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I abided by the HFC Academic Integrity Policy and did my own work. By following this policy, I ensure that my work reflects my true abilities and efforts. Cheating or plagiarism undermines the value of education, so I will avoid any such action.

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1. Your brain’s frontal lobe is home to areas that manage thinking, emotions, personality, judgment, self-control, muscle control and movements, memory storage, and more. The lobe is crucial for controlling voluntary movements and regulating emotions. Damage to the frontal lobe can lead to changes in personality and difficulty in finishing tasks.

2. The Lobes of the Brain (Frontal Lobe) Chapter 2 PowerPoint (slide 36)

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What's an interesting fact about the frontal lobe?

Your frontal lobe contains brain areas that manage who you are - especially your personality - and how you behave. Your ability to think, solve problems and build social relationships, sense of ethics and right vs. wrong all rely on parts of your frontal lobe.

Experts know this because of a railroad foreman named Phineas Gage. In 1848, an accidental explosion at a railroad construction site propelled an iron rod through Gage's head, destroying the left side of his frontal lobe. Before the accident, Gage was a calm, respected leader among his coworkers. Gage survived, but after the accident, his personality changed. He would lose his temper, act disrespectfully and constantly use profanity.

However, Gage's personality changes weren't permanent. Four years after his accident, Gage moved to Chile in South America and became a stagecoach driver. Somewhere in late 1858 or early 1859, a doctor who examined Gage said he was physically healthy and showed "no impairment whatever of his mental faculties."

While Gage mostly recovered from the accident, he died from seizures in San Francisco in 1860. The seizures were very likely the result of damage from the accident. However, his case remains one of the most useful in modern medicine's understanding of what the frontal lobe does, especially when it comes to your personality.
A note from Cleveland Clinic
When you think about your frontal lobe, you're telling a part of your brain to think about itself. Your frontal lobe is one of the most important sections of your brain. It controls or manages many abilities you use throughout your everyday life. It's also home to areas that control your personality, emotions, judgment and more. Caring for your frontal lobe and getting treatment for conditions that affect it can make a big difference in how it works and contributes to your life.

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Frontal Lobe: What It Is, Function, Location & Damage

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Your brain's frontal lobe is just behind your forehead. It manages thoughts, emotions and personality. It also controls muscle movements and stores memories.

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1. Team sports offer significant mental health benefits, improving mood, reducing stress, and alleviating anxiety and depression. Physical activity in sports releases endorphins, while the social connections built within teams help combat loneliness and foster a sense of belonging. Participation boosts self-esteem, enhances cognitive function, and teaches emotional regulation by handling both successes and setbacks—the physical benefits, such as better sleep and overall health, further support mental well-being. Additionally, the sense of community in team sports provides emotional support and personal growth, promoting resilience and a stronger sense of self.

2. Used the AI app ChatGPT on the topic Effects of team sports on mental health

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In the Textbook, it states: (Pg: 64) The frontal lobes control most of our complex cognitive processes, including executive functions (EFs), intelligence, and personality. Research suggests that EFs are composed of three major abilities—cognitive flexibility (“thinking outside the box”), working memory, and impulse control. It is also believed that EFs are crucial for success in all parts of life.

The App ChatGPT states: it is also vital for working memory, the ability to hold and manipulate information over short periods. The motor cortex, located in the frontal lobe, controls voluntary movements by sending signals to different parts of the body. Additionally, the frontal lobe is involved in personality development, as it helps to shape how people perceive the world, interact with others, and manage their social and emotional responses.

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A time I experienced classical conditioning was when I was once trapped in my mom’s covers and no one was around to help me out. I remember feeling anxious, helpless, and unable to escape. The sensation of being trapped caused a rush of fear and panic, which became associated with the feeling of being confined in tight spaces. Over time, this experience created a lasting fear of being trapped, even in situations where there is no immediate threat. Now, whenever I find myself in a similar situation where I feel confined or unable to move freely, my body reacts with anxiety, a conditioned response triggered by that earlier experience.

