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Answer Key

|   1.     |   A
|   2.     |   C
|   3.     |   D
|   4.     |   D
|   5.     |   C
|   6.     |   A
|   7.     |   C
|   8.     |   A
|   9.     |   D
|   10.     |   B
|   11.     |   C
|   12.     |   D
|   13.     |   B
|   14.     |   C
|   15.     |   A
|   16.     |   B
|   17.     |   D
|   18.     |   B
|   19.     |   A
|   20.     |   B
|   21.     |   C
|   22.     |   D
|   23.     |   B
|   24.     |   A
|   25.     |   C
|   26.     |   B
|   27.     |   D
|   28.     |   C
|   29.     |   A
|   30.     |   B
|   31.     |   D
|   32.     |   C
|   33.     |   D
|   34.     |   C
|   35.     |   B
|   36.     |   A
|   37.     |   D
|   38.     |   C
|   39.     |   B
|   40.     |   B
|   41.     |   D
|   42.     |   A
|   43.     |   C
|   44.     |   A
|   45.     |   D
|   46.     |   B
|   47.     |   D
|   48.     |   C
|   49.     |   D
|   50.     |   A
|   51.     |   A
|   52.     |   C
|   53.     |   B
|   54.     |   D
|   55.     |   C
|   56.     |   B
|   57.     |   D
|   58.     |   C
|   59.     |   B
|   60.     |   A
|   61.     |   A
|   62.     |   B
|   63.     |   C
|   64.     |   D
|   65.     |   A
|   66.     |   C
|   67.     |   B
|   68.     |   A
|   69.     |   D
|   70.     |   C
|   71.     |   A
|   72.     |   C
|   73.     |   A
|   74.     |   D
|   75.     |   B
|   76.     |   D
|   77.     |   C
|   78.     |   D
|   79.     |   A
|   80.     |   B
|   81.     |   D
|   82.     |   C
|   83.     |   A
|   84.     |   B
|   85.     |   D
|   86.     |   A
|   87.     |   C
|   88.     |   D
|   89.     |   A
|   90.     |   B
|   91.     |   C
|   92.     |   D
|   93.     |   A
|   94.     |   D
|   95.     |   D
|   96.     |   B
|   97.     |   A
|   98.     |   C
|   99.     |   B
|   100.     |   C

tion l��\�Q

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Neuroscientists create ‘atlas’ showing how words are organised in the brain | Science | The Guardian - www.theguardian.com
https://www.theguardian.com/science/2016/apr/27/brain-atlas-showing-how-words-are-organised-neuroscience

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Vision- Summary, Martina

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Experiment, Martina

The Blinding Problem

visual system processes different visual properties/features (e.g., colour, shape, motion, location) in different brain regions

·        accurate perception requires putting the right features together

·        “binding problem”: question of how various brain regions create a coherent/unified perceptual

Experiment

·        Primary Task: report black digits

·        Secondary Task: describe colouredletters

Findings:

approx. 40% illusory conjunctions (i.e., perceptual mistake where feature from multiple objects are incorrectly combined) despite high confidence in accuracy

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synthesis matrix with essay questions-------- Claire

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synthesis matrix with essay questions-------- Claire

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It’s all about vision:

1.     When light enters the left eye, which hemisphere receives the information?

a.     Left hemisphere

b.    Right hemisphere

c.     Both hemispheres

2.     Objects to the right of where you staring will fall on the ______ of the retina.

a.     Left half

b.    Right half

c.     Centre

3.     Which one is wrong?

a.     Medium-wavelength and long-wavelength cones are far more abundant than Short-wavelength cone.

b.    Having 10 times as many of one kind of cone as the other leads to a big difference in color perceptions.

c.     Human can only perceive a small set of wavelengths in the spectrum.

4.     There are _________ in peripheral vision.

a.     Few cones

b.    Many cones

c.     No rods

5.     According to opponent-process theory, which one is not the three pairs of neurons that work in opposition?

a.     White --- black

b.    Red --- blue

c.     Red --- green

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summarise this process using the labelled / key terms in it
https://www.youtube.com/watch?v=o0DYP-u1rNM

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hi everyone, i've put 6 chapter 3 essay questions here for you to create synthesis matrices for.

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hi everyone, i've put 6 chapter 3 essay questions here for you to create synthesis matrices for.

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please post up your synthesis matrices and comment on each other's.  Ask questions that will make each other understand each topic more deeply.  Remember to put a column for images in each synthesis matrix.

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Essay question: create a synthesis matrix using chapter 3 schacter.  include a column for relevant images and label them.

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Essay question: create a synthesis matrix using chapter 3 schacter.  include a column for relevant images and label them.

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Is there a functional difference between brain death and a persistent vegetative state? What are the moral and ethical dilemmas that arise from making these distinctions? What have functional imaging techniques offered to inform this debate?

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Essay question: create a synthesis matrix using chapter 3 schacter.  include a column for relevant images and label them.

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Essay question: create a synthesis matrix using chapter 3 schacter.  include a column for relevant images and label them.

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Consider the experiments with split-brain patients described in the text. If you were unable to verbalize that you had seen something, would you be conscious of that thing? Discuss the implications that the lateralization of function has for our daily behaviour.

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Essay question: create a synthesis matrix using chapter 3 schacter.  include a column for relevant images and label them.

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Essay question: create a synthesis matrix using chapter 3 schacter.  include a column for relevant images and label them.

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Parkinson's disease patients suffer from difficulties with locomotion and posture; name two brain structures that are involved in this debilitating disease. Discuss the importance of activity at the neural level that affects behaviour; comment on the interdependence of various regions of the brain in the maintenance of everyday life.

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Essay question: create a synthesis matrix using chapter 3 schacter.  include a column for relevant images and label them.

