Description
Psychology Discussion Requirements
1. You are required to have 3 posts in each discussion and these three posts must be made on three separate days. The first post is the initial response to the question that appropriately and completely addresses the topic. This must be completed by 11:59 p.m.(EST) Thursday night. It is best to post it at the beginning of the week. The remaining two posts are responses to two different classmates. The first response to a classmate is due Saturday at 11:59 p.m.(EST) and the second response to a classmate is due on Sunday at 11:59 p.m.(EST). Responses to me do not count as a response to another student; however, I will interact with each of you throughout the course. I encourage you to respond back. If you do not post on three separate days you will lose points (possible 15 point deduction).
*There will be a deduction of 5 points per day that the initial post is late. Posts are not accepted after the week closes on Sunday night.
2. Your initial post (your response to the topic) must contain a citation. It is your ideas supported by research. Please refer to the APA Power Point in the Start Here section of the classroom for information on proper formatting. There will be a deduction of 20 points for failure to cite a source within your initial post and to provide a reference at the end of your initial post.
3. Your initial post must be a minimum of 300 words and each response must be a minimum of 200 words. Please double-check your word count. Only posts that meet the word count requirements receive credit.
4. Post your word count at the end of each post. There will be a 5 point deduction for each failure to provide a word count.
5. Please address fellow students and professor by name. There will be a 5 point deduction for each failure to address by name.
6. Please use spell-check and proper grammar. Points will be deducted for each spelling and grammatical error up to 10 points for each post.
Psych Discussion Post
Due By
Cited Source – In Text and Reference
Word Count
Point Value
Post 1 – Initial Response is well organized, includes a citation, addresses topic, and demonstrates critical thinking
Thursday
Yes – mandatory
300
50 points
Post 2 – Response to 1st student is well organized, includes classmate’s name, addresses topic, and demonstrates critical thinking
Saturday
Not required, but must cite any work used
200
25 points
Post 3 – Response to 2nd student is well organized, includes classmate’s name, addresses topic, and demonstrates critical thinking
Sunday
Not required, but must cite any work used
200
25 points
PSYCHOLOGY DISCUSSION RUBRIC
Criteria
Exemplary (100%)
50/50
Above Average (89%)
45/ 50
Satisfactory (79%)
40/ 50
Approaches Standard (69%)
35/ 50
Needs Improvement (59%)
30/ 50
Unsatisfactory (0)
0/ 50
Initial Post (50)
Reveals mastery of the material, critical assessment, and thorough exploration of the subject matter. Demonstrates mastery of grammar, punctuation, spelling, mechanics, and usage and with no errors.
Reveals some mastery of the material although further exploration would have increased the value of the post; some critical assessment although portions of the material may be vague. Demonstrates proficiency of grammar, punctuation, spelling, mechanics, and usage with fewer than three errors
Reveals knowledge of the subject matter although more exploration is needed; some critical assessment was noted although more in-depth perspective would have enhanced the work. Understanding of grammar, punctuation, spelling, mechanics, and usage with fewer than five errors
May highlight what the reading material offers but does not apply further exploration of the subject matter; critical assessment is lacking. Improvement in some areas of grammar, punctuation, spelling, mechanics, and usage; fewer than ten errors but retains clarity throughout most of post.
Uses personal opinion only without any exploration of additional possibilities; no critical assessment is noted. Needs improvement in grammar, punctuation, spelling, mechanics, and usage; more than fifteen errors; errors affect clarity of post.
Unable to score because there was no engagement in the discussion.
Criteria
25/25 per post
22/ 25 per post
20/ 25 per post
17/ 25 per post
15/ 25 per post
0/ 25 per post
Peer Responses (25 per post)
Promotes further discussion on the subject matter through thought-provoking peer responses; demonstrates depth of analysis of topic and peer’s post;Makes use of source support, as needed, and in proper APA format, grammar, punctuation, spelling, mechanics and usage with no errors
Promotes further discussion on the subject matter through meaningful comments that demonstrate understanding of topic and peer’s post. Makes use of source support, as needed, but may not fully use proper APA format, grammar, punctuation, spelling, mechanics and usage with fewer than three errors
Engages peers but does not promote further consideration of the material so that additional learning takes place. Uses some source support, though it may not be scholarly or in the appropriate APA format, grammar, punctuation, spelling, mechanics and usage with fewer than five errors.
