Thinking About Psychology The Science of Mind and Behavior 3e Charles T. Blair-Broeker & Randal M. Ernst PowerPoint Presentation Slides by Kent Korek Germantown High School Worth Publishers, © 2012

Biopsychology Domain

Biological Bases of Behavior

The Brain Module 05

Module Overview Studying the Brain Lower Level Brain Structures The Cerebral Cortex Differences Between the Brain’s Two HemispheresDifferences Between the Brain’s Two Hemispheres Click on the any of the above hyperlinks to go to that section in the presentation.

Studying the Brain Module 05: The Brain

Studying the Brain: Case Studies Module 05: The Brain

Case Study A research technique in which one person is studied in depth in the hope of revealing universal principles. Phineas Gage’s Accident

Studying the Brain: Scanning Techniques Module 05: The Brain

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. Reveals the brain’s structure

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 structures within the brain.

Electroencephalogram (EEG) An amplified recording of the waves of electrical activity that sweep across the brain’s surface; these waves, measured by electrodes placed on the scalp, are helpful in evaluating brain function.

Positron Emission Tomography Scan (PET scan) A visual display of brain activity. Injection of a radioactive glucose Reveals the brain’s functioning

Lower Level Brain Structures Module 05: The Brain

Lower-Level Brain Structures: The Brainstem Module 05: The Brain

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 functions.

Brainstem

Medulla Located at the base of the brainstem, it controls basic life-supporting functions like heartbeat and breathing. Damage to this area can lead to death.

Medulla

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 Controls an organism’s level of alertness Damage to this area can cause a coma.

Lower-Level Brain Structures: The Thalamus Module 05: The Brain

Thalamus The brain’s sensory switchboard, located on top of the brainstem; it directs messages to the sensory receiving areas in the cortex. Thalamus is Greek for “inner chamber.”

Thalamus

Lower-Level Brain Structures: The Cerebellum Module 05: The Brain

Cerebellum The “little brain”, attached to the rear of the brainstem; it helps coordinate voluntary movements and balance. If damaged, the person could perform basic movements but would lose fine coordination skills.

Cerebellum

Lower-Level Brain Structures: The Limbic System Module 05: The Brain

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, hippocampus, and the amygdala.

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. Plays a role in emotions, pleasure, and sexual function

Hypothalamus

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. Looks something like a seahorse –Hippo is Greek for “horse.”

Hippocampus

Amygdala An almond shaped neural cluster in the limbic system that controls emotional responses such as fear and anger.

Amygdala

The Cerebral Cortex Module 05: The Brain

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 Divided into four lobes

Corpus Callosum The large band of neural fibers that connects the two brain hemispheres and allows them to communicate with each other. Is sometimes cut to prevent seizures

Corpus Callosum

Longitudinal Fissure The long crevice that divides the cerebral cortex into left and right hemispheres. This and other fissures in the brain create major divisions in the brain called lobes

Frontal Lobes The portion of the cerebral cortex lying just behind the forehead that is involved in planning and judgment; it includes the motor cortex.

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 Designated as the association lobes Behind the frontal lobes

Occipital Lobe The portion of the cerebral cortex lying at the back of the head; it includes the primary visual processing areas of the brain.

Temporal Lobes The portion of the cerebral cortex lying roughly above the ears; it includes the auditory (hearing) areas of the brain. Where sound information is processed

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 controls the right side of the body and visa versa.

Motor Cortex

Somatosensory Cortex The strip of brain tissue at the front of the parietal lobes that registers and processes body sensations. Soma is Greek for “body.”

Somatosensory Cortex

Plasticity The brain’s ability to change, especially during childhood, by reorganizing after damage or experience.

Differences Between the Brain’s Two Hemispheres Module 05: The Brain

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 with split brains.

Differences Between the Two Hemispheres: Language and Spatial Abilities Module 05: The Brain

The Brain’s Left Hemisphere For most people, language functions are in the left hemisphere. For a small percentage of people, language functions are in the right hemisphere.

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 ideas but cannot express them as speech

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 Usually in the left temporal lobe

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. Helps in making connections between words

Split Brain Research

The End

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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 definitions are printed in red. To maintain consistency, the definitions on the Powerpoint slides are identical to those in the textbook.

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 with any questions, concerns, suggestions, etc. regarding these Kent Korek Germantown High School Germantown, WI 53022

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