compiled sctl 1 m18

8/6/2019 Compiled Sctl 1 m18

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SCTL ONE :

HUMAN AND BEHAVIOURHUMAN AND BEHAVIOURby

GROUP M18

SCTL ONE :

HUMAN AND BEHAVIOURHUMAN AND BEHAVIOURby

GROUP M18

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Learning objectivesAt the end of this lesson students should be able to

- describe the Nervous System and

behaviour.

- define and describe the of Behavioural

Genetics studies.

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Activity 1: Nervous System

1.1 Briefly describe (through figures,

diagrams or table) the major parts of thebrain and their basic functions which are

associated with behaviour.

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Hindbrain and the associatedcomponents

(i.e.: medulla, pons, cerebellum, and

reticular formation).

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Medulla:

- This structure is the caudal-most part of the brain stem,

between the pons and spinal cord.

- Location:

The medulla oblongata is the lower portion of the brainstem.

It is inferior to the pons and anterior to the cerebellum.

- Function:

Controls Autonomic Functions.

Relays Nerve Signals Between the Brain and Spinal Cord.

It is responsible for maintaining vital body functions, such as

breathing and heart rate.

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Pons:

- Part of the metencephalon in the hindbrain.

- Location:

The pons is the portion of the brainstem that is superior to the

medulla oblongata.

- Function: Arousal

Assists in Controlling Autonomic Functions

Relays Sensory Information Between the Cerebrum and Cerebellum

Sleep

It is involved in motor control and sensory analysis, for example,information from the ear first enters the brain in the pons.

- Some structures within the pons are linked to the cerebellum, thus are

involved in movement and posture.

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Reticular formation:

- It forms the central core of the brainstem.

- Location:

The reticular formation is a group of nerve fibers located inside the

brainstem.- Function:

Arousal

Attention

Cardiac Reflexes

Motor Functions

Regulates Awareness

Relays Nerve Signals to the Cerebral Cortex

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Midbrain

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Location

between the forebrain

and the hindbrain.

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General Functions

Controlling Responses to Sight

Eye Movement

Pupil Dilation Body Movement

Hearing

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Functions by parts

A rostral part of the brainstem that, if impaired in its core (i.e.the tegmentum), results in the loss of consciousness or coma, becauseit contains the rostral end of the reticular formation.

The dorsal or posterior part has the superior colliculus, which isimportant for visual system reflexes, and the inferior colliculus, which

is important for auditory system function.

The ventral or anterior part has the cerebral peduncle, which is a hugebundle of axons traveling from the cerebral cortex into/ through thebrainstem; those fibers are important for voluntary motor function.

Two other structures in the depth of the midbrain that are importantfor normal motor function are the red nucleus (not visible) and thesubstantia nigra.

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Forebrain

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Forebrain

-The anterior and largest portion of the brain

-Includes the cerebral hemispheres, the limbic

system, the thalamus and hypothalamus,and the corpus callosum.

-Collectively, the forebrain functions to control

cognitive, sensory and motor function, andregulate temperature, reproductive

functions, eating, sleeping and the display of

emotions.

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Thalamus : Its function includes relaying sensation, spatialsense and motor signals to the cerebral cortex, along with theregulation of consciousness, sleep and alertness

Hypothalamus : contain neurons that regulate ACTH and TSHsecretion from the anterior pituitary, as well as gastricreflexes, maternal behavior, blood pressure, feeding, immune

responses, and temperature. Maternal behavior typicallyoccurs due to pregnancy and childbirth, it may also occurbetween a woman and an unrelated child, such as inadoption. There are hundreds of factors, physical andemotional, which influence the mother-infant bonding

process.

The hypothalamus also affects the endocrine system andgoverns emotional behavior, such as anger and sexual activity.

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Limbic system: Set of brain structures including the

hippocampus, amygdala, anterior thalamic nuclei, septum andlimbic cortex, which seemingly support a variety of functions

including emotion, behavior, long term memory, and

olfaction.

Amygdala: Involved in signaling the cortex of motivationally

significant stimuli such as those related to reward and fear in

addition to social functions such as mating.

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Lobes of cerebral cortex : Each hemisphere of the cerebral

cortex is divided into four lobes. It plays a key role in

memory, attention, perceptual awareness, thought,language, and consciousness.

- Frontal lobes: Plays a key role in planning, judgement,

decision-making and reasoning.

- Occipital lobes: Controls vision and colour recognition

- Parietal lobes : Cognition, information processing, pain

and touch sensation, spatial orientation, speech, visual

perception

- Temporal lobes: Emotionalresponses, hearing, memory,

speech.

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Brain Dysfunctions

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Dysfunctions by location

Frontal Lobe Damage:

causes loss of the ability to solve problems

and to plan and initiate actions, such ascrossing the street or answering a complex

question

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Parietal Lobe Damage:

causes numbness and impairs sensation on

the opposite side of the body.difficulty identifying a sensation's location and

type (pain, heat, cold, or vibration).

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Temporal Lobe Damage: If the right temporal lobe is damaged, memory for

sounds and shapes tends to be impaired.

