PSY 312: Brain and BehaviorPSY 312: Brain and Behavior

Dr. Mark PrendergastOffice: B449 BBSRB (on the corner of Virginia and Limestone St.)Office hours: by appointmentTelephone: 257-6120e-mail: prender@email.uky.edu

Tracy Butler, M.S.Office: 448-D BBSRBOffice hours: by appointmentTelephone: 323-0575e-mail: tracyrbutler@uky.edu

Required Text: Basics of Biopsychology by John P.J. Pinel (2007)

Outline: This class provides an introduction to structural and functional characteristics of the nervous system. Topics range from simple brain structures and behaviors to more complex functions such as drug addiction and other psychiatric illnesses.

Attendance: Attendance is never a course requirement in my classes.

Cheating: Cheating is not tolerated. I define cheating as either giving or receiving help during exams or during the writing of a paper. This can be from a classmate or any other method, including copying from a WWW site. In addition, any written assignment for this class is to be done independently and working on written assignments together also constitutes as cheating. If you need further clarification of what the University defines as cheating, please read the description in your Students Rights and Responsibilities Handbook. Anyone caught cheating will at minimum receive a zero and likely fail the course.

GradingGrading: : Your grade will be based on the % correct on 3 exams, including the final (100 points each, a total of 300 points). Each exam will consist of multiple choice questions. If an emergency arises and you must miss class on an exam day, please let me know prior to class. Make-up exams should be scheduled as soon as possible. Final grades will be assigned on a curve based upon overall exam performance. Regardless of class performance, however, 90% is guaranteed an "A", 80% at least a "B", 70% at least a “C”, 60% at least a “D” and below 60% an E.

Extra CreditExtra Credit: : All students will be allowed to complete 1 extra credit assignment worth up to the equivalent of 5 points on an exam. This assignment must be a 2 page (double spaced) summary of an article published in a scientific journal identified on www.pubmed.com. Extra credit assignments are due prior to the final exam.

Documented disability policyDocumented disability policy: : if a disability exists and requires academic accommodations, please see me as soon as possible. To receive accommodations in the course, you must provide me with a Letter of Accommodation from the Disability Resource Center.

Anatomy of Brain Anatomy of Brain PrendergastPrendergast

Sept. 9Sept. 9thth and 14 and 14thth: : NO CLASSNO CLASS

Neural ActivityNeural Activity PrendergastPrendergast

Development of the Nervous System Development of the Nervous System PrendergastPrendergast

Brain Damage and NeuroplasticityBrain Damage and Neuroplasticity PrendergastPrendergast

Learning, Memory, and AmnesiaLearning, Memory, and Amnesia Butler/PrendergastButler/Prendergast

Hunger, Eating, and HealthHunger, Eating, and Health ButlerButler

Hormones and SexHormones and Sex PrendergastPrendergast

Sleep, Dreaming, and Circadian RhythmsSleep, Dreaming, and Circadian Rhythms PrendergastPrendergast

Addiction, Emotion, and StressAddiction, Emotion, and Stress PrendergastPrendergast

Guest Lecture, Guest Lecture, Dr. Bill Stoops: Studying Drug Abuse in HumansDr. Bill Stoops: Studying Drug Abuse in Humans

Addiction, Emotion, and Stress, cont’dAddiction, Emotion, and Stress, cont’d PrendergastPrendergast

Mechanisms of PerceptionMechanisms of Perception PrendergastPrendergast

Behavioral Neuroscience of PsychiatricBehavioral Neuroscience of Psychiatric ButlerButler

Sensory Motor SystemsSensory Motor Systems PrendergastPrendergast

Special role that genes and heritability play in behaviorSpecial role that genes and heritability play in behavior PrendergastPrendergast

FINAL EXAM: FINAL EXAM: 12/14 @ 1:00 p.m.12/14 @ 1:00 p.m.

