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PSYC 001 (15)
Greg Feist (13)
Chapter 3

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Department
Psychology
Course
PSYC 001
Professor
Greg Feist
Semester
Fall

Description
Experimental designs: the search for causal explanations Independent variable (IV) – · an attribute that is manipulated by the experimenter while other aspects of the study are held constant · Drug Y dependent variable · The outcome, response or attribute that changesas a consequence of variation in the independent variable · Anxiety Experimental study examples: Does independent variable cause the dependent variable? Does X cause Y? What’s the most suitable method? The problem with experimental study - The control you get and gain may lose validity in the real world What do you do once you have the data? Organize and summarize it.Averages and variability (24 vs 25. They’re 2 means, but are they significantly different?) Use statistics and probability to rule out the findings were due to chance. Validity and reliability: Psychometrics · Reliability (Consistency) – dismiss unreliable measures – i.e. drastic, unrealistic changes between measurements · Are we truly measuring what we claim to be measuring? · Is the SAT a measure of IQ or something else? · Intelligence versus learning versus creativity Chapter 3: Evolution and Genes How did we get here? Principles of evolution · All living structures and form chance (usually but not always gradually) over long periods of time. · Evolution is “change over time in the frequency with which particular genes occur within a breeding species” · Genetic changes create new structures · New structures create new species · When does enough change validate a new species? · It’s a species when breeding between two “different” ones do not create viable offspring. · We’re most closely related to apes, not chimps! Chimps are the other offshoot. Evolution of brain regions · Hindbrain (”reptilian”) · Midbrain (“mammalian”) Fishes have midbrain too, we have hindbrains too. ● forebrain (cortex) (“human”) - most of the action happens - only 1/5 inch thick Our bumps and grooves allow for more complex thought. i.e. rats have fairly smooth brains. We all have the saem architecture however. Hominid Brain Evolution - all these species have opposable thumbs, and bipedal abilities. ● Australopithecus (different genus) ● Homo habilis ● Homo erectus ● homo Neanderthalensis ● homo sapiens sapiens Those last 3 existed within the same chronological vicinity of one another. 150k-200k years Besides the brain, our jaw sizes are changing - since we’re cooking meat.Afew structural differences Overview of Genetics ● genes build every structure in the body, including the brain and neurochemicals. ● Genes do not directly influence behavior. No big, massive behaviors are influenced. ● Abehavior (e.g. introversion, intelligence, aggression) is never the result of SINGLE genes, but rather MULTLIPLE ones (often hundreds) Structure of DNA: ● Human body contains 100 trillion cells ● Nucleus inside each human cell 9 except red blood cells.) ● Each nucleus contains 46 chromosomes arranged in 23 pairs. ● one chromosome of every pair is from each parent ● The chromosome are filled with tightly coiled strands of DNa ● Genes are segments of DNA(Nucleopeptides - GC & TA) that contain instructions to make proteins - the building blocks of life Single-Gene Transmission ● Discrete number of categories.Any trait from any category is the result of a single gene ● Qualitative; Mendelian; not much variability ● i.e. Eye and hair color Polygenic transmissions ● Dozens of (maybe a hundred of more) genes ● qualitative and on a continuum ● Great Variability ● Weight height, all psychological traits ● i.e. No single “gene” for any behavior/trait Genetic principles · Indirect effect of genes on behavior. No such thing as direct! · Genes -> Proteins -> Physiological Systems -> behavior Beyond nature and nurture: Epigenetics · Genetic influence is not “set in stone” at birth. · Among other things, what we eat, drink, and do affects when, where, and how genes get turned on or off. · This is known as epigenetics (above or beyond genetic) – Your body changes · Gene expression can be changed by a “second genome”, the epigene. They can come in the forms of methyl(groups of hydrogen and oxygen) groups. Epigene is like the software, whereas the genetics are the hardware. ● Epigenomes can be altered with tags and epigenetic therapy. ● What we eat, drink and experience can tag our genome and turn on or off genes ● The genome we are born with is flexible and open to change. (Via epigenetics) The epigenome changes with age, which explains why two identical twins will age somewhat differently and hwy one may get cancer or schizophrenia and the other not. Logic of twin adoption studies ● Degree of genetic similarity (nature) ● -MZ(Monozygotic - one egg) twins - 100% ● DZ(Diazygotic - two eggs, two sperm) - 50% ● Grandparents/grandchildren, aunts, uncles, nieces, nephews - 25% ● Degree of environmental similarity (nurture) i.e.Adoptions ● Being raised together:Alot ● apart: Little If genetics play little/no role: ● similar traits regardless of genetic relationship ● similarity increases with reared together if Environment plays little/no role: ● similar traits regardless of similarity of environment ● Similarity increases with increase in genetic similarity. Twin adoption studies explains genetics The brain Cells as building blocks ● Two types of cells in CNS ○ Glial Cells: “Glue” cells of Myelin sheath ■ facilitate neural transmission (like insulation) ■ Neurons: Nerve cells; receive, integrate, and transmit neurons Sensory & motor (moving your body) neurons ● Efferent - away (Sensory neurons) ● Afferent - coming in (Motor neurons) Sensory receptors in skin goes through affluent -> interneuron -> section of spinal cord -> efferent -> bicep muscles - muscle contracts Right motor cortex controls right side of body Structure of Neurons ● soma - nucleus ● Axon - Myelin sheath ● dendrites ● Synapse - Terminal button Neural communication: Overview of the action potential: Resting potential Action potential Refractory period we forget to learn more Frontal lobes go crazy when you first start to learn. you become an expert when they stop working a lot during activity. Resting potential of a neuron ● inactive resting state ● More negative charge inside membrane ○ Due mostly to negatively charged proteins. (A-) ● More positive charge outside membrane ○ 10x more sodium (Na+) outside than inside membrane ● Resting state of a neuronal membrane: negative charge inside; positive charge outside (polarized) ● Changes from other neurons accumulate in the neuron ● once charge become sufficiently positive (reaches threshold; depolarization), they change the permeability of the membrane, and anA.P. occurs as an all-or-none response Action Potential Over time 1. Resting: all channels closed 2. A.P.(Action Potential): sodium channels open (depolarization) 3. Novocane shut these sodium channels and thereby blocks action potential (numbing area) Return to resting state: potassium channels open (repolarization) 4. Refractory period - return to resting potential Neurotransmission: Every neuron communicates in this way: ● Synaptic Vesicles - Axom sent down, creating impact, jumpstarts action potential. Sent down this into presynaptic neuron ○ Tiny sacs in the terminal buttons that contain neurotransmitters. ● Presynaptic neuron ● Action potential stimulates the chemicals into the terminal button. ● Postsynaptic neuron - Underneath the terminal button ● Channels receive neurotransmitters from postsynaptic neuron. ● Reuptake =
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