PBSPSY 001 | INTRODUCTION TO PSYCHOLOGY

L1: HISTORY OF PSYCHOLOGY

2ND SEMESTER | BS PSY 1A | A.Y. 2022-2023 TRANSCRIBED BY: MAXINE GUILLERMO
LECTURER: JHOANNA GUITERING DATE: 02/21/23

HISTORY OF PSYCHOLOGY data.

 Psyche OBSERVATIONS
 mind, soul or spirit  We need observations to know if we need or accept
 means “life” the null hypothesis.
 Logos  It valide or invalidate your claims.
 to study PSYCHOLOGY
 meaning “explanation”  Psychology is dealing with facts and not superstition.
 Is a science that follows a systematic process
PSYCHOLOGY
 The scientific study of the mind and behavior.
 PSYCHOLOGISTS → are actively involved in studying and HYPOTHESIS
understanding mental processes, brain functions, and  A tentative proposition about the relationship between
behavior. two or more variables/phenomena.
 PLATO, ARISTOTLE, AND SOCRATES → define psychology  Example: Males have high self-confidence in making
as the study of the soul and mind. decisions than females
 ROBERT S. FELDMAN (1990) → defined psychology as
the scientific study of behavior and mental processes. TYPES OF HYPOTHESIS
 RESEARCH → the basis of psychology; foundation where 1) Alternative hypothesis – “accept”
Psychology comes from 2) Null hypothesis – “reject”