Peer engagement does not encourage depth of academic thought or is based on personal opinion only.Uses some source support, though it may not be scholarly or in the appropriate APA format, with fewer than ten errors in grammar, spelling, mechanics and usage
Peer responses do not add substance or promote engagement in the discussion in a meaningful way; comments are superficial or off topic.Extremely limited or no source support noted; improper or missing APA format, and grammar, spelling, mechanics affect clarity
Unable to score because there was no engagement in the discussion.
Professionalism is a very serious matter in your online class at Keiser University and in the field of psychology. Our mission is to provide you with an education that prepares you to succeed in the workplace and in graduate programs.
Please use the following guidelines in our discussion forum and in all communication at Keiser University:
I will “listen” to others respectfully.
I recognize that online learning is devoid of physical cues that often support communication and will strive to use language that clearly expresses my views.
I will strive to utilize language that is thoughtful, respectful, and collegial when communicating with my fellow students.
When I disagree with someone, I will critique his/her ideas in a respectful and constructive manner.
I will try to understand other people’s behaviors and perspectives rather than simply criticize them.
I will avoid stereotypes and humor that is disparaging of others.
I will avoid texting language, slang, or other non-professional communication.
Week 3 Topic:
“Dyslexia” (Garrett & Hough, 2022, p.295).
When most people hear the word dyslexia they think about letters flip-flopping or showing up backward. However, dyslexia is a complex neurologically-based learning disability and the letter flip-flop is not necessarily what happens.
Explain the impairments experienced by individuals diagnosed with dyslexia.
Explain some of the neurological areas that are different in those with dyslexia.
It is reported that some cultures have more incidences of dyslexia. Why is that?
Here is a very good video that explains the brain’s role in reading and dyslexia.
YouTube URL: http://www.youtube.com/watch?v=QrF6m1mRsCQ
The green is the Broca’s Area responsible for articulation (sounding out the letters)
The purple is the Parieto Temporal Area (next to Wernicke’s Area) responsible for word analysis
And the blue is the Occipito-Temperal Area (near the visual processing center) responsible for word form
To post to the discussion, click on the “Week 3 Discussion” title above, then Create Thread.
Unformatted Attachment Preview
Chapter 9: Hearing and Language
Introduction
• Receptor: cell, often specialized neuron,
suited by its structure to respond to specific
form of energy, such as vibration of sound.
• Adequate stimulus.
• Sensation: acquisition of sensory information.
• Perception: interpretation of sensory
information.
Garrett, Brain and Behavior, 6th Edition. © SAGE Publications, 2021.
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Hearing (1 of 18)
• Cochlea: where auditory stimulus is
converted into neural impulses.
• Adequate stimulus for audition: vibration in
a conducting medium (usually air but
occasionally water or even cranial
vibration).
Garrett, Brain and Behavior, 6th Edition. © SAGE Publications, 2021.
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Hearing (2 of 18)
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Hearing (3 of 18)
The Adequate Stimulus for Hearing (1 of 2)
• Frequency: number of cycles or waves of
alternating compression and decompression
of vibrating medium per second.
• Pitch: psychological perception of frequency of a
sound.
• Intensity: physical energy in a sound.
• Loudness: our perception of a sound’s intensity.
Garrett, Brain and Behavior, 6th Edition. © SAGE Publications, 2021.
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Hearing (4 of 18)
The Adequate Stimulus for Hearing (2 of 2)
• Pure tones: waveforms with a very regular
(sine) wave, which have only one
frequency.
• Complex sounds: sounds that mix several
frequencies, showing combination of
frequencies and amplitudes.
• Musical tone or random noise.
Garrett, Brain and Behavior, 6th Edition. © SAGE Publications, 2021.
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Hearing (5 of 18)
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Hearing (6 of 18)
The Auditory Mechanism (1 of 5)
• Pinna: flap of the ear that graces the side of
the head, also called the outer ear.
• Tympanic membrane: very thin membrane
stretched across end of the auditory canal.
