The Brain Bank

Relate: Describe the basic elements of the nervous system.

The structure and function of the brain may be one of the most important aspects of human life. It dictates what you experience, what you do, and how life appears to you. It is organized and systematic. In this chapter we will relate the function of the brain to another very organized and methodical system most people are familiar with: the bank. Most people have used drive-through banking. The organized structure of banking transactions can be compared to transactions that take place in your brain.

1			You have a very important message when you drive to the bank: Your paycheck is ready deposit! Looking at the chapter, what part of the brain is like a message that is sent from one neuron to another? Next, you drive up to the bank teller and begin to fill out your deposit slip. You are now preparing your message ("I am ready to deposit money.") for the teller. What part of the neuron also sends messages? You next put your message in the long, narrow tube that sends your slip to the bank teller. What part of the neuron sends messages in a similar way? A rush of air speeds the message away. The air carries the message faster and more efficiently than sending the canister down a regular pipe. What part of the neuron is similar to this? Your deposit slip reaches the teller. The teller then sends a message to the bank's computer to deposit your check. What part of the brain is the teller? What part of the brain also receives incoming messages like the bank's computer?

The Brain Bank Continued

Relate: Describe the basic elements of the nervous system.

Let's continue with our example as we look at other aspects of the working of the brain.

2			If you look at the drive-through teller box, you usually find a canister with a square red or green button next to it. This button sends your message to the bank. Think about this button for a moment. What would happen if you put your deposit into the box and didn't press the read button? It would just sit there, right? And you would have no cash for the weekend! There is a similar mechanism in your brain; your brain either pushes the button or it doesn't. What is this law called? Now, if you chose to put your deposit into the box and watched it for a while it would just lie motionless in the tube. This relates to another principle in neurology. What is it? Think about the way the tube works again. Once you send in your deposit, you cannot immediately send another. The canister is not ready and the airflow has not built up. The same principle applies your brain. Once you send a message, you have to wait a moment before sending another. What is this called? There is also space between you and the bank. Otherwise you would have to get out of the car! What is the space between the message sender and the message receiver in the brain called? What is the message called?

Law of the Land

Remember: Summarize how the nervous system communicates electrical and chemical messages from one part to the other

3			Now take our example to another level. Let's look at the actual message for a moment. In your textbook readings, notice that there are a variety of messages that occur in the brain. There are message to "fire" and messages to "don't fire." When you have money, you are often prompted to act by spending it. In the brain what is this message called? When you have less money, you spend less money. What is this called?

Emotional Addictions?

React: Describe the basic elements of the nervous system

4			Each thought, movement and feeling you experience can be linked to some area or chemical in your brain. Additionally, every emotional state has a corresponding neurotransmitter. Did you know that there are chemicals for happiness? There are also chemicals for anger, fear, rage and boredom. Do you think that it is possible to become addicted to emotional states just as you would a chemical addiction? Support your position.

Just a Simple Game of Basketball?

Remember: Illustrate how researchers identify the major parts and functions of the brain.

5			Imagine you are playing an exciting but challenging game of basketball with your friends. Your brain would be wildly active! Describe what activities each of the following parts of your brain may be engaged in while you play. Example: Medulla: The medulla would be controlling my breathing and heart rate. It would be adjusting constantly to my continuing need for oxygen. Cerebellum Reticular Formation Thalamus Hypothalamus Amygdala The frontal lobe The temporal lobe The parietal lobe The occipital Lobe The motor area The sensory area The soma sensory area The auditory area

A Symphony

React: Describe the operation of the endocrine system and how it affects behavior.

6			The body is like a symphony. It strives to be in perfect pitch and key, and is a mastery of craftsmanship! Behind every good symphony is a good conductor. In the body, the conductor is the pituitary gland, who orchestrates the many hormones in your body, such as emotional reactions, sexual urges and energy levels. The media often talks about "hormonal imbalances." Looking back at the section on the Endocrine system, what might be going on in the brain of a person who is "imbalanced"?

Is It Really Plastic?

7			Your textbook talks about a concept called "neuroplasticity." This means that the brain changes, grows and adapts with time and experience. Is this an important concept in psychology? Support your answer.

Directionally Challenged?

Relate: Explain how the two halves of the brain operate independently and the application to human behavior

8			In the textbook, you read about some of the differences between the left and right hemispheres of the brain and about some of the neurological differences between men and women. Try this activity: Ask a woman to write down directions to a place with which you are familiar. Now, ask a man to write down directions to a place with which you are familiar. Did you notice any differences? Relate your observations to what you have learned about the hemispheres of the brain. How can you use this information in your daily life?

the case of…the fallen athlete

Since he was a boy, Tim Levesque has always loved sports. From football and basketball in high school through rugby in college, Tim enjoyed the hours of training, the satisfaction of mastering complex plays, and especially the thrill of facing challenging competitors. He remained physically active in the years that followed and spent many evenings and weekends coaching his son Adam's Little League baseball team. He continued to challenge himself to learn new skills, as when he took up bowling and practiced regularly until he was good enough to join a league.
Six months ago, Tim suffered a stroke while he was taking his morning jog. Immediately afterward, much of the right side of Tim's body was paralyzed and he was having great difficulty trying to talk. When Adam saw him in the hospital, he barely recognized his strong, active father now lying weak and incapacitated in a hospital bed. Although his physicians could not give him a clear prognosis, Tim was determined to regain his strength and mobility and fully resume his active lifestyle.
Today Tim has not quite reached his goal, but he has made a remarkable recovery. He is out of the hospital and receiving regular physical therapy. His speech has returned with only occasional difficulty, and he is able to walk and move well enough to return to work. He can't quite manage to roll a 12-pound bowling ball with the ease and accuracy as he previously could, but that doesn't bother him much. What really excites Tim is the ever increasing likelihood that he'll be back to coach Adam's team next season.

9			1. Is there any evidence to suggest which hemisphere of Tim's brain suffered damage during his stroke? 2. What imaging technology would best reveal the location and extent of damage to Tim's brain produced by his stroke, and why? 3. If physicians did not have any means of viewing the damage to Tim's brain directly, what other clues might they have to the location of the damage? Where might the damage be if Tim had lost his vision after the stroke? Where might it be if he lost sensation on the left side of his body? Where might it be if his personality suddenly changed? 4. Explain how the endocrine system played a role in keeping Tim's body performing optimally whether he was exercising strenuously or relaxing. How might Tim have been able to manipulate his endocrine system function to enhance his athletic performance, if he so chose? What might be some risks of doing so? 5. Describe the brain phenomena that are chiefly responsible for Tim's recovery of lost speech and motor functions. How likely do you think Tim is to completely return to his prestroke level of functioning, and why?