Choose THIS assignment OR the Alternative “JIll Bolte Taylor” assignment, not both!
(You are welcome to do both if you want, but only one is required. If you do both, I will grade both. If you do only one, you’ll get a “dash” or “-” in the gradebook for the one you don’t do, and it won’t hurt your grade.)
Purpose of the assignment:
Sometimes, just reading about the parts and pieces of our biological anatomy seems bland and “rote memorization.” Recognizing the power of the brain, and the many, many ways it is serving you and growing and learning, can help you apply this to “real world” issues and make it come to life a bit!
What do I ask you to do?
Watch both of these short (five minutes, ish) videos.
What percentage of your brain do you use?Links to an external site.
The benefits of a bilingual brainLinks to an external site.
Address the questions below in an essay
First video: What did you learn from this video? What mistakes or misunderstandings did it clear up for you? Reflect a bit on how this video relates to the chapter/class material this week. How can you relate this to your life?
Second video: What did you learn from this video? What mistakes or misunderstandings did it clear up for you? Reflect a bit on how this video relates to the chapter/class material this week. How can you relate this to your life?
Find me another video about brain science that caught your interest, and explain in a short paragraph how it relates to the material we learned in class this week, and why it connects for you. Be sure to connect it to a few different concepts/facts/ideas from our chapter. (include the link, please)
BIOLOGY AND BEHAVIOR
The Brain
• It’s a fascinating body part!!
• Only 3 pounds, but the center of our
survival!!
• Have you ever seen, touched or held a
brain?
Figure 3.19
(a) Phineas Gage holds the iron rod that penetrated his skull in an 1848 railroad construction
accident.
(b) Gage’s prefrontal cortex was severely damaged in the left hemisphere. The rod entered Gage’s
face on the left side, passed behind his eye, and exited through the top of his skull, before
landing about 80 feet away. (credit a: modification of work by Jack and Beverly Wilgus)
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How does the brain
communicate?
The Abbreviated Guide to Cell
Communication
Figure 3.8
•
This illustration shows a prototypical neuron, which is being myelinated.
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The Structure of the Neuron
Axon: Transmits
message
Cell body
(soma): keeps
neuron alive
Axon
Terminals: Where message
exits, to move on to dendrite of
next neuron
Dendrites: Receives message
Myelin Sheath:
Makes transmissions
more efficient
How Neurons Communicate
Axon terminal
Synaptic
vesicles
Synapse
Neurotransmitters
Receptor
sites
Structure of a Neuron
➢ Cell Body
Contains Nucleus
➢ Dendrites
Receives
information
➢ Axon
Send signals to other
neurons
FYI: Range of length
1/1000 of an inch –
1 meter long
Figure 3.9
(a) The synapse is the space between the terminal button of one neuron and the dendrite of another neuron.
(b) In this pseudo-colored image from a scanning electron microscope, a terminal button (green) has been
opened to reveal the synaptic vesicles (orange and blue) inside. Each vesicle contains about 10,000
neurotransmitter molecules. (credit b: modification of work by Tina Carvalho, NIH-NIGMS; scale-bar data
from Matt Russell)
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➢ Synapse
where an axon terminal
of sending
(presynaptic) neuron
communicates with
receiving
(postsynaptic)
neuron
Electrical impulses, chemical
process…both!
Electrical impulses
cause
Neurotransmitters
to be released
at axon terminal of the
presynaptic neuron
A bit more on the chemical part
Neurotransmitters
cross the synaptic
cleft
and can bind to
receptor sites on
postsynaptic neuron
When Neurotransmitters Bind
to Receptor Sites
Lock and Key Mechanism
Neurotransmitter = Key
Postsynaptic Receptor = Lock
If neurotransmitter does not bind to
postsynaptic receptor site:
1) Stays in circulation
2) Gets recycled and
broken down
3) Reuptake into
presynaptic axon
Figure 3.12
•
Reuptake involves moving a neurotransmitter from the synapse back into the axon
terminal from which it was released.
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Practical Application: Treating
Depression
Prozac, Paxil, Zoloft, Celexa, Luvox, or Lexapro
SSRIs = Selective Serotonin Re-Uptake
Inhibitors
In real life…..
