CHAPTER 2COGNITIVE NEUROSCIENCE

OUTLINE FOR CHAPTER 2 34

SUPPLEMENTAL ACTIVITIES 37

A. In-Class Activities

1. A Working Neuron in the Classroom

2. Group Reaction Time and Neural Speed

3. Hemispheric Activity Interferes with Ability to Work a Counter

B. Promoting Discussion

1. Neurogenesis - Alcohol

2. Doogie Mice

COGLAB ANSWERS 44Brain Asymmetry

USEFUL WEBSITES 46

TEST BANK 48

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OUTLINE FOR CHAPTER 2

I. FROM NEURON TO THE BRAIN: ORGANIZATION OF THE NERVOUS SYSTEM A. Introduction

1. Mind Body Connection2. Localization of Function

II. COGNITION IN THE BRAIN: CEREBRAL CORTEX AND OTHER STRUCTURES A. Gross Anatomy of the Brain Forebrain, Midbrain, Hindbrain 1. Forebrain

a. Cerebral Cortex b. Basil Ganglia

c. Limbic system d. Septum c. Amygdala

i. Maladaptive lack of fearii. Autism

d. Hippocampus i. Korsakoff’s syndrome

ii. H.M. f. Thalamus

i. Schizophrenia Link g. Hypothalamus

i. Narcolepsy 2. Midbrain a. Reticular activating system (RAS) b. Brain stem 3. Hindbrain a. Medulla oblongata b. Pons c. Cerebellum B. Cerebral Cortex and Localization of Function 1. General Information

a. Cerebral cortexb. Contralateralc. Ipsilaterald. Corpus callosume. Cerebral hemispheres

2. Hemispheric Specializationa. Aphasiab. Broca’s areac. Wernicke’s aread. Split-brain patients

i. Sperry’s Researchii. Gazzaniga’s Research

e. Apraxia

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3. Lobes of the Cerebral Hemispheresa. Lobesb. Frontal lobec. Parietal lobed. Temporal lobee. Occipital lobef. Projection areas g. Primary motor cortexh. Primary somatosensory cortex

4. Rostral, Ventral, Caudal and Dorsal brain regions C. Neuronal Structure and Function 1. Neurons

a. Somab. Dendritesc. Axon

i. myelin ii. nodes of Ranvier

d. Terminal button 2. Synapse 3. Neurotransmitters

a. Three types of chemical substances involved in neurotransmissioni. Monoamine neurotransmittersii. Amino-acid neurotransmittersiii. Neuropeptides

b. Acetylcholine i. Deficit leads to Alzheimer’sc. Dopamine

i. Too high linked with schizophrenia and lack of impulse controlii. Too low linked with Parkinson’s disease

d. Serotonini. Too high linked with Anorexiaii. Too low linked with aggression

4. Receptors and Drugs a. Acute Toxicity

b. Chronic Toxicity

III. RESEARCH METHODS TO STUDY COGNITION IN THE BRAIN A. Postmortem Studies

1. Phineas Gage 2. Brocas Tan

B. In Vivo Studies 1. Animal studies a. Single-Cell Recordings

b. Lesioning to identify deficits c. Neurochemicals to knock out functions d. Genetic Manipulations

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2. Electrical Recordings a. Event-Related Potentials b. Electroencephalograms (EEGs) 3. Static Imaging Techniques a. Magnetic Resonance Imaging (MRI) Scan 4. Metabolic Imaging a. Positron Emission Tomography (PET) b. Functional Magnetic Resonance Imaging (fMRI) c. Transcranial Magnetic Stimulation (TMS) d. Magnetoencephalography (MEG) 5. Brain Disorders a. Stroke i. Vascular ii. Ischemic stroke iii. Hemorrhagic stroke 6. Brain Tumors a. Neoplasms 7. Head Injuries a. Closed-head injuries b. Open-head injuries

IV. EXAMINING INTELLIGENCE AND BRAIN STRUCTURE A. Brain size B. Brain Architecture

1. Gender differences C. Speed of Neuronal Conduction D. Neuronal Efficiency E. P-FIT Theory of Intelligence V. REVISITING KEY THEMES 1. Biological versus Behavioral Methods 2. Nature versus Nurture 3. Applied versus Basic

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SUPPLEMENTAL ACTIVITIES

A. In-Class Activities

1. A Working Neuron in the Classroom

This demonstration gets students involved in understanding how neurons work. Several variants of this exercise exist (with and without the candy). Before the exercise, the instructor procures a bag of Hershey’s Kisses and also scatters index cards around the classroom. The kisses will represent neurotransmitters and the cards will stand for positive ions.

Assign five students who are willing to eat chocolate to come to the front of the class and act as dendrites (four students) and a cell body. Another five students are assigned to be the axon and they stand in a line. Two or three more students are the terminal fibers, clustered at the end of the axon. The terminal fibers are given Hershey’s Kisses but are instructed not to eat them. A second neuron can be formed in a similar manner if there are enough students in the class.

The instructor stands near the dendrites of the (first) neuron and tosses a handful of Hershey’s Kisses in the direction of the dendrites and cell body. This action represents the release of neurotransmitters into the synapse. The students who are acting the part of the dendrites and cell body eat the chocolate kisses and then begin to pick up the cards. When they have picked up three cards, the instructor advises them that they have reached the threshold. This demonstrates the “all-or-nothing” principle of an action potential. Now the first person forming the axon picks up a card, while the dendrites and cell body drop theirs. The second person forming the axon picks up a card as the first drops his or hers, etc. on down the line to the terminal fibers. The fibers then toss their chocolate kisses into the synapse. If a second neuron has been formed, the players repeat the process, if not, the instructor can take them, or the fibers can eat them (re-uptake.) The chocolate kisses can also be tossed to the other students in the class.

Variants of this exercise use different colored index cards, or Styrofoam peanuts instead of candy. The availability of chocolate kisses and “Hugs” with different colored wrappers also allows an instructor to demonstrate the action of agonist versus antagonist neurotransmitters and drugs. The dendrites can wrap their hands in tape to catch the kisses, cards, peanuts or whatever is being used. The axon can be “myelinated” using plastic wrap to demonstrate the insulating and transmission speeding qualities of the myelin sheath. (The message skips over the wrapped students, which saves time.)

This is a great exercise for getting the students involved and interested before introducing them to the fact-intensive and challenging biological psychology material, as well as demonstrating these concepts in a lively manner.

