Transcript Central Nervous system - UPM EduTrain Interactive Learning

FEM 4100
Brain & Human
Behavior
Dr Tan Jo-Pei
Tel: 03-89467132
E-mail: [email protected]
Office hour: Tues (5-6pm) Wed (35pm)
Course Description
This course emphasizes on the
detailed analysis of the brain and
how it influences human behavior.
It discusses the (1) neuron
structure, (2) brain anatomy and
its functions, (3) communication
within the brain and across the
nervous system as well as (4)
brain damage and recovery.
TOPICS INCLUDED FOR THE
COURSE (1/2)
1. Introduction
2. The Anatomy Of The Brain
3. Impulse Conduction
4. Brain Development
5. Perception: Mechanism,
Awareness & Attention
TOPICS (2/2)
6. The Sensorimotor System
7. Circadian Rhythms, Sleep &
Dreams
8. Language, Cognition &
Intelligence
9. Memory Storage & Information
10.Processing Psychological
Disorders
Topics by week
Unit Topic
Week
1
Introduction to the Brain and Human Behaviour
1
2
Anatomy of the Brain
2
3
Impulse Conduction
3-4
4
Brain Development
5
5
Perception: Mechanism, Awareness & Attention
6-7
6
Sensorimotor System
8-9
7
Circadian Rhythms, Sleep & Dreams
10
8
Brain, Language Acquisition & Intelligence
11
9
Memory and Information Storage
12-13
10
Processing Psychological disorder: Brain Damage 14
and Rehabilitation
**Course Objectives
At the end of the course students
can:
Describe brain anatomy and its
functions;
Describe the development of the
nervous system;
Explain the relationship between the
nervous system and human behavior
under normal and stressful
conditions.
Discuss brain damage, plasticity and
rehabilitation
Evaluation Criteria and
Procedures
 Test 1 (20%)
 Test 2 (25%)
 Final Exam (40%)
 Assignments (Student Centred
Learning) (15%)
Evaluation Criteria and
Procedures
 Test 1 (week 6)
Total marks: 20%
Topics 1 – 2
Consists of 16 multiple choice questions
and 3 short answer questions (choose 3
from 5 questions)
Evaluation Criteria and
Procedures
 Test 2 (week 10)
Total marks: 25%
Topics 1 – 4
Consists of 16 multiple choice questions
and 3 short answer questions (choose 3
from 5 questions)
Final Exam
 Total marks: 40%
 All topics
 Consists of 6 short answer questions
(choose 6 from 8 questions) (30%) and 1
long question (choose 1 from 2 questions)
(10%)
Assignments (SCL) – 15%
 Question1: How does the brain compare
to computer? Identify and describe 5
differences and similarities.
 Question 2: How can we optimise the
brain potential?
 Question 3: How do we murder a neuron?
Assignment Outline/Guideline
For each question, you need to do the following:
1.0 Introduction (1/2 - 1 pg)
Introduce your topic – what are the concepts in your
question?
2.0 Content (1-2 page)
Presentation and discussion of your answer
3.0 Summary (1/2 -1 pg)
Summarise and draw a conclusion
Bibliography
REMINDER!
DUE: Week 6 (28th March 2014, Friday)
The assignment must be typed:
•Using Times New Roman
•Font size 12
•Double Spacing on A4 paper
•Written according to the format of the American
Psychological Association (APA)
**MARKS WILL BE DEDUCTED FOR LATE ASSIGNMENT
REFERENCE Texts
Carlson, Neil (2007). Physiology
Of Behavior With Neuroscience
Animations And Student Study
Guide (9th edition). Boston,
MA: Pearson Education. RM110
Pinel, John (2008). Biopsychology
(7th edition). Boston, MA:
Pearson Education. RM99
Unit 1: Introduction to the Brain
and Human Behaviour
 AIM: Explain the brain as a source of control and
behaviour
 Brain and behavior are two of the most interesting
subjects in science; biopsychology focuses on
brain/behavior relationships.
 Psychology is a study of human behaviour.
 While, Biopsychologists study how the brain and the rest
of the nervous system determine what we perceive, feel,
think, say, and do.
 Evolution is “A gradual change in the structure and
physiology of plant and animal species as a result of
natural selection”. – Human tend to have a large brain
and more neuron compared to any other animals.
KEY QUESTIONS:
What is biopsychology?
What are the four main themes of
biopsyhology?
How Do Biopsychologists Work Together?
How Biopsychologists Study the
Unobservable?
What is consciousness and split brains?
What is the role of natural selection in the
evolution of behavioral traits?
