your best brain yourbestbrain.pdf · lecture 3 damaged brain, ... lecture 17 how adolescent brains...
TRANSCRIPT
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Neuroscience
SubtopicScience
& Mathematics
Topic
Course Guidebook
Professor John J. MedinaUniversity of Washington School of Medicine
Your Best Brain
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PUBLISHED BY:
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Copyright © The Teaching Company, 2014
Printed in the United States of America
This book is in copyright. All rights reserved.
Without limiting the rights under copyright reserved above,no part of this publication may be reproduced, stored in
or introduced into a retrieval system, or transmitted, in any form, or by any means
(electronic, mechanical, photocopying, recording, or otherwise), without the prior written permission of
The Teaching Company.
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i
John J. Medina, Ph.D.
Brain Rules for Baby: How to Raise a Smart and Happy Child from Zero to Five
The New York Times
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Brain Rules: 12 Principles for Surviving and Thriving at Work, Home, and SchoolThe Genetic Inferno: Inside the Seven Deadly Sins The Clock of Ages: Why We Age, How We Age, Winding Back the Clock Depression: How It Happens, How It’s Healed What You Need to Know about Alzheimer’s The Outer Limits of Life Uncovering the Mystery of AIDS Of Serotonin, Dopamine and Antipsychotic Medications
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Table of Contents
LECTURE GUIDES
INTRODUCTION
Professor Biography ............................................................................ iCourse Scope .....................................................................................1
LECTURE 1How Your Brain Works ........................................................................4
LECTURE 2Your Unique Thinking Abilities ..........................................................11
LECTURE 3Damaged Brain, Damaged Function ................................................18
LECTURE 4Neuroplasticity—Your Flexible Brain ................................................25
LECTURE 5How Your Brain Uses Memory..........................................................33
LECTURE 6The Advantages of Forgetting ..........................................................40
LECTURE 7Creativity and Fluid Intelligence........................................................49
LECTURE 8How Your Brain Uses Your Senses ..................................................57
LECTURE 9Seeing with Your Brain—Vision ........................................................64
LECTURE 10Feeling with Your Brain—Emotion ....................................................71
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Table of Contents
LECTURE 11How Emotion Drives Attention ..........................................................79
LECTURE 12Pleasure and Your Brain ...................................................................86
LECTURE 13What Makes You Happy ...................................................................94
LECTURE 14How Your Brain Manages Stress ....................................................102
LECTURE 15Your Social Brain ............................................................................110
LECTURE 16How Infant Brains Work ..................................................................117
LECTURE 17How Adolescent Brains Work .........................................................125
LECTURE 18Sex and Your Brain .........................................................................134
LECTURE 19How Your Brain Ages ......................................................................141
LECTURE 20How Your Brain Copes with Grief ...................................................149
LECTURE 21How Self-Control Works .................................................................157
LECTURE 22The Power of Exercise ...................................................................165
LECTURE 23Improving Your Memory..................................................................173
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Table of Contents
LECTURE 24Why Your Brain Needs Sleep .........................................................181
Answers to Questions to Consider .................................................189Bibliography ....................................................................................205
SUPPLEMENTAL MATERIAL
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Scope:
Unit One: The Evolving Brain
have
Your Best Brain
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Scop
e
Unit Two: The Learning Brain
Unit Three: The Feeling Brain
Unit Four: The Developing Brain
Unit Five: The Optimized Brain
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3
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Lect
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How Your Brain WorksLecture 1
Human Brain Myths
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Evolutionary Considerations
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Human Evolution
According to the social brain hypothesis, larger social groups led to the development of larger brains.
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Homo sapiens
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Evolution through Natural Selection
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Origin of Species
Thinking Big
Suggested Reading
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1.
2. nota. b. c. d. e.
3.
Questions to Consider
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Your Unique Thinking AbilitiesLecture 2
Darwin and Thinking Animals
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Lect
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Language and Belief
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predator status despite our lack of physical strength.
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not
Theory of Mind
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Lect
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Suggested Reading
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1.
