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Once again, most psychologists consider that neurotransmitters play a role, but do
not rely solely on neurotransmission to explain behaviour.
longitudinally: over a long period of time, to observe short-term and longterm effects of the damage
Phineas Gage: 25-year-old railroad foreman who unfortunately had a metal pole
sent through his skull during an explosion of a rocky cliff
though his left cheek, base of skull, through front of brain and out of the top
of his head, landing 100 feet away
lost balance between intellectual abilities and emotional control had been
destroyed
James Olds
invasive techniques
BLOA: Section 2 Physiology and Behaviour: A Localization of brain function and brain
plasticity (neuroplasticity)
pg. 11-12
theory that the mechanisms for thought, behaviour and emotions are located in
different areas of the brain
Paul Broca located the ability for speech in the third convolution of the left frontal
lobe
Dr. Ramachandran has also identified, through case studies and modern scanning
technology, that a small structure inside the brain, called the fusiform gyrus, is
responsible for face recognition
o
Clearly the right parietal lobe was responsible for recognition of the left side
of her body and the left side of her visual attention.
if one part of the brain is damaged, depending on the extent of the damage,
the area of the brain and (often) the age of the person affected, other parts
of the brain can to a greater or lesser extent take over the function of the
damaged part
worst time for cortical (frontal lobe) injury is likely the first month or
so of life
BLOA: Section 2. Physiology and Behaviour and F. Biology and Behaviour - the use of
technology
pg. 24-27
modern technology
o
encephalogram (EEG)
detects these rays and turns them into computer images of brain
activity.
early diagnosis
CT and MRI scans can only show structure, while the other three types also show
brain activity, with the fMRI showing both structure and activity
Thinking Point: Can brain imaging technologies provide definitive answers to questions about
how humans think, or what thinking is?
The aim of the study was to investigate whether changes could be detected in the
brains of London taxi drivers and to further investigate the functions of the
hippocampus in spatial memory.
hippocampus. The conclusions show that taxi drivers have larger hippocampus
than the control participants, who tend not to use spatial memory as often as the
London taxi drivers, and that the taxi drivers who have spent more time driving
have hippocampi with more volume than those who havent been licensed as
long. The direct correspondence of the job and brain plasticity, or the brains
ability to remake itself as it adapts to the environment, is evidently shown through
Maguires study of 2000.
27
IB Psychology
Pamoja Essential Skills
Linked closely to the attitudes and dispositions highlighted in the IB
Learner Profile are Pamoja's Essential Skills or what the IB categorizes
as Approaches to Learning (ATL). In a sense, these are the skills
deemed critical for success in this course, in school, and in your future.
Keep in mind that all of us have our own unique strengths, interests
and personalities. It is not expected that you will be expert in any of
these skills after just a few weeks in the course, but rather the goal is
to continue to monitor, reflect and improve upon your existing skill set.
Using the rubric below to reflect on and then rate your skill level (either
novice, learner, practitioner, or expert) for each of the 5 essential skills
of thinking, communication, social, research, and self-management.
Here is an example:
I am at the learner level of research skills. I tend to follow my
teacher and classmates lead on gathering and using research. I
usually need some assistance when conducting research and do
not always cite or use information appropriately.
Write a blog post of five short paragraphs for each skill explaining the
rating you gave yourself.
Level 1
Level 2
Level 3
Level 4
Novice
(Observation)
Learner
(Emulation)
Practitioner
(Demonstration
)
Expert (Selfregulation)
Observes others
performing tasks
and using the
skill.
Copies others
performance of
the skill.
Can demonstrate
the skill on
demand.
High levels of
scaffolding from
teacher needed.
Medium level of
scaffolding
needed.
Minimal teacher
scaffolding
required.
No teacher
scaffolding
required.