Download False - UPM EduTrain Interactive Learning

DR. ZANARIAH ISMAIL
Tel: 03-8946783/0122099701
E-mail: [email protected]
 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.
Introduction
The
Anatomy Of The Brain
Impulse Conduction
Brain Development
Perception: Mechanism, Awareness
& Attention
The
Sensorimotor System
Circadian Rhythms, Sleep & Dreams
Language, Cognition & Intelligence
Memory Storage & Information
Processing Psychological Disorders
 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
TASK
 ASSESSMENT 1 (Test)
 ASSESSMENT 2 (Quiz)
 ASSESSMENT 3 (Project)
 FINAL EXAM
 TOTAL
%
20
10
30
40
100

Test 1 (week 5/6)
 Total marks: 20%
 Topics 1 – 2
 Consists of 16 multiple choice questions (8%)
and 3 short answer questions (choose 3 from 5
questions) (12%)

Test 2 (week 10)
 Total marks: 20%
 Topics 1 – 4
 Consists of 16 multiple choice questions (8%)
and 3 short answer questions (choose 3 from 5
questions) (12%)
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%)

 Carlson,
Neil (2007). Physiology Of
Behavior With Neuroscience
Animations And Student Study Guide
(9th edition). Boston, MA: Pearson
Education. RM99
 Pinel, John (2008). Biopsychology
(7th edition). Boston, MA: Pearson
Education. RM89
Do
we use only 10% of our
brains?
False: There is no scientific
evidence to suggest that we use
only 10% of our brains.
The
10% statement may have been
started with a misquote of Albert
Einstein or the misinterpretation of the
work of Pierre Flourens in the 1800s.
It may have been William James who
wrote in 1908: "We are making use of
only a small part of our possible mental
and physical resources" (from The
Energies of Men, p. 12).
 Perhaps
it was the work of Karl Lashley in
the 1920s and 1930s that started it. Lashley
removed large areas of the cerebral cortex in
rats and found that these animals could still
relearn specific tasks.
 We now know that destruction of even small
areas of the human brain can have
devastating effects on behavior.
 That is one reason why neurosurgeons must
carefully map the brain before removing
brain tissue during operations for epilepsy or
brain tumors: they want to make sure that
essential areas of the brain are not
damaged.
 Somehow,
somewhere, someone started this
myth and the popular media keep on
repeating this false statement. Soon, everyone
believes the statement regardless of the
evidence. I have not been able to track down
the exact source of this myth, and I have
never seen any scientific data to support it.
 According
to the believers of this myth, if we
used more of our brain, then we could perform
super memory feats and have other fantastic
mental abilities - maybe we could even move
objects with a single thought. Again, I do not
know of any data that would support any of
this.
data were used to come up
with the number - 10%?
 Does this mean that you would be
just fine if 90% of your brain was
removed?
 If the average human brain
weighs 1,400 grams (about 3 lb)
and 90% of it was removed, that
would leave 140 grams (about 0.3
lb) of brain tissue.
 That's about the size of a sheep's
brain.
 What
 It
is well known that damage to a relatively
small area of the brain, such as that caused
by a stroke, may cause devastating
disabilities.
 Certain neurological disorders, such as
Parkinson's Disease, also affect only specific
areas of the brain.
 The damage caused by these conditions is
far less than damage to 90% of the brain.
 Perhaps
when people use the ‘10% brain’
statement, they mean that only one out of
every ten nerve cells is essential or used at
any one time?
 How would such a measurement be made?
 Even if neurons are not firing action
potentials, they may still be receiving signals
from other neurons.
Your
brain makes a painkiller
similar to heroin
True: Naturally produced chemicals
called endorphins (body natural
pain killers) are closely related to
heroin
Is
Laughter the Best Medicine?
True: It may be a good way for people to relax
because muscle tension is reduced after
laughing.
• There are some cases when a good deep laugh
may help people with respiratory problems by
clearing mucus and aiding ventilation.
• Perhaps laughing can also help cardiac
patients by giving the heart a bit of a workout.
• Some hospitals even have their own "Humor
Rooms," "Comedy Carts," and clown kids in
attempts to speed a patient's recovery and
boost morale.
False: However, laughter is NOT
ALWAYS good medicine.
• There are a few cases when laughing
actually CAUSED a heart attack or a
stroke.
• Also, immediately after abdominal
surgery, people should not laugh too
hard because they could tear out their
stitches accidentally.
• Care should also be used in patients
with broken ribs. So, try not to be too
funny around these people.
• Research has shown that parts of the limbic system
are involved in laughter.
• The limbic system is a primitive part of the brain that
is involved in emotions and helps us with basic
functions necessary for survival.
• Two structures in the limbic system have been shown
to play a role in laughter: the amaydala and the
hippocampus.
• Humans may be "tuned" for laughter much in the
