Chat with us, powered by LiveChat Psychology 1: Video 3: The Responsive Brain (In: videorespbrain.ws) 1. Key terms: Reciprocal, Feed-forward, Feed-back, Behavior, Modify, physical and psychological stress, learning, maze, Enrichment and deprivation, Plasticity, Perception. From the behavi | Coms Paper
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Psychology 1: Video 3: The Responsive Brain (In: videorespbrain.ws) 1. Key terms: Reciprocal, Feed-forward, Feed-back, Behavior, Modify, physical and psychological stress, learning, maze, Enrichment and deprivation, Plasticity, Perception. From the behaving brain video: please remember learn, scopalomine, physiostingmine, acetylocholine, dendrite, soma, axon, transmitter, and the descriptions of how brain Anatomical structures contain INHERENT behaviors). Those structures common to both videos include brain stem, hippocampus, amygdale and cortex.Novel terms and definitionsPlease take notes in margin where needed: 2. Overview:a. Brain executes behavior (feed-forwara) that modifies brain structure andthe effort and efficiency to execute future behaviors (feed-back). b. Internal modification of behavior: relationship to memory and the concept of Apriori origin of behavior.C. The relationship between the Storage of the consequences of actions on the execution of future acts and development of behavior and mental processes.The role that the Concept of error correction has on energy expended during performance of behavior.e. Selective advantage that these items might provide.The relationship these items have with natural selection and ability to survive and reproduce.g. Please attend to the micro-macro, physical-psychological organization of the examples in the video.3. Examples illustrating the above topics. Please note that the types of observation included naturalistic and laboratory setting, and initial state and manipulated states were described.a. Field (Miami U): Premature babies in Intensive Care Unit. Hypothesis: Physical Touch stimulation adjusts neural growth and future cognitive development. Independent variable: infants that do and do not receive massage: Dependent variable: brain weight, alertness, cognitive abilfty. Finding: Massage increased brain activity to 8 months after end of experiment.b. Shandberg: Rats. Hypothesis: If Mother’s physical touch adjusts neural growth and future cognitive development then. Independent variable: rats that do receive mothers touch and rats that receive artificial physical touch when deprived of mother; Dependent variable: brain weight, alertness, cognitive ability. Finding: Mothers touch increased brain activity beyond duration of experiment.Name:
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Psychology 1: Video 3: The Responsive Brain (In: videorespbrain.ws)
1. Key terms: Reciprocal, Feed-forward, Feed-back, Behavior, Modify, physical and
psychological stress, learning, maze, Enrichment and deprivation, Plasticity,
Perception. From the behaving brain video: please remember learn,
scopalomine, physiostingmine, acetylocholine, dendrite, soma, axon, transmitter,
and the descriptions of how brain Anatomical structures contain INHERENT
behaviors). Those structures common to both videos include brain stem,
hippocampus, amygdale and cortex.
Novel terms and definitions
Please take notes in margin where needed:
2. Overview:
a. Brain executes behavior (feed-forward) that modifies brain structure and
the effort and efficiency to execute future behaviors (feed-back).
b. Internal modification of behavior: relationship to memory and the
concept of Apriori origin of behavior.
C. The relationship between the Storage of the consequences of actions on
the execution of future acts and development of behavior and mental
processes.
d. The role that the Concept of error correction has on energy expended
during performance of behavior.
e. Selective advantage that these items might provide.
f. The relationship these items have with natural selection and ability to
survive and reproduce.
g. Please attend to the micro-macro, physical-psychological organization of
the examples in the video.
3.
Examples illustrating the above topics. Please note that the types of observation
included naturalistic and laboratory setting, and initial state and manipulated
states were described.
a. Field (Miami U): Premature babies in Intensive Care Unit. Hypothesis:
Physical Touch stimulation adjusts neural growth and future cognitive
development. Independent variable: infants that do and do not receive
massage; Dependent variable: brain weight, alertness, cognitive ability.
Finding: Massage increased brain activity to 8 months after end of
experiment
b. Shandberg: Rats. Hypothesis: If Mother’s physical touch adjusts neural
growth and future cognitive development then
Independent
variable: rats that do receive mothers touch and rats that receive artificial
physical touch when deprived of mother; Dependent variable: brain
weight, alertness, cognitive ability. Finding: Mothers touch increased brain
activity beyond duration of experiment.
1
C. Bowlby Spitz study: Human children. Hypothesis: If Psychological
deprivation alters human physiological growth and development, then
Finding from observing unique population of children suggests
Psychological states alter physiological bio-chemical processes and can
be modified by psychological assessment (subjective) of enrichment and
deprivation. This study is a seminal contribution to ideas in developmental
psychology concerning nature and nurture and the role of experience on
development.
d. Rosenzwieg and Diamond (Berkley) study: Rats. Hypothesis: If Experience
altders brain structure in rats, then
Cortical thickness, dendritic
spines, and concentration of neurotransmitter increased in Rats housed in
an enriched setting and decreased in an impoverished setting. Therefore
enrichment and deprivation modifies the physical brain beyond the
duration of the experiment.
e. Meany (McGill): Rats. Hypothesis: If increased stimulation modifies brain so
it is more able to adapt to future stressors, then
Glucocorticosteroids concentrations, Heart-rate, and time during tasks
involving hippocampus (Conserved across species) that indicate stress did
not increase in older rats that had been held when young but did in
those rats that were deprived of touch when they were young. Therefore,
prior experience involving hippocampus was suggested to improve
coping in aged rats, and to impede coping and kill tissue in deprived rats.
f.
Fernald (Stanford) NeuroEthology: (definition in notes). Fish. Hypothesis: If
perception of stress alters genetic expression of peptides involved with
physiological and hormonal expression of behavior, then
Male
hormonal response to intrusion into social (territorial) environment by a
new male increased Hippocampal activity (conserved across species)
and pituitary output of hormones related to the original male’s
dominance.
g. Sopolsky (Stanford): Baboons. Extended Fernald’s finding to include social
rank of baboon. Found that predictability of the stressor and control over
self, others, and stressor adjusted stress, and discussed variations in style of
coping.
List vocabulary you thought was relevant to understanding the video. Define these terms.
List the main topics discussed in this video as they occur:
2
List topics that support these main topics as they occur:
Please list five items you found interesting in this video:
Please list examples of Independent variables observed in the video:
Please list examples of dependent variables observed in the video:
Please describe intervening events that occurrence of the dependent variables infer
engagement of by that independent variable:
In the space provided: Using Information from the videos the “behaving” and the
“responsive” brain, please draw a detailed picture of all the parts of the neuron and
brain that participate in receiving and responding to stimuli.
3

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