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| Containing the cell body, axon and dendritic tree, it sends messages throughout the body. |
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| Contains the nucleus and other cellular machinery |
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| Carries information from the rest of the cell body to the synapse; sends information from neuron to neuron. |
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| Receives input from other cells (synapse to tree) |
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| Have many functions- they modify the environment for neurons, remove dead neurons, myelinate the axons (makes them faster), provide structural support, and helps maintain the blood brain barrier (astrocyte). |
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| Myelination from glial cells; all that fattiness; bundles of axons sending information from one area to another. |
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| Neuronal cell bodies (all the cell bodies of neurons). |
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| The brain and the spinal cord. |
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| Peripheral Nervous System |
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| All neural tissue outside of the CNS; sensory neurons throughout the body; motor neurons. |
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| Toward the front/toward the head (like in a dog) |
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| Toward the back/toward the tail |
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| Brain is separated from front to back; like ear muffs |
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| Brain is separated top from bottom; like a head band |
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| Brain is separated left from right |
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| Fluid filled spaces in the brain that contain cerebrospinal fluid |
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The biggest ones in the middle. Separate left and right; 1st and 2nd ventricles.
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medial, situated at midline, between left and right thalamus.
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Diamond shaped, between pons and medulla
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| Brings information from peripheral sensory organs to the brain and sends motor information out. Gray matter surrounded by white matter encased in bone. |
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Just superior of the spinal cord; where motor fibers cross from one side to the other; contains most of the cell bodies of the cranial nerves.
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Roles in movement, balances, posture controle and some cognition. Convoluted... BROCOLLI
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Superior to the medulla; connects the cerebellum to the rest of the brain. Plays role in eye movements and balance. A relay center from ear to brain.
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Integration of visual and auditory information occurs here. Contains the superior and inferior colliculus.
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Major relay station for incoming sensory information and outgoing motor information.
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Helps maintain a steady state... feeding, drinking, body temperature regulation, secretes hormones and fight or flight reactions.
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| The thalamus and hypothalamus together. |
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| All the structures beneath the cortex. |
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Contains the caudate nucleus, putamen and globus palladus. Helps control voluntary movement. Function together via exictatory and inhibitory connections.
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Memories and emotions, contains the amygdala, the hypothalamus, the cingulate cortex, the anterior thalamus, the mammilary body and the hippocampus.
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Controls aggression and fear
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Maintains the body's steady state
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Error prediction and pain perception
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Associated with Amnesia
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Memory formation (long-term)
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| The surface of the brain, all the bumps and grooves. Each bump is a gyrus, each groove is a sulcus. A very deep sulcus is a fissure. |
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| Separates left and right hemispheres |
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Runs from lateral to medial part of brain.
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| Four Lobes of the Brain (created by Fissures) |
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Frontal Lobe, Temporal Lobe, Occipital Lobe and Parietal Lobe
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| Divided brain into separate areas based off of cell and neuron density. |
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Runs earmuff style along cortex, sends information down to muscles telling them when to move and when it's appropriate to move. Different regions of this are designated to different parts of the body.
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| Primary Sensory Cortex/Somatosensory Cortex |
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Sensation of touch, pain and temperature; also runs earmuff style; also divided into designated parts.
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| Contains olfactory bulbs and is used for sense of smell. |
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| Insular cortex, used for taste |
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| Areas that are multimodal; combines information from varoius brain areas. Frontal, parietal and temporal lobes. |
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| Planning, guidance and evaluation of behavior. Phineas Gage and the railroad spike. |
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| Integration of information across sensory modalities. When damaged, hemineglect can occur. |
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| Memory, visual item recognition, emotion and auditory processing. When damaged, deficits when recognizing common objects. |
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| Auditory and Visual Cortex |
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| Studying a damaged section of the brain to determine that part's function. Ex: Somebody who can't say 'tan' |
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Cerebrovascular accident or CVA; a defect in circulation of the brain. Hemorrhagic- blood spilling out into brain. Ischemic- clot stops bood supply to section of brain.
FAST |
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| Single Case Studies and Group Studies |
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| Single Case study is an in depth study of one person (HM couldn't form new memories). Finding commonalities among a group with same damage or same behavior. |
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| Individual part of the brain does an individual action |
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| The entire brain is working together for every action. |
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| Way to determine if two cognitive functions are independent of one another. Broca and Wernickes |
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| Limitations of Lesion Method |
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| Variability across lesions (size, exact location) and variability among patients that have lesions. |
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| Computerized Axial Tomography (CAT) |
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| Uses Xrays, but anybody can get one. |
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Magnetic Resonance Imaging (MRI)
Functional MRI (fMRI) |
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Uses a magnetic field stronger than Earth's! Not everybody can have them.
Detects changes in bloodflow to parts of the brain. |
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| Positron Emission Tomography (PET) |
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| Can detect the amount of a substance being used by brain regions (glucose; neurotransmitters). Need to inject a radioactive substance. |
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| Electron placed on/in cell and activity is recorded. |
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| Electroencephalography (EEG) |
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| Electrodes placed on scalp to record brain activity; represent activity of neurons; sleep patterns and seizures. |
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| Event-Related Potentials (ERP) |
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| Like EEG's, but used to record activity during specific event. N and P are negative and positive, graph is opposite, and number is milliseconds after the event. |
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| Magnetoencephalography (MEG) |
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| Similar to ERP's, but record magnetic potentials. Locates source of epileptic activity; used to know what areas to avoid during surgery. |
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| Study of the brain-behavior relationships; measure cognition and behavior to infer brain function; understand explain and predict behavior (what are the strengths and deficit and what can we predict) |
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| General Cognitive Ability |
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Weschler Series of Intelligence Scales
WAIS- adults
WAISC- Children
WPPSI- infants |
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| Domains of General Cognitive Ability |
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VCI- verbal comprehension index (acquired verbal knowledge)
PRI- perceptual reasoning index (problem solving)
WMI- working memory index (how long you can hold things within your memory and then use them)
PSI- processing speed index (how fast you can do these tasks) |
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Six different steps
1- Input perception- are they actually receving the information
2- Attention Concentration and Memory
3- Language Skills
4- Visuospatial Skills
5- Concept Formation, Reasoning and Logical Analysis
6- Output/Motor Skill |
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| 100 item survey given to parents in which they answer. Children fall into different domains |
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| Determining what level of functioning the brain was at before damage occurred. Vocabulary is used to determined this (usually) |
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| Increase in gray matter for people who learned how to juggle. Decrease in it after they stopped. |
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