If the left temporal lobe is damaged in people with left-

hemisphere language dominance, memory for wordscan be drastically impaired, as can the ability tounderstand languagean impairment calledWernicke's (receptive) aphasia.

Sometimes damage to part of the temporal lobe can

cause personality changes such as humorlessness,extreme religiosity, and loss of libido.

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Occipital Lobe Damage: The occipital lobe contains the main center for

processing visual information.

If the occipital lobe on both sides of the brain is

damaged, people cannot see, even though the eyesthemselves are functioning normally. This disorder iscalled cortical blindness. Some people with corticalblindness are unaware that they cannot see.

If the front part is damaged, people have difficulty

recognizing familiar objects and faces and accuratelyinterpreting what they see.

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Activity 1.2

Briefly describe (through figures, diagrams or table)

the major parts of Peripheral Nervous System (PNS)

and their basic functions which are associated with

behaviour in the following distribution:

a- Somatic nervous system:

Sensory

Motor system.

b- Autonomic Nervous System (ANS):

oSympathetic

oParasympathetic

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The Peripheral Nervous System is divided into two sub-systems ;

a- The Somatic Nervous System ;

- Transmits sensory communications and is

responsible for voluntary movement and action.

- This system is composed of ;

a- sensory (afferent) neurons.

which carry information from the nerves to the

brain and spinal cord.

b- motor (efferent) neurons

which transmit information from the central

nervous system to the muscle fibers.

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b- The Autonomic Nervous System ;

- This system is further broken down into two

complimentary systems:

Sympathetic Nervous System.

Parasympathetic Nervous Systems.

- The autonomic nervous system is responsible for

controlling involuntary functions such as certain

aspects of heartbeat, respiration, digestion and blood

pressure.

- This system is also related to emotional responses such

as sweating and crying.

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Sympathetic Nervous System ;

- Controls the bodys response to emergencies.

- When this system is aroused, a number of things begin to

occur ;The heart breathing rates increase.

Slow down the digestion process.

Pupils dilation.

Sweating.

-Known as the fight-or-flight response, this system

responds by preparing your body to either fight the

danger or flee.

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The sympathetic nervous system

The stimulation portion of the autonomic nervous

system.

It includes a chain of spinal ganglia lying just outside

and along the length of the spinal column; these are

groups of cell bodies of the neurons involved.

Axons of these neurons run out to various organs,sometimes through other ganglia.

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When the sympathetic system is stimulated, thefight-or-flight response sends commands to all these

organs at once, as a unified response to danger.

Some organs, such as the heart, are activated in the

fight-or-flight response; other organs, such as theintestines, are deactivated.

(if you dont survive in the next 10 minutes, digestion

wont be needed anyway; if you do, it can be done

later)

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Parasympathetic Nervous Systems ;

-Functions to counter the sympathetic

system.

-After a crisis or danger has passed, this

system helps to calm the body.

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The parasympathetic nervous system

The parasympathetic nervous system or

relaxation system differs with the sympathetic

nervous system in a few ways.

It has no spinal chain or ganglia, and it reaches

the organs from nerves at each end of the

spinal cord rather than along the full length.

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It does not work in as integrated a way as the

sympathetic nervous system.

The fight-or-flight response is a rash package,

and in recovery the various systems go back to

their own business at their own pace.

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These two subsystems are at work constantly shifting your body

to more prepared states and more relaxed states.

Every time a potentially threatening experience occurs (e.g.,

someone slams on their breaks in front of you, you hear a noise

in your house at night, you hear a loud bang, a stranger taps youon the shoulder unexpectedly), your body reacts.

The constant shifting of control between these two systems

keeps your body ready for your current situation.

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Imagine walking down a dark street at

night by yourself. Suddenly you hear

what you suspect are footstepsapproaching you rapidly.

What happens?

Example ;

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Your Sympathetic Nervous System kicks in to prepare your body:

- your heart rate quickens to get more blood to the

muscles.- your breathing becomes faster and deeper to increase

your oxygen.

- blood flow is diverted from the organs so digestion is

reduced and the skin gets cold and clammy and

rerouted so to speak to the muscles.- your pupils dilate for better vision.

In an instant, your body is prepared to either defend or escape.

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Now imagine that the footsteps

belong to a good friend who

catches up to you and offers to

walk you home.

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You feel relief instantly, but your body takes longer to

adjust.

In order to return everything to normal,

the Parasympathetic Nervous System kicks in.

This system is slow acting, unlike its counterpart, and may

take several minutes or even longer to get your body back to

where it was before the scare.

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Activity 2:Genetics influences on behaviour

Family studies

Twin studies (monozygotic twins and dizygotic twins)

Adoption studies

Molecular genetic studies

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Family studies

These kinds of studies are most often used to determine the

risk of passing down mental disorders to offspring within

families.

Children share 50 percent of their genes with each parent.

Therefore, for genes to be influential whatsoever, the trait in

question must run in families.

Obviously, a trait could be environmentally transmitted rather

than inherited.

