Solution Manual for Introduction to Psychology Gateways to Mind

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Chapter Two

Brain and Behavior

Chapter Theme: Brain activity is the source of human consciousness, intelligence,
and behavior
Discussion Topics One-Minute Motivator 2.1: Firing of the Neuron
One-Minute Motivator 2.2: Studying Memory
One-Minute Motivator 2.3: Oxytocin and Mothering
One-Minute Motivator 2.4: Studying Facial Recognition
One-Minute Motivator 2.5: Brain and the Mind
One-Minute Motivator 2.6: Surface Areas of the Cortex
One-Minute Motivator 2.7: Child without a Brain
One-Minute Motivator 2.8: Have No Fear
One-Minute Motivator 2.9: Hormones and Foods
One-Minute Motivator 2.10: Brain Specialization
One-Minute Motivator 2.11: Right Brain vs. Left Brain
Broadening Our Cultural Horizons 2.1: Use of Cerebral Hemispheres
Broadening Our Cultural Horizons 2.2: Cultural Attitudes toward
Transplants
Value Clarification 2.1: Extreme Criminality Should Be Punished With
Psychosurgery
Value Clarification 2.2: Personality is a Product of Free Will
Value Clarification 2.3: Parents Must Maximally Develop Their Children
Value Clarification 2.4: Medication for Brain Problems is Still Just
Medication
Value Clarification 2.5: People with Depression Should Just Toughen Up
Value Clarification 2.6: People with Genetic Abnormalities Should Not
Have Children
Value Clarification 2.7: People with Mental Illnesses Should be Genetically
 Tested
Value Clarification 2.8: People should be Able To Get High If They Want
Value Clarification 2.9: Parents Should Have Complete Control over Their
Children’s Health
Value Clarification 2.10: People Should Have the Right to Choose Their
Health Care
Value Clarification 2.11: Fetal Tissue Should be Used to Cure Human
Diseases
Value Clarification 2.12: Stem Cell Research Should be Forbidden
Value Clarification 2.13: Being Ambidextrous is Good

Classroom Activities Exercise 2.1: Cortical Localization and Interference

Exercise 2.2: Neurotransmitters
Exercise 2.3: Sympathetic Nervous System
Exercise 2.4: Activity of the Brain
Exercise 2.5: Left-Handers in a Right-Handed World
Exorcise 2.6: Application to Other Disciplines
Exorcise 2.7: Brain Dominance
Exercise 2.8: Cultural Attitudes towards Prolonging Life
Exercise 2.9 Sculpting the Brain

37
 Exercise 2.10 Brain Map
Role-Playing Scenario 2.1: Exploring Facial Agnosia
Role-Playing Scenario 2.2: One Hemisphere at a Time
Role-Playing Scenario 2.3: Exploring Your Nondominant Side
Role-Playing Scenario 2.4: Half a Brain

Video Suggestions The Brain: Teaching Modules

The Brain: Your Information Superhighway
Discovering Psychology Series: The Behaving Brain
Dopamine Seduction: The Limbic System
The Neuroscience of Everyday Life
The Endocrine System

Multimedia Resources PowerLecture with JoinIn™ and ExamView® for Introduction to

Psychology: Gateways to Mind and Behavior, 13th Edition
Websites
Digital Media Library 3.0
3D Brain
3D Brain: The Cerebral Cortex
Action Potential
Brain Organization, Structure, and Function
Brain Re-Growth
Evaluation of Patients with Brain Damage
Hemisphere Control Hemispheric
Specialization Interference—
Synaptic Transmission Mirror
Neurons
Movement of Sodium and Potassium Ions in Action Potential
Neural Networks Neural
Transmission
Neurotransmitter Release
New Brain Scan
Resting Potential
Structure of the Neuron
Synaptic Transmission
The Brain
Traumatic Brain Injury
Wernicke-Geschwind Model

Supplemental Lecture The Brain

Handouts Handout 2.1 Activity of the Brain

Handout 2.2 Lateral Eye Movements
Handout 2.3A Cultural Attitudes toward Prolonging Life
Handout 2.3B Cultural Attitudes toward Prolonging Life

38
Chapter Two Outline

2.1 Neurons—Building a “Biocomputer”

Gateway Question 2.1: How do neurons operate and communicate?
Learning Objective 2.1.1 – Explain the function of neurons and glial cells within
the nervous system; and list and describe the four parts of a neuron and the
specific function of each part.
Learning Objective 2.1.2 – Describe an action potential, including why it is an all-
or-nothing event, the function of the myelin layer within the process of saltatory
conduction, why an action potential is considered an electrical event, and the
definitions of the following terms: resting potential, threshold, ion channels, and
negative after-potential.
Learning Objective 2.1.3 – Describe how nerve impulses are carried from one neuron to
another through a chemical process, including an explanation of receptor sites and
how different types of neurotransmitters can excite or inhibit the receiving cell.
Learning Objective 2.1.4 – Describe the function of the chemicals called neuropeptides
in regulating the activities of other neurons as well as the pain-killing effects of the
neuropeptide chemicals known as enkephalins and endorphins.
Learning Objective 2.1.5 – Describe how neural networks interlink collections of
neurons and process information in our brains to produce all behavior.
Learning Objective 2.1.6 – Describe the process of neuroplasticity, including the use of
therapy and training in self-directed neuroplasticity.