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Neutral Stimulus (NS): The NS is a stimulus that initially does not trigger any specific response. It is "neutral" because it does not elicit the unconditioned response before conditioning occurs. In my example, the covers would be the neutral stimulus. Initially, being trapped in the covers did not produce fear until the association with the fear-inducing experience was made.

Unconditioned Stimulus (UCS): The UCS is a stimulus that naturally and automatically triggers an unconditioned response without prior learning. In my case, the feeling of being trapped (or the inability to escape) is the unconditioned stimulus, as it naturally causes fear and panic, even without any previous experience. It automatically elicits a response.

Unconditioned Response (UCR): The UCR is the unlearned, natural reaction to the unconditioned stimulus. It is the body's automatic response to the UCS. In this situation, the fear and panic I felt when trapped are the unconditioned responses. This response is instinctive and does not require any prior learning.

Conditioned Stimulus (CS): After repeated pairings of the neutral stimulus and the unconditioned stimulus, the neutral stimulus becomes associated with the UCS and turns into the conditioned stimulus. The conditioned stimulus now elicits a similar response as the UCS. In my case, the covers (previously neutral) became the conditioned stimulus after I repeatedly experienced the feeling of being trapped while under them. Over time, simply being under the covers became enough to trigger anxiety or fear.

Conditioned Response (CR): The CR is the learned response to the conditioned stimulus. It is similar to the unconditioned response but occurs as a result of learning through association. In my example, the fear and anxiety I feel when I am under the covers (even when not truly trapped) is the conditioned response. This response is a learned behavior that emerged after the repeated pairing of the covers (CS) and the fear of being trapped (UCS).

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Extinction: Over time, if I repeatedly find myself under covers without the experience of being trapped or unable to escape, the conditioned fear response would likely diminish, or extinction would occur. Extinction happens when the conditioned stimulus (the covers) is presented repeatedly without being paired with the unconditioned stimulus (the feeling of being trapped), so the conditioned response (fear or anxiety) gradually fades. If I were able to experience being under covers without any negative consequences or distress multiple times, the fear response could eventually disappear.

Generalization: After being trapped under the covers and experiencing fear, my brain may have generalized this fear to other situations involving confinement. For instance, I might feel anxiety not just when I'm under covers, but also when I'm in other enclosed or tight spaces, like a crowded elevator or a small room. This generalization happens because the conditioned stimulus (the covers) is similar enough to other situations that involve being trapped, so the fear response is triggered in those contexts as well. Essentially, the fear of being trapped in one specific situation can transfer to similar experiences

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This isn't my first time using AI for a class assignment; I've used it on several occasions to help with tasks like brainstorming ideas, understanding complicated concepts, and gathering research. Overall, my experience has been positive, as it provides quick, clear explanations and offers multiple perspectives on various topics. I appreciate how convenient it is, allowing me to quickly get answers or suggestions when I'm unsure or need a different point of view.

However, one downside is that sometimes AI's responses can be too general or overly simplified, which can make them less useful for more complex topics. It's also important to double-check the information AI provides, especially in academic or professional contexts, because it may sometimes contain inaccuracies or outdated information.

In terms of validity and credibility, I find AI to be generally reliable for basic knowledge, definitions, and broad overviews. But for more detailed or specialized research, it's essential to verify the information with other credible sources. AI pulls from a vast amount of data, but not all of it may be properly vetted or peer-reviewed, so cross-checking is necessary.

If I were to use AI again for an assignment, I’d make sure to fact-check the information and consult additional sources to confirm its accuracy. I’d also ensure that I add my own critical thinking and perspective to the content generated by AI, rather than relying solely on it.

In conclusion, while AI is a helpful tool for quickly gathering information and getting clarity on unfamiliar topics, it’s crucial to be aware of its limitations and not depend on it entirely. Using AI alongside other trusted resources can enhance learning and improve the quality of the work.