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Twin studies (monozygotic twins and dizygotic

twins)

Same home environment but differ in their degreeof genetic similarity

differences between attitudes of the participants

were at least partially correlated to genetic factors.

It showed that attitudes related to self-reportedperspectives or to activities were often correlated.

Monozygotic twins (who share 100% of their genes)

will be more similar to each other.

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Dizygotic twins (who share 50% of their genes, average, like

typical siblings born at different times) has less similarity to

each other.

Non-shared environment experiences between pairs of twins

seemed to be the strongest cause of attitude variances,overshadowing genetic predispositions as well as shared

environment experiences . The study did indicate that some

nonshared environment experiences were very much

connected to attitudes and self-reports of physical

characteristics and intelligence.

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Adoption studies

If shared environment is influential, then sibling reared in thesame family should be more similar than adopted away

siblings (siblings reared apart).

any links between the biological parents and the child that is

given away is usually explained by genetics, and any links

between the adoptive, or environmental parents, to the

adopted child is usually attributed to environment.

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Molecular genetic studies

Segments on DNA on the chromosomes that contain the information

needed to influence some aspect of the body are called genes.

Mutations of genes help the organism to survive and reproduce and

therefore, are passed on the future generations. Genes with morethan one version are called polymorphic genes.

Different version of polymorphic genes are partly responsible for

differences among people in their behaviour and mental process.

When two version of polymorphic genes are inherit have conflict, it

depends on which is dominant gene. To express the recessive gene,one must inherit recessive gene from both parents.

Chromoses abnormalities result of damage or malformed of

chromosomes.this can be inherited.

Gene chromosome DNA

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Activity 3:

Environmental influences on

behaviour

Even highly heritable physicalcharacteristics are influenced byenvironmental factors: physical and socialenvironments

Heredity and experience always work

together to influence our psychologicalcharacteristics.

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3.1 PHYSICAL ENVIRONMENTS

Exposures to chemicals:

E.g. water and air polution

A number of studies suggest that high levels of

lead, mercury, and other heavy metals in theblood might influence neurotransmitterfunctioning and reduce the intellectual ability ofchildren.

Greater exposure to alcohol during pregnancy causal impact on the level of aggressive and rule-breaking behavior later in childhood.

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3.2 SOCIAL ENVIRONMENT

CULTURE

Defined as the patterns of behavior, beliefs,

and values that are shared by a group of

people.

Includes everything that we learn from the

people with whom we live: from languages

and superstitions to moral beliefs and food

preferences

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SOCIAL ENVIRONMENT

ETHINICITY and IDENTITY

An ethnic group is composed of the

descendants of a common group of ancestors,

usually from a particular country or area.

Ethnic identity: each persons sense of

belonging to a particular ethnic group and o

sharing that groups beliefs, attitudes, skills,

music, ceremonies, and the like.

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Members of an ethnic group often share racialcharacteristics, but there are exceptions!!

E.g. : An immigrant to the united states from theDominican Republic grew up speaking Spanishand learned English only after moving to theUnited States as a teenager, see herself as aHispanic (people in the United States who are ofSpanish or Hispanic American origin).

However, she is one of the African descent and

also identifies with her fellow African Americans. Thus, her race is an important part of her ethnic

identity, but it is only one part of it.

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Social and cultural environment refers to the influence exercised bycertain social factor which are beyond the companies gate

Culture refers to dance, drama, music and festival include

Knowledge, belief, art, moral, law, customs & others capability

Factors which effect social and cultural environment:

- Attitude of people

- Attitude of wealth

- Marriage

- Religion

- Education

- Ethics

- Social Responsibility

CULTURE and PARENTING

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Culture is not just ethnicity or race. Culture is reected in any

group that shares a history and belief system that inuences

how they function. It is important to distinguish societal

culture and home culture.

Societal culture is made up of the institutions in a society that

express the groups value system (educational systems,

medical systems, political systems, religious systems, the

media, etc.). As practitioners, you work in the culturalinstitutions of your society which may make it difcult to

understand see that views different from your own are okay

Home culture is made of the values of the immediate

family. Sometimes, home culture can conict with thesocietal culture.

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For example, the cultural practice of arranged marriage. It canbe hard for families to maintain their home culture with theirchildren (e.g., values, behaviors, ceremonies), while also

integrating them into the society around them (e.g., schools,doctors, clubs). The process of integrating and balancing thetwo cultures can be challenging for families who are alwaysinteracting with new institutions and value systems.

Cultural values can commonly be divided into independence

or interdependence. The U.S. culture commonly stressesvalues of independence while non-Western cultures focusmore on interdependence. The most important goal ofraising independent children is for them to be self-sufcientand act on their own personal choices.

On the other hand, the primary goal of raising interdependent

children is for them to be part of a larger system ofrelationships to depend on others for wellbeing. A rangeof both independence and interdependence can be seen inany family or culture.

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Parents are usually adjusting each value according to the

particular goal they are trying to achieve for their children.

Being unaware of ones own

cultural framework creates the

potential for both personal conict

and interpersonal misunderstanding

in multicultural environments

Greeneld & Suzuki, 199

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