Showing posts with label Interaction. Show all posts
Showing posts with label Interaction. Show all posts
Find out your dominant hemisphere.
Recall what we said about the Brain
Myth #2: A person's personality displays a right -brain or left -brain
dominance. Fact: The two sides
are intricately co- dependent.
This myth holds that a right -brain person is generally creative, intuitive, artsy, while a left -brain person is more of a problem -solver, more linear, logical. The myth arose from genuine science, but new imaging technology has shown that the brain is more interdep endent than once thought. The myth probably took root in the 1800s, when scientists discovered that an injury to one side of the brain often cause d a loss of specific abilities. For example, spatial abilities seemed to reside in the right side of the brain, with language in the left. The myth gained ground in the 1960s, when scientists studied epilepsy patients who had surgery to sever the connection between the two hemispheres.
But more recently, brain scan technology has revealed that the hemispheres' roles are not quite so cut - and- dried as once thought. The two hemispheres are in fact highly complementary. For example, language processing, once believed to be left - hemisphere- only, is now understood to take place in both hemispheres: the left side processes grammar and pronunciation while the right processes intonation.
What remains true is that t he right side of the brain controls the left side of the body and vice versa.
Take this test to find your dominant hemisphere. Do you agree with the result?
This myth holds that a right -brain person is generally creative, intuitive, artsy, while a left -brain person is more of a problem -solver, more linear, logical. The myth arose from genuine science, but new imaging technology has shown that the brain is more interdep endent than once thought. The myth probably took root in the 1800s, when scientists discovered that an injury to one side of the brain often cause d a loss of specific abilities. For example, spatial abilities seemed to reside in the right side of the brain, with language in the left. The myth gained ground in the 1960s, when scientists studied epilepsy patients who had surgery to sever the connection between the two hemispheres.
But more recently, brain scan technology has revealed that the hemispheres' roles are not quite so cut - and- dried as once thought. The two hemispheres are in fact highly complementary. For example, language processing, once believed to be left - hemisphere- only, is now understood to take place in both hemispheres: the left side processes grammar and pronunciation while the right processes intonation.
What remains true is that t he right side of the brain controls the left side of the body and vice versa.
Take this test to find your dominant hemisphere. Do you agree with the result?
How Much Sleep Do You Actually Need?
Watch this video and answer the questions:
1. How many years of our lives do we spend sleeping?
2.
After 2 weeks people with 6 hours of sleep showed similar reactions to
____________.
3. What did scientists name the cumulative effect of little sleep?
4.
What is the possible effect if sleep deprivation is over months to
years?
5. Do you always necessarily feel tired if sleep deprived?
6. What is the idea amount of sleep?
7. < 7 hours leads to _____% higher risk of death.
8. >7-8 hours leads to ______% risk of mortality.
What If You Stopped Sleeping?
Watch this video and write down
what would happen in your body if you stopped sleeping (give details)
Adolescent Brain Development
Read the text and answer the questions.
- What does recent research from the National Institute of Mental Health say about the teen brain?
- When do the greatest changes to the parts of the brain that are responsible for functions such as self-control, judgment, emotions, and organization occur ?
- What does mystifying behaviour mean?
- What types of behaviour do parents find mystifying in teens?
- What does mature mean?
- Explain the process called pruning?
- How can teens wire and sculpt their brains?
- What does research say about alcohol and the teen brain?
- What does misperceiving mean?
- Why do adolescents often fail to heed adults' warnings?
Extra.Interaction. Autism
Bacteria: A role in autism?
One of the more surprising links between bacteria and behavior has emerged in studies of autism. This brain disorder makes it hard for people to interact and communicate with others. Research in mice by Elaine Hsiao is adding to the theory that changes in gut bacteria may underlie some autistic behaviors.Hsiao is a neurobiologist at the California Institute of Technology, in Pasadena. She studies how the brain and nervous system function.
Studies had shown that people with autism are more likely to have too many or too few good bacteria in their gut. What’s more, the walls of their intestines also tend to leak. Wastes produced by those bacteria might leak out into the bloodstream. From there, they could quickly flow into the brain, the command center for behavior and mood.
But just because studies have found abnormal levels of gut bacteria in patients with autism doesn't mean that microbes cause the disorder. To probe that, scientists are doing tests with mice. (There is no guarantee that mice and people will react the same way to changes in their gut bacteria. However, the bodies of both animals share many similarities. That makes the small animals a useful model in scientific studies.)
Certain mice actually show symptoms of autism. Like people with this disorder, they have both altered levels of gut bacteria and leaky guts, Hsiao found. So her team fed these mice applesauce laced with a human gut bacterium called Bacteroides fragilis (BAK-teh-ROY-dees FRAA-ji-lis) for three weeks. Afterward, levels of several species of gut bacteria returned to normal. The animals’ guts also leaked less.
More importantly, some autistic behaviors in the treated mice improved. And Hsiao’s team knows that because it measured three types of autistic behavior before that treatment began.
In one test, mice were placed in a box attached to two others. One box contained another mouse; the other a toy. Mice could choose to play with the toy or the mouse. Mice without symptoms of autism showed normal social behavior. They played with the mouse. Autistic mice, by contrast, preferred the toy.