BEHAVIOR SCIENTIFIC METHOD

Refers to all of our: A process of testing ideas through systematic observations,
- outward or overt actions and reactions; experimentations, and statistical analysis.
- covert actions and reactions
3 GENERAL STEPS OF THE SCIENTIFIC METHODS
TYPES OF BEHAVIOR IN THE FIELD OF PSYCHOLOGY
(A) OVERT 1) Identification of the problem.
 Observable  In the early times, it was not merely counseling.
 Example: A crying child, someone having a panic attack  “Psychological Research”
that shows physical manifestations such as sweating or  Basis of the course is research.
shouting.  What kind of problem you want to study
 Example: Problematic client → know the problem (It is
(B) COVERT important to to know/consider the problem of the client)
 Not observable/Hidden  Know why your client seeks your help (know their
 Generally considered as mental process problems).
 Includes physiological reactions: heartbeat, nervousness,
etc. 2) Formulation of hypothesis
 Example: intentions, thoughts, feelings, emotions.  Done in the start of study
 Hypothesis = intelligent guess “simplest explanation”
TERMS  Formulating hypothesis = formulating guess
PSYCHOLOGIST  Example: The more active an individual in academics, the
 During the early times (cognitive), Psychologists adapt more he/she is depressed.
an objective attitude.
OBJECTIVE 3) Collection of data (analysis, Interpretation, and
 following a system, rules, or a certain path. conclusion)
 During the early times they believed that we must  You need data to support your claim/s and to know if
follow a certain procedure, rules or path. your claim/s is TRUE or FALSE
SYSTEMATIC PROCESS  The most important for us to know if your claim is true or
 Stick to what is presented to us (follow the process) not.
EMPIRICAL STUDY  To confirm or reject the null hypothesis.
 How you gather and organize data  How you analyze, interpret, and form conclusion based
 Working on the foundation of observation to gather on results.
  experimented human reaction from natural environment
GOALS OF PSYCHOLOGY IN THE FIELD OF SCIENCE
1) DESCRIBE WHAT A BEHAVIOR REALLY IS Control group → 2 different outcomes
 People have different behaviors. That is why
psychology majors should not invalidate the feelings or 2 COMPONENTS IN PSYCHOLOGY
experiences of others. ACCORDING TO WILHELM WUNDT
 People come to you for them to feel “validated” and (1 SENSATION
“to feel that they’re never alone” )
 Never tell “it’s okay” when counselling  Connected with our senses
 Most powerful word to use in counselling “I’m here for  process of activation or detecting certain feeling
you”  Example: Activated the sense of touch when you
 Being there means giving “comfort” and “validation” touched an ice.
 It is important to describe the behavior of people (2 FEELING
 we must understand the behavior )
2) EXPLAIN WHY A BEHAVIOR OCCURS  product or result of the sensation
 look deeper why that behavior is manifesting or  Examples: You feel cold or the emotional state of a
existing. (bakit ganun siya magsalita, kumilos etc) person
 Dig deeper for deeper meanings.
 important to learn the meaning or cause of the CURRENT PERSPECTIVES IN PSYCHOLOGY
behavior. (1) BEHAVIORAL PERSPECTIVES
 Example: . Why do they think, act or speak in a certain  based on “Behaviorism”
way?  Behaviorism - we have a certain concept and objective
measurement of overt behavior or responses. Start of
SIGMUND FREUD psychology.
- Father of Psychoanalysis/Psychodynamic  Modelling is the key to behavior.
- Mama’s boy – wants to have sex with mother  What a child sees, the tendency is that he/she would
(hidden agenda) imitate it.
3) PREDICT BEHAVIOR BASED ON PAST OBSERVATIONS  Example: The Bobo Doll Experiment - Your behavior
 “Psychodynamic perspective” will affect your thoughts
 “Freudian” – based on Freudian theory; past (2) PSYCHOANALYTIC/PSYCHODYNAMIC PERSPECTIVE
experiences  behavior is influenced by UNCONSCIOUS FORCES and
 Predicting the possibility try to look for the signs of (childhood) experiences to
4) CHANGE THE BEHAVIOR SO THAT IT WOULD BE MORE understand and explain the behavior.
APPROPRIATE  Example: “Iceberg”
 Talking about cognitive behavioral therapy SIGMUND FREUD
 Main proponent of psychodynamic
CBT or COGNITIVE BEHAVIORAL THERAPY  Unconscious: the memories, thoughts
- Being used to change the behavior of a person for  It was the INFANCY stage that is the most crucial part.
the better The feelings are suppressed.
- More on rationalism
- “thoughts – feelings – behavior” : if you want to ERIK ERICKSON
change your behavior, start by changing your  Theory of Psychosocial Development
thoughts and then your feelings will follow.  ADOLESCENCE is the most crucial stage of
development. (Occurs between the ages of 12 and 18)
RENE DESCARTES (3) COGNITIVE PERSPECTIVES
- “Whatever I think will manifest”  focusing on UNOBSERVABLE MENTAL PROCESSES
- Example: You thought you are in love with  involves thinking, perceiving, and process information
someone → your feelings will then follow and  seek to explain how we process information
then it would manifest in your behavior  your behavior will dictate your thinking
 more on “rationalism”
(4) HUMANISTIC PERSPECTIVES
CARL ROGERS & ABRAHAM MASLOW
BRIEF HISTORY OF MODERN PSYCHOLOGY
- “There is innate goodness in humanity.”
WILHELM WUNDT: Father of Psychology
 give emphasis on the POSITIVE OUTLOOK/ASPECTS of
 Introduced/proposed experimentation in psychology
man
 introduced the modern approach to psychology and
emphasized on “experiences”
 more on empiricism
  man has potential for growth and can take care of - Broad field
others. - Not just limited to clinical or mental institution.