Written by Nancy Jo Melucci, Santa Monica College

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2. Group Reaction Time and Neural Speed

Helmholtz devised a clever way to assess the speed of neural conduction. This same process can be demonstrated in class by having 10 students form a continuous chain by holding hands. At your signal, the first student tightens her grip on the hand of the second person in the chain. Upon feeling the pressure, the second person tightens his grip on the hand of the third, and so on. Have a volunteer start a stopwatch simultaneously with your signal, and stop timing when the 10th person raises her hand. Now have the students grip their neighbors’ shoulder and repeat the same procedure, again making note of the total time to finish the motion down the human chain. The results will show that the students performed the shoulder-squeezing task consistently faster than they performed the hand-squeezing task. The reason for the difference is that when the sensory input is received through the hand, it has to travel a greater distance—about two feet in the average-sized person—to reach the brain than when it is received through the shoulder. Thus, among the 10 people, the neural signal has to travel an additional 20 feet, and this is why it takes longer to reach the end of the chain (Rozin & Jonides, 1977).

Written by Nancy Jo Melucci, Santa Monica College

3. Hemispheric Activity Interferes With Ability to Work a Counter

Here is a classroom exercise that proves to be both very enjoyable and very informative about the functioning of the two sides of the brain. The only equipment you will need is a simple counter, the kind used at stadiums to count people as they pass through the gate.

Recruit a volunteer and have her sit in front of the class. She should hold the counter in her right hand, and when you say, “Go!” press it as fast as she can. Stop her after about 30 seconds and record the number of presses; this number will be your baseline level for the right hand. Reset the counter and repeat the procedure for the left hand to get a left hand baseline.

During the next phase of your experiment, the subject should again perform with the right and left hands but this time should do so while reciting a poem or speech (the Pledge of Allegiance works well). These two bits of data are your right and left “oral data.” In the next phase, the subject should perform with the right and left hands but this time should do so while humming a familiar tune. Encourage the students to hum and not to worry about the words. These two bits of data are your left and right “music data.”

The hypothesis in this experiment is that talking will interfere more with right-hand pressing, whereas humming will interfere more with left-hand pressing, due to the hemispheric specializations involved in these tasks.

Written by Nancy Jo Melucci, Santa Monica College

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B. Promoting Discussion

1. Neurogenesis Alcohol

The Crews & Nixon (2003) article “Alcohol, Neural Stem Cells, and Adult Neurogenesis” discusses both genetic and environmental contribution on the process of neurogenesis. A “quick” definition of neurogenesis is the development of new cells in the brain. Previously it was thought that we are born with all of the neurons that we will ever have. Recent research suggests that certain parts of the brain do in fact “replace” or “grow” new neurons. Here are a few quotes from the Crews and Nixon (2003) article on this process:

Stem cells are cells that can divide indefinitely, renew themselves, and give rise to a variety of cell types. … Multipotent stem cells, including neural stem cells (NSCs), are more restricted in the types of cells they are capable of producing or becoming.

The discovery of NSCs and adult neurogenesis provides a new theoretical framework for understanding processes regulating brain plasticity.

Genetics influences the three main components of neurogenesis: NSC proliferation, cell survival, and cell differentiation into neurons and other types of brain cells.

We see neurogenesis in two areas of the brain:1) Subventricular zone (SVZ) of the anterior lateral ventricles (this location is the origin for

olfactory bulb neurons)2) Dentate gyrus of the hippocampus (part of the brain that is involved with learning and

memory) [neurogenesis for this part of the brain has been confirmed in rodents and in humans].

This is one of the main points Crew and Nixon make: “Interesting, genetics and specific environmental factors play an important role in regulating neurogenesis, and these same environmental factors … are key factors in the risk of developing alcoholism.”

Discussion Points:

• What are the different ways in which there is plasticity in the brain? ▪ Plasticity in the brain is due to a number of different factors. These can include neuronal

growth (neurogenesis), changes in dendritic connections among neurons, and changes in chemicals bonds.

• In addition to alcohol, name other potential environmental factors that many influence neurogenesis.

• Researchers have been able to culture neural stem cells (NSCs) from a number of different regions in the brain. Ask students what are the implications for this. Two important points:▪ The ability to do so, suggests that a variety of regions of the brain have the potential for

neurogenesis.▪ However, in most areas these cells are suppressed from dividing.

• What are the contributions of nature and nurture on neurogenesis?

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▪ An enriched environment is a factor that tends to promote neurogenesis. Physical activity in particular seems to be helpful.

▪ Stress is an environmental factor that reduces neurogenesis.▪ Alcohol decreases the proliferation of neural stem cells. However, the effect (at least in

rats) is not seen until several weeks later.▪ Serotonin is known to influence the neural stem cell proliferation in adults. Depression is

associated with a decrease in the amount of serotonin released. The mechanism behind selective serotonin reuptake inhibitors (SSRIs) (an antidepressant), according to some researchers, is that is increases neurogenesis.

• Neurogenesis is seen in the hippocampus. What are the implications of neurogenesis in this particular region of the brain?▪ The hippocampus in involved in learning and memory. Lack of neurogenesis in this

particular part of the brain would have an impact on our ability to form new memories.• What are the implications of the extent to which environmental stimuli can have an impact

on cognitive functions?▪ Alcohol can have an impact on brain functioning (physiological functioning that in turn

can have an impact on psychological functioning)—this may potentially impact a number of different processes (e.g., perception, memory, attention, neuro-plasticity)

Written by Michael Bendele, Indiana University-Purdue University Fort Wayne

2. Doogie mice

This exercise could be used in a number of different chapters: the neuroscience chapter given the technique that is used to alter neurophysiology, the memory chapter given the change in ability to learn, or the chapter on intelligence when talking about the biological basis of intelligence. Another option would be to use the example throughout the semester for the various chapters as a means of unifying the content from a number of different perspectives.

Joe Tsien and colleagues altered a protein (N-methyl-D-aspartate [NMDA]) in mice that is involved with learning & memory. The NMDA Receptors are involved in strengthening the connection between two neurons that are activated at the same time. The altered protein in Doogie mice (named after the TV show Doogie Houser, MD) helped in terms of the NMDA receptor saying open twice the normal amount of time compared to normal mice. The additional time appears to help in terms of forming new memories. For the control condition, the Doogie mice and regular mice were allowed to explore an environment with two objects in it. Mice are naturally curious and spent time checking out both objects. For the experimental condition a few days later, one of the objects was replaced with a new object. Again, both sets of mice were allowed to explore the environment. The Doogie mice spent more of their time exploring the new object versus the regular mice, which spent about an equal amount of time exploring both objects. These results suggest that the Doogie mice remembered the old object while the regular mice did not. In general, the Doogie mice were able to remember information about 5 times longer than the regular mice.