Lecture notes: Lecture notes: available on-line before every class atavailable on-line before every class at

http://www.uky.edu/~prender/welcome_files/slide0001.htmhttp://www.uky.edu/~prender/welcome_files/slide0001.htm

- hates Safari or Mozilla- hates Safari or Mozilla

- likes Internet Explorer- likes Internet Explorer

How should you use your textbook ???

1. Lecture material is the most important to know

2. The textbook is meant to help explain the lectures

3. If material is in the book but not the lecture, you will not be tested over it

4. You do not need to read every part of every chapter

I suggest…

1. … that you read lecture notes first, then consult the book

2. If there is still any confusion, come talk to me or Tracy

http://www.uky.edu/~prender/welcome_files/slide0001.htmhttp://www.uky.edu/~prender/welcome_files/slide0001.htm

here is how you can print the slides out without the dark background, in plain black and white. 1. click on print, when the print dialog box opens look to the lower left, for the menu called "print what". 2. use the mouse to select "handouts" 3. just below that menu is another menu called "Color/grayscale".  Use the mouse to select "pure black and white". 4. just to the right of the "print what" and "Color/grayscale" drop down menus is a menu called "slides per page".Just pick how many slides you want per page and print them out. The slides will be all black and white with no background.

What you see is NOT what you get !

Anatomy of the Brain Anatomy of the Brain (and spinal cord)(and spinal cord)

Legend for color coding:Legend for color coding:

Cerebral cortexCerebral cortex

Ventricle (cerebrospinal fluidVentricle (cerebrospinal fluid)

Corpus callosumCorpus callosum

CerebellumCerebellum

Brain stemBrain stem

The HOPES Brain Tutorial (Stanford University)

Gyri (gyryus): folds of brain

Sulci (sulcus): gaps between gyri

2 primary cell types in 2 primary cell types in nervous systemnervous system

1.1. neuronsneurons – 10 to 100 billion neurons – 10 to 100 billion neurons

can vary can vary tremendouslytremendously in size and shape but all have 3 in size and shape but all have 3 componentscomponents

• Cell body or “soma”Cell body or “soma”– contains nucleus contains nucleus

• Dendrites Dendrites – ““antenna” of neuron, projections that receive chemical signalsantenna” of neuron, projections that receive chemical signals from other neurons and other types of cellsfrom other neurons and other types of cells

• Axons Axons

– The “transmitter” of a neuron, it’s usually a long fiber (can be inches long) The “transmitter” of a neuron, it’s usually a long fiber (can be inches long) that ends very closely to another neuron that ends very closely to another neuron

goal of every cell is to receive chemical signals from nearby cells and to send chemical signals to nearby cells

DendritesDendrites Cell BodyCell Body AxonAxon

1 23

1.1. Chemicals are transported to end of axonChemicals are transported to end of axonby “microtubes”by “microtubes”

2.2. Packaged in fatty “sacs” called “synaptic vesicles”Packaged in fatty “sacs” called “synaptic vesicles”

3.3. Release, out of axon at the right timeRelease, out of axon at the right time

Neurons can be:Neurons can be:

MultipolarMultipolar: : many “processes” extend from many “processes” extend from cell body (most neurons)cell body (most neurons)

Unipolar: Unipolar: 1 process1 process

Bipolar:Bipolar: 2 processes2 processes

1: “Nucleus”1: “Nucleus”

* Core of cell body* Core of cell body

* Contains almost all* Contains almost allgenetic informationgenetic information

2: Nearby cells called2: Nearby cells called““oligodendrocytesoligodendrocytes” ” wrap most axons with a wrap most axons with a fatty substance calledfatty substance called““myelin” myelin”

3 primary types of neurons3 primary types of neurons

• motor neuronsmotor neurons– efferentefferent – carry info from CNS – carry info from CNS

• sensory neuronssensory neurons– afferent afferent – carry info toward CNS– carry info toward CNS