2. a. b. c.
d. e.
3.
Questions to Consider
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Damaged Brain, Damaged FunctionLecture 3
The Mind and the Brain
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A Tour of the Human Brain
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Lect
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Fun
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Essentials of the Human Brain
1.
2. a. b. c. d. e.
3.
Suggested Reading
Questions to Consider
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Lecture 4
The Basics of Neurons and Wiring
not
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Though neurons are responsible for a great deal of the brain’s heavy cognitive lifting, they only comprise about 10 percent of total brain cells.
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How Molecules Allow Neurons to Communicate
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Firing Together/Wiring Together
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Anxiety Disorders
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Neuroscience
1.
2. a. b. c. d. e.
3.
Suggested Reading
Questions to Consider
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How Your Brain Uses MemoryLecture 5
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Lect
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The variability of IQ tests is so strong that it is argued they are only useful in measuring your ability to take IQ tests.
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Charles Spearman and Howard Gardner
g
g
g G
G
g
g
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g
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The correlational scores of identical twins are not identical, driving the conclusion that both nature and nurture are responsible for intelligence.
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Lect
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g
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Multiple Intelligences
1. g
2.
a. b. c. d. e.
3.
Suggested Reading
Questions to Consider
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Lect
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The Advantages of ForgettingLecture 6
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Long-Term Memory
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Lect
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Long-term memory is generally divided into three stages: encoding, storing, and retrieving; forgetting is considered by some researchers to be a fourth stage.
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Fallibility and the Evolutionary Reasons for Memory
Challenger
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Sadly, memories are susceptible to degradation with time.
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Lect
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Practice overlearning
Don’t pull all-nighters
Don’t cram
Memory
Suggested Reading
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Lect
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1.
2. a. b. c. d. e.
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Questions to Consider
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Creativity and Fluid IntelligenceLecture 7
not
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Lect
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Creativity
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Working Memory
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Lect
ure
7: C
reat
ivity
and
Flu
id In
telli
genc
e
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The Universal Sense
1. Washing your hands
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Lect
ure
7: C
reat
ivity
and
Flu
id In
telli
genc
e
2. Reimagining
Improve your sensory awareness by paying close attention to the sounds you make when washing your hands.
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3. Repeat as needed, and with other senses
Your Creative Brain
1.
2.
a. b.
c. d. e.
Suggested Reading
Questions to Consider
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Lect
ure
7: C
reat
ivity
and
Flu
id In
telli
genc
e
3.
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How Your Brain Uses Your SensesLecture 8
The Senses
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Lect
ure
8: H
ow Y
our B
rain
Use
s Yo
ur S
ense
s
Sensations and Perceptions
Transduction
Routing
The process of sensation begins when outside stimuli trigger sensory receptor apparatuses.
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Lect
ure
8: H
ow Y
our B
rain
Use
s Yo
ur S
ense
s
expect
Multisensory Processing
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Learning and Memorization Techniques
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Lect
ure
8: H
ow Y
our B
rain
Use
s Yo
ur S
ense
s
1. Testing condition
2. Replication step
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63
Sensation and Perception
1.
2. a.
b.
c.
d. e.
3.
Suggested Reading
Questions to Consider
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Lect
ure
9: S
eein
g w
ith Y
our B
rain
—Vi
sion
Seeing with Your Brain—VisionLecture 9
USeeing the Light
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66
Lect
ure
9: S
eein
g w
ith Y
our B
rain
—Vi
sion
Three Steps to Seeing the Light
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Mona Lisa
1. Mona’s light hits your eye.
2. The signal is sent to the back of the brain
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Lect
ure
9: S
eein
g w
ith Y
our B
rain
—Vi
sion
3. Stream separation
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Pictures and Presentations
Adding a picture to a concept aids retention.
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Lect
ure
9: S
eein
g w
ith Y
our B
rain
—Vi
sion
Introducing Psychology
1.
2.
a. b. Mona Lisac. d. e.
3.