The NMDA receptor for a number of animals actually stays open longer in children versus the adults, which may explain the ease at which the young children learn compared to older children.

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Tsien and colleagues then altered a different group of mice so that there was a decrease in the length of time that the NMDA receptor would stay open. The result was mice (for simplicity sake let’s call them anti-Doogie mice) that appeared not to learn as well as regular mice. The regular mice outperformed the anti-Doogie mice on a number of tasks. However, when the anti-Doogie mice were raised in an enriched environment, differences between this group and the normal group decrease. The control mice still outperformed a comparison group of anti-Doogie mice that were not raised in an enriched environment.

Discussion Points:

• What is the advantage of modifying biology to see what the impact is on the function of the individual? ▪ The advantage is that the experimenter knows exactly what the modification is to biology

versus finding organisms with a deficit in behavior and trying to figure out if the biology is different.

• If we understand the mechanisms involved in learning should we make these types of changes in humans to help them learn?

• What if we could develop a pill that would allow for us to learn better for the next hour—would this be okay to do? What about for the next day? Next week?▪ What would be the benefits of such a pill? What would be the negatives of such a pill?▪ Schacter’s discussion of the seven sins and in particular persistence would be appropriate.

An issue here is that forgetting can have an adaptive value.• What does the work of Tsien and colleagues have to say about nature vs. nurture?

▪ They both clearly play a role. ▪ Alterations in biology lead to an increase in remembering information.▪ The anti-Doogie mice are interesting because while initially they are at a disadvantage an

enriched environment helped to mitigate the initial deficits. This can be tied into the notion that we are born with a certain number of neurons and in general they do not regenerate. What changes over time is the connections between neurons (the dendritic growth) which is influence by experience (nurture).

• What does the work of Tsien and colleagues have to say about intelligence? Is it simply a function of memory?

Written by Michael Bendele, Indiana University-Purdue University Fort Wayne

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CC OGOG LL ABAB- B- BRAINRAIN A ASYMMETRYSYMMETRY - -

Student Manual Answers

Basic Questions

1. Does your data provide evidence that you have an asymmetric brain? Explain your answer. Do the same for the global results.

If you chose the younger chimeric face as the photo with the younger half-face on the left side of the image more than fifty percent of the time, this provides evidence that you have an asymmetric brain. A similar judgment can be made when using the global data.

The global data can also be used to see whether a left to right bias (possibly created by our culture i.e. reading) can explain the results of the experiment. If left-handed participants chose the younger chimeric face as the photo with the younger half-face on the left side of the image more than fifty percent of the time, but to a lesser extent than right-handed participants, then that would be further evidence for an asymmetric brain. This conclusion relies on the finding that right-handed individuals show more brain asymmetry than left-handed individuals.

2. Describe another experiment that would test for brain asymmetry. It should be different from this experiment and the split-brain language experiment already described.

One could show participants a series of images on a computer monitor. The images could consist of a photo, a happy or a sad face, a printed word, a noun or a verb. Participants would then be asked to center their eyes on a fixation point in the middle of the screen. The participant’s task would be to make a key press that corresponded to the image that they saw (happy face, sad face, noun or verb). Results showing faster reaction times to faces and parts of speech when they were presented to the right visual field as compared to the left visual field would be evidence for an asymmetric brain.

It is important for the student to indicate the variables and performance measure to be used, as well as what the results would look like if one does in fact have an asymmetric brain.

3. What skills/processes are primarily associated with the left hemisphere? What about the right hemisphere?

The left hemisphere is typically associated with analytical and logical thinking. It deals with language, mathematics, and rationality. The right hemisphere is associated with emotion, holistic thinking, music, dance, and artistic creativity.

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Advanced Questions

1. What types of professions might benefit from using what we know about brain asymmetry?

An artist or someone in advertising could benefit from knowing that when people make judgments about another person (age, emotional state), say on a billboard or in a painting, they tend to use information from the left side of the person’s face more so than the right side.

Plastic surgeons, cosmetologists, or actors could, in some cases, also benefit from being informed about brain asymmetry. As long as an appropriate justification is given, many occupations could be identified when answering this question.

2. Describe a task that might be more difficult for a split-brain patient than a normal individual.

Students could identify tasks such as driving, boxing, or playing electronic games.

The student’s description of the task should include which aspects of the task would be particularly challenging for a split-brain patient and why.

For example, in a driving task when a split-brain patient is focused on the road they would be unable to read road signs in their left visual field. To read signs in their left visual field they would need to shift their eyes and/or head. This could result in a dangerous situation in which they take their eyes off of what is happening in front of them.

3. The interpretation of the experimental results relies on a comparison between the data from right-handed participants as well as left-handed participants. Why is this the case?

The comparison is necessary for two reasons. First, right-handed individuals have a more asymmetric brain than do left-handed individuals. Second, judgments about faces are done more in the right hemisphere than in the left hemisphere. Since right-handers have a more asymmetric brain it should follow that they will more heavily rely on information about faces that is presented to the right hemisphere than will left-handers.

Discussion Question

1. Why might it be advantageous for us to have a brain in which some processes are specific to one hemisphere?

One possibility is that since the brain has a lot of responsibilities, it seems reasonable that using a division of labor strategy, at least in some cases, would be beneficial. This type of organization might allow the brain to process more information and/or process information more fully.**It is not clear why the brain is set up in an asymmetrical way, so a broad array of student responses could be appropriate here. This question can be used as a creative thinking exercise.

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Test Bank Answers

Multiple Choice Questions

1. If you show a split-brain patient a word in their right visual field they …a. would be able to say the word aloudb. would be able to pick up a physical item that matches the word that they were shown withtheir right handc. would be able to write the word with their right handd. None of the above

Answer: a

2. Which of the following is typically associated with the brain’s right hemisphere?a. rationalityb. languagec. musicd. None of the above

Answer: c

3. A split brain patients would have trouble catching/blocking an object that enters their left field of view with …

a. their right handb. their left handc. either of their hand hands. d. It wouldn’t be a problem

Answer: b

4. The brain asymmetry demonstration predicts that left handed participants will choose the chimeric face with the younger half face on the left as the younger face …

a. more often than right handed participantsb. less often than right handed participantsc. about the same amount of the time as right handed participants d. almost never.