• interneuronsinterneurons– carry info within regionscarry info within regions

2. Glial cells2. Glial cells – 10 to 100X the number of neurons – 10 to 100X the number of neurons

• Glial cells provide important supportive role: Glial cells provide important supportive role: – providing providing nutrients to neuronsnutrients to neurons

– provide support for neuronsprovide support for neurons• myelin sheaths myelin sheaths (oligodendrocytes in brain/spinal cord(oligodendrocytes in brain/spinal cord “ “Schwann cell in periphery) Schwann cell in periphery)

– play a role in response to play a role in response to neuronal injuryneuronal injury• astrocytesastrocytes

– play a role in play a role in brain developmentbrain development• radial glia radial glia (helps guide new neurons to their place in brain)(helps guide new neurons to their place in brain)

2 divisions of the nervous system2 divisions of the nervous system

• CNSCNS – Central Nervous System – Central Nervous System– brain, spinal cordbrain, spinal cord

• PNSPNS – Peripheral Nervous System – Peripheral Nervous System

– Everything outside of the brain and spinal cordEverything outside of the brain and spinal cord

PNS - peripheral nervous systemPNS - peripheral nervous system2 components2 components

1. autonomic nervous system 1. autonomic nervous system

-- “involuntary”“involuntary”

-- role in emotion and stressrole in emotion and stress– controls smooth muscles, cardiac muscles controls smooth muscles, cardiac muscles

and glandsand glands– two anatomically separate componentstwo anatomically separate components

Sympathetic Nervous SystemSympathetic Nervous System(part of autonomic NS)(part of autonomic NS)

• ““fight or flight”fight or flight”

– activated during emergencies, stress and/or activated during emergencies, stress and/or arousalarousal

• ex. Adrenal gland releases adrenalin ex. Adrenal gland releases adrenalin (norepinephrine) into blood stream(norepinephrine) into blood stream

• causes increased heart rate, better attentioncauses increased heart rate, better attention

You don’t need to remember this stuff.

Parasympathetic nervous systemParasympathetic nervous system

• Maintain homeostasis, energy restorationMaintain homeostasis, energy restoration– physiological changes: physiological changes:

– Role is to regulate normal bodily function atRole is to regulate normal bodily function at

times of resttimes of rest

- lower heart rate, stimulates digestion - lower heart rate, stimulates digestion of food, controls urination, etc.of food, controls urination, etc.

You don’t need to remember this stuff.

2. Somatic nervous system2. Somatic nervous system • voluntaryvoluntary nervous system nervous system

– 31 pairs of spinal nerves 31 pairs of spinal nerves – ** ** NERVE NERVE – BUNDLE OF AXONS OUTSIDE THE – BUNDLE OF AXONS OUTSIDE THE

CNSCNS

– sensorysensory nerves nerves • Afferent (transmit information about touch, pain,Afferent (transmit information about touch, pain,

temperature. (but not vision or smell !) temperature. (but not vision or smell !)

-MotorMotor nervesnerves-Efferent (controls movement)Efferent (controls movement)

Spinal column and spinal nerves:Spinal column and spinal nerves:

A pair of nerves (31 pairs) emerges from each levelA pair of nerves (31 pairs) emerges from each level

CervicalCervical

ThoracicThoracic

LumbarLumbar

Sacral Sacral

Sections of CordSections of Cord

1 of each pair = sensory info. to spinal cord from body1 of each pair = sensory info. to spinal cord from body1 of each pair = motor info. from spinal cord to body1 of each pair = motor info. from spinal cord to body

Bridge from brainBridge from brainto peripheral NSto peripheral NS

Gray matter vs white matter ??Gray matter vs white matter ??

