outline principles that define the bloa. (8)
EXPLAIN HOW PRINCIPLES THAT DEFINE THE BLOA MAY BE DEMONSTRATED IN RESEARCH. (8)
Principle 1:
Emotions and behavior are products of the anatomy and physiology of the nervous and endocrine systems.
Emotions and behavior are products of the anatomy and physiology of the nervous and endocrine systems.
This principle suggests that all observable behavior, as well as internal mental activity of an individual can be traced back to physiological events.
Links between psychological events and physiological activity:
1. the effect of neurotransmitters
2. the effect of hormones
3. the effect of brain localization
Links between psychological events and physiological activity:
1. the effect of neurotransmitters
2. the effect of hormones
3. the effect of brain localization
Martinez and Kesner (1991)
Aim: Determine the role of acetylcholine on memory
Procedure:
Aim: Determine the role of acetylcholine on memory
Procedure:
- Rats were trained to go through a maze and get to the end, where they received food
- Rats were given injection after they learned this
Groups
Group 1
Group 2 Control |
|
Findings:
Group 1: slower at finding their way around the maze and made more errors
Group 2: ran through the maze and found the food more quickly than the control group, and made fewer errors
Conclusion:
Acetylcholine played an important role in creating a memory of the maze
Group 1: slower at finding their way around the maze and made more errors
Group 2: ran through the maze and found the food more quickly than the control group, and made fewer errors
Conclusion:
Acetylcholine played an important role in creating a memory of the maze
Application:
Squire (1987)
Hippocampus of normal people contains high concentrations of acetylcholine, while low concentrations are found in people with Alzheimer's disease (linked to CLOA)
Squire (1987)
Hippocampus of normal people contains high concentrations of acetylcholine, while low concentrations are found in people with Alzheimer's disease (linked to CLOA)
Principle 2:
Animal research may inform our understanding of behavior
Animal research may inform our understanding of behavior
This principle suggests that humans share an earlier common ancestral species, and in many ways are fundamentally the same; human being is a type of animal. Therefore, it is valid to try to make inferences about human behavior based on animal research. Due to ethical considerations, for some studies it is only possible to conduct animal research.
Refer to Martinez and Kesner (1991)
Their findings on acetylcholine and memory enables researchers to gain a further understanding on the deterioration of Alzheimer patients
Rosenzweig and Bennet (1972)
Aim: Study the role of environmental factors on brain plasticity using rats as participants
Procedure:
the rats spent 30 or 60 days in their respective environment before being dissected
Refer to Martinez and Kesner (1991)
Their findings on acetylcholine and memory enables researchers to gain a further understanding on the deterioration of Alzheimer patients
Rosenzweig and Bennet (1972)
Aim: Study the role of environmental factors on brain plasticity using rats as participants
Procedure:
the rats spent 30 or 60 days in their respective environment before being dissected
Groups
Group 1 Group 2 |
Environment
With lots of toys Without toys |
Findings:
Group 1 has thicker layer of neurons in the cortex compared to group 2
Conclusion:
Brain grows more neurons if stimulated
Group 1 has thicker layer of neurons in the cortex compared to group 2
Conclusion:
Brain grows more neurons if stimulated
Principle 3:
Patterns of behavior can be inherited
Patterns of behavior can be inherited
This principle suggests that humans have changed physically and behaviorally according to the demands of the environment (evolutionary), and that behavior can be passed on by genes.
- researcher who are interested in the genetic origin of behavior often conduct twin studies so they can compare one twin to another on certain variable (e.g. intelligence, depression)
- monozygotic twins: 100% identical, dizygotic twins: around 50% identical
- twin studies never show 100% concordance rate, hence it is believed that genes are predisposing factors rather than the cause
Bouchard et al. (1990)
Minnesota twin study, longitudinal
Aim: Investigate the relative role of genes in IQ
Findings:
Monozygotic twins who are raised up together had a concordance rate of IQ of 86%
Monozygotic twins who are raised apart had a concordance rate of IQ of 76%
Conclusion:
There is a link between genetic inheritance and intelligence but the role of environment cannot be ruled out
Minnesota twin study, longitudinal
Aim: Investigate the relative role of genes in IQ
Findings:
Monozygotic twins who are raised up together had a concordance rate of IQ of 86%
Monozygotic twins who are raised apart had a concordance rate of IQ of 76%
Conclusion:
There is a link between genetic inheritance and intelligence but the role of environment cannot be ruled out
Levinson (2005)
Short allele on 5-HTT hinders the reuptake of serotonin, which plays a role in the regulation of mood. It is also noted that the gene is more likely to make individuals more sensitive to stressful events. Individuals with short allele on this gene is more likely to be diagnosed with depression than those who don't.
Short allele on 5-HTT hinders the reuptake of serotonin, which plays a role in the regulation of mood. It is also noted that the gene is more likely to make individuals more sensitive to stressful events. Individuals with short allele on this gene is more likely to be diagnosed with depression than those who don't.