Answer: b

5. Which of the following statements is true?a. Moving the right hand is controlled by the right hemisphereb. Split brain patients cannot move both hands at oncec. The left hemisphere is associated with processing spatial information d. Right handed individuals show more brain asymmetry than left-handed individuals

Answer: d

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True/False Question

1. ___ The brain asymmetry demonstration does not account for the possibility that people may just have a general left-view bias, a bias for processing information from the left to the right.

Answer: False

Short Answer Question

1. What makes the brain of a split-brain patient unique?

In a split-brain patient, information is not shared between the brain’s right and left hemisphere.

Essay Question

1. Which face does the brain asymmetry demonstration predict right-handed participants will choose? Why?

This essay is worth 6 points:Point 1: Right-handed participants will choose the younger face as the one with the younger

half face on the left side.Point 2: Right-handed people typically show brain asymmetry, one hemisphere is often more

involved in processing a given type of information than the other.Point 3: The right hemisphere is more involved in processing faces than the left hemisphere.Point 4: When a face is presented, the left half of the face will go to the right hemisphere of

the brain while the right half of the face will go to the left hemisphere.Point 5: Since the right hemisphere is more involved in the processing of faces, the

information it receives will be weighted more heavily in making judgments about the face then the information received by the left hemisphere.

Point 6: Therefore, the face that has the younger half face on the left will be chosen as the younger face most of the time.

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USEFUL WEBSITES

Basic Neural Processes Tutorialshttp://psych.hanover.edu/Krantz/neurotut.htmlA great site developed by John Krantz of Hanover College, it provides a collection of tutorials in basic neural processes. It allows students to quiz themselves on neuron and brain structure, and find out more detailed information about the process of neural communication.

Brain Imaging Demos from the MNIhttp://www.bic.mni.mcgill.ca/demos/This site provides some fascinating graphic demonstrations of various brain-imaging techniques with both pictures and some video clips.

The Brain Model Tutorialhttp://pegasus.cc.ucf.edu/~Brainmd1/brain.htmlA wonderful interactive site where students can click on the names of brain structures and see beautiful detailed close up images of them.

The Epilepsy Foundationhttp://www.efa.org/An informative site for students who may have questions about epilepsy and want to research its causes and treatments.

Neuropsychology Centralhttp://www.neuropsychologycentral.com/index.htmlThis is one of the major sites with information related to brain science. It contains a wealth of information, including information on neuroimaging, neuropsychological assessment, and links to related organizations and research laboratories.

Neurosciences on the Internethttp://www.neuroguide.com/Another megasite for information related to brain science, this site features links to neuroscience research centers, neurological diseases, brain images, and neuroscience journals. This site also has a searchable database.

Neuroscience for Kidshttp://faculty.washington.edu/chudler/neurok.htmlEveryone is a kid at heart. The site provides nice demos and discussions of the brain that anyone can enjoy and from which anyone can learn.

Harvard NeuroDiscovery Centerhttp://www.neurodiscovery.harvard.edu/about/about.htmlThis site provides a brief overview of a number of neurodegenerative diseases (e.g., Alzheimer’s, Parkinson’s) in addition to some of the current research for various neurodegenerative diseases. In case there are questions generated by the discussion of various diseases, this site links to a wide variety of education, advocacy, and research sites.

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The Whole Brain Atlashttp://www.med.harvard.edu/AANLIB/home.htmlThis site provides an extensive guide to the brain, including an atlas of normal brain structure, a list of the top 100 brain structures, and a quiz that tests knowledge of brain structure. The site also contains information about various forms of pathology and how these affect brain structure and function.

SERENDIPhttp://serendip.brynmawr.edu/bb/kinser/Home1.htmlThis webpage allows you to explore the structure of the brain with images of real brains and different slicing techniques. Allow illustrated are comparative brains across species.

Science News Dailyhttp://www.sciencedaily.com/news/mind_brain/Science News Daily’s website has a section devoted to the latest research on the mind and brain written for the layman. It is a valuable resource to direct students to or to add a new highlight to your discussion on most recent research findings.

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TEST BANK

Multiple Choice

1. Which of the following comprise the forebrain?a. corpus callosum, cerebellum, and cerebral cortexb. hippocampus, medulla, pons, and thalamusc. cerebral cortex, basil ganglia, the limbic system, thalamus, and hypothalamusd. amygdala, reticular activating system, and corpus callosum

ANS: c. REF: Forebrain DIF: Moderate MSC: TYPE: Factual

2. The basal ganglia of the forebrain are crucial toa. motor function.b. hearing.c. sleeping and waking. d. regulating behavior necessary for species survival.ANS: a REF: Motor Function Physiology DIF: Easy MSC: TYPE: Factual

3. The limbic system is responsible fora. memory retrieval.b. relaying sensory information.c. emotion, motivation, and learning.d. motor information.ANS: c REF: Limbic System DIF: Easy MSC: TYPE: Factual

4. All of the following are central interconnected cerebral structures of the limbic system except thea. primary motor cortex.b. septum.c. amygdala.d. hippocampus.ANS: a REF: Limbic System DIF: Moderate MSC: TYPE: Factual

5. Dysfunction of the basal ganglia is known to causea. visual agnosia.b. semantic memory loss.c. fear.d. motor deficits.ANS: d REF: Basal Ganglia DIF: Hard MSC: TYPE: Factual NOT: WWW

6. Which of the following processes would most likely involve the limbic system? a. Bill stretches his arms high into the air.b. Bill feels very nervous about the upcoming exam. c. Bill solves a physics problem.d. Bill feels an acute pain in his wrist.ANS: b REF: Limbic System DIF: Moderate MSC: TYPE: Application

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7. When the area of the forebrain known as the amygdala is stimulated, what reactions are likely to result?a. palpitations, fearful hallucinations, frightening flashbacks in memoryb. dizziness, headache, loss of consciousnessc. insomnia, inability to concentrate, restlessnessd. intense concentrationANS: a REF: Amygdala DIF: Moderate MSC: TYPE: Application

8. The __________ and __________ play a role in anger, aggression, and fear. a. amygdala; hippocampusb. septum; amygdalac. hippocampus; septumd. primary motor cortex; septumANS: b REF: Septum and Amygdala DIF: Moderate MSC: TYPE: Factual

9. Which of the following would most likely involve the use of the septum?a. Mike is scared by a man pointing a knife at him.b. Mike remembered a man that had pointed a knife at him. c. Mike sees a man who is pointing a knife at him.d. Mike sees a photo of a man pointing a knife at a woman.ANS: a REF: Septum DIF: Moderate MSC: TYPE: Application