Dorsal root (incoming) vs ventral root (outgoing) Dorsal root (incoming) vs ventral root (outgoing)

dorsaldorsal

ventralventral

““afferent”afferent”

““efferent”efferent”

Brings info. INTO Brings info. INTO the the brainthe the brain

Sends info. OUTSends info. OUTof the brainof the brain

Brain-maps.comCourtesy, Marie-Luise Lehmann

Central Nervous System Central Nervous System - brain and spinal cord- brain and spinal cord

• How is it protected?How is it protected?– skullskull

• obvious - advantages of skullobvious - advantages of skull

• less obvious - disadvantage- closed head injuryless obvious - disadvantage- closed head injury

• -swelling causes compression of brain-swelling causes compression of brain

CNSCNS

• How is it protected?How is it protected?– SkullSkull

– CSF - cerebrospinal fluidCSF - cerebrospinal fluid• CSF productionCSF production

» role of ventriclesrole of ventricles

• Advantages:Advantages:» CushionCushion» Delivers nutrientsDelivers nutrients

• Disadvantages:Disadvantages:» hydrocephalyhydrocephaly

CNS -CNS -

• How is it protected?How is it protected?– SkullSkull

– CSF - cerebrospinal fluidCSF - cerebrospinal fluid

– meninges meninges 3 membranes that “wrap” around the outside of brain3 membranes that “wrap” around the outside of brain

dura mater – “tough mold”, leather-like outer meningedura mater – “tough mold”, leather-like outer meninge

arachnoid – middle layerarachnoid – middle layer

pia mater- “little mold”, directly attached to brainpia mater- “little mold”, directly attached to brain

Dura materDura mater Arachnoid materArachnoid mater

The Pia mater is too thin to seeThe Pia mater is too thin to see(also, it usually tears off when the Arachnoid(also, it usually tears off when the Arachnoid

mater is removed)mater is removed)

meninges-meninges-

Protect brain by:Protect brain by:preventing it from touch skullpreventing it from touch skull

holding cerebrospinal fluid in holding cerebrospinal fluid in

stabilizing blood supply to and from brainstabilizing blood supply to and from brain

CNSCNS

• How is it protected?How is it protected?– SkullSkull

– CSF - cerebrospinal fluidCSF - cerebrospinal fluid

– meninges meninges

– blood brain barrierblood brain barrier

Blood-brain barrier (BBB)Blood-brain barrier (BBB):: protects brain by making itprotects brain by making it difficult for substances to get indifficult for substances to get in

•Most substances (nutrients, oxygen,drugs, proteins, etc.) are carried into the Most substances (nutrients, oxygen,drugs, proteins, etc.) are carried into the cranium by the blood stream. But, most things cranium by the blood stream. But, most things can’t can’t get from the bloodget from the blood to neurons because of the BBBto neurons because of the BBB

Drugs, oxygen, nutrients, etc.… diffuse through Drugs, oxygen, nutrients, etc.… diffuse through capillary capillary walls into tissuewalls into tissue

BloodBlood arteriesarteries

capillariescapillaries

organsorgansmusclemusclebrainbrain

1.1. 2.2.

3.3.

Capillary

Red blood cells

Lipid (fat) cellsLipid (fat) cells

Capillary in Capillary in peripheralperipheral

nervous systemnervous systemOO22 drugs nutrients toxins drugs nutrients toxins

musclemuscleorgans, etcorgans, etc

musclemuscleorgans, etcorgans, etc

musclemuscleorgans, etcorgans, etc

1. Things in blood diffuse into tissue relatively easily1. Things in blood diffuse into tissue relatively easily

Capillary in Capillary in CentralCentral

Nervous SystemNervous System

Endothelial cellsEndothelial cells

OO22

1.1. Most things can’t get out of capillaries because of endothelial cellsMost things can’t get out of capillaries because of endothelial cells

2.2. Important things, like oxygen, glucose are “transported” into brainImportant things, like oxygen, glucose are “transported” into brain by special transportersby special transporters

Example of the importance of blood-brain barrierExample of the importance of blood-brain barrier

1.1. Medication dosingMedication dosing: : some drugs (for example, Prozac, Paxil)some drugs (for example, Prozac, Paxil) cross from capillaries to neurons easily.cross from capillaries to neurons easily.