1) Experimental Psychology
 Studies the fundamental of causes of behavior
 What causes some behavior?
 Studies that will focus on perceiving, learning, and
mental thinking
2) Physiological Psychology
 Different parts and functions of the human body affect
the behavior
 How does our brain function?
 How genetic factors affect our psychological behavior
3) Developmental Psychology
 How behavior develop from the moment of
conception up until old age
 Cognitive and even moral development
Maslow Hierarchy of Needs
4) Social Psychology
 We cannot move on to the next need until we are
 Studies how group interactions influences individual
satisfied.
behavior
 Does the society affects your behavior?
ALFRED ADLER
- Main goal is to strive for superiority 5) Educational Psychology
- People cannot be contented  Application of psychological principles in teaching and
- When we achieved a dream, there is another learning process
- We always want to be on top  How we process and learn information
- We would never attain self-actualization 6) Personality Psychology
ABRAHAM MASLOW  Studies the unique qualities of an individual
- Self-actualization: already reach your full potential  Endearing traits of an individual
Critics  Different theories why personality develop
- You can only reach self-actualization once you’re  Deals with characters/characteristics
dead 7) Abnormal Psychology
- Can be self-actualized in the 3rd level  Studies the mental and behavioral disorders
(5) NEUROBIOLOGICAL PERSPECTIVES  DSM VR (Diagnostic and Statistical Manual of Mental
 functioning of the human body as determinant of Disorders)
human behavior - Bible of the psychological field
 Brain functions, genetics, neurotransmitters  ICD (International Classification of Diseases)
 Example: Genetics - You inherit psychological - We cannot diagnose mental illness with the
disorders. coexistence of physical illness
 MRI, PET SCAN - All medical practitioners use this
(6) SOCIO-CULTURAL PERSPECTIVES 8) Psychometric Psychology
 roles of social forces in determining behaviors  Deals with the construction and development of tests
 Our behavior is influenced by our environment and devices
(society, culture, historical, cultural, and situational)  Psychological statistic and assessment
 We learn what traditions, practices and what type of  Dealing with a lot of math, interpretation, etc.
family you have to determine behavior.  Personality test, intelligence test, psychological/neuro
 Tradition, practices = influences behaviors test
9) Clinical Psychology
 Deals with diagnosis, treatments, and care of
psychological disorders
10) Counselling Psychology
 Concerned with assessment and treatment of people
with less behavioral and mental disorders
 Counselling is more effective than drugs
 Addiction = high dosage; low dosage is not enough
 If there is medication, psychotherapy should first be
MOST COMMON FIELDS IN PSYCHOLOGY considered
Psychology 11) School Psychology
  Enhancing the effectiveness of educational institution
 Deals with guidance, human development center DETERMINANTS OF DEVELOPMENT
12) Industrial-Organizational Psychology → Identifier of people undergoing development
 Human resource management (I) Nature vs. Nurture
 Professional Setting (II) Activity vs. Passivity
13) Engineering Psychology
 Developent of man-machine systems that is fitting NATURE vs. NURTURE
man and machine together 1) Hereditary / NATURE
 Balance between- manpower and  Genetic transmission; something to do with genes
machine/technology  Starts in conception
14) Forensic Psychology  “Genes” = traits you got from your parents, which is the
 Focused in the application of psychological measues in principla contributor of your traits
the legal and probation system  First determinant of human development (Scientific
 Guilt and reliability af testimonial in the court room evidences)
15) Health Psychology  Some genes are dominant, some are recessive
 Explores the psychological factors and physical disease  46 Chromosomes
 Stress = headaches, restlessness
16) Cross-cultural Psychology ALBERT E . WIGGAMS
- Heredity, not environment is the chief maker of man
 Investigates the similarities and differences of ethnic
- Basis in understanding certain individual or how a
and cultural groups
person develop
17) Environmental Psychology
ARTHUR, JENSEN
 Deals with the relation of people and their physical
- 80% of heredity accounts for a variabilty of human
environment
intelligence
 How can different phenomena in the environment
affects us (people) 2) Environment / NURTURE
18) Sports Psychology
 Innate
 Emerging field
 The application of psychological principles in the JOHN B. WATSONS
athletic activities - Behaviorism: physical environment is contributing to
 Motivation, impact of training, how to handle losing your behavior
- Emphasized environment
4 MAJOR FIELDS OF PSYCHOLOGY - It is environment, not heredity
(I) Clinical Psychology
(II) Educational Psychology ACTIVITY vs. PASSIVITY
(III) Industrial Psychology JOHN LOCKE
(IV) Research/Psychometric Psychology - Child’s role is passive
- Nature of children is passive
HUMAN DEVELOPMENT - We are passive when we came into this world, and it
→ Process of how people change over time is our world that determines our behavior
Development
- Process; change ROSSEAU
- You cannot be successful at the first try - Children is actively involved in the shaping of their
- Need to go through different steps own intellect.
- There is a constant change
- Consistent change, process we need to undergo to
fully develop