Suggested Reading
Questions to Consider
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Feeling with Your Brain—EmotionLecture 10
Emotions, Feelings, and Appraisals
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Lect
ure
10: F
eelin
g w
ith Y
our B
rain
—Em
otio
n
The Relationship between the Brain and Body
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Lect
ure
10: F
eelin
g w
ith Y
our B
rain
—Em
otio
n
The Brain
Many regions of the brain are
anger and fear.
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Lect
ure
10: F
eelin
g w
ith Y
our B
rain
—Em
otio
n
The Body
![Page 85: Your Best Brain YourBestBrain.pdf · LECTURE 3 Damaged Brain, ... LECTURE 17 How Adolescent Brains Work ... Your Best Brain. Scope Unit Two: The Learning Brain](https://reader031.vdocuments.us/reader031/viewer/2022022511/5ae251c97f8b9a90138c2aba/html5/thumbnails/85.jpg)
Cognitive Behavior Therapy
Suggested Reading
![Page 86: Your Best Brain YourBestBrain.pdf · LECTURE 3 Damaged Brain, ... LECTURE 17 How Adolescent Brains Work ... Your Best Brain. Scope Unit Two: The Learning Brain](https://reader031.vdocuments.us/reader031/viewer/2022022511/5ae251c97f8b9a90138c2aba/html5/thumbnails/86.jpg)
Lect
ure
10: F
eelin
g w
ith Y
our B
rain
—Em
otio
n
1. that
2. nota. b. c. d. e.
3.
Questions to Consider
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How Emotion Drives AttentionLecture 11
Attention, Emotion, and Filtering Systems
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Lect
ure
11: H
ow E
mot
ion
Driv
es A
ttent
ion
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The Central Executive
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Lect
ure
11: H
ow E
mot
ion
Driv
es A
ttent
ion
Alan Baddeley envisaged working memory as a temporary mental workspace, much like a desktop.
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Attentional Distraction
supervises our decisions to select some inputs and ignore others.
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Lect
ure
11: H
ow E
mot
ion
Driv
es A
ttent
ion
![Page 93: Your Best Brain YourBestBrain.pdf · LECTURE 3 Damaged Brain, ... LECTURE 17 How Adolescent Brains Work ... Your Best Brain. Scope Unit Two: The Learning Brain](https://reader031.vdocuments.us/reader031/viewer/2022022511/5ae251c97f8b9a90138c2aba/html5/thumbnails/93.jpg)
1.
2.
a. b. c. d. e.
3.
Suggested Reading
Questions to Consider
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Lect
ure
12: P
leas
ure
and
Your
Bra
in
Pleasure and Your BrainLecture 12
The Lighter Side of Pleasure
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1.
2.
3.
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Lect
ure
12: P
leas
ure
and
Your
Bra
in
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The Darker Side of Pleasure
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Lect
ure
12: P
leas
ure
and
Your
Bra
in
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1. Craving
2. Tolerance
One of the most insidious functions of dopamine is the role it plays in addictive behavior.
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Lect
ure
12: P
leas
ure
and
Your
Bra
in
3. Withdrawal symptoms
1.
2.
3.
4.
Suggested Reading
![Page 101: Your Best Brain YourBestBrain.pdf · LECTURE 3 Damaged Brain, ... LECTURE 17 How Adolescent Brains Work ... Your Best Brain. Scope Unit Two: The Learning Brain](https://reader031.vdocuments.us/reader031/viewer/2022022511/5ae251c97f8b9a90138c2aba/html5/thumbnails/101.jpg)
1.
2. not
a. b. c. d. e.
3.
Questions to Consider
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Lect
ure
13: W
hat M
akes
You
Hap
py
What Makes You HappyLecture 13
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Journal of Personality Assessment
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Lect
ure
13: W
hat M
akes
You
Hap
py
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Lect
ure
13: W
hat M
akes
You
Hap
py
Though not as severe as depression, dysthymia can stay with you for years and is still considered a mood disorder.