* hijack “transporters”* hijack “transporters” * some can “slip” through without transporter* some can “slip” through without transporter

This means that you can give a lowThis means that you can give a lowdose (small amount) of the drug to get adose (small amount) of the drug to get a

good responsegood response

But, if a drug doesn’t cross capillary membrane easily…?But, if a drug doesn’t cross capillary membrane easily…?

You have to give a lot of the drug (high dose)You have to give a lot of the drug (high dose)

Much more likely to get nasty side effectsMuch more likely to get nasty side effects

2. 2. Brain Damage:Brain Damage:

Many “types” or “classes” of drug have a very, veryMany “types” or “classes” of drug have a very, veryhard time getting past the blood brain barrierhard time getting past the blood brain barrier

So, if you are trying to treat a disease that affects theSo, if you are trying to treat a disease that affects thebrain (as well as the rest of the body), the brain isbrain (as well as the rest of the body), the brain isespecially likely to be damaged by the diseaseespecially likely to be damaged by the disease

HIV/AIDSHIV/AIDS

Most of the drugs used to treat HIV infection and AIDSMost of the drugs used to treat HIV infection and AIDSdon’t cross the blood-brain barrier easilydon’t cross the blood-brain barrier easily

Exception to the blood-brain barrier:Exception to the blood-brain barrier:

1.1. Area of brain that has “chemoreceptors” Area of brain that has “chemoreceptors” to detect toxins that get in blood stream to detect toxins that get in blood stream

The “vomit center”The “vomit center”

a.k.a. “Area postrema”a.k.a. “Area postrema”

2. A gland in CNS that controls several hormones2. A gland in CNS that controls several hormones

Intro to Brain Development TerminologyIntro to Brain Development Terminology

5 divisions of brain during “embryologic” development (first 8 weeks)

1 = Telencephalon2 = Diencephalon3 = Mesencephalon4 = Metencephalon5 = Myelencephalon

72 hr old chick

http://www.mcatzone.com/glosslet.php?letter=t

Telencephalon (cerebral cortex, limbic system, basal ganglia): Telencephalon (cerebral cortex, limbic system, basal ganglia): “thought”, emotion,“thought”, emotion, motor controlmotor control

Diencephalon (thalamus and hypothalamus): Diencephalon (thalamus and hypothalamus): sensory relay, homeostatic functions sensory relay, homeostatic functions

Mesencephalon (midbrain): Mesencephalon (midbrain): tectum (dorsal) and tegmentum (floor)tectum (dorsal) and tegmentum (floor)

Metencephalon (pons and cerebellum): Metencephalon (pons and cerebellum): pons is fiber tracts, cerbellum is motor areapons is fiber tracts, cerbellum is motor area

Myelencephalon (medulla): Myelencephalon (medulla): efferent and afferent fiber tracts, “reticular formation” efferent and afferent fiber tracts, “reticular formation” arousal, sleep, attentionarousal, sleep, attention

The University of South Wales, Dr. Mark Hill

• 3 main divisions in a “fetus” (8 weeks to birth)3 main divisions in a “fetus” (8 weeks to birth)

hindhindbrain brain midmidbrainbrain foreforebrainbrainmetencephalonmetencephalon mesencephalon telencephalon mesencephalon telencephalon

myelencephalon diencephalonmyelencephalon diencephalon

frontfrontmiddlemiddleBack Back or endor end

Evolutionarily: “Old” “younger” “youngest”

““Older” part of brain are more similar to lower animals than “young” onesOlder” part of brain are more similar to lower animals than “young” ones

a.a. ForebrainForebrain – also known as the “cerebrum” – also known as the “cerebrum”

Much larger portion of the total brain weight than seen in almost allMuch larger portion of the total brain weight than seen in almost allother animalsother animals

- allows for more cognitive ability and emotional range- allows for more cognitive ability and emotional range

Cerebral cortex

The Forebrain The Forebrain (telencephalon and diencephalon)(telencephalon and diencephalon) largest part of the brain. Makes up 2/3 of entire organ. largest part of the brain. Makes up 2/3 of entire organ.

left and right left and right cerebral hemispherescerebral hemispheres are separated by the are separated by the longitudinal fissurelongitudinal fissure

Outermost coveringOutermost covering = the = the cerebral cortexcerebral cortex - gray matter: cell bodies and dendrites of - gray matter: cell bodies and dendrites of neurons. neurons.