10. Which of the following would involve activity in the amygdala?a. Wilma sees a cute cat. b. Wilma remembers her wedding day.c. Wilma gets angry at a dog after it ate her purse. d. Wilma leans over to pet a large dog.ANS: c REF: Amygdala Function DIF: Easy MSC: TYPE: Application

11. The __________ is responsible for the formation of new memories. a. thalamusb. hippocampusc. hypothalamusd. aphasiaANS: b REF: Hippocampus Function DIF: Easy MSC: TYPE: Factual

12. Damage to the hippocampus can result in “loss of memory function” in which old information is still able to be recalled, but the individual is unable to form new memories. This is known as a. Benzine syndrome.b. apraxia.c. aphasia.d. Korsakoff’s syndrome.ANS: d REF: Korsakoff’s Syndrome DIF: Hard MSC: TYPE: Factual

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13. Disruption in the hippocampus does not seem to result in deficits of what kind of memory?a. declarative memoryb. short-term memoryc. procedural memoryd. long-term memoryANS: c REF: Hippocampus Function DIF: Moderate MSC: TYPE: Conceptual

14. Jennifer has damage to a certain area of her brain. She can remember people and events from long ago, but she cannot remember where she ate lunch today. Judging by her symptoms, Jennifer probably has damage to thea. hypothalamus.b. hippocampus.c. thalamus.d. corpus callosum.ANS: b REF: Hippocampus DIF: Moderate MSC: TYPE: Application

15. This area of the brain is known to sort information and send it to appropriate areas in the cerebral cortex.a. hippocampus.b. basil ganglia.c. amygdala.d. thalamus.ANS: d REF: Thalamus Function DIF: Moderate MSC: TYPE: Factual

16. This particular part of the brain is responsible for regulating behavior that is important for the survival of the organism (e.g., fighting, feeding, fleeing, and mating) and “regulating emotions and reactions to stress.”a. hypothalamusb. thalamusc. ponsd. limbic systemANS: a REF: Hypothalamus Function DIF: Easy MSC: TYPE: Factual

17. Although the midbrain is not as important in mammals as in nonmammals, it is significant in that it houses the reticular activating system, which is essential in regulatinga. consciousness, heartbeat, and breathing. b. bodily coordination, balance, and muscle tone.c. breathing, swallowing, and digestion. d. the signals passing from one part of the brain to another.ANS: a REF: Midbrain DIF: Easy MSC: TYPE: Factual NOT: WWW

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18. Physicians make a determination of brain death based on the degree of function of thea. midbrain.b. brain stem.c. medulla oblongata.d. cerebellum.ANS: b REF: Brain Stem Function DIF: Moderate MSC: TYPE: Application

19. The __________, located in the hindbrain, is responsible for controlling the heartbeat, and to some extent, breathing, swallowing, and digestion.a. ponsb. cerebellumc. cerebral cortexd. medulla oblongataANS: d REF: Medulla Oblongata DIF: Moderate MSC: TYPE: Factual

20. This particular part of the hindbrain “contains neural fibers that pass signals from one part of the brain to another” and thus serves as a relay station.a. medulla oblongatab. ponsc. cerebellumd. limbic systemANS: b REF: Pons Function DIF: Moderate MSC: TYPE: Factual

21. This part of the hindbrain is responsible for “coordination, balance, and muscle tone,” and also includes memory related to procedural movements.a. hypothalamusb. amygdalac. septumd. cerebellumANS: d REF: Cerebellum DIF: Easy MSC: TYPE: Factual NOT: WWW

22. A code blue has just been announced in a hospital. A patient has stopped breathing. Doctors and medics are rushed to the scene and quickly determine that brain death has not yet occurred. How did the medics know whether the patient was brain dead or not? a. They found that there was still activity in the frontal lobe of the patient’s brain.b. Once breathing stops, brain death occurs. c. They found that there was still activity in the brain stem.d. They found that the pons was still active.ANS: c REF: Brain Stem Activity DIF: Moderate MSC: TYPE: Conceptual

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23. How would someone determine whether there was a possibility of a problem in the function of a patient’s medulla oblongata?

a. The patient might be experiencing both short-term and long-term memory loss.b. The patient might not be able to sense pain or pressure. c. The patient might display irregular aggression patterns.d. The patient might experience heartbeat irregularity and possible breathing problems.

ANS: d REF: Medulla Oblongata DIF: Moderate MSC: TYPE: Conceptual

24. Sonia lays in a hospital bed unable to wakeup. Scans of her brain show damage to the ___ which is important for regulating overall level of consciousness/arousal. a. corpus callosumb. white matterc. reticular activating systemd. medulla oblongataANS: c REF: Reticular Activating System DIF: Moderate MSC: TYPE: Application

25. The convolutions of the cerebral cortex comprise __________, which are small grooves; __________, which are raised areas or bulges; and __________, which are large grooves.a. sulci; fissures; gyrib. fissures; sulci; gyric. gyri; fissures; sulcid. sulci; gyri; fissuresANS: d REF: Cortex Convolutions DIF: Moderate MSC: TYPE: Conceptual

26. The cerebral cortex isa. the main lobe of the forebrain. b. the bridge between the left and the right hemispheres of the brain.c. a one- to three-millimeter-thick layer that covers the surface of the brain. d. a layer, covering the surface of the brain, that comprises about 60% of the brain.ANS: c REF: Cerebral Cortex Structure DIF: Easy MSC: TYPE: Factual

27. The cerebral cortex is often referred to as __________, whereas the nerve fibers of the brain’s interior are often called __________.a. contralateral; ipsilateralb. gray matter; white matterc. ipsilateral; contralaterald. white matter; gray matterANS: b REF: Cerebral Cortex DIF: Easy MSC: TYPE: Factual NOT: WWW

28. __________ refers to transmission of information to the opposite side, whereas __________ refers to transmission to the same side.a. Contralateral; ipsilateralb. Occipital; frontalc. Ipsilateral; contralaterald. Parietal; temporal

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ANS: a REF: Information Transfer DIF: Moderate MSC: TYPE: Conceptual29. Most motor information transmission is

a. parietal.b. contralateral.c. ipsilateral.d. occipital.ANS: b REF: Motor Information Transfer DIF: Hard MSC: TYPE: Factual

30. The corpus callosum serves to a. make certain contralateral transmissions ipsilateral.b. regulate the transmission of information along the cerebral cortex. c. allow transmission of information between the left and right hemispheres.d. transmit information from the left and right hemispheres to the spinal cord.ANS: c REF: Corpus Callosum DIF: Easy MSC: TYPE: Factual