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PERMA
Positive Emotion
Engagement
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Lect
ure
13: W
hat M
akes
You
Hap
py
Relationships
Meaning
Accomplishment
Concise Guide to Psycho-Pharmacology
Flourish
1.
Suggested Reading
Questions to Consider
![Page 109: Your Best Brain YourBestBrain.pdf · LECTURE 3 Damaged Brain, ... LECTURE 17 How Adolescent Brains Work ... Your Best Brain. Scope Unit Two: The Learning Brain](https://reader031.vdocuments.us/reader031/viewer/2022022511/5ae251c97f8b9a90138c2aba/html5/thumbnails/109.jpg)
2. a. b. c. d. e.
3.
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Lect
ure
14: H
ow Y
our B
rain
Man
ages
Str
ess
How Your Brain Manages StressLecture 14
1. “Stress requires heightened excitability or arousal.”
2. “The experience must be perceived as aversive.”
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3. controllability … having control over an aversive
stressful the experience feels.”
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Lect
ure
14: H
ow Y
our B
rain
Man
ages
Str
ess
1. Hypothalamus
2. Pituitary
3. Adrenal glands
1. Stress can hurt the body
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2. Too much stress hurts cognition
3. Control is a big issue concerning whether stress hurts the body or cognition
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Lect
ure
14: H
ow Y
our B
rain
Man
ages
Str
ess
Mindfulness Training
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When combined with CBT, mindfulness training can relieve stress and help to manage chronic pain.
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Lect
ure
14: H
ow Y
our B
rain
Man
ages
Str
ess Mindfulness for Beginners
1.
2.
a. b. c.
Suggested Reading
Questions to Consider
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d. e.
3.
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Lect
ure
15: Y
our S
ocia
l Bra
in
Your Social BrainLecture 15
IThe Happy Side of Socialization
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need
We have come to depend on regular socialization for our mental well-being.
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The Risky Side of Socialization
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1.
2.
a. b. c. d. e.
3.
Suggested Reading
Questions to Consider
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How Infant Brains WorkLecture 16
Evolutionary Reasons for Childhood
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Babies go through developmental milestones in a particular order that is consistent across the globe.
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The Work of Jean Piaget
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1.
2.
3.
4.
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Childhood Diet
Mothers who eat a variety of foods during and after pregnancy have babies who
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The Origins of Intellect
1.
2.a. b. c. d. e.
3.
Suggested Reading
Questions to Consider
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How Adolescent Brains WorkLecture 17
Teenage Behavior
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Teens have a reputation for risk-taking behavior and poor impulse control.
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Psychology Today
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The Teenage Brain
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areare
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Adolescents are at increased risk for mental health disorders.
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Suggested Reading
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1.
2.
a. b. c. d. e.
3.
Questions to Consider
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Lecture 18
IWhat We Know about Sex
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Many evolutionary biologists have tried to pinpoint behavioral differences
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What We Don’t Know about Sex
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Activity
Variety
Competition
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The Brains of Men and Women
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Differences between the Sexes
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1.
2.
a. b.
c.
d.
e.
3.
Suggested Reading
Questions to Consider
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How Your Brain AgesLecture 19
IWhy We Age
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How We Age
1.
2.
3.
4.
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Suggested Reading
Questions to Consider
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How Your Brain Copes with GriefLecture 20
Grief
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rief
Stages of GriefOn Death and Dying
Denial
Anger
Bargaining
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Depression
Acceptance
the same way, necessitating new models of grief responses.
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A New Model
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Seeking Help for Complicated Grief
1.
2.
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The Other Side of Sadness
On Death and Dying
1.
2. a. b. c. d. e.
3.
Suggested Reading
Questions to Consider
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How Self-Control WorksLecture 21
Executive Function
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work
Focus: Concentrating, sustaining, and shifting attention to tasks
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Memory: Utilizing working memory and accessing recall
Emotion: Managing frustration and regulating emotions
Evolutionary Reasons for Executive Function
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1.
2.
3.
