ActivePsych: Classroom Activities Project / Copyright © 2007 by Worth Publishers Name That Brain Damage Damage to certain areas of the brain can cause.

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ActivePsych: Classroom Activities Project / Copyright © 2007 by Worth Publishers Name That Brain Damage Damage to certain areas of the brain can cause specific deficits in behavior. This activity links specific brain areas with their functions. Acknowledgements: This activity was written by Antoinette R. Miller, Clayton State University

ActivePsych: Classroom Activities Project / Copyright © 2007 by Worth Publishers Overview of Brain Anatomy: (1) Lower Brain Structures [ “life support”] [ “life support” ] [sleep/wake] [sensation]

ActivePsych: Classroom Activities Project / Copyright © 2007 by Worth Publishers Overview of Brain Anatomy: (2) Lower Brain Structures [coordination and balance]

ActivePsych: Classroom Activities Project / Copyright © 2007 by Worth Publishers Overview of Brain Anatomy: (3) Lower Brain Structures { [hungerthirst body temperature body temperature sexual behavior] [anger and fear] [memory]

ActivePsych: Classroom Activities Project / Copyright © 2007 by Worth Publishers Overview of Brain Anatomy: (4) Cerebral Cortex [vision][touch/sensation] [movement /speech (left)] [movement / speech (left)] [hearing; comprehension (left)]

ActivePsych: Classroom Activities Project / Copyright © 2007 by Worth Publishers What is a Lesion? Lesion = tissue destruction. Damage to a brain structure (or to multiple structures) may affect a person’s behavior or abilities. Damage may be deliberate (experimental) or accidental (head injury, stroke, etc.)

ActivePsych: Classroom Activities Project / Copyright © 2007 by Worth Publishers Case Study 1: Patient JP suffered a minor stroke recently. Although he has recovered most of his function, he still is unable to speak clearly. He sounds stilted, and almost “Tarzan-like.” A. parietal lobe B. hippocampus C. cerebellum D. frontal lobe

ActivePsych: Classroom Activities Project / Copyright © 2007 by Worth Publishers A. occipital lobe B. spinal cord C. hippocampus D. reticular formation Case Study 2: Patient GN recently was struck in the head with a crowbar. Although her eyes were undamaged, she is now unable to see.

ActivePsych: Classroom Activities Project / Copyright © 2007 by Worth Publishers Case Study 3: Patient AF is suffering from a brain tumor. As the tumor grows, he is becoming increasingly belligerent and aggressive. He also seems to have no fear when confronted with threats or danger. A. temporal lobe B. amygdala C. medulla D. cerebellum

ActivePsych: Classroom Activities Project / Copyright © 2007 by Worth Publishers A. pituitary gland B. spinal cord C. parietal lobe D. frontal lobe Case Study 4: Patient BB, ironically enough, has been shot in the head with a BB gun. The BB is now lodged in her brain, and she has lost feeling in her left hand.

ActivePsych: Classroom Activities Project / Copyright © 2007 by Worth Publishers Case Study 5: Patient PD suffers from an extreme seizure disorder. Doctors have located the source of the seizures. To prevent PD’s death, they have surgically removed the affected area. While PD’s seizures have lessened considerably, he is now unable to form new memories. A. hippocampus B. occipital lobe C. thalamus D. frontal lobe

ActivePsych: Classroom Activities Project / Copyright © 2007 by Worth Publishers A. reticular formation B. amygdala C. temporal lobe D. cerebellum Case Study 6: Patient FD has suffered a minor stroke. Now, she is extremely uncoordinated and seems to have completely lost her sense of balance.

ActivePsych: Classroom Activities Project / Copyright © 2007 by Worth Publishers Consider This… What other methods are available to researchers trying to link brain areas to functions? Do you think using studies of lesions’ effects on behavior is the most reliable method? Which brain area would you consider the most terrible to lose?