TelencephalonTelencephalon 1. 1. Cerebral cortexCerebral cortex (outer portion) has (outer portion) has four lobes four lobes with the following functions:with the following functions:

FrontalFrontal - - Primary motor cortex Primary motor cortex - Voluntary - Voluntary control of skeletal musclescontrol of skeletal muscles; ; controls controls personality, intelligence, emotional control and speechpersonality, intelligence, emotional control and speech. .

TemporalTemporal - Auditory cortex and olfactory cortex; Conscious perception of - Auditory cortex and olfactory cortex; Conscious perception of auditory, olfactory auditory, olfactory stimuli. stimuli.

ParietalParietal - Primary sensory cortex; Conscious perception of - Primary sensory cortex; Conscious perception of touch, pressure, touch, pressure, vibration, pain, temperature, and taste - controls sensory input vibration, pain, temperature, and taste - controls sensory input

OccipitalOccipital - - Visual Visual cortex: Conscious control of visual stimuli.cortex: Conscious control of visual stimuli.

Gyrus: raised ridge of tissue

Sulcus: fissures or folds

Fissure: large sulcus

frontalparietal

occipital

temporal

3 major functions and areas of cerebral cortex:3 major functions and areas of cerebral cortex:

Sensory - motor - associativeSensory - motor - associative

Sensory areasSensory areas receive/interpret impulse for sense receptors: receive/interpret impulse for sense receptors: eyes, ears, taste buds, nose, touch, pain, pressure, heat, and eyes, ears, taste buds, nose, touch, pain, pressure, heat, and cold receptorscold receptors. .

Motor areasMotor areas of cortex start impulse responsible for all voluntary of cortex start impulse responsible for all voluntary movement. movement.

AssociativeAssociative areas are responsible for memory, learning, and areas are responsible for memory, learning, and thought. These areas combine information from lower areasthought. These areas combine information from lower areas

and make sense of it to make decisions.and make sense of it to make decisions.

The Telencephalon, cont’dThe Telencephalon, cont’d

Just below the cortex lies several structures that are Just below the cortex lies several structures that are very important for emotion, learning, movement, languagevery important for emotion, learning, movement, language and other behaviors.and other behaviors.

2. Limbic system2. Limbic system: emotion and learning: emotion and learning

3. Basal ganglia3. Basal ganglia: movement: movement

4. Corpus collosum4. Corpus collosum: thick band of fibers that connects the: thick band of fibers that connects the left and right hemispheres of the brainleft and right hemispheres of the brain

Limbic systemLimbic system:: large, interconnected network of nuclei large, interconnected network of nuclei involved in involved in emotion, learning, and sensory informationemotion, learning, and sensory information

Basal Ganglia:Basal Ganglia:'basal ganglia' means: the 'basal ganglia' means: the caudate nucleuscaudate nucleus, , putamenputamen and and globus pallidusglobus pallidus

Putamen and Putamen and Globus pallidusGlobus pallidus

importantfor importantfor controlling voluntary movements controlling voluntary movements and establishing posturesand establishing postures

= = “lentiform nucleus”“lentiform nucleus”

Corpus collosumCorpus collosum

The 2The 2ndnd part of the forebrain is the “ part of the forebrain is the “DiencephalonDiencephalon””

Comprised of several regions involved in:Comprised of several regions involved in:- relaying sight, smell, sound, etc. info. to cortex- relaying sight, smell, sound, etc. info. to cortex