2 FORMS OF CHANGE
1. Quantitative
- Change in the amount or number of something
- Height, weight, etc.
2. Quality
- Change in kind, structure, substance, and
organization
- Standards
THEORIES OF DEVELOPMENT
- Ex. Nature of intelligence → how does a child
 Developmental Psychology: process of how a person
develop his speech.
develops.
  Autonomy = will be developed if their parents let them
ERIK ERICKSON’S 8 STAGES OF DEVELOPMENT play for their own because they will feel in control of
(Psychosocial Stages Of Development) what they want in their life.
 Shame and Doubt = will be developed if the child grew
ERIK ERICKSON up with such restrictions from their parents
 Neo-freudian – the basis of his study is also from the  If there is too much autonomy, it is not good.
study of Freud (Psychoanalytic/Psychodynamic).
 Notion that your personality today has something to do STRENGTH AND CORE PATHOLOGY
with your childhood experiences.  Will = If autonomy is developed.
 If there’s a will, there’s a way.
EPIGENETIC PRINCIPLE  Compulsion = If shame and doubt is developed.
- Deals with the truth that you cannot move to the  Usually those kids who are not listening.
next stage unless you resolve the previous stage.
3. PLAY AGE (4 – 5)
Pathology  Every play and every game has a purpose, which is to
- Study of diseases, sickness win.
- Way of describinng negative impact of not solving
the crisis. CRISIS
 Initiative = If the child has will, he/she is most likely to
CORE
STAGE AGE CRISIS STRENGTH
PATHOLOGY develop an initiative.
1 Infancy 0-1
Trust vs.
HOPE WITHDRAWAL  Inhibition/Guilt (Passive) = Very shy, passive
Mistrust
Early Autonomy vs.
2 2-3 WILL COMPULSION
Childhood Shame/Doubt 4. SCHOOL AGE (6 – 12)
3 Play Age 4-5
Initiative vs.
PURPOSE
INHIBITION  Child starts to see a broader world: students, teachers,
Guilt (PASSIVE)
Industry vs. COMPETENC etc.
4 School Age 6-12 INERTIA
Inferiority E
Identity vs. Role ROLE
5 Adolescence 13-19
Confusion
FIDELITY
REPUDATION
CRISIS
6 Young Adult 20-30
Intimacy vs.
LOVE
EXCLUSIVITY  Industry = (Industrious) getting busy or finishing the job
Isolation (LIMITATION)
Generativity vs.
or the tasks given with excellence.
7 Adulthood 31-60 CARE REJECTIVITY
Stagnation  They are focusing on the tasks given and giving their best
8 Old Age
61- Integrity vs.
WISDOM DISDAIN to it.
Death Despair
 Inferiority = (Insecurities) Child feels always low, not
smart, not good enough.
1. INFANCY (0 – 1)
 We develop trust issues from our society.
STRENGTH AND CORE PATHOLOGY
CRISIS  Competence = If the child develops industry.
 Inertia = If the child developed inferiority.
 Trust = will be developed if the parents will attend to
 They would not move or do something without
their child when crying.
being motivated.
 Mistrust = will develop if the parent/caregiver will not
attend to the child when crying.
5. ADOLESCENCE (13 – 19)
 If you have trust issues today, it’s because of your
 Trial and error
childhood/infancy stage.
 Most crucial stage because it is the only stage that may
require to change or develop a positive side
STRENGTH AND CORE PATHOLOGY
 Hopeful = If trust is developed CRISIS
 Withdrawal = If mistrust is developed
 Identity = You develop a firm sense of identity.
 Role Confusion = If you weren’t able to develop a firm
2. EARLY CHILDHOOD (2 – 3)
sense of identity, you may develop role confusion.
 AUTONOMY – Freedom to do what you want for yourself
and being able to govern yourself.
STRENGTH AND CORE PATHOLOGY
 Fidelity = You are loyal to yourself. You aer not
forgetting who you are even if you meet other
people.
CRISIS  Role Repudation = Not giving your 100% to a
particular roles.
  Example: Young adults who can’t balance career and COGNITIVE THEORY (JEAN PIAGET)
love life STAGE PERIOD CHARACTERISTICS ADULT BEHAVIOR
Ordination of Emphasis on
 “Role Crisis” because of the issues we did not yet sensory immediacy of feelings,
resolved. 1 Sensori-motor Birth-2
inability to attend to
Development of consequences
object
6. YOUNG ADULT (20 – 30) permanence “Here & now” concept
 Only in this state that you get to enter a relationship. Pre- Development of
Belief in intuition,
2 2-7 magical thinking,
 All you feel in the previous stages are infatuation. operational symbolic thought
fantasies
Concrete Concrete objects
3 7-11 Facts, routines
operational and events
CRISIS Solve problems
 Intimacy vs. Isolation = You should not resolve intimacy Formal Systemic and
Being able to say what
4 11-above we know is right
if you’re not done with adolescence. operational logical thinking