2.2 The Nervous System—Wired for Action

Gateway Question 2.2: What are the major parts of the nervous system?
Learning Objective 2.2.1 – Describe the make-up and functions of the central
nervous system (CNS) and the peripheral nervous system (PNS).
Learning Objective 2.2.2 – Chart the subdivisions of the peripheral nervous system
(PNS), describe the functions of the somatic nervous system (SNS) and the autonomic
nervous system (ANS), identify the automatic bodily processes controlled by the
sympathetic and parasympathetic branches of the ANS, and explain how the combined
activity of both branches determines if the body is more or less relaxed or aroused.
Learning Objective 2.2.3 – Explain how a reflex arc arises within the spinal cord,
including the functions of the sensory neurons, connector neurons, and motor neurons
within this process.
Learning Objective 2.2.4 Explain the function of neurilemma in the regeneration of
neurons and nerves within the PNS, list ways to prevent injury to the CNS, and discuss
the techniques that scientists are working on ways to repair damaged neural tissue.

2.3 Research Methods—Charting the Brain’s Inner Realms

Gateway Question 2.3: How are different parts of the brain identified and what
do they do?
Learning Objective 2.3.1 – Define biopsychology.
Learning Objective 2.3.2 – Describe the brain research strategy referred to as
localization of function.
Learning Objective 2.3.3 – Describe how brain structure is investigated through
the techniques of dissection, CT scans, and MRI scans.

39
 Learning Objective 2.3.4 – Describe the techniques that are used to map brain functions,
including clinical case studies and the observations of neurological soft signs, electrical
stimulation, ablation, deep lesioning, electrical recording, and microelectrode
recording, as well as less intrusive EEG recording, PET scans, and fMRI scans; and
discuss how these techniques have been used to detect and understand brain disorders,
brain efficiency, and even behaviors, such as lying.

2.4 The Cerebral Cortex—My, What a Wrinkled Brain You Have!

Gateway Question 2.4: How do the left and right hemispheres differ and what are the
different functions of the lobes of the cerebral cortex?
Learning Objective 2.4.1 – Describe the main differences between the brains of lower and
higher animals and include a description of the cerebral cortex, the two hemispheres,
gray matter, corticalization, the corpus callosum, and the curious problem
called spatial neglect.
Learning Objective 2.4.2 – Explain how and why the brain is “split” and the resulting
behavioral effects experienced by individuals who have undergone this type of brain
surgery.
Learning Objective 2.4.3 – Describe the functions of the left cerebral hemisphere. Learning
Objective 2.4.4 – Describe the functions of the right cerebral hemisphere. Learning
Objective 2.4.5 – Discuss the location and functions of the frontal lobes of the
brain, including the primary motor area and its mirror neurons and the many
association areas, which combine and process information, and explain how damage to
one association area, Broca’s area, results in motor aphasia and how the prefrontal
cortex is related to abstract thought and one’s sense of self.
Learning Objective 2.4.6 – Describe the location and functions of the parietal lobes
and its primary sensory area.
Learning Objective 2.4.7 – Describe the location and functions of the temporal lobes
and its primary auditory area, and explain how damage to one association area,
Wernicke’s area, results in fluent aphasia.
Learning Objective 2.4.8 – Describe the location and functions of the occipital lobes
and its primary visual area; and explain the effects of damage to these lobes.
Learning Objective 2.4.9 – Discuss the structural differences in the brains of men and
women and the differences in how their brains are specialized to deal with
intellectual and language capabilities.

2.5 The Subcortex—At the Core of the (Brain) Matter

Gateway Question 2.5: What are the major parts of the subcortex?
Learning Objective 2.5.1 – Identify the parts of the brain that make up the forebrain,
midbrain, and hindbrain and the general functions of these subdivisions, and
explain what regions of the brain would be considered “subcortex.”
Learning Objective 2.5.2 – Identify the location and functions of the medulla and pons,
and describe the effects that damage to these areas can cause, including the recent
research on the locked-in syndrome that results from damage to the brainstem.
Learning Objective 2.5.3 – Provide a description of the cerebellum, including its
appearance, location in the brain, its functions, and the symptoms that would
result from damage to this area.
Learning Objective 2.5.4 – Describe the location and functions of the reticular
formation (RF), and explain how a part of the RF called the reticular activating system
(RAS) keeps the brain active and alert.

40
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