-regulating temperature, thirst, sexual behavior, eating…-regulating temperature, thirst, sexual behavior, eating… ““hypothalamus”hypothalamus”

- fibers tracts from eyes vision (- fibers tracts from eyes vision (optic chiasmoptic chiasm))

- “- “Pituitary glandPituitary gland” = regulates many things using hormones” = regulates many things using hormones

““thalamus”thalamus”

The Diencephalon sits right on top of the MidbrainThe Diencephalon sits right on top of the Midbrain

Forebrain summaryForebrain summary

telencephalontelencephalon diencephalondiencephalon

Cerebral cortexCerebral cortex thalamusthalamus

Limbic systemLimbic system hypothalamushypothalamus

Basal gangliaBasal ganglia pituitary glandpituitary gland

Corpus collosumCorpus collosum optic chiasmoptic chiasm

b.b. Midbrain Midbrain (mesencephalon) – sensory relay center (relays info. (mesencephalon) – sensory relay center (relays info. from outside of brain to brainfrom outside of brain to brain

In lower animals = is more dominant and important than in humans.In lower animals = is more dominant and important than in humans.

MidbrainMidbrain 1. Just above pons. 1. Just above pons.

2. Largest part of brain in lower 2. Largest part of brain in lower vertebrates. vertebrates.

3. Center for 3. Center for visual and auditory visual and auditory reflexes: reflexes: pupil reflex, blinking, pupil reflex, blinking, adjusting ear volume to soundadjusting ear volume to sound

4. Neurons that influence basal 4. Neurons that influence basal ganglia and movement are hereganglia and movement are here

5. Neurons that influence pleasure5. Neurons that influence pleasure are here, project to limbic systemare here, project to limbic system

C. HindbrainC. Hindbrain - (mylencephalon and metencephalon) - (mylencephalon and metencephalon)sensory/motor relay, movement, arousal, control of internal organssensory/motor relay, movement, arousal, control of internal organs

cerebellumcerebellum

PonsPonsmedullamedulla

NOTE: the NOTE: the Brain stemBrain stem is composed of the Midbrain and the Hindbrain is composed of the Midbrain and the Hindbrain

Reticular formationReticular formation

PonsPons

1. Serves as a 1. Serves as a relay systemrelay system, , linking spinal cord, medulla linking spinal cord, medulla oblongata, cerebellum, and oblongata, cerebellum, and cerebrum. cerebrum.

Medulla OblongataMedulla Oblongata 1. Lowest portion of brain. 1. Lowest portion of brain.

2. 2. Controls internal organsControls internal organs: : heart rate, peristalsis, heart rate, peristalsis, respiration, secretions from respiration, secretions from glands, blood pressure, glands, blood pressure, swallowing, coughing, and swallowing, coughing, and vomiting. vomiting.

3. Connects spinal cord with 3. Connects spinal cord with other parts of brain.other parts of brain.

CerebellumCerebellum

1. motor learning1. motor learning

2. Motor reflexes2. Motor reflexes

Reticular formationReticular formation

1. wake/sleep cycles1. wake/sleep cycles

2. attention2. attention

Hindbrain summaryHindbrain summary

metencephalonmetencephalon myelencephalonmyelencephalon

CerebellumCerebellum medullamedulla

Pons Pons reticular formationreticular formation

Reticular formationReticular formation

Cranial nerves primarily serve head and faceCranial nerves primarily serve head and face

OOn n OOldldOOlympus' lympus' TTowering owering TTopop AA FFinninn AAnd nd GGermanerman VViewediewed SSomeome HHopsops

How to remember the cranial nerves…

Olfactory nerve,Optic nerve,Oculomotor nerve,Trochlear nerve,Trigeminal nerve,Abducens nerve,Facial nerve,Auditory nerve,Glossopharyngeal nerve,Vagus nerve,Spinal accessory nerve andHypoglossal nerve.