Understand abstract
TRUE INTIMACY problems
1. Sacrifice – to sometimes forget who you are. To
lay down one life for another person. 1. SENSORI-MOTOR (BIRTH – 2)
2. Compromise – meet in the middle. You need to  Considering the feeling
hear/consider the opinions and decisions of other  Attend child’s sensory/feelings, because that’s the
person. foundation of the children.
3. Commitment – you will stay in a particular
relationship because you understand that 2. PRE-OPERATIONAL (2 – 7)
relationship is more than just the relationship  The children starts to develop imagination, intuitions,
itself, rather it’s also about partnership. etc.
Karl Jung
STRENGTH AND CORE PATHOLOGY - Archetypes : part of our personality or persona
 Love = If intimacy is developed
 Exclusivity = If isolation is developed. Ways to interpret dreams
 Exclusivity is when you don’t want other people to - Hero-archetype : you are a superhero or you have
enter your life. You want to isolate yourself. superpowers in your dreams, meaning you are
activating your altruism
7. ADULTHOOD (31 – 60)
CRISIS Egocentric
 Generativity = being productive or creating something - Id, ego, and superego.
new/better work for the new generation. -
 You started to develop CARE.
 Doing something good not just for yourself but for  The children is in the reality principle
others.  What they see is what they believe
 Willing to share what you must know and can do  It’s hard for them to distinguish fantasy and reality
 Must not only think about yourself.
 Stagnation = rejectivity 3. CONCRETE OPERATIONAL (7 – 11)
 Created a world that you are only right and never wrong.  They already develops how to do things
 You dismiss other people’s opinion.  If you change things, it will make them mad or irritated
 Children have already doing things on their own and
STRENGTH AND CORE PATHOLOGY would not like any changes
 Care = will develop if you developed generativity Example: Nasanay ang bata na sinusundo ng lolo/lola, kaya
 Rejectivity – will develop if you developed nang sinundo ng kaniyang nanay ay nanibago (nagalit)
stagnation.  If there is a change in the routine, they wouldn’t like it
 Not mature enough for changes in their routines
8. OLD AGE (60 – DEATH)
CRISIS 4. FORMAL OPERATIONAL (11 – ABOVE)
 Integrity = being truthful, being satisfied  We are all of the same sea, but we are not on the same
 Despair = comes with depression or sadness. They only boat.
talk about their regrets.  If we are doing the opposite, it doesn’t mean that we are
wrong.
STRENGTH AND CORE PATHOLOGY  They already know what is right and wrong.
 You tend to fight for what you know is right.
 Wisdom = having integrity will develop wisdom
 Life is doing your own thing where you will still at your
 Disdain = having despair will develop disdain (feeling
target destination.
of hopelessness and helplessness)
 PSYCHOSEXUAL DEVELOPMENT (SIGMUND FREUD) Superego Formation
STAGES
EROGENOUS OUTCOME OF *CONSEQUENCES - They’re beginning to understand that it’ wrong to
ZONE GRATIFICATION OF FIXATION*
Dependency play with their genitals
1
ORAL
Mouth
Trusting Gullible - They will start to hide their genitals, because they
(Birth-1) Independence Passive
Sarcastic person
develop the idea that showing penis/vagina is wrong
ANAL
2 Anus Self-control Disorganize
(1-2) Exhibitionist
PHALLIC Sexual identity
3
(3-6)
Genitals
Superego formation
Facts, routines - Mental disorder
4
LATENCY
Genitals
Sexual feelings are - People think that if they show their genitals, they are
(6-12) repressed
powerful
Peak of sexual urge
Delay of gratification
5 GENITAL Genitals
Unselfish love 4. LATENCY (6 – 12)
Fulfilling work
 Their sexual feelings are repressed because they know
it’s wrong
1. ORAL (Birth – 1)
 Libido → sexual urge
1) Early oral : sucking and swallowing only; trust
 You are diverted from social settings, school, hobbies,
2) Late oral : biting and chewing; child should already
etc. that’s why you were repressed
develop independence
5. GENITAL (12 – ABOVE)
Delay of gratification
2. ANAL (1 – 2)
- You know how to control your urges
 They tend to become disorganize if they are fixated on
- Self-control is developed
anal
 Bowel or toilet training should be proper
“Everything your body make or do is mandated by your brain”
Self-control
Unselfish love
- You know how to manage your time
- You know how to consider other people
- You know how to follow orders
Fulfilled work
1) Early anal - The things you do has meaning.
- GOAL: To release the feces
- Expulsion of feces