• Ossicles: tiny bones in the middle ear that
operate in lever fashion to transfer vibrations
from tympanic membrane to the cochlea.
• Malleus, incus, and stapes.
Garrett, Brain and Behavior, 6th Edition. © SAGE Publications, 2021.
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Hearing (7 of 18)
The Auditory Mechanism (2 of 5)
• Eustachian tube: middle ear structure that
connects middle ear to the back of the mouth,
equalizing air pressure of middle ear with the
outside world.
• Cochlear canal: location of auditory receptors
which vibrate due to activity in vestibular and
tympanic canals.
• Organ of Corti: sound-analyzing structure that
rests on basilar membrane which consists of four
rows of specialized cells called hair cells.
Garrett, Brain and Behavior, 6th Edition. © SAGE Publications, 2021.
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Hearing (8 of 18)
The Auditory Mechanism (3 of 5)
• Basilar membrane: membrane that
supports organ of Corti.
• Tectorial membrane: membrane above
hair cells.
Garrett, Brain and Behavior, 6th Edition. © SAGE Publications, 2021.
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Hearing (9 of 18)
The Auditory Mechanism (4 of 5)
• Inner hair cells: sensory cells that receive
90–95% of auditory neurons.
• Outer hair cells: increase cochlea’s
sensitivity both by amplifying its output and
sharpening frequency tuning at location of
peak vibration.
Garrett, Brain and Behavior, 6th Edition. © SAGE Publications, 2021.
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Hearing (10 of 18)
The Auditory Mechanism (5 of 5)
• Inferior colliculi: involved in sound
localization.
• Tonotopically organized: type of
organization in which neurons from
adjacent receptor locations project to
adjacent cells.
Garrett, Brain and Behavior, 6th Edition. © SAGE Publications, 2021.
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Hearing (11 of 18)
• Frequency theory: assumes neurons from
adjacent receptor locations project to adjacent
cells.
• Telephone theory: early form of frequency theory
developed by William Rutherford that posited
individual neurons in auditory nerve fired at save
frequency as rate of vibration of sound source.
• Volley theory: groups of neurons follow frequency
of sound at higher frequencies when single neuron
cannot.
Garrett, Brain and Behavior, 6th Edition. © SAGE Publications, 2021.
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Hearing (12 of 18)
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Hearing (13 of 18)
• Place theory: any one of a group of theories
that states that encoding sound frequency
depends on location of maximal vibration on
basilar membrane.
• Frequency-place theory: combination theory
stating frequency following by individual
neurons accounts for frequencies up to about
200 Hz and all remaining frequencies are
represented by place of greatest activity.
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Hearing (14 of 18)
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Hearing (15 of 18)
• Simple hearing aids are sufficient to
remedy damage to middle ear bones or
age-related mild loss of hair cells in ear.
• Cocktail party effect: ability to sort out and
focus on meaningful auditory messages
from complex background of sounds.
• Auditory object: sound we identify as
distinct from other sounds.
Garrett, Brain and Behavior, 6th Edition. © SAGE Publications, 2021.
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Hearing (16 of 18)
• Three cues assist in rapid and accurate
judgments of sound location:
• Interaural level difference: locating sounds caused
when sound interference of head causes near ear to
receive more intense sound.
• Interaural timing difference: a sound directly to person’s
left or right takes about 0.5 milliseconds to travel
additional distance to second ear.
• Head-related transfer function (HRTF): frequency
alterations to sound as it passes through pinna and
auditory canal, as well as through the head and other
parts of body.
Garrett, Brain and Behavior, 6th Edition. © SAGE Publications, 2021.
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Hearing (17 of 18)
• Coincidence detectors: neurons that fire
most when they receive input from both
ears at the same time.
• Echolocation: a sort of sonar typically used
by animals like bats, dolphins, and cavedwelling birds, animals use sound
localization to avoid obstacles in total
darkness.
Garrett, Brain and Behavior, 6th Edition. © SAGE Publications, 2021.
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Hearing (18 of 18)
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Language (1 of 7)
• Language: structured system of
communication with common set of
grammatical and organizational rules.
• Grammar: consistent set of language rules.
• Aphasia: language impairment caused by damage
to the brain.