31. There are two radio stations, one receiving signals from the western hemisphere and one receiving signals from the eastern hemisphere. A cable connects the two stations so that signals sent out from one half of the world can be transmitted to the other half. This cable is analogous to the brain’sa. corpus callosum.b. cerebral cortex.c. white matter.d. medulla oblongata.ANS: a REF: Corpus Callosum DIF: Easy MSC: TYPE: Conceptual

32. The two halves of the brain, which rely on the corpus callosum for communication, are called a. cerebral hemispheres.b. lobes.c. contralateral.d. split brain.ANS: a REF: Hemispheres DIF: Easy MSC: TYPE: Factual NOT: WWW

33. Marc Dax noticed a relationship between the loss of speech and the side of the brain in which damage had occurred in patients suffering froma. prosopagnosia.b. aphasia.c. ablation.d. schizophrenia.ANS: b REF: Aphasia DIF: Moderate MSC: TYPE: Factual

34. Paul Broca believed thata. localization of function does not exist. b. the left hemisphere of the brain is critical to normal speech function.c. the right hemisphere of the brain is critical to normal speech function.d. neither hemisphere of the brain is critical to normal speech function.ANS: b REF: Broca’s Area DIF: Moderate MSC: TYPE: Factual

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35. Karl Lashley concluded that localization of specific memoriesa. can be demonstrated through the use of a large variety of techniques.b. can be demonstrated only by using incision. c. can be demonstrated only by using ablation.d. cannot be demonstrated.ANS: d REF: Localized Representations: Lashley DIF: Moderate

MSC: TYPE: Factual

36. This particular part of the left hemisphere of the brain appears to contribute to language comprehension.a. Dax’s areab. Wernicke’s areac. Lashley’s aread. Boca’s areaANS: b REF: Wernicke’s Area DIF: Easy MSC: TYPE: Factual

37. Split-brain patients sometimes have difficulty reconciling information that is __________ (largely localized in the left hemisphere) with information that is __________ (generally localized in the right hemisphere).a. verbal; spatialb. spatial; verbalc. visual; auditoryd. tactile; olfactoryANS: a REF: Hemispheric Specialization DIF: Moderate

MSC: TYPE: Conceptual

38. Which abilities have been found to be localized on the right side of the brain for most split-brain patients?a. the ability to follow conversations or storiesb. language functionsc. skilled movementd. finding patternsANS: a REF: Hemispheric Specialization DIF: Hard MSC: TYPE: Conceptual

39. The approach to studying the brain in order to understand what specific part of the brain controls what specific skills or behaviors is called _____.a. synthesisb. localization of functionc. ecological validityd. lobotomyANS: b REF: Study of Brain Areas and Functions DIF: Moderate

MSC: TYPE: Factual

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40. What percentage of the population has language functions predominantly localized in the left hemisphere of the brain?a. 100b. 90c. 50d. 20

ANS: b REF: Language Lateralization DIF: Hard MSC: TYPE: Factual

41. When viewing a picture that is half one person’s face and half another person’s face, a split brain patient woulda. ask why you are showing her half of two different faces.b. say the image portrays the whole face of whomever is depicted on the right side.c. point to the image of the whole face of whomever is depicted on the right side.d. simply be unable to answer.ANS: b REF: Split-Brain Patients DIF: Moderate MSC: TYPE: Factual

42. Juan suffers from a disorder of skilled movements, which is known asa. dyslexia.b. aphasia.c. apraxia.d. agnosia.ANS: c REF: Apraxia DIF: Moderate MSC: TYPE: Factual

43. This research is well known for his work with split-brain patients.a. Lashleyb. Brocac. Gazzanigad. All of the above have worked with split-brain patients.ANS: c REF: Split-Brain Patients DIF: Moderate MSC: TYPE: Factual

44. This particular way of looking at the brain divides up the cerebral hemisphere into four parts called a. lobes.b. hemispheric specialization.c. in vivo technique.d. split brain.ANS: a REF: Brain Lobes DIF: Moderate MSC: TYPE: Factual NOT: WWW

45. The frontal lobe is responsible fora. sensing pain and pressure.b. visual processing.c. auditory processing. d. higher thought processes and motor processing.ANS: d REF: Frontal Lobe DIF: Easy MSC: TYPE: Factual

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46. Which of the following would most involve the use of the frontal lobe?a. Tia sees her finger in a nutcracker. b. Tia feels incredible pain when she gets her finger caught in a nutcracker.c. Tia hears a nutcracker closing. d. Tia considers how to use an oddly designed nutcracker to crack a nut.ANS: d REF: Frontal Lobe DIF: Moderate MSC: TYPE: Conceptual

47. The parietal lobe is primarily responsible fora. planning and execution of movement.b. somatosensory processing.c. auditory processing.d. visual processing.ANS: b REF: Parietal Lobe DIF: Easy MSC: TYPE: Factual NOT: WWW

48. The main functions of the temporal and occipital lobes, respectively, are a. visual processing and auditory processing.b. execution of movement and sensing texture. c. auditory processing and visual processing.d. somatosensory processing and visual processing.ANS: c REF: Temporal and Occipital Lobes DIF: Easy MSC: TYPE: Factual

49. Tom puts his hand on a warm stove burner and senses the heat coming from the stove. The message of warmth travels from his hand to which lobe of the brain?a. occipitalb. parietalc. temporald. frontalANS: b REF: Parietal Lobe DIF: Moderate MSC: TYPE: Application

50. Mary wakes up in the middle of the night to hear a loud thump coming from the stairway. She then hears creaking and a voice whispering. Her __________ lobe makes it possible for her to hear that there are burglars in her house.a. occipitalb. parietalc. temporald. frontalANS: c REF: Temporal Lobe DIF: Moderate MSC: TYPE: Application

51. Joe is walking around a room completely in the dark. He cannot see anything. When he feels the doorknob with his hand, he pulls the door open. What location in the brain most directly enabled him to accomplish what he attempted? a. the temporal lobeb. the occipital lobec. the parietal lobed. the cerebral fissuresANS: c. REF: Parietal Lobe DIF: Moderate MSC: TYPE: Application

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52. This part of the brain, located in the frontal lobe, is important for controlling movement. It is responsible for planning and executing movement especially for movements including a delayed response.a. primary visual cortexb. the cerebral fissuresc. primary auditory cortexd. primary motor cortexANS: d REF: Primary Motor Cortex DIF: Easy MSC: TYPE: Factual