2) Late anal
- GOAL: To know how to suppress pee or feces
- They know where or when to pee
- “Mastery”

Conscencions
- Develop if self-control is developed

3. PHALLIC (3 – 6)
 Sexual curiosity
 Self-determination
 Begin being curious of things.

Sexual Identity
- They start to identify whether he/she is male or
female through their genitals
- PENIS = male
- VAGINA = female

PSYCHIC REPRESENTATION
- Hypothetical representation
- Id = unconscious, hidden feelings
- Ego = mediator
- Superego = reality principle
 NEUROBIOLOGY AND BEHAVIOR Example: touch something
Dendrites will receive the message

4. AXON TERMINAL
 Converted into chemical messages that travels to the
next neurons
 Chemical substances
 Neuro transmiters
 Control different aspects of behavior

NEUROTRANSMITTERS
1. Acetylcholine
2. Dopamine
3. Serotonin
4. Endrophins
Nerve Axon → Represents neutron 5. GABA (Gama-aminobutyric acid)
6. Norepinephrine
Studying behavior 7. Glutamate
 Neurological and physiological
 Nervous system 1. Acetylcholine
o Electro-chemical conducting network  Present in sleep-wake cycle
o Composed of specialized cells (neurons)  Was the first to be discovered
 Neurons  Functions
o Acts as communication system that regulate  Stimulation of muscle
behavior  Gastrointestinal System
o Cells of nervous system o Sensory neurons and autonomic nervous system
o Acts as conducting units o Memory formation, how you store information
o Transmit messages
o Primary role from the nervous system REM SLEEP
- Schecule on sleeping
PARTS OF A NEURON - When attained: “deep sleep”
1. Dendrites - Dreams, nightmares
2. Cell body
3. Axon  Low level of acetylcholine: development of alzheimer’s
4. Axon terminal disease
 ABNORMAL PSYCHOLOGY
1. DENDRITES o First to be discovered neurocognitive development
 Appear like branches of trees disorders
 Receives messages from other neurons
 Primary the surfaces of neurons 2. Dopamine
 Inhibitory transmitter
CHEMICALS IN THE BRAIN  Love hormone
- Neutrotransmitters  Responsible for: Pleasure, Feelings (e.g. feeling in love)
- Development of different mental disorders  Targeting reward mechanisms in the brain
 Pleasure and reward always go together
2. CELL BODY  Drug addicts, person in love
 Integrating center of the neuron  Excessive level of dopamine: SCHIZOPRENIA
 Low level of dopamine: PARKINSON’S DISEASE
Parts of Cell Body  Mental disorders are treatable
1. Cytoplasm  DELUSION → distortion of reality
2. Nucleus  HALLUCINATION → involve senses