Why You Should Care about Executive Function
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Willpower
1.
2. not
a. b. c. d. e.
3.
Suggested Reading
Questions to Consider
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Lecture 22
Physical Exercise and Health
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Exercise and Memory
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Exercise and the Aging Mind
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1. Volume issues
2. Neurogenesis issues
3. Brain-derived neurotrophic factor (BDNF) issues
Type and Quantity of Exercise
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1.
2. not
a. b. c. d. e.
Suggested Reading
Questions to Consider
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Improving Your MemoryLecture 23
Brain-Training Games
1.
2.
3.
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Nature
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Nutrition and Memory
New England Journal of Medicine
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The Mediterranean diet has measurable global effects on our thinking process.
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The Effects of Friendships on Memory
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Lect
ure
23: I
mpr
ovin
g Yo
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emor
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1.
2.
3.
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Lect
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1.
2. a. b. c. d. e.
Suggested Reading
Questions to Consider
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Why Your Brain Needs SleepLecture 24
Sleep Numbers
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Lect
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24: W
hy Y
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Nee
ds S
leep
Pay off your sleep mortgage
Wake up naturally—and keep a journal
Sleep Debt
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Figure out how much sleep you need and then stick to a schedule to make sure you don’t accumulate sleep debt.
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Lect
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Blue Light
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Blue light delays the signals that tell your body you’re ready for sleep, so put away the tablet and turn off the television an hour or two before bed.
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Lect
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24: W
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Sleep Environmentalism
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Lect
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1.
2.
Suggested Reading
Questions to Consider
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Answers to Questions to Consider
Lecture 11.
Answer: false.
2. nota. b. c. d. e.
Answer: c.
3.
Answer: One powerful reason is that it allowed us to coordinate our behaviors. Creating the concept of “ally” allowed us to double our biomass without having to actually spend millions of years attempting to get bigger and stronger.
Lecture 21.
Answer: false.
2. a. b.
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Ans
wer
s to
Que
stio
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Con
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r
c.
d. e.
Answer: d.
3.
Answer: Symbolic reasoning is a way of thinking that allows us to use representations as stand-ins for other things. Among other things, it gives us the ability to input to a stimulus a set of characteristics it does not actually possess. The use of letters and numbers for linguistic and mathematical purposes is an example of a uniquely human cognitive feature.
Lecture 31.
Answer: false.
2. a. b. c. d. e.
Answer: c.
3.
Answer: parietal, occipital, frontal, temporal.
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Lecture 41.
Answer: false.
2. a. b. c. d. e.
Answer: a.
3.
their connections to each other.
Lecture 51.
g
Answer: true.
2.
a. b. c. d. e.
Answer: d.
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Ans
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3.
Answer: Crystallized intelligence means, among other things, the ability to learn from experience and store the memory in a database. Fluid intelligence is, among other things, the ability to improvise off of the information stored in the database.
Lecture 61.
Answer: false.
2. a. b. c. d. e.
Answer: d.
3.
Answer: These are memories of experiences complete with characters, a time stamp, and actions over that time stamp.
Lecture 71.
Answer: true.
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2.
a. b.
c. d. e.
Answer: b.
3.
Answer: Because major parts of the hippocampus were removed, H. M. was unable to transform newly acquired information into long-term memory traces. From this fact, scientists were able to identify not only the existence of two separate memory systems but also some of their underlying neurological substrates.
Lecture 81.
Answer: true.
2. a.
b.
c.
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Ans
wer
s to
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d. e.
Answer: a.
3.
Answer: Bottom-up processing is the brain’s ability to take separated features of a stimulus and combine them
experiences, knowledge, or expectations to make sense of (and even alter) supplied bottom-up information.
Lecture 91.
Answer: false.
2.
a. b. Mona Lisac. d. e.
Answer: c.
3.
Answer: The brain looks at the perceivable information
in” the missing pieces.
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Lecture 101.
that
Answer: true.
2. nota. b. c. d. e.
Answer: a.
3.
