Psych 372 S’22 Study Guide for QUIZZES 1-3 & EXAM 1

Ch. 2 text + lectures: Genetics, Epigenetics of Behavior

1. How do genes yield traits (how does genotype become phenotype)? That is, what are the biological
processes that lead to synthesis of cell proteins such as receptors and ion channels? If two people differ on a
particular trait as adults (e.g., neuroticism, intelligence), what are genetic mechanisms that could explain
inherited vs. environmental influences on this particular trait?
- Genes Yield Traits= DNA->(transcription)=mRNA->(translation)=Protein(strip of amino acids)->
TRAIT
-
- Methylation, epigenetics, demethylation
2. Describe two mechanisms at the DNA level that can result in increased or decreased gene expression (i.e.,
that can turn genes on or off) after conception.
- Histone remodeling
- when core around the DNA changes shape and stops the transcription from occurring ie no
protein is made
- methylation/ demethylation
-
3. Can “selective breeding” be used to improve performance on a maze task in rats? Is the performance of
“maze-dull” vs. “maze-bright” rats similarly altered: (a) if they are raised by parents who perform differently on
this task? (b) if they are raised in an “enriched environment”?
- yes
4. What is the genetic basis of PKU (phenylketonuria)? How can environmental (dietary) adjustment
compensate for this gene abnormality?
- do not have the gene encoding to make phe into tyrasine which makes dopamine.
- eat food that are low in phe and increase tyrasine which means they will have dopamine

5. Why were heritability estimates from early twin studies misleading (i.e., why did early twin studies
overestimate trait heritability)? How can epigenetic studies of monozygotic twins be used to help us better
understand how environment influences traits/disease as we age?
- they used a small sample size which mostly consisted of white middle class people
- they show how environment can influence our gene expression and the overall way we live our lives. It
is the only way we can pinpoint what turns on certain genes expressions and in the end certain traits

Ch. 3 text + lectures, videos: Neuroanatomy

1. Describe the basic divisions of the nervous system (what they’re called, where they’re located, what they
do).
- CNS – Brain and Spinal Cord
- PNS – Everything else
2. Describe the functions of the sympathetic and parasympathetic nervous systems, including some
physiological effects of sympathetic NS activation (and what types of events activate it).
- sympathetic – flight or fight – raised heart rate, pupils dialate, sweating, digestion pauses, adrenaline
starts to pump heightening strength and speed
- parasympathetic – Rest and Reset -
3. How well protected is the CNS compared to the PNS (describe protective mechanisms)? Can your CNS and
PNS neurons repair themselves if they are damaged? If so, how?
- The CNS is super protected , the spinal cord is encased in the vertebrae which are pointy, spinal fluid,
Skull and meninges. There is also Cerebrospinal Fluid (CSF) which cushions the brain and the spinal cord as
well.
- PNS has less protection, has skin and some muscles but mostly out in the open,
- The PNS can repair its neurons more easily, with the Schwann cells, axons regrow with the help of
schwann cells unless the cell body dies.
 - The CNS rarely is able to fix itself
4. What is the blood brain barrier (BBB), physically? What purpose does the BBB serve?
- the BBB is a set of A highly selective permeable border made of tightly packed cells and an epithelial
cells around it and very tight pores
- Protects the brain from circulating pathogens and other bad molecules
5. What do the terms dorsal/ventral, lateral/medial, anterior/posterior, and rostral/caudal refer to? [Try
describing where different parts of the body/brain are located relative to one another, using these terms]
- Dorsal - Toward or at the back of the body
- Ventral - Toward or at the front of the body
- Posterior (Caudal) – tail
- Anterior (Rostral) - the head
- Lateral - Away from the midline of the body
- Medial- Toward or at the midline of the body
- Caudal (inferior) - Away from the head or toward the lower part of a structure or the body (below)
- Rostral - Towards the nose/beak

6. Label the major parts of a neuron and describe the function of each part. Describe the major types of
proteins that are embedded in a neuron’s lipid bilayer membrane.
- Major parts of a neuron
- Cell membrane: The semipermeable membrane that encloses the neuron `

-Cell body: The metabolic center of the neuron; also called the soma

-Dendrites: The short processes emanating from the cell body, which receive most of the synaptic contacts from
other neurons