3. AXON Example: Haearing voices

 Appears as elongated fibers Most common form: Auditory
 Main function: transmit/transfer messages Can be increased by exposing to sunlight
 Like an eletrical wire
 Can be long as 3 ft. 3. Serotonin
 Happy hormone
 Like dopamine, inhibitory transmitters 2 DIVISION OF PERIPHERAL NERVOUS SYSTEM
 EUPHORIA → extreme happiness 1. Autonomic Nervous System
 Low level of serotonin: Depression, OCD, Insomia, - Regulataes the activities of the glands
Migraines - Involuntary muscle movements (breathing,
 High levels of serotonin: Elevated mood, Bipolar I (Manic) blinking)
most severe then Type II Divisions of Autonomic Nervous System
1. Sympathetic system
4. Endorphins - Active in emotional activities
 Pain reduction: anesthesia - Behaviors, sensations, felings, blood
 Cocaine, opioid, heroine = drugs that reduce pain pressure
- Normal heartbeat: 60-100 at reast
5. GABA (Gama-aminobutyric acid) - Respiration rate : causes adrenaline rush
 Low levels of GABA : Loss of muscle coordination, anxiety - Consumes energy
 Moderates behavior : appetite to aggression 2. Parasympathetic system
 Acts as a excititory transmitter - Unserves energy
 Tranquilizers = muscle relaxation - Dominate in times when an individual is in
 If lacking in severe levels = lead to epilepsy a relaxed state
- Slows down heart rate, normalizes blood
6. Norepinephrine pressure and respiration rate
 High alert : urgency, emergency
 Adrenaline ; Increased in blood pressure 2. Somatic Nervous System
 Low levels: depression - Voluntary movements
 High levels: manic episode (high energy) - Involved: arms, legs, hands, feet

7. Glutamate 2. Central Nervous System

 Response for learning, calmness, focus, control  Brain, brain stem, spinal cord
 Related to GABA ; Memory formation  Integrated center for all behaviors
 Toxic o neurons
 Excessive levels: can kill the brain (kills neurons, cause PARTS OF CENTRAL NERVOUS SYSTEM
brain damages like strike) 1. Spinal Cord
 High levels: stroke 2. Brain
3. Brain stem
3 TYPES OF NEURONS ACCORDING TO FUNCTION
1) Sensory neurons 1. Spinal cord
2) Inter neurons  Elongated structure
3) Motor neurons
2. Brain Stem
1. Sensory neurons  Pons = links your brain to your spinal cord; handles
 Receiving impulses from the sense organs unconscious processes
 Pass the impulses to Cranial Nerve System (CNS)  Medulla oblongata = Blood circulation, heart beat
 CNS = brain and spinal cord  RAS = Waking up, sleeping, alertness

2. Inter neurons 2. Brain

 Found in the spinal cord and brain  Worst complicated structure. Protected by the skull.
 Conduct messages and responses for thoughts Never rest. If if shutdowns, we’ll acquire mental
disorders and we can’t do what we normally do
3. Motor neurons Composed of 3 Concentric Layer
 Carry impulses away from the CNS 1. Central core
2. Cerebrum
 Send impulses to muscles, glands
3. Limbic system
Abnormality
DIVISIONS OF THE NERVOUS SYSTEM
1. Peripheral NS  Dysfunction = can’t do what you can normally do
2. Central NS  Distress = Can’t calm down
 ***
 Danger = Causes danger to self and others
1. Peripheral Nervous System DIVISIONS OF THE NERVOUS SYSTEM
 Composed of the nerves “outside the brain” (DETAILED)
 Conduct impulses to and from the CNS
  Composed of the brain, brainstem, and the spinal
cord.
 It is the integrating center for all behaviors and
bodily functions.