53. The parietal lobe contains the ______, which is the part of the brain that the various senses provide information to concerning “pressure, texture, temperature, and pain.”a. association areasb. primary motor cortexc. primary somatosensory cortexd. primary visual cortexANS: c REF: Primary Somatosensory Cortex DIF: Moderate

MSC: TYPE: Factual

54. Although the brain makes up only one fortieth of the total weight of the adult human body, it uses __________ of the circulating blood, available oxygen, and available glucose.a. one-thirtiethb. one-twentiethc. one-tenthd. one-fifthANS: d REF: Brain Resource Use DIF: Hard MSC: TYPE: Factual

55. These cells in the brain transmit electrical signals from one location to another in the nervous system.a. amygdalab. dopamine receptorc. metabolicd. neuronANS: d REF: Neuron Definition DIF: Easy MSC: TYPE: Factual

56. The junction between terminal buttons of one neuron with the dendrites of other neurons.a. synapseb. terminal buttonc. nodes of ranvierd. synaptic terminalANS: a REF: Synapse Definition DIF: Easy MSC: TYPE: Factual

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57. At the end of the branches of an axon are the ____, which look like small knobs.a. terminal buttonsb. synapsec. nodes of ranvierd. synaptic terminalANS: a REF: Terminal Buttons DIF: Easy MSC: TYPE: Factual

58. Signals between neurons occur when these chemical messengers transmit information from one neuron to the next across the synaptic gap. a. synapseb. hormonesc. neurotransmittersd. neurobindersANS: c REF: Neurotransmitters DIF: Easy MSC: TYPE: Factual

59.59. Identify the three types of chemical substance that are involved in neurotransmission:

a. monoamine neurotransmitters, amino-acid neurotransmitters, neurobinders.b. monoamine neurotransmitters, amino-acid neurotransmitters, neuropeptides.c. amino-acid neurotransmitters, neurobinders, cerebropeptides.d. monoamine neurotransmitters, neuropeptides, neurobinders.ANS: b REF: Chemicals in Neurotransmission DIF: Hard MSC: TYPE: Factual

60. Adrian has Alzheimer’s and has a difficult time with his memory. The doctors say that his memory difficulties in part are due to the low levels of ____.a. acetylcholineb. dopaminec. dratonin d. serotoninANS: a REF: Acetylcholine and Alzheimer’s DIF: Moderate

MSC: TYPE: Application

61. This particular neurotransmitter is associated with attention, reward and reinforcement, learning, and motivational processes.a. acetylcholineb. dopaminec. GABAd. serotonin ANS: b REF: Dopamine Function DIF: Moderate MSC: TYPE: Factual

62. This particular neurotransmitter is important for regulating impulsivity and is associated with eating behavior, and aggressive behavior.a. acetylcholineb. dopaminec. GABAd. serotoninANS: d REF: Serotonin Function DIF: Moderate MSC: TYPE: Factual

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63. Kent has been living on the street and using heroin for at least 5 years. It is likely he hasa. acute toxicityb. chronic toxicityc. few neurotransmittersd. an overactive amygdalaANS: b REF: Chronic Toxicity DIF: Moderate MSC: TYPE: Conceptual

64. This technique has been used for centuries in which researchers document the behaviors of individuals thought to have brain damage and then after the person dies, they examine the brain for lesions.a. postmortem studiesb. in vivo techniquesc. ipsilateral transmissiond. brain damage analysis (BDA)ANS: a REF: Postmortem Studies DIF: Easy MSC: TYPE: Factual

NOT: WWW

65. Which of the following is not an in vivo technique for viewing the structures and functions of the brain? a. Recording the electrical activity of the brainb. Still-imaging of the brain (e.g., CT scan, MRI scan) c. Examining how radioactive material is transported and used in the braind. Dissecting the brain to locate possible lesionsANS: d REF: Dissection DIF: Moderate MSC: TYPE: Conceptual NOT: WWW

66. Tan, a patient of Broca’s who had severe speech problems, was capable of uttering only one syllable “Tan” (hence the name). After Tan’s death, examination of his brain revealed a number of lesions in the frontal lobe. It was ascertained from this that parts of the frontal lobe are important for speech production. Gathering knowledge from someone about brain function after death with known difficulties would be an example of a. Broca’s technique.b. Brain Capacity Functional Analysis.c. in vivo techniques.d. postmortem studies.ANS: d. REF: Postmortem Studies DIF: Easy MSC: TYPE: Application

67. Derrick has a number of electrodes attached to his head. He is probably about to participate in a study involving use ofa. fMRI.b. ERPs.c. PET.d. CT scan.ANS: b. REF: ERP Method DIF: Easy MSC: TYPE: Application

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68. This technique of studying the living brain is based on examining the recording of the electrical frequencies and intensities of the brain over time.a. Electrical Recording Technique (ERT)b. Lobotomyc. Electroencephalograms (EEGs)d. Magnetic Resonance Imaging (MRI)ANS: c REF: EEG Method DIF: Easy MSC: TYPE: Factual

69. These techniques for studying the brain obtain a still image that can help with “revealing the structures of the brain.”a. Electrical Recording Techniques (ERT)b. Brain Structure Enhancements (BSE)c. Static Imaging Techniquesd. Magnetic Recognition Enhancements (MRE)ANS: c REF: Static Imaging DIF: Moderate MSC: TYPE: Factual

70. This static imaging technique uses a strong magnetic field to analyze “magnetic changes in the energy of the orbits of nuclear particles in the molecules of the body. ”a. Magnetic Resonance Imaging (MRI) b. Brain Structure Enhancement (BSE)c. Electrical Recording Technique (ERT)d. Magnetic Recognition Enhancement (MRE)ANS: a REF: MRI Method DIF: Moderate MSC: TYPE: Factual

71. These techniques take advantage of the brain’s consumption of glucose or oxygen and specifically look for which part of the brain is most active “during more generalized processing.” The active part of the brain would require more resources than inactive areas.a. Glucose Metabolism Tomography (GMT)b. Metabolic Imagingc. Electrical Recording Technique (ERT)d. Static Imaging TechniquesANS: b REF: Metabolic Imaging DIF: Moderate MSC: TYPE: Factual

NOT: WWW

72. This particular type of metabolic imaging technique uses a radioactive form of glucose “that emits positrons as it is metabolized” to look at the physiological functioning of the brain “in action.” It monitors increase in blood flow to particular parts of the brain.a. Electroencephalograms (EEGs)b. Glucose Metabolism Tomography (GMT)c. Positron emission tomography (PET)d. ERPsANS: c REF: PET Method DIF: Moderate MSC: TYPE: Factual