Garrett, Brain and Behavior, 6th Edition. © SAGE Publications, 2021.
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Language (2 of 7)
• Broca’s aphasia: language impairment
caused by damage to Broca’s area and
surrounding cortical and subcortical areas.
• Four primary qualities:
• Non-fluent.
• Anomia.
• Difficulty with articulation.
• Agrammatic.
Garrett, Brain and Behavior, 6th Edition. © SAGE Publications, 2021.
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Language (3 of 7)
• Wernicke’s aphasia: language impairment
where person has difficulty understanding
and producing spoken and written language.
• Wernicke-Geschwind theory: idea that visual
information must be converted to auditory
form for processing arose in part from fact
that language evolved before writing and
Wernicke’s area was believed to operate in
an auditory fashion.
Garrett, Brain and Behavior, 6th Edition. © SAGE Publications, 2021.
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Language (4 of 7)
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Language (5 of 7)
• Alexia: inability to read.
• Agraphia: inability to write.
• Angular gyrus: brain pathway that
connects visual projection area with
auditory and visual association areas in
temporal and parietal lobes.
• Dyslexia: impairment of reading.
Garrett, Brain and Behavior, 6th Edition. © SAGE Publications, 2021.
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Language (6 of 7)
• Phonological hypothesis: predominant
understanding that dyslexia is due to a
disability in learning grapheme-phoneme
correspondences.
• Planum temporale: location of the posterior
part of Wernicke’s area, typically about 13%
larger in left hemisphere than in right.
• Prosody: use of intonation, emphasis, and
rhythm to convey meaning in speech.
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Language (7 of 7)
• Language acquisition device:
hypothesized part of the brain dedicated to
learning and controlling language.
• Language is not unique to humans, but
defining language is a major obstacle in
studying nonhuman language.
• Research on brain organization in animals
has been ambiguous.
Garrett, Brain and Behavior, 6th Edition. © SAGE Publications, 2021.
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Chapter 10: Vision and Visual
Perception
Introduction
• Synesthesia: condition in which musical
tones evoke a sensation of changing
colors.
• Vision enables us to read and absorb
large amounts of complex information.
Garrett, Brain and Behavior, 6th Edition. © SAGE Publications, 2021.
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Light and the Visual Apparatus
(1 of 9)
• 97 million light receptors in the human
eye.
• Electromagnetic spectrum: variety of
energy forms, ranging from gamma rays at
one extreme of frequency to the radiations
of alternating current circuits at the other.
Garrett, Brain and Behavior, 6th Edition. © SAGE Publications, 2021.
3
Light and the Visual Apparatus
(2 of 9)
Garrett, Brain and Behavior, 6th Edition. © SAGE Publications, 2021.
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Light and the Visual Apparatus
(3 of 9)
• Accommodation: process in which ciliary
muscles attached to the lens of the eye
contract to make lens rounder, allowing the
eye to focus on a near object.
• Retina: light sensitive tissue at the rear of the
eye, made up of two main types of lightsensitive receptor cells, called rods and
cones, and neural cells connected to them.
• Photopigments: light-sensitive chemicals.
Garrett, Brain and Behavior, 6th Edition. © SAGE Publications, 2021.
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Light and the Visual Apparatus
(4 of 9)
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Light and the Visual Apparatus
(5 of 9)
• Rhodopsin: photopigment in the rods of
the eye.
• Iodopsin: photopigment in the cones of the
eye.
• Fovea: A 1.5-mm-diameter circle in the
middle of retina that contains the greatest
concentration of cones.
Garrett, Brain and Behavior, 6th Edition. © SAGE Publications, 2021.
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Light and the Visual Apparatus
(6 of 9)
• Visual acuity: ability to distinguish details.
• Receptive field: area of the retina from
which a ganglion cell receives its input.
• Light receptors most active when they are
not being stimulated by light.
Garrett, Brain and Behavior, 6th Edition. © SAGE Publications, 2021.
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Light and the Visual Apparatus
(7 of 9)
• Rods and cones highly interconnected by
horizontal cells.
• Amacrine cells also connect across many ganglion
cells.
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Light and the Visual Apparatus
(8 of 9)
• Axons of ganglion cells join into optic
nerves.