PARTS OF CENTRAL NERVOUS SYSTEM

1) Spinal cord
2) Brain
3) Brainstem

A. SPINAL CORD
An elongated structure that serves as a pathway of messages
going to and coming from the brain. It also serves as a seat of
some reflex actions.

1. PERIPHERAL NERVOUS SYSTEM B. BRAINSTEM

 Composed of nerves that are found outside the brain  Connects the brain and the spinal cord.
and the spinal cord. Its main function is to conduct  It is composed of the
impulses to and from the CNS o PONS - a relay center for motor impulses
and is continuous with the spinal cord.
Autonomic Nervous System o MEDULLA OBLONGATA - a is located in the
 Regulates the activities of the glands the internal hind part of the brain. It has life preserving
organs, and the smooth (involuntary) muscles. functions as it is involved in respiration,
 The autonomic nervous system is important in heartbeat, breathing, and blood circulation.
emotional behavior and has two subdivisions, the o RETICULAR ACTIVATING SYSTEM (RAS). -
sympathetic and parasympathetic systems that the regulatory system for sleep, waking,
often, but not always, work in opposition to each and alertness
other.
C. BRAIN
A. Sympathetic System  The brain is the most complicated structure in the
o composed of nerves that are active in times of human body. It never rests, even when we are
emotional activities. In times of emotion, the asleep. The various chemical and electrical activities
sympathetic system speeds up the heartbeat, are in constant change.
elevates, blood pressure, increases respiration  The brain is composed of three concentric layers, the
rate and causes adrenaline rush. central core, limbic system, and cerebrum.
o involved in expenditure of energy or it
consumes energy 1. CENTRAL CORE (BRAIN)
1. CEREBELLUM - motor coordination such as maintenance
B. Parasympathetic System of posture and balance
o composed of nerves that dominate in times of 2. THALAMUS - the relay center since all information
quiescence or when the individual is under a coming fromthe lower part of the brain are relayed to
relaxed state. It slows down the heart rate, the thalamus which in turn transmits it to the different
normalizes blood pressure and respiration rate. centers of the brain.
o involved in its conservationof energy. 3. HYPOTHALAMUS- regulates sexual behavior, body
temperature, sleeping, eating, drinking, emotional
response and endocrine activities.
Somatic Nervous System
 composed of nerves that organize voluntary
2. LIMBIC SYSTEM (BRAIN)
movements. The system has energy nerves that pass
It controls some of the instinctive activities like feeding,
informationfrom the sense receptors in the body
attacking, fleeing from danger, and mating.
and motor nerves that send signals from the central
nervous system instructing them when to relax or
1. HIPPOCAMPUS - if damaged, a person cannot build
contract.
new memories
 Motor nerves are involved in the movements of the 2. AMYGDALA - controls of appetitive, sexual,
arms,legs, and the trunk. aggressive and emotional behavior.

CENTRAL NERVOUS SYSTEM 3. CEREBRUM (BRAIN)

The cerebrum is covered with a thick layer of gray matter
called the cerebral cortex. This controls discrimination,
learning, and thinking. It is referred to as the seat of higher
intelligence.

Cerebral Cortex is Divided into Two

1. LEFT HEMISPHERE controls the right side of the body
and is theorized tobeinvolved in the processing of
numerical and linguistic activities, scientific thinking
and logic
2. RIGHT HEMISPHERE controls the left side of the
body and is involved i artisticactivitis, mental
imagery and understanding of spatial relationships.

Cerebrum is Divided into 4 Lobes

1. FRONTAL LOBE - motor and speech areas; contains
the Broca’s area that is involved in the production of
speech.
2. PARIETAL LOBE - involved in skin sensations such as
body temperature andpain
3. TEMPORAL LOBE - contains the auditory area; taste
and smell; contains theWernicke’s area that is
involved in understanding of speech
4. OCCIPITAL LOBE - regarded a sthe visual center of
the brain