One theory is that depression is in part caused by
low circulating amounts of serotonin (more
detail in ch 12 and 13)
One treatment for depression is to increase
amount of serotonin in circulation between
neurons
Serotonin Released
from Synaptic
Vesicles of
Specialized Neuron
Released Serotonin
➢ Binds to Receptor Sites
Postsynaptic Neurons
➢ Stays in Circulation
➢ Broken Down &
Recycled in Synaptic
Cleft
➢ Re-Uptake by
Presynaptic Neuron
SSRIs Blocks ReUptake
By Presynaptic Neuron
Result =
More Serotonin
in circulation
Serotonin
Dopamine
Mood, sleep, appetite,
impulsivity,
aggression
Movement, attention,
learning,
reinforcement,
pleasure
Disorders –
Depression,
Anxiety
Disorders =
Parkinson’s
Drug Addiction
Link with
schizophrenia
In real life: Dopamine
Some Antipsychotic
Medications to treat
Schizophrenia
Block Dopamine
Binding of
Postsynaptic
Dopamine
Receptors
Too little dopamine:
Parkinson’s
Possible Side Effects of
Some Antipsychotic Medications
Parkinson’s Diseaselike presentation
tardive dyskinesia
“thorazine shuffle”
Caffeine and Tobacco
Help with side
effects
Norepinephrine
(Noradrenalin)
Epinephrine
(Adrenaline)
Eating, alertness,
wakefulness
Energy, attention
Disorders =
Depression
Disorders = Anxiety
Bipolar Disorder
GABA
Endorphins
Movement and anxiety
Relief from pain and
sense of well-being
Disorders – Epilepsy,
Anxiety
Nervous System:
Communication through the
body
The Human Nervous System
PERIPHERAL
Somatic
CENTRAL
Autonomic
Sympathetic
Parasympathetic
Brain
Spinal Cord
Figure 3.13
• The nervous system is divided into two major parts:
(a) the Central Nervous System and
(b) the Peripheral Nervous System.
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The Peripheral Nervous System
PERIPHERAL
Somatic
Autonomic
Sympathetic
Parasympathetic
The Somatic Nervous System
PERIPHERAL
Somatic
Sensory and motor nerves.
Voluntary control of body,
muscles. Also sense
receptor information to CNS.
Autonomic
Sympathetic
Parasympathetic
The Autonomic Nervous System
PERIPHERAL
Somatic
Autonomic
Sympathetic
Involuntary
processes..glands,
heart, etc.
Parasympathetic
Figure 3.14
•
The sympathetic and
parasympathetic divisions of the
autonomic nervous system have the
opposite effects on various systems.
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The Central Nervous System
CENTRAL
Brain
Spinal Cord
The Spinal Cord
CENTRAL
Brain
Spinal Cord
The Spinal Reflex
The spinal cord can act
without help from the
brain to protect the body
from injury.
The Brain
CENTRAL
Brain
Spinal Cord
Figure 3.17
•
The brain and its parts can be divided into three main categories: the forebrain,
midbrain, and hindbrain.
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Figure 3.25
•
The pons, medulla, and cerebellum make up the hindbrain.
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The Hindbrain:
Basic survival functions (heart, breath, etc)
Reticular formation: Plays a
crucial role in arousal and
attention; screens sensory
messages entering the brain
Pons: Connects the
medulla and cerebellum;
involved in movement,
sleep, and dreaming
Medulla:
Controls heartbeat,
blood pressure,
breathing, coughing,
and swallowing
Cerebellum: Helps
the body execute
smooth, skilled
movements;
regulates muscle
tone and posture
Figure 3.24
•
The substantia nigra and ventral tegmental area (VTA) are located in the midbrain.
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The Midbrain: Relay station between hind and fore
Substantia nigra:
Controls
unconscious motor
movements
VTA:
Part of reward
system, sends
dopamine
messages
The Forebrain: Cognitive and motor functions
Hypothalamus:
Regulates hunger, thirst,
sexual behavior, internal
body temperature, other
body functions, and
emotional behaviors
Amygdala:
Plays an important role
in emotion, particularly
in response to
unpleasant or
punishing stimuli
Thalamus:
Acts as a relay
station for
information
flowing into or out
of the forebrain
Also: Cerebrum
Note:
Hippocampus
and amygdala
are part of
limbic system.
Hippocampus:
Has a central role in
the storing of new
memories, response
to new or
unexpected stimuli,
and navigational
ability
Figure 3.23
•
The limbic system is involved in mediating emotional response and memory.
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Figure 3.22
•
The thalamus serves as the relay center of the brain where most senses are routed
for processing.