• Where nerve exits the eye there are no receptors,
so it is referred to as the blind spot.
• Visual field: part of the environment being
registered on the retina.
• Retinal disparity: discrepancy in location of
an object’s image on the two retinas.
Garrett, Brain and Behavior, 6th Edition. © SAGE Publications, 2021.
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Light and the Visual Apparatus
(9 of 9)
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Color Vision (1 of 4)
• Wavelength does not always predict color.
• Color is merely observer’s experience of a
wavelength.
• Trichomatic theory: asserts that just three
color processes account for all the colors
we are able to distinguish.
• Now known as Young-Helmholtz theory.
Garrett, Brain and Behavior, 6th Edition. © SAGE Publications, 2021.
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Color Vision (2 of 4)
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Color Vision (3 of 4)
• Opponent process theory: attempts to
explain color vision in terms of opposing
neural processes.
• Complementary colors: colors that cancel
each other out to produce a neutral gray or
white.
• Negative color aftereffect.
Garrett, Brain and Behavior, 6th Edition. © SAGE Publications, 2021.
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Color Vision (4 of 4)
• Three types of color receptors—red
sensitive, green sensitive, and blue
sensitive—interconnected in opponent
process fashion at ganglion cells.
• Color blindness (color vision deficiency):
individual has a poor or absent response
from one or more cone types, leading to
difficulty distinguishing certain colors.
Garrett, Brain and Behavior, 6th Edition. © SAGE Publications, 2021.
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Form Vision (1 of 3)
• Retinotopic map: layout of visual cortex,
where adjacent retinal receptors activate
adjacent cells in visual cortex.
• Form vision: detection of an object’s
boundaries and features.
• Lateral inhibition: retinal boundary where
each neuron’s activity inhibits the activity of
its neighbors and in turn they inhibit its
activity.
Garrett, Brain and Behavior, 6th Edition. © SAGE Publications, 2021.
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Form Vision (2 of 3)
Garrett, Brain and Behavior, 6th Edition. © SAGE Publications, 2021.
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Form Vision (3 of 3)
• Simple cells: cells that respond to line or
edge at specific orientation and place on
retina.
• Complex cells: cells that continue to respond
when a line or edge moves to a different
nearby location.
• Spatial frequency theory: visual cortical cells
do a Fourier frequency analysis of luminosity
variations in a scene.
Garrett, Brain and Behavior, 6th Edition. © SAGE Publications, 2021.
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The Perception of Objects, Color,
and Movement (1 of 5)
• Visual processing:
• Modular processing: segregation of various
components of processing into separate locations.
• Hierarchical processing: lower levels of nervous
system analyze information and pass results on to
the next higher level for further analysis.
• Distributed: viewpoint that visual function
occurs across a relatively wide area of the
brain.
Garrett, Brain and Behavior, 6th Edition. © SAGE Publications, 2021.
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The Perception of Objects, Color,
and Movement (2 of 5)
The Two Pathways of Visual Analysis
• Parvocellular system: allows discrimination of
fine detail and color.
• Magnocellular system: specialized for
brightness contrast and movement.
• Ventral stream: stream from visual cortex into
temporal lobes.
• Dorsal stream: stream from visual cortex to
parietal lobes.
Garrett, Brain and Behavior, 6th Edition. © SAGE Publications, 2021.
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The Perception of Objects, Color,
and Movement (3 of 5)
Disorders of Visual Perception (1 of 2)
• Object agnosia: impaired ability to recognize
objects.
• Prosopagnosia: impaired ability to visually
recognize familiar faces.
• Fusiform face area (FFA): part of fusiform gyrus
located in inferior temporal cortex central to face
recognition.
• Blindsight: ability to respond to visual stimuli that
are not consciously seen.
Garrett, Brain and Behavior, 6th Edition. © SAGE Publications, 2021.
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The Perception of Objects, Color,
and Movement (4 of 5)
Disorders of Visual Perception (2 of 2)
• Visual word form area (VWFA): “object” recognition
function that responds to written words as a whole.
• Color agnosia: loss of ability to perceive colors due
to brain damage.
• Color constancy: ability to recognize natural color of
an object despite variations in brightness and
illumination.
