and breathing.

(19)

(20)

Reticular Formation

• _{A nerve network in the brainstem}

that plays an important role in

controlling wakefulness and arousal.

• Extending up and down the spinal cord into the brain

(21)

Lower-Level Brain

Structures:

The Thalamus

(22)

Thalamus

• _{The brain’s sensory switchboard,}

located on top of the brainstem;

• _{it directs messages to the sensory}

receiving areas in the cortex.

(23)

(24)

Lower-Level Brain

Structures:

The Cerebellum

(25)

Cerebellum

• _{The “little brain”, attached to the}

rear of the brainstem;

• _{it helps coordinate voluntary}

movements and balance.

(26)

(27)

(28)

Lower-Level Brain

Structures:

The Limbic System

(29)

Limbic System

• _{A ring of structures at the border of}

the brainstem and cerebral cortex;

• _{it helps regulate functions such as}

memory, fear, aggression, hunger, and thirst, and

• _{it includes the hypothalamus,}

(30)

Hypothalamus

• _{A neural structure lying below the}

thalamus;

• _{it helps regulates the body’s maintenance}

activities, such as eating, drinking, body temperature, and it linked to emotion.

(31)

(32)

Hippocampus

• _{A neural center located in the limbic}

system that wraps around the back of the thalamus;

• _{it helps processing new memories for}

permanent storage.

(33)

(34)

Amygdala

• _{An almond shaped neural cluster in}

the limbic system that controls

(35)

(36)

The Cerebral Cortex

(37)

Cerebral Cortex

• _{The intricate fabric of interconnected}

neurons that form the body’s ultimate control and information processing

center.

• Covers the brain’s lower level structures • Contains an estimated 30 billion nerve

cells

(38)

Corpus Callosum

• _{The large band of neural fibers that}

connects the two brain hemispheres and

• _{allows them to communicate with each}

other.

(39)

(40)

Longitudinal Fissure

• _{The long crevice that divides the}

cerebral cortex into left and right hemispheres.

• This and other fissures in the brain

(41)

(42)

(43)

Frontal Lobes

• _{The portion of the cerebral cortex}

lying just behind the forehead that is involved in planning and judgment;

(44)

(45)

Parietal Lobes

• _{The portion of the cerebral cortex lying on the}

top of the head and toward the rear;

• _{it includes the somatosensory cortex and}

general association areas used in processing information.

• Regions available for general processing, including mathematical reasoning

(46)

(47)

Occipital Lobe

lying at the back of the head;

• _{it includes the primary visual}

(48)

(49)

Temporal Lobes

lying roughly above the ears;

• _{it includes the auditory (hearing)}

areas of the brain.

(50)

(51)

Motor Cortex

• _{A strip of brain tissue at the rear of the}

frontal lobes that controls voluntary movement.

• Different parts of the cortex control different parts of the body.

• The motor cortex in the left hemisphere

(52)

(53)

(54)

Somatosensory Cortex

• _{The strip of brain tissue at the front}

of the parietal lobes that registers and processes body sensations.

(55)

(56)

(57)

Plasticity

• _{The brain’s ability to change,}

(58)

Differences Between the

Brain’s Two Hemispheres

(59)

Hemispheric Differences

• “Left-brained” and “right-brained” debunked

• Brain is divided into two hemispheres but works as a single entity.

• Both sides continually communicate via the corpus callosum, except in those

(60)

Differences Between the

Two Hemispheres:

Language and Spatial

Abilities

(61)

The Brain’s Left Hemisphere

• For most people, language functions are in the left hemisphere.

(62)

Broca’s Area

• _{A brain area of the left frontal lobe}

that directs the muscle movements involve in speech.

• If damaged the person can form the

(63)

(64)

Wernicke’s Area

• _{A brain area of the left temporal lobe}

involved in language comprehension and expression.

• Our ability to understand what is said to us

(65)

(66)

The Brain’s Right Hemisphere

• Houses the brain’s spatial abilities

• Our spatial ability allows us to perceive or organize things in a given space,

judge distance, etc.

(67)

(68)

(69)

(70)

(71)

(72)

(73)

(74)

Teacher Information

• Types of Files

– This presentation has been saved as a “basic” Powerpoint file. While this file format placed a few limitations on the presentation, it insured the file would be compatible with the many versions of Powerpoint teachers use. To add functionality to the presentation, teachers may want to save the file for their specific version of Powerpoint.

• Animation

– Once again, to insure compatibility with all versions of Powerpoint, none of the slides are animated. To increase student interest, it is suggested teachers animate the slides wherever possible.

• Adding slides to this presentation

(75)

Teacher Information

• Domain Coding

– Just as the textbook is organized around the APA National Standards, these Powerpoints are coded to those same standards. Included at the top of almost every slide is a small stripe, color coded to the APA

National Standards.

• Scientific Inquiry Domain • Biopsychology Domain

• Development and Learning Domain • Social Context Domain

• Cognition Domain

• Individual Variation Domain

• Applications of Psychological Science Domain

• Key Terms and Definitions in Red

– To emphasize their importance, all key terms from the text and their

(76)

Teacher Information

• Hyperlink Slides - Immediately after the unit title slide, a page (usually slide #4 or #5) can be found listing all of the module’s subsections. While in slide show mode, clicking on any of these hyperlinks will take the user

directly to the beginning of that subsection. This allows teachers quick access to each subsection.

• Continuity slides - Throughout this presentations there are slides,

usually of graphics or tables, that build on one another. These are included for three purposes.

• By presenting information in small chunks, students will find it easier to process and remember the concepts.

• By continually changing slides, students will stay interested in the presentation.

• To facilitate class discussion and critical thinking. Students should be encouraged to think about “what might come next” in the series of slides.

• Please feel free to contact me at [email protected] with any questions, concerns, suggestions, etc. regarding these presentations.

Kent Korek

(77)

Name of Concept

(78)

Name of Concept