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Thalamus
Relay station for sensory
info, except for smell
Learning new verbal
material
Production of language
Page 48
Sleep cycles
Hypothalamus
Regulates hunger, thirst,
sexual behavior
Biological Clock –
sleep/wake cycles
Body temperature
Page 48
Emotional behaviors
Figure 3.16
•
(a, b) The corpus callosum connects the left and right hemispheres of the brain. (c)
A scientist spreads this dissected sheep brain apart to show the corpus callosum
between the hemispheres. (credit c: modification of work by Aaron Bornstein)
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Components of the
Cerebrum
Cerebral hemispheres:
Right and left halves of the
cerebrum, control
movement and feeling on
opposing sides of the body
Corpus callosum: Neural
fibers that connect the two
hemispheres and pass
information between them
Cerebrum: Handles
processing of sensory
information, thinking,
learning, consciousness,
and voluntary movement
Cerebrum is covered by cerebral cortex….in a few slides!
Lateralization
Each Cerebral
Hemisphere is
specialized to handle
certain functions
LOTS of
Overlap and Duplication
Page 51
Left Hemisphere
❖Controls right side of
body
❖Speaking, reading,
writing
❖Mathematics and
logic
❖Positive emotions
Page 51
Right Hemisphere
▪ Controls left side of
body
▪ Appreciates music
▪ Emotional messages
▪ Visual-spatial
relations
▪ Negative emotions
Page 51
The Cerebral Hemispheres
Left
hemisphere:
Controls the right
side of the body,
coordinates complex
movements, and, in
most people,
handles most
of the language
functions
Right
hemisphere:
Controls the left
side of the body
and, in most
people, is
specialized
for visual-spatial
perception
Right and left
hemispheres are
always in contact
because of the
corpus callosum.
• Synaptic connections
– Elimination and
creation
– “Exhuberant
Synaptogenesis”
– Synaptic pruning
Gray, convoluted
covering of the
cerebral
hemispheres
that is
responsible
for the
higher mental
processes
of language,
memory,
and thinking
Cerebral
cortex
Figure 3.18
•
The lobes of the brain are shown.
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Figure 3.21
•
Damage to either Broca’s area or Wernicke’s area can result in language deficits.
The types of deficits are very different, however, depending on which area is
affected.
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Broca’s Aphasia:
Damage to Broca’s Area
▪ Difficulty producing speech
▪ Awareness of own difficulties and easily
frustrated
▪ Associated w/ paralysis of right face and arm
“Waaaaalk doooog”
Example
Meaning ???
“The dog needs to go out so I will take him for a
walk”.
The Four Cerebral Lobes
Figure 3.20
•
Spatial relationships in the body are mirrored in the organization of the
somatosensory cortex.
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The Four Cerebral Lobes
The Four Cerebral Lobes
Wernicke’s Area
✓ Language area
usually in left
temporal lobe
✓ Comprehension of
spoken language
✓ Formulation of
coherent speech and
written language
Wernicke’s Aphasia:
Damage to Wernicke’s Area
✓ Poor Auditory and Reading Comprehension
✓ Fluent, but nonsensical, oral and written
expression
✓ Great difficulty understanding the speech of
self and others
✓ Often unaware of own mistakes
Wernicke’s Aphasia
Damage to Wernicke’s Area
“ You know that smoodle pinkered and that I want
to get him round and take care of him like you
want before.
Meaning ???
“The dog needs to go out so I will take him for a
walk”.
Example
Plasticity
http://youtu.be/rH0TgAZ4coc Jodi
• Our brains can adapt!
Newer Example: Scientific Americ
Brandi Binder http://www.youtube.com/watch?v=D0njlDSFie4 http://www.brandibinder.com/homepage.html
Brain maturation
• Our brains are slowly maturing across
childhood
• The LAST part to develop is the
PREFRONTAL CORTEX, at about age 25.
• Prefrontal Cortex is related to Judgement
and Decision Making and Impulse Control.
What develops earlier?
• Crucial comparision: The limbic system
develops earlier, reaching maturity during
adolescence.
• The limbic system is related to rewards,
pleasure, risk taking, FEELINGS.
Left-Handedness
~14% humans & chimps
~55% in other mammal species
Left-Handedness
▪ More duplication of brain functions
▪ Larger corpus callosum
▪ Less specialized hemispheres
▪ Often better recovery from TBI
Bilingual Brain
▪ Use of two or more languages before age of 6
▪ Different than multilingual competencies
▪ Similar to duplication of function like lefties
Bilingual Before Age 6
Bilingual After Age 6
Same area of Broca’s
area for processing
the languages
Different areas of
Broca’s area for
processing the
languages
Women more gray
matter (cortex) in areas
that control emotions
Men and women
process sound
differently
To process navigation
info:
Women use right parietal
cortex & right frontal
cortex
Men use left
hippocampus
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