Answer: It is a matter of awareness. According to researchers Damasio and LeDoux, feelings are the conscious perceptions of emotional responses.
Lecture 111.
Answer: false.
2.
a. b. c. d.
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Ans
wer
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e.
Answer: c.
3.
Answer: This theory states that although many inputs are constantly competing for our attention, we only select a few for additional attention.
Lecture 121.
Answer: true.
2. not
a. b. c. d. e.
Answer: e.
3.
Answer: Tolerance is a reduction over time of the ability of a pleasurable stimulus’ “regular” dosage (of a drug, for example) to get you high.
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Lecture 131.
Answer: false.
2. a. b. c. d. e.
Answer: a.
3.
Answer: PERMA is a convenient way of remembering what sustains SWB over our life span: P stands for positive emotion, E stands for engagement, R stands for relationships, M stands for meaning, and A stands for accomplishment.
Lecture 141.
Answer: true.
2.
a. b. c. d.
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Ans
wer
s to
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e.
Answer: b.
3.
Answer: Heightened excitability, perception that an experience is aversive, and controllability over the aversive stimulus.
Lecture 151.
Answer: false.
2.
a. b. c. d. e.
Answer: c.
3.
Answer: It’s a you-scratch-my-back-I-scratch-your-back behavior. You do something nice for someone with the expectation that the favor will someday be returned. Some researchers believe that it was a hallmark of our ability to survive in the harsh world of the savannah.
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Lecture 161.
Answer: true.
2. a. b. c. d. e.
Answer: d.
3.
Answer: Peter was looking at changes in synaptic density in the developing infant brain. After birth, some regions undergo rapid outgrowth, only to settle back down to pre-growth levels later. That sharp increase, followed by a decrease, creates an inverted-U growth pattern.
Lecture 171.
Answer: false.
2.
a. b.
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Ans
wer
s to
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c. d. e.
Answer: a.
3.
Answer: Some researchers believe that these twin behaviors keep the genetically risky practice of mating within one’s family group to a minimum, while greatly increasing the
that you are less likely to engage in sexual activity with close family members. A teen’s willingness to take risks without understanding the consequences increases the probability that
group, and mate there. This is not a universally held opinion.
Lecture 181.
Answer: true.
2.
a. b.
c.
d.
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e.
Answer: d.
3.
Answer: Correct answers include changes in amygdala structure and function, the hippocampus, and the degree of connectedness between the hemispheres.
Lecture 191.
Answer: false.
2. a. b. c. d. e.
Answer: d.
3.
Answer: The levels of dopamine drop. The loss is about 10 percent per decade.
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Ans
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Lecture 201.
Answer: false.
2. a. b. c. d. e.
Answer: c.
3.
Answer: The something else comes from our strong need for the safety of social relationships. Our brain rewards us when we have them and punishes us when we don’t, all in an effort to sustain them in the harsh world of the Serengeti. Grief is an accidental by-product of this push-and-pull need to keep our relationships intact for as long as possible.
Lecture 211.
Answer: true.
2. not
a. b.
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c. d. e.
Answer: d.
3.
behaviors such as attentional focusing and memory. The second is emotional regulation, which includes behaviors such as social and impulse control.
Lecture 221.
Answer: true.
2. not
a. b. c. d. e.
Answer: c.
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Ans
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Lecture 231.
Answer: Active socialization is associated with a reduction in depressive disorders. Because depressive disorders are associated with memory loss, increasing socialization is thought to improve memory.
2. a. b. c. d. e.
Answer: d.
Lecture 241.
Answer: true (at least in mice).
2.
Answer: There are many reasons, but one of the biggest may
learned information that occurred during the day at night in a
night does not allow such processing to occur.
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Nature
Nature Reviews Neuroscience
Science
Annu Rev. Psychol
Willpower: Rediscovering the Greatest Human Strength
Current Opinion in Neurobiology
Nat Neurosci
The Other Side of Sadness: What the New Science of Bereavement Tells Us about Life after Loss
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