PSYP610 Official Handouts

Neurological Bases of Behavior (PSYP610)

Table of Contents

Lesson 01 Lesson 02 Brief historical Review Lesson 03 Sub-Specializations Within the Behavioral Neurosciences Lesson 04 Research in Behavioral Neurosciences Lesson 05 Evolutionary and Genetic Basis of Behavior-I Lesson 06 Evolutionary and Genetic Basis of Behavior-II Lesson 07 Evolutionary and Genetic Basis of Behavior-III Lesson 08 Genes and Experience-I Lesson 09 Genes and Experience-II Lesson 10 Genes and Experience-III Lesson 11 Genes and Experience-IV Lesson 12 Genes and Experience-V Lesson 13 Research Methods and Techniques of Assessment of Brain Function-I Lesson 14 Research Methods and Techniques of Assessment of Brain Function-II Lesson 15 Research Methods and Techniques of Assessment of Brain Function-III Lesson 16 Research Methods and Techniques of Assessment of Brain Function-IV Lesson 17 Development of the Nervous System-I Lesson 18 Development of the Nervous System-II Lesson 19 Development of the Nervous System-III Lesson 20 Development of the Nervous System-IV Lesson 21 Development of the Nervous System-V Lesson 22 Development of the Nervous System-VI Lesson 23 Development of the Nervous System-VII Lesson 24 Basic Neuroanatomy-I Lesson 25 Basic Neuroanatomy-II Lesson 26 Basic Neuroanatomy-III Lesson 27 Basic Neuroanatomy-IV Lesson 28 Basic Neuroanatomy-V Lesson 29 Basic Neuroanatomy-VI Lesson 30 Basic Neurochemistry-I Lesson 31 Basic Neurochemistry-II Lesson 32 Basic Neurochemistry-III Lesson 33 Basic Neurochemistry-IV Lesson 34 Basic Neurochemistry-V Lesson 35 Basic Neurochemistry-VI Lesson 36 Basic Neurochemistry-VII Lesson 37 Brain and Motivational States-I Lesson 38 Brain and Motivational States-II Lesson 39 Brain and Motivational States-III Lesson 40 Brain and Motivational States-IV Lesson 41 Brain and Motivational States-V Lesson 42 Higher Order Brain Functions-VI Lesson 43 Higher Order Brain Functions-VII Lesson 44 Higher Order Brain Functions-VIII Lesson 45 Higher Order Brain Functions-IX

Lesson 01

Objectives:

• To familiarize the students with study of brain behavior study.
• To orient them towards its historical and scientific roots.
• To relate it to other areas of specialization in Psychology.

The mastermind of all our living being is the brain which controls every aspect of behavior from molar to molecular—a universe within the small cranium. Millions of neurons and glial cells interaction, firing constantly resulting in the gross behaviors we see or experience.

Pinel (2002) defines Biopsychology (also known as psychobiology, behavioral biology, behavioral neurosciences) as the scientific study of biology of behavior.

Carlson (2005) calls it the physiology of behavior where the brain and physiological correlates and modulators of behavior are the domain of study.

We put together a definition encompassing these and simply state that “Behavioral Neurosciences aims to study brain-behavior relationships utilizing all its specializations and methodologies”

Basic questions in the study of brain and behavior

There are several basic questions in the study of brain and behavior which are part of a continuing and recurrent discussion,

• Is brain’s relationship with behavior controlled by nature or nurture, is it genes or environment?
• Where did the study of the brain start (and who are the major contributors, how far do we go)?
• How does the brain know what to process, where and what about (people, places, objects)?
• How does the brain grow (evolutionary and developmental perspective)?
• What and where are the controls of our motivated behaviors?
• Why do we remember (smells, visuals, kinesthetic) and how do we retrieve these memories? Why do we forget, what can go wrong (Alzheimer’s)?
• Where does pleasure, pain, happiness addiction happens in the brain?
• What are neurochemicals, what are the various electrical, electro-physiological, neurochemical, biochemical, and other changes that take place in the brain, which molecules go where and do what?
• What happens if the systems malfunction, does one affect the rest, or things go on as before?
• What happens after brain damage- do we reconstruct?
• Why is it important for psychologists to know about the brain?

These are the questions which make the study of brain so exciting, and many questions are answered, which raise more questions! Research is ongoing throughout the 24 hours somewhere around the world. Neuroscientists are working around the clock and discoveries are being made, explanations offered theories formed or rejected.

There are many ways of looking at the brain behavior interactions: Descriptive: To study behavior and brain functioning as it occurs without interfering in the ongoing processes. This gives one a perspective of how behavior would occur under natural circumstances.

Comparative, evolutionary perspective: This is used to see when researchers are looking for continuity among species as well as why and how changes in brain and behaviors have evolved and what do they lead to. Further this also answers many questions raised about behaviors which can be partially answered by studying animals. Are evolutionary changes ongoing processes? Also, if there are any species-specific behaviors which are found in other species and the homosapien (human).

Developmental (over life span). How does the brain grow from the time of fertilization to maturity, aging and death? What are various developmental stages? The question keeps arising over and over again whether nature or nurture triggers or controls it, whether it is biological and genetic programming or external stimulation which moves development in a particular direction. Where can things go wrong or where does the environment and nature interact. How many degrees of freedom for either to act and when?

Experimental and/ or Natural Studies

The continuum of research and investigation extends from the naturalistic ethological studies i.e. from Joan Goodalls chimpanzee studies and Konrad Lorenz’s earlier investigation to experimental/ laboratory studies to brain manipulation studies.

Molar and molecular

The level of studies on analysis within the brain varies from studying behavior of a large number of neurons or just one under the microscope. The Molar view focuses on groups of networks, neurons or neuroanatomical areas whereas the Molecular investigation focuses on single units, single cell, single molecule, single impulse and the brain behavior relationships.

In addition to the above there are many areas which form part of neuroscientific study i.e. neurohormonal influences on growth, development and subsequent expression and modulation of behavior, the role of sleep, dreams and how the brain controls these are also important in understanding brain behavior relationships. Behavioral neuroscience studies the brain-behavior relationship from a wide range of perspectives and specializations.