same way that songbirds are "tuned" for song -especially their own specific family song. (While
birdsong of one species may sound the same to you
and me, there are subtle differences among the birds'
songs.)
• Certain nerve cells in the songbird's brain "fire" in
response to hearing his song.
• Perhaps humans have specialized nerve cells that
respond to laughter.
• After all, laughter is a specialized vocalization, and we
are "tuned" to respond to vocalizations with language.
• We use our brain for many things.
• Laughter is yet another part of human behavior that
the brain regulates.
• It helps us clarify our intentions and provides an
emotional context to our conversations.
• Laughter, then, is used as a signal for being part of a
group--it signals acceptance and positive interactions.
• It clues the listener in to the emotional tone of the
conversation and the speaker's intentions.
• This may be one reason it is more difficult to interpret
the meaning of an e-mail or letter-- emotional clues
about the sender's tone are missing.
Did You Know?
 Laughter
is contagious.
 Since 1950, TV has exploited this by adding
"laugh tracks" to sitcoms.
 People laugh more readily upon hearing
others laugh.
 When you hear others laugh, you actually
think the TV show is more humorous.
 Babies start to laugh at about 4 months of
age.
 Babies who are born blind and deaf can
laugh, so the ability to see or hear is not
required for laughter.
True or False?
Many
things that happen to us leave
no record in memory.
True: Most of the information around
us never reaches memory, and what
does reach memory often gets
distorted.
True or False?
You
are born with all the brain
cells you will ever have
False: Recent research shows that
some parts of the brain continue
producing new cells throughout life.
For example, through learning new
tasks.
The Brain vs. The Computer
How
does the brain compare to
the computer??
• Some people say that the computer is
better than the brain; some people say
that the brain is better than the computer.
• Perhaps, it is best to say that the brain is
better at doing some jobs and the
computer is better at doing other jobs.
 Similarity
Both use electrical signals.
 Difference The brain uses chemicals to
transmit information; the computer uses
electricity.
 Even though electrical signals travel at
high speeds in the nervous system, they
travel even faster through the wires in a
computer.
 Similarity Both transmit information.
 Difference A computer uses switches that
are
either on or off ("binary"). In a way, neurons in
the brain are either on or off by either firing an
action potential or not firing an action potential.
 However, neurons are more than just on or off
because the "excitability" of a neuron is always
changing. This is because a neuron is constantly
getting information from other cells through
synaptic contacts. Information traveling across a
synapse does NOT always result in a action
potential. Rather, this information alters the
chance that an action potential will be produced
by raising or lowering the threshold of the
neuron.
 Similarity
Both have a memory that can
grow.
 Difference Computer memory grows by
adding computer chips. Memories in the
brain grow by stronger synaptic
connections.
 Similarity
Both can adapt and learn.
 Difference It is much easier and faster for the
brain to learn new things. Yet, the computer
can do many complex tasks at the same time
("multitasking") that are difficult for the
brain. For example, try counting backwards
and multiplying 2 numbers at the same time.
 However, the brain also does some
multitasking using the autonomic nervous
system. For example, the brain controls
breathing, heart rate and blood pressure at
the same time it performs a mental task.
 Similarity Both need energy.
 Difference The brain needs nutrients like oxygen
and sugar for power; the computer needs electricity
to keep working.
 Similarity Both can be damaged.
 Difference It is easier to fix a computer - just get
new parts. There are no new or used parts for the
brain. However, some work is being done with
transplantation of nerve cells for certain neurological
disorders such as Parkinson's disease. Both a computer
and a brain can get "sick" - a computer can get a
"virus" and there are many diseases that affect the
brain. The brain has "built-in back up systems" in
some cases. If one pathway in the brain is damaged,
there is often another pathway that will take over
this function of the damaged pathway.
True or False?
Both center patches are the same shade of
gray
True: The patch on the right appeared
darker due to perceptual contrast with its
background
True or False?
Intelligence
is a purely genetic
trait that does not change
throughout a person’s life
False: Intelligence is the result of both
heredity and environment (Nature vs
Nurture), and may change
throughout your life
True or False?
Repeated
exposure to the same
face leads us to like it less
False: Familiar people (and their
faces) are generally liked more than
less familiar people
Why
study the brain?
History of brain study
Disciplines of neuroscience
(study of the brain)
Clinical implications