PSYC 160 Lecture Notes - Chinese Philosophy, Western Philosophy, Prenatal Development

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lrobinn

10 Apr 2023

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Process: harmonization leading to balance on issues in life. Life-long - prenatal development > dying and death. Infancy, childhood (early and middle), adolescence, adulthood (early, middle, late) Normative age-graded: similar with people within a speci c age group. Nonnormative life events: personal experiences that e ect the thinking of oneself or life. Gain thought task and then loses pro ciency and then regains. Process orientation - systematic change across the lifespan. Biological - systematic change in the skeletal system. Cognitive - systematic change in patterns and processes of thinking. Socioemotional - systematic change in mood and interpersonal relationships. We can integrate relative concepts with eastern and western philosophy. These categories are independent and don"t incorporate integrated themes. Recognizing consistent patterns of feelings, thinking, and behavior. Interaction among the physical, cognitive, and emotional state (patterns of behavior) Process - change occurs through systematic processes. Cohort: a group of people born at around the same time in the same place.

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Procedural details:

The continuous EEG of thirteen unique participants were recorded over 12 experimental sessions. One participant took part twice. All participants natively spoke a language that made the [tha] versus [da] distinction.
Stimuli were natural productions of [tha] and [da]. Stimuli were produced by a native female speaker of North American English.
There was only one experimental block. The aspirated [tha] was the repeated standard and unaspirated [da] was the infrequent deviant.
Data from Fp1, Fp2, Cz and Fz were recorded.
Two mastoid channels were recorded and linked in post-processing to create an average mastoid reference.
The participants heard 60 repetitions of the deviant [da] and approximately 420 repetitions of the standard [tha]. This was a ratio of approximately seven standards for every deviant that was presented to the participant.
Offline, the data was epoched, with 100 ms before the presentation of the stimulus and 800 ms after the presentation of the stimulus.

Questions:

Consult EEG and speech processing. What kind of experimental design is this? How do you know?
Given the Procedural details above and course content, provide specific predictions for what you expect? Assume that the participants can contrast [tha] and [da].

Do you predict there to be differences?
If so, at what time points?
Which response do you anticipate to be more negative?
What is the unit of Time measurement on the x-axis in a plot based on the experiment?

Now imagine that the participants were speakers of a language that did not contrast [tha] and [da], e.g., Spanish or Russian. State explicitly your predictions along the same lines as the answer to Question 2.
According to the experiment/procedures, which predictions are met? Be specific. Make particular reference to the imaginary plot and identify any parts of the ERP responses that might be different between the two conditions.

Is this in the time window that you expect?
Is it in the appropriate direction? That is, is the response that is expected to be more positive, indeed more positive and the response that is expected to be more negative, indeed more negative? Also, did you expect to observe a more pronounced peak to the standard or to the deviant?

1. Can you conclude that the particular design is tapping into phonetic or phonological representations? Make specific reference to the potential levels of sound representations (e.g., acoustic, phonetic, phonological). Explain why you can or cannot conclude that this design taps into a specific level of representation.

Use references:

Kazanina, N., Phillips, C., & Idsardi, W. (2006). The influence of meaning on the perception of speech sounds. Proceedings of the National Academy of Sciences, 103(30), 11381-11386.
Phillips, et al. (2000). Auditory cortex accesses phonological categories: an MEG mismatch study. Journal of Cognitive Neuroscience, 12(6), 1038-1055.

astray

6.1 Hyaline, elastic, and fibrocartilage help form the skeleton

Describe the functional properties [and locations] of the three types of cartilage tissue. 2 pts*

a. Hyaline cartilages: functional properties & locations

b. Elastic cartilages: functional properties & locations

c. Fibrocartilages: functional properties & locations

Locate the major cartilages of the adult skeleton. No response needed.
Explain how cartilage grows. 1 pt

6.2 Bones perform several important functions

List and describe seven important functions of bones. 2 pts

a. Function #1: describe

b. Function #2: describe

Etc.

6.3 Bones are classified by their location and shape

Name the major regions of the skeleton and describe their relative functions. No response needed.
Compare and contrast the structure of the four bone classes and provide examples of each class. 2 pts

a. Class #1: structure and examples

b. Class #2: structure and examples

Etc.

6.4 The gross structure of all bones consists of compact bone sandwiching spongy bone

Describe the gross anatomy of a typical flat bone and a long bone. No response needed for this first part. Indicate the locations & functions of red & yellow marrow, articular cartilage, periosteum and endosteum. 3 pts

a. Red marrow: location and function

b. Yellow marrow: location and function

c. Articular cartilage: location and function

d. Periosteum: location and function

e. Endosteum: location and functions

Indicate the functional importance of bone markings. 1 pt
Describe the histology of compact and spongy bone. 2 pts

a. Histology of compact bone (Hint: osteons)

b. Histology of spongy bone (Hint: trabeculae)

Discuss the chemical composition of bone and the advantages conferred by the organic and inorganic components. 2 pts

a. Organic components and advantages

b. Inorganic components and advantages

6.5 Bones develop either by intramembranous or endochondral ossification

Compare and contrast intramembranous ossification and endochondral ossification. 1 pt (Hint: do NOT outline individual steps. Look at the overall processes.)
Describe the process of long bone growth that occurs at the epiphyseal plates. 1 pt

6.6 Bone remodeling involves bone deposit and removal

Compare the locations and remodeling functions of the osteoblasts, osteocytes, and osteoclasts. 1 pt

a. Osteoblasts: location and remodeling function

b. Osteocytes: location and remodeling function

c. Osteoclasts: location and remodeling function

Explain how hormones and physical [mechanical] stress regulate bone remodeling. 2 pts

a. Hormones: explain how hormones regulate remodeling

b. Physical [mechanical] stress: explain how stress regulates remodeling

6.7 Bone repair involves hematoma and callus formation, and remodeling

Describe the steps of fracture repair. 1 pt

a. Step #1: describe

b. Step #2: describe

Etc.

6.8 Bone disorders result from abnormal bone deposition and resorption

Contrast the disorders of bone remodeling seen in osteomalacia, osteoporosis, and Paget’s disease. 1.5 pts a. Osteomalacia: contrast with other 2 disorders

b. Osteoporosis: contrast with other 2 disorders

c. Paget’s disease: contrast with other 2 disorders

Developmental Aspects of Bones: Timing of Events

Describe the timing and cause of changes in bone architecture and bone mass throughout life. 1.5 pts

SYSTEM CONNECTIONS: Homeostatic Interrelationships between the Skeletal System and Other Body Systems, p. 195

Choose TWO other body systems and state their interrelationship with the skeletal system 1 pt

System #1: interrelationship with skeletal system
System #2: interrelationship with skeletal system

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PSYC 160 Lecture Notes - Chinese Philosophy, Western Philosophy, Prenatal Development

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