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Essay question: create a synthesis matrix using chapter 3 schacter.  include a column for relevant images and label them.

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What are the benefits of studying the brain of someone who has suffered from traumatic injury to a specific brain area? Why can't we understand the function of the brain by studying brains that are intact? Discuss how symptoms of brain damage may take time to reveal themselves and how that time lag relates to brain plasticity

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Essay question: create a synthesis matrix using chapter 3 schacter.  include a column for relevant images and label them.

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Essay question: create a synthesis matrix using chapter 3 schacter.  include a column for relevant images and label them.

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The amygdala, a small structure located in the forebrain, is essential for assigning significance to events associated with fear, punishment, or reward. The attacks of September 11, 2001, were such events. Give some other examples of an event that many people remember well because of its emotional significance. From an evolutionary perspective, why is this process important?

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Essay question: create a synthesis matrix using chapter 3, schacter.  you could even create a column for relevant images and label them.

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Essay question: create a synthesis matrix using chapter 3, schacter.  you could even create a column for relevant images and label them.

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The activity of sensory and motor neurons is responsible for the basic functions in all animals. The discovery of mirror neurons sheds light on how more complicated components of animal behaviour are represented by the brain. Describe how the activity of mirror neurons differs from that of other, more “basic,” neurons, and discuss the implications for understanding complex human behaviour.

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agreed

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Action potentials are generated by special types of voltage-gated ion channels embedded in a cell's plasma membrane.

These channels are shut when the membrane potential is near the resting potential of the cell, but they rapidly begin to open if the membrane potential increases to a precisely defined threshold value. When the channels open (in response to depolarization in transmembrane voltage, they allow an inward flow of sodium ions, which changes the electrochemical gradient, which in turn produces a further rise in the membrane potential.

This then causes more channels to open, producing a greater electric current across the cell membrane, and so on. The process proceeds explosively until all of the available ion channels are open, resulting in a large upswing in the membrane potential. The rapid influx of sodium ions causes the polarity of the plasma membrane to reverse, and the ion channels then rapidly inactivate.

As the sodium channels close, sodium ions can no longer enter the neuron, and then they are actively transported back out of the plasma membrane. Potassium channels are then activated, and there is an outward current of potassium ions, returning the electrochemical gradient to the resting state. After an action potential has occurred, there is a transient negative shift, called the after hyper-polarization or refractory period, due to additional potassium currents. This mechanism prevents an action potential from travelling back the way it just came.

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Domesticated brain- Bruce Hood
The one it's coming!!

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For more information about the event and to listen to the podcast go to the RSA event page: http://bit.ly/SfQN6T How does the brain shape our behaviour? In the third of our exciting series of events celebrating the return of the popular and accessible Pelican books, leading psychologist Bruce Hood gives us a clear insight into the complexities of our grey matter.

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Enjoy ladies ☺️👍

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motor and somatosensory cortex by Claire

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motor and somatosensory cortex by Claire

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brain function segregated by lobes  by Claire

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brain function segregated by lobes  by Claire

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https://vimeo.com/52664019

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june !!th - check your student handbook.  the leaving ceremony is earlier than that.
also, final marks for the IFP - check with your personal tutor.  approx june / july

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schacter chapter 11 mcq answer key on ppt

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schacter chapter 11 mcq answer key on ppt

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https://www.facebook.com/events/509841102537386/
The Domesticated Brain: How the Changing Social Environment Turned Us into Children.

The human brain increased in size over the course of our evolution in response to increasing social complexity. At the end of the last ice age around 20,000 years ago, it began to shrink - why? In this lecture, Bruce will introduce the concept of domestication and how this may have contributed to the significant change in our brain and behaviour.

This is a public talk delivered by Professor Bruce Hood, Professor of Developmental Psychology in Society in the School of Experimental Psychology at the University of Bristol. He is a Fellow of the Royal Society of Biology (UK) and the Royal Institution of Great Britain. He has written three books for the general public, “SuperSense” (HarperOne, 2009) about the natural origins of supernatural beliefs which has been published in 12 countries, “The Self Illusion” (Constable & Robinson 2012) about the fallacy that we are coherent, integrated individuals but rather a constructed narrative largely influenced by those around us and “The Domesticated Brain” (Pelican, 2014) an evolutionary account for the rise in pro-sociality and lengthening of human childhood. Professor Hood has appeared in a number of TV science documentaries and in 2011 Bruce delivered the Royal Institution Christmas Lectures which were broadcast on the BBC to over 4 million viewers. You can see the lectures as well as behind-the-scenes at the Ri Channel. He is also the founder of the world’s largest expert speaker database Speakezee.org which launched in 2015 and continues to grow at a rapid pace.

To register for your free ticket please use the above Eventbrite link.

To see the full Bristol Neuroscience Festival programme and to book other talks and school events please visit the website:
http://www.bristol.ac.uk/neuroscience/bnf/

For enquires email: bnf-2016@bristol.ac.uk
Follow on Twitter @BristolNeurosci

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In physiology, an action potential is a short-lasting event in which the electrical membrane potential of a cell rapidly rises and falls, following a consistent trajectory.

Action potentials occur in several types of animal cells, called excitable cells, which include neurons, muscle cells, and endocrine cells, as well as in some plant cells.

In neurons, they play a central role in cell-to-cell communication.

In other types of cells, their main function is to activate intracellular processes. In muscle cells, for example, an action potential is the first step in the chain of events leading to contraction. In beta cells of the pancreas, they provoke release of insulin.

Action potentials in neurons are also known as "nerve impulses" or "spikes", and the temporal sequence of action potentials generated by a neuron is called its "spike train". A neuron that emits an action potential is often said to "fire".