A second test measured communication. Mice typically “speak” in an ultrasonic range, frequencies people can't hear. Hsiao recorded their chatter with a special microphone that can pick up ultrasonic frequencies. Autistic mice “produced fewer calls and the calls were shorter," she reports. In other words, they say less than normal mice do.
Finally, Hsiao placed mice in a bin containing wood shavings and a few marbles. In the wild, mice normally bury things. But the autistic mice kept burying the marbles. Then the mice dug them up and reburied them — over and over.
After eating the applesauce with B. fragilis, the autistic mice stopped compulsively burying marbles. They also communicated like normal mice. What didn’t change: They still preferred to play with toys, not other mice.
Hsiao and her colleagues published their findings Dec. 19, 2013, in the journal Cell.
How bacteria alter behaviors in these mice remains unknown. Hsiao says one theory is that bacterial wastes leaking into the blood might enter the brain, changing its chemistry. And chemical activities in the brain underlie many of our behaviors. Another theory: Gut bacteria somehow communicate with the brain over the vagus nerve. That long nerve runs between the gut lining and brain.
No matter how the change takes place, this study suggests "good bacteria" might help diminish autistic behaviors, says Hsiao.
Bacteria bug us, for better or for worse
There is much still to learn about how bacteria affect animal behavior. That’s one thing each of the researchers who was profiled here wants to emphasize. For example, how many bacteria are good? How many bacteria does it take to alter behavior? And precisely how might bacteria — or the chemicals they produce — trigger behavioral changes?The research is all very new. As McFall-Ngai points out, scientists began to realize bacteria can affect behavior only in the last four to five years.
"It's like all of a sudden a door has opened up," she says. "Animal researchers are now looking at their studies and asking 'Could what I'm seeing be influenced by bacteria?'"
Assessment criteria: Interaction part I
- Describe the stages in the interaction function: stimuli, receptors, coordination, effectors, response.
- Define the concepts of stimulus, response, receptor, meninges, sense organ, and effector.
- State the type of receptor in the different sense organs.
- Know the parts of the sense organs and their function.
- Know the parts of a neuron and the mechanism of transmission of the nerve impulse.
- Give three examples of neurotransmitters and the functions affected.
- Know and locate the parts of the central nervous system and explain their functions:
- Encephalon
- Brain stem
- Cerebellum
- Hypothalamus
- Pituitary gland/hypophysis
- Amygdala
- Brain/Cerebrum/cerebral cortex
- Frontal lobe
- Parietal lobe
- Temporal lobe
- Occipital lobe
- Spinal cord.
- Differentiate between gray and white matter.
- Know the parts of the peripheral nervous system, their functions and how it is organized.
- Explain what ganglia are.
- Explain what nerves are.
- Differentiate between a cranial nerve and a spinal one.
- Differentiate between a sensory nerve and a motor one.
- Differentiate between a sensory neuron, a motor neuron and an interneuron.
- Explain the functions of the somatic nervous system and the autonomic nervous system.
- Differentiate between the parasympathetic system and the sympathetic system and to know some of the actions triggered by the latter.
- Thoroughly explain how a reflex action takes place.
- Given a situation in which a person is carrying out the interaction function, thoroughly explain all the processes that are taking place.
The interaction function
Endocrine System
Presentation
Spinal nerves: they emerge from the spinal cord.
THIBODEAU/PATTON.Estructura y función del cuerpo humano. Editorial Harcourt Brace.
THIBODEAU/PATTON.Estructura y función del cuerpo humano. Editorial Harcourt Brace.
The meninges (singular meninx from the Greek μῆνιγξ, "membrane"[1]) is the system of membranes which envelopes the central nervous system. In mammals, the meninges consist of three layers: the dura mater, the arachnoid mater, and the pia mater. The primary function of the meninges and of the cerebrospinal fluid is to protect the central nervous system.
http://en.wikipedia.org/wiki/Meninges
There are two parts in the peripheral nervous system:
Presentation
Spinal nerves: they emerge from the spinal cord.
The meninges (singular meninx from the Greek μῆνιγξ, "membrane"[1]) is the system of membranes which envelopes the central nervous system. In mammals, the meninges consist of three layers: the dura mater, the arachnoid mater, and the pia mater. The primary function of the meninges and of the cerebrospinal fluid is to protect the central nervous system.
http://en.wikipedia.org/wiki/Meninges
There are two parts in the peripheral nervous system:
- The somatic NS: connects the sensory organs with the central nervous system and this in turn with the skeletal muscles. It controls the voluntary actions.
- The autonomic(or involuntary) NS: responsible for controlling involuntary body functions.
The parasympathetic system returns the body functions to normal after
they have been altered by sympathetic stimulation. In times of danger,
the sympathetic system prepares the body for violent activity. The
parasympathetic system reverses these changes when the danger is over.
http://users.rcn.com/jkimball.ma.ultranet/BiologyPages/P/PNS.html
http://users.rcn.com/jkimball.ma.ultranet/BiologyPages/P/PNS.html
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