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| Stressed the power of ideas and of an educated mind |
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| Believed that the mind was separate from the body, that it continued to exist after death, and that ideas were innate. |
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| Soul is not separable from the body and that knowledge (ideas) grow from experience. |
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| Mind is a blank sheet at birth and experience writes on it. |
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Ideas Inborn: Socrates, Plato
The Mind a Blank Slate: Locke, Aristotle |
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| suggested that it would be more fruitful to consider the evolved functions of our thoughts and feelings than simply studying the elements of mind. |
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| emphasized the importance of the unconscious mind and its effects on human behavior. |
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| emphasized the study of overt behavior as the subject matter of scientific psychology. |
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- genetic predispositions
- genetic mutations
- natural selection of adaptive physiology and behaviors
- genes responding to environment |
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- learned fears and other learned expectations
- emotional responses
- cognitive processing and perceptual interpretations |
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| Social-cultural Influences |
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- presence of others
- cultural, societal, and family expectations
- peer and other group influences
compelling models (such as media) |
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| How the body and brain enables emotions. |
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| How the natural selection of traits the promotes the perpetuation of one’s genes. |
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| How much our genes and our environments influence our individual differences. |
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| How we encode, process, store and retrieve information. |
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| How behavior and thinking vary across situations and cultures. |
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| Life support center of the neuron. |
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| Branching extensions at the cell body. Receives messages from other neurons. |
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| Long single extension of a neuron |
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| To insulate and speed up messages through neurons. Goes around the Axon. |
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| Terminal Branches of Axon |
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| Branched ending of axons. Transmitting messages to other neurons. |
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| A Neuron Impulse. A brief electrical charge that travels down the axon. |
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| After a neuron has fired an action potential it pauses for a short period to recharge itself to fire again. |
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| Sodium-potassium pumps pump positive ions out from the inside of the neuron, making them ready for another action potential. |
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| a junction between the axon tip of the sending neuron and the dendrite or cell body of the receiving neuron. Critical to flexibility of the brain |
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| Neurotransmitters in the synapse are reabsorbed into the sending neurons through the process of reuptake. This process applies brakes on neurotransmitter action. |
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| involved with mood regulation. |
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| involved with diseases like schizophrenia and Parkinson’s disease. |
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| Enables muscle action, learning, memory. |
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| Influences memory, learning, attention, and emotions. |
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| Affects mood, hunger, sleep, and arousal |
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| Helps control alertness and arousal. |
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| A major inhibitory neurotransmitter. |
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| A major excitatory neurotransmitter; involved in memory |
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| Natural opiates called endorphins. |
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| Central Nervous System (CNS) |
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Definition
The Brain and Neural Networks
Interconnected neurons form networks in the brain. Theses networks are complex and modify with growth and experience. |
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| the body’s “slow” chemical communication system. Communication is carried out by hormones synthesized by a set of glands. |
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| brain region controlling the pituitary gland |
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| Secretes many different hormones, some of which effect other glands. |
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| affects metabolism among other things. |
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| help regulate the level of calcium in the blood |
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| inner part, called the Medulla, helps trigger the flight or fight response. |
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| Regulates the level of sugar in the blood |
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| secretes female sex hormones |
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| Secretes male sex hormone |
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| oldest part of the brain, beginning where the spinal cord swells and enters the skull. Responsible for automatic survival functions. |
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| nerve network in the brainstem that plays an important role in controlling arousal. |
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| base of the brainstem, controls heartbeat and breathing. |
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| The “little brain” attached to the rear of the brainstem. It helps coordinate voluntary movements and balance. |
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| doughnut-shaped system of neural structures at the border of the brainstem and cerebrum, associated with emotions such as fear, aggression and drives for food and sex. It includes the hippocampus, amygdala, and hypothalamus. |
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| The intricate fabric of interconnected neural cells that covers the cerebral hemispheres. The body’s ultimate control and information processing center. |
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| frontal lobes (forehead), parietal lobes (top to rear head), occipital lobes (back head) and temporal lobes (side of head). |
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| area at the rear of the frontal lobes controls voluntary movements. |
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| receives information from skin surface and sense organs. |
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| extent to which the differences among people are attributable to genes. |
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| trying to identify genes that put people at risk for disorders. |
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| mental molds to understand experience |
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| incorporate new experiences into current schema |
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| stage babies take in the world — through looking, hearing, touching, mouthing and grasping. |
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| capable of mental representations |
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| Concrete Operational State |
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| Children are able to operate logically on concrete materials |
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| Around age 12, our reasoning ability expands from concrete thinking to abstract thinking. We can now use symbols and imagined realities to systematically reason |
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