• Movement agnosia: impaired ability to detect
movement.
Garrett, Brain and Behavior, 6th Edition. © SAGE Publications, 2021.
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The Perception of Objects, Color,
and Movement (5 of 5)
The Problem of Final Integration
• Binding problem: how the brain combines
information from different areas into a
unitary whole.
• Synesthesia: condition in which stimulation
in one sense triggers an experience in
another sense or a concept evokes an
unrelated sensory experience.
Garrett, Brain and Behavior, 6th Edition. © SAGE Publications, 2021.
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Chapter 11: The Body Senses and
Movement
Introduction
• Parkinson’s diagnosis for Michael J. Fox.
– Used synthetic dopamine (L-dopa) treatment.
– Became powerful advocate for Parkinson’s
research.
– Founded Michael J. Fox Foundation.
– Testified before Congress on the need for
medication.
Garrett, Brain and Behavior, 6th Edition. © SAGE Publications, 2021.
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The Body Senses (1 of 12)
• Body information from somatosensory and
vestibular systems.
• Somatosenses include:
– Proprioception and skin senses.
– Interoceptive system and vestibular system.
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The Body Senses (2 of 12)
Proprioception.
• Proprioception.
• Key to many basic functions:
– Maintaining posture and moving limbs.
– Grasping and locating objects.
Garrett, Brain and Behavior, 6th Edition. © SAGE Publications, 2021.
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The Body Senses (3 of 12)
The Skin Senses.
• Skin senses: touch, warmth, cold,
texture, and pain.
– Some also include tickling and itching.
• Distinct with their own receptors and
pathways to the brain.
– Free nerve endings and encapsulated
receptors.
Garrett, Brain and Behavior, 6th Edition. © SAGE Publications, 2021.
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The Body Senses (4 of 12)
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The Body Senses (5 of 12)
The Vestibular Sense.
• Vestibular sense.
– Maintained by fluid-filled vestibular organ of
inner ear.
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The Body Senses (6 of 12)
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The Body Senses (7 of 12)
The Somatosensory Cortex and the Posterior
Parietal Cortex.
• Dermatome.
• Somatotopic map.
• Primary versus secondary somatosensory
cortex.
• Body integrity identity disorder
(apotemnophilia).
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The Body Senses (8 of 12)
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The Body Senses (9 of 12)
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The Body Senses (10 of 12)
Pain and Its Disorders: Detecting Pain.
• Inflammatory soup.
– Histamine, proteins, lipids, neurotransmitters,
and cytokines.
• Substance P.
• Endorphins.
Garrett, Brain and Behavior, 6th Edition. © SAGE Publications, 2021.
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The Body Senses (11 of 12)
Pain and Its Disorders: The Descending
Pain Inhibition Circuit.
• Gate control theory.
• Periaqueductal gray (PAG).
• Chronic pain.
• Phantom pain.
Garrett, Brain and Behavior, 6th Edition. © SAGE Publications, 2021.
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The Body Senses (12 of 12)
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Movement (1 of 9)
The Muscles.
• Skeletal muscles.
• Smooth muscles.
• Cardiac muscles.
• Antagonistic muscles.
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Movement (2 of 9)
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Movement (3 of 9)
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Movement (4 of 9)
The Spinal Cord.
• Muscle spindles.
• Golgi tendon organs.
• Central pattern generators (CPGs).
Garrett, Brain and Behavior, 6th Edition. © SAGE Publications, 2021.
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Movement (5 of 9)
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Movement (6 of 9)
The Brain and Movement: The Secondary
Motor Areas.
• Premotor cortex.
• Supplementary motor area.
• Primary motor cortex.
• Basal ganglia.
Garrett, Brain and Behavior, 6th Edition. © SAGE Publications, 2021.
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Movement (7 of 9)
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Movement (8 of 9)
Garrett, Brain and Behavior, 6th Edition. © SAGE Publications, 2021.
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Movement (9 of 9)
Disorders of Movement.
• Parkinson’s disease.
• Huntington’s disease.
• Myasthenia gravis (MG).
Garrett, Brain and Behavior, 6th Edition. © SAGE Publications, 2021.
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