-Axon hillock: The cone-shaped region at the junction between the axon and the cell body

-Axon: The long, narrow process that projects from the cell body

-Myelin: The fatty insulation around many axons

-Nodes of Ranvier: The gaps between sections of myelin

-Buttons: The button-like endings of the axon branches, which release chemicals into synapses
-Synapses: The gaps between adjacent neurons across which chemical signals are transmitted

--- Major proteins

- -Ion channels
-Receptors
-Transporters

7. Name and describe the functions of 4 types of glial cells (3 in CNS, 1 in PNS).
- Astrocytes
- oligodendrocytes
- Micro glia
- Schwann Cells ---PNS
8. Name and identify on whole-brain and mid-sagittal views (see below) the major parts of the hindbrain,
midbrain and forebrain, and describe at least one function of each structure. What behavior/experience might
be changed if each structure was damaged?
9. Motor and sensory systems are said to be mostly “crossed over” – what does this mean?
Ch. 4 text + lectures, videos: Neural Communication
1. Explain how the membrane potential of a neuron is maintained at rest (in a "polarized" state, approx. -70
mV).
2. Describe the major ionic events underlying an EPSP, an IPSP, and an action potential (neuron firing), and
draw curves that illustrate the changes in membrane potential (y) over time (x), during each of these events.
3. Describe how an action potential is triggered, and how it is conducted along an axon, both unmyelinated and
myelinated.
4. Explain how a local anesthetic like Novocain can prevent action potentials in your sensory nerves, and why a
poison like TTX can kill you.
5. Explain how a demyelinating disease like multiple sclerosis (MS) leads to slowed movement, or an inability
to move.
6. Describe the major steps in chemical neurotransmission (at least 5).
7. What are the similarities and differences between ionotropic vs. metabotropic receptors?
8. When a neurotransmitter binds to its receptor and causes excitation of the post-synaptic neuron, what is the
primary ionic event causing this excitation? What are the primary ionic events underlying inhibition?
9. Name 2 neurotransmitters of the amino acid class, and EXPLAIN why one of them is always excitatory and
the other is almost always inhibitory.
10. Name 3 neurotransmitters of the monoamine class. Give an example of a behavior or experience that each
type of neurotransmitter is involved in, and give examples of drugs that can alter monoaminergic
neurotransmission (and EXPLAIN how the drugs do this).
11. Describe two main functions of acetylcholine (ACh), and EXPLAIN how different drugs can alter
cholinergic neurotransmission and thus behavior/experience.
12. Using “stick-figure neurons”, draw and describe two-neuron and three-neuron circuits that are excitatory,
inhibitory, and a combination of the two.
13. Describe the circuitry underlying the knee-jerk reflex, including what types of neurons and what
neurotransmitters are involved.
14. Explain why people who suffer from myasthenia gravis experience “muscle weakness”; what type of
medication is used to help them move more normally (how does this drug work)?
15. What is the difference between an agonist and an antagonist? What are a few examples of specific agonists
and antagonists, and how do they work (at what step of neurotransmission does each act, and how)?
Ch. 5 text + lectures: Research Methods
1. Describe technologies that are used to examine the structure of the living human brain.
2. Describe technologies that are used to examine function (and dysfunction) of the living human brain.
3. Explain what approaches may be used in animals (and sometimes humans) to determine the role of certain
brain structures and certain neurotransmitters/receptors/ion channels in particular behaviors or experiences.
4. Describe some non-invasive physiological measures that can be used in human studies of stress and emotion.
5. Describe a few behavioral tests that are used in humans to assess cognitive ability.

EXAM ADVICE:
– MAKE SURE YOU CAN IDENTIFY BRAIN AREAS and describe their functions ON WHOLE BRAIN
and MID-SAGITTAL VIEWS of the brain (test yourself with your brain maps!).
– After you have written out/drawn detailed answers for everything on this review sheet on your own, compare
with at least one other person in the class, then quiz each other. ASK QUESTIONS of Kelly or Dr. Craft if
you’re unclear about anything.

Start studying EARLY for exam 1 – repetition is key for creating and strengthening synaptic connections
in your brain 😊