Unit 2: Anatomy of the Brain
AIMS:
 Explain the brain structure
Two parts of a nervous system
 Central Nervous System (CNS)
 Brain (in the skull)
 Spinal Cord (in the spine)
 Peripheral Nervous System (PNS)
 Located outside of the skull and spine
 Connects the central nervous system to all other
parts of the body
 Serves to bring information into the CNS and
carry signals out of the CNS
 Neuron structure
 Neurons: These are the fundamental functional units of
the nervous system; cells that are specialized for the
reception, conduction, and transmission of
electrochemical signals.
 Spinal Cord
 The cord of nervous tissue that extends caudally from the
medulla, the base of the brain through the neck and spinal
column, that transmits messages between the brain and the
peripheral nervous system
 Protected by bone and spinal fluid.
 Central Nervous system
 Comprised of Brain and spinal cord
Keys questions:
What are the 5 division of the brain and
what are their unique functions?
What comprise of the limbic system and
what is its main function?
Identify the 8 parts of a neuron.
What are the two subdivision in the
Peripheral Nervous System (PNS)?
Why is Peripheral Nervous System (PNS)
so important human nervous system?
Unit 3: Impulses conduction
Aim:
Describe synapse between neurons, neurotransmitters & human behaviour
Describe chemical activity between neurons, Neurotransmitters & human
behaviour
Impulses conduction refers to sending and receiving messages.
To learn how information is sent from the dendrites and soma of a neuron
to its terminals, researchers study a neuron’s membrane potential (the
difference in electrical charge between the inside and the outside of the
neuron).
Neuron
There are two main types of neurotransmitters: small-molecule
transmitters, synthesized in the cytoplasm and packed into vesicles by the
Golgi complex; and large-molecule transmitters, synthesized in the
soma by ribosomes and then moved down to the terminals by
microtubules.
There are three general types of neurons
1. Sensory neuron
 A neuron that detects changes in the external or
internal environment and sends information about
these changes to the central nervous system.
2. Motor neuron
 A neuron located within the central nervous system
that controls the contraction of a muscle or the
secretion of a gland.
3. Interneuron
 A neuron located entirely within the central nervous system.
 Interneurons carry information between neurons in the brain and
between neurons in the spinal cord
Neurotransmitter
 Chemical messengers that relay neural messages across the
synapse
 A chemical that is released into the synaptic cleft from a
terminal button (axon) of a sending neuron, crosses a synapse,
and binds to appropriate receptor sites on the dendrites or cell
body of a receiving neuron, influencing the cell either to fire or
not to fire;
FIGURE 4.8 The anatomy of the typical
synapse.
Copyright © 2011 Pearson Education, Inc. All rights reserved.
Key Questions:
 What is the function of membrane potential?
 What are the Four Factors Determine the Ionic
Distribution that Underlies the Resting Potential?
 How do you classify neurons? What are the basic
structure of a neuron?
 What is the relationship between neurotransmitter and
receptors?
 What types and how drugs influence synaptic activity?
 How does the communication within a neuron works?
Unit 4: Brain Development
Aim:
Understand the development of the nervous system
(from fertilised egg to you)
Prefrontal cortex plays a role in working memory,
planning and carrying out sequences of actions, and
inhibiting inappropriate responses
Principles of sensory system organisation
Brain development before and after birth
Unit 4: Brain Development
Stimulus and brain development
Synaptogenesis: Formation of new synapses - Neurons
that are stimulated by input from the surrounding
environment continue to establish new synapses.
 Depends on the presence of glial cells – especially
astrocytes
 High levels of cholesterol are needed – supplied by
astrocytes
 Chemical signal exchange between pre and
postsynaptic neurons is needed
 A variety of signals act on developing neurons
Neurons seldom stimulated soon lose their synapses, a
process called synaptic pruning.
Unit 4: Brain Development
Effects of experience on brain development
 Neurons and synapses that are not activated by experience
usually do not survive – use it or lose it.
 When a baby is born he has billions of brain cells, and that
many of these brain cells are not connected. "They only get
connected through experience, says Carson, "so when you talk
to your baby, cuddle it, and handle it, these experiences will
start to make connections. If they have a variety of experiences
and positive ones, then they have many more options as they
grown older."
 Unfortunately, lack of proper stimulation has the opposite effect
says Carson. "If they have negative experiences, if they are
abused or neglected or left in front of a TV and get no
stimulation, then their brains can actually be smaller then other
children their own age."
 Relate early experience to how nature and nurture interact to
modify the early development, maintenance, and reorganization
of neural circuits discussed previously
Key Questions:
How are neurons being stimulated?
What are glials cells and its function?
What are the Effects of Experience on
Topographic Sensory Cortex Maps?
What are the Mechanisms by Which
Experience Might Influence
Neurodevelopment?
What is neuroplasticity in relations to
brain development?
What is Austism and Down Syndrome?
 Thank you