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73. This particular neuroimaging technique is able to look at changes in the brain over time by looking at increases in oxygen consumption to produce an image of the brain.a. Functional Magnetic Resonance Imaging (fMRI)b. Magnetic Resonance Imaging (MRI)c. Positron Emission Tomography (PET)d. ERPsANS: a REF: fMRI Method DIF: Moderate MSC: TYPE: Factual

74. This particular technique for studying the brain temporarily disrupts normal activity of the brain in a very small area. This is done by placing a coil on the person’s head and passing a current through it.a. electroencephalograms (EEGs)b. transcranial magnetic stimulation (TMS)c. magnetic resonance imaging (MRI)d. magnetoencephalography (MEG)ANS: b REF: TMS Method DIF: Hard MSC: TYPE: Factual

75. Activity of the brain is study outside of the head by this particular technique in which the magnetic fields emitted by changes in brain activity is picked up.a. transcranial magnetic stimulation (TMS)b. functional magnetic resonance imaging (fMRI)c. electroencephalograms (EEGs)d. magnetoencephalography (MEG)ANS: d REF: MEG Method DIF: Hard MSC: TYPE: Factual

76. This type of disorder is caused by an interruption in the flow of blood to the brain and often contributes to noticeable loss in cognitive functioning.a. vascular disorderb. aphasic strokec. dratonind. neoplasmsANS: a REF: Vascular Disorder DIF: Moderate MSC: TYPE: Factual

77. Cognitive function can be affected by brain tumors which can occur in either the gray or white matter of the brain. Another name for a brain tumor is a. septum.b. neoplasm.c. pons.d. apraxia.ANS: b REF: Neoplasm: Brain Tumor DIF: Hard MSC: TYPE: Factual

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78. This type of stroke is due to a fatty tissue that has built up over years and then breaks free and then becomes lodged in an artery in the brain. a. neoplasmsb. hemorrhagic stroke c. aphasic stroked. ischemic strokeANS: d REF: Ischemic Stroke DIF: Moderate MSC: TYPE: Factual

79. This type of stroke is due to a blood vessel in the brain suddenly breaking and filling the surrounding tissue with blood which contributes to cells dying.a. ischemic strokeb. neoplasms c. hemorrhagic stroke d. aphasic strokeANS: c REF: Hemorrhagic Stroke DIF: Moderate MSC: TYPE: Factual

80. Many soldiers are returning from the war with closed-head injuries. What has occurred?a. Skull damage occurred and harmed a portion of the brain.b. No skull damage occurred, but soldiers were harmed psychologically.c. No skull damage occurred but there is damage to the brain.d. The damage has occurred over time.ANS: c REF: Closed-Head Injuries DIF: Moderate MSC: TYPE: Conceptual

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Essay

1. List the three main regions of the brain. Next, under each heading, list the significant structures located in each region, and give a short description of the functions of each structure. ANS: Answer not provided NOT: WWW

2. Explain the concept of hemispheric specialization. Include in your discussion a description of the abilities of each hemisphere and the role of the corpus callosum. ANS: Answer not provided NOT: WWW

3. Explain the importance of the various chemical substances involved in neurotransmission.ANS: Answer not provided

4. List and describe the function of the various neuronal structures.ANS: Answer not provided

5. Describe the different types of strokes and the impact they have on the brain. ANS: Answer not provided

6. How can researchers trace observed behavior resulting from brain damage to a certain location in the brain once a patient has died? Contrast this method with other methods used while the patient is alive. ANS: Answer not provided NOT: WWW

7. Suppose that a large, parasitic microorganism entered the human blood stream and traveled up to the brain, but was blocked from entering. Why did the microorganism not pass into the brain? What structure blocked its entry? Compare this structure with the structure that links both brain hemispheres.ANS: Answer not provided

8. An epileptic patient has had her corpus callosum severed. The patient has been asked to draw a three-dimensional form with her left hand. The patient is successful. However, when asked to draw the same object with the right hand, the patient was not able to perform the task successfully. Why not?ANS: Answer not provided

9. Explain the similarities and differences between the various types of metabolic imaging techniques. Include in your explanation when you might use one over another.ANS: Answer not provided

10. You have just stepped on a nail protruding from the floor. Describe the various processes involved in relaying information from the time you step on the nail to the time you pull your foot away. Be sure to include effecters and receptors in your discussion.ANS: Answer not provided

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11. Each of the four lobes of the brain is responsible for the processing of different information. Give an example of a task or activity that would require the use of at least three of the lobes. In describing the task, make sure you show how each of the lobes is involved. ANS: Answer not provided NOT: WWW

12. Imagine that you were a doctor in “the old days” (prior to the invention of the various in vivo techniques). First, list a number of cognitive problems that you could study (e.g., Korsakoff’s syndrome, aphasia, apraxia, case studies like Phineas Gage), then describe how you would use postmortem studies in understanding these various cognitive problems. Include in your discussion the various behaviors of interest. Also, from a scientific standpoint how would you increase the confidence of your findings? ANS: Answer not provided

13. Imagine that the brain had no hemispheric specialization and no modularity. What would be the implications for such a brain (include issues such as learning, brain damage, brain development, etc.)?ANS: Answer not provided

14. Explain how the brain might work if all neurotransmitters were nonexistent and it was based simply on which neurons were firing. What would be the implications for a brain that functioned so?ANS: Answer not provided

15. Generate various scenarios in which an individual has a head injury from say a car accident (include injuries from front, back, top, and the sides). Include both closed and open-head injuries and describe how the injuries would alter function.ANS: Answer not provided

16. As part of a research project for a biological psychology class, you are assigned to work with experienced researchers who have access to equipment that allows you to study the human brain. Describe two in vivo techniques and how they would allow you to learn about the human brain.ANS: Answer not provided

17. How can the study of the brain have applications for improving human welfare? ANS: Answer not provided NOT: WWW

18. What parts of the brain are used while playing football, and how are they used?ANS: Answer not provided

19. From both a research and medical diagnostic viewpoint, explain the significance of Brodmann areas.ANS: Answer not provided

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20. You are a biological psychologist and you must figure out what symptoms or effects certain diseases have on each of your participants. One participant has Korsakoff’s syndrome, one is a split-brain patient, and the third has had an ischemic stroke. Briefly explain the effects or accompanying symptoms of each of these people. ANS: Answer not provided

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