Central Nervous System Transmitting Directives

Central Nervous System Transmitting Directives

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Central Nervous System Transmitting Directives

Did you know that the brain and spinal cord make up the central nervous system (CNS)? We discussed

neurons and glial cells in the previous section. The brain and spinal cord are comprised of glial cells and

neurons that impact our thoughts, behaviors, and emotions. According to Ciccarelli and White (2017), the

brain is the center of the CNS, and they further explain how the brain takes the information that is received

from our senses and makes decisions while transmitting directives to the muscles and our entire bodies. Our

brains process thoughts, memories, language, and various learning mechanisms. Another critical element of

the central nervous system is the spinal cord. The spinal cord is comprised of an extensively long package of

neurons that has two functions. Its first function is to transport information from throughout one’s body to the

brain and then back from the brain to the various parts of the body. Its second function is to control our

reflexes.

Have you ever heard that damaging one’s spinal cord is irreparable? Although it was once hypothesized that

neurons located in the brain and spinal cord could not repair themselves, recent research purports otherwise.

Ciccarelli and White (2017) share data in relation to neuroplasticity (the brain’s ability to change) and

neurogenesis (when the brain forms new neurons). Furthermore, most psychology students find the

information on stem cells to be quite promising when considering diseases such as Alzheimer and

Parkinson’s.

Diagram of the nervous system.

(Fuzzform, 2012)

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Peripheral Nervous System

The peripheral nervous system (PNS) is comprised of nerves and neurons that are not included in the spinal

cord and brain. In fact, the PNS enables the brain and spinal cord to communicate with our senses while also

helping the brain and spinal cord to control our muscles and glands. Furthermore, the PNS is divided into the

somatic nervous system and the autonomic nervous system (ANS). The somatic nervous system helps to

control our voluntary muscles, while the autonomic nervous system oversees our involuntary muscles, glands,

and organs.

Within the ANS there are additional systems: the sympathetic and parasympathetic divisions. The

sympathetic division is involved when we experience stressful events and our bodies are aroused. It has been

referred to as the fight-or-flight component of our bodies. When we have stress in our lives, we sometimes

experience anger, and we want to retaliate and fight. On the other hand, stress can make us fearful at times,

and we end up wanting to flee, hence the flight aspect. The sympathetic division essentially helps us to cope

with and react to stress in our lives. You will explore more about this process in this unit’s Discussion Board

by taking a survey in MyPsychLab called Do You Fly or Fight? and by answering questions about your own

response to stressful events.

Conversely, the parasympathetic division helps to restore the body to a sense of wholeness after stress or

arousal has been experienced. In effect, it assists us by slowing down our heart rate, breathing intensity, and

reactivates our digestion. In short, the parasympathetic division restores the energy that we exhausted during

the stressful event. (Have you noticed that you are often hungry after your stress has passed?)

Glands affect functioning in one’s body and impact one’s behavior. The chemicals secreted by the glands in

our bodies are called hormones. Hormones can directly impact one’s behavior and emotions. Some theorists

believe that surges in one’s hormones can trigger various emotional reactions.

Yes, hormonal imbalances can cause numerous issues. Certain disorders are associated with abnormal

levels of the pituitary (dwarfism and giantism), thyroid (hypothyroidism and hyperthyroidism), and adrenal

glands (Addison’s disease and Cushing’s syndrome).

Studying the Brain

Ciccarelli and White (2017) explain that various methods are utilized when seeking to study the brain. For

example, have you heard about lesioning studies? Quite possibly have you read about brain stimulation

before? Most psychology students are aware that certain neuroimaging techniques exist such as using a

computer to take X-rays of the brain in a computed tomography (CT) scan or even the newer approach that

utilizes radio waves and magnetic fields to produce the magnetic resonance imaging (MRI). Other methods

used are electroencephalograms (EEGs) and positron emission topography (PET) scans.

In Chapter 2 of the eTextbook, brain structures are examined and discussed. At the beginning of this lesson,

we saw that the brain regulates life, cognitive, and emotional functions. Localization of function purports that

the various parts of the brain perform different functions. The brain stem, cerebellum, thalamus,

hypothalamus, pituitary gland, amygdala, hippocampus, and cerebrum are discussed in great detail in

Chapter 2 of the eTextbook. Although all parts have differing functions, they often overlap to accomplish

Can you tell that you behave

differently when your hormone

levels have dipped or surged?

(Iqoncept, n.d.)

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certain tasks. If you have not already viewed the video on page 73 of the eTextbook, please take the time to

do so.

As you conclude your studies from Unit II, examine your thoughts about handedness, eyedness, footedness,

and facedness. (Yes, you read those correctly!) Most people will readily admit if they are left-handed or righthanded. Consequently, did you know that research has discovered that most individuals have a preference

related to their feet, legs, eyes, and face? Have you noticed that you tend to use one eye more than the

other? (You could ask your optometrist.) Quite probably you know someone who plays soccer. It is critically

important for these athletes to perform well with either foot, yet they likely have a dominant side. Furthermore,

researchers have discovered that when people receive verbal information, the right side of their face is more

activated. On the other hand, when emotions are expressed, the left side of their face is more pronounced

(Borod, Caron, & Koff, 1981).

References

Borod J. C., Caron, H. S., & Koff, E. (1981). Asymmetry of facial expression related to handedness,

footedness, and eyedness: A quantitative study. Cortex, 17(3), 381–390.

Ciccarelli, S. K., & White, J. N. (2017). Psychology (5th ed.). New York, NY: Pearson.

Fuzzform. (2012). NSdiagram [Illustration]. Retrieved from

https://commons.wikimedia.org/wiki/File:NSdiagram.svg

Iqoncept. (n.d.). What do you think survey poll question, ID 20602105 [Illustration]. Retrieved from

https://www.dreamstime.com/royalty-free-stock-photo-what-do-you-think-survey-poll-questionimage20602105

Lacroix, A. (n.d.-a). Neurotransmitters, ID 70913960 [Illustration]. Retrieved from

https://www.dreamstime.com/stock-illustration-neurotransmitters-overview-most-common-humanbody-their-properties-image70913960

Lacroix, A. (n.d.-b). Neurotransmitters, ID 34372254 [Illustration]. Retrieved from

https://www.dreamstime.com/stock-images-neurotransmitters-effects-deficits-dopamine-serotoninimage34372254

Suggested Reading

The following article in the CSU Online Library reviews the recent and converging research on the impact and

clinical relevance of cognitive distortions and other mindsets in understanding and treating adults with ADHD.

To access the article, click the link below.

Ramsay, J. R. (2017). The relevance of cognitive distortions in the psychosocial treatment of adult

ADHD. Professional Psychology: Research and Practice, 48(1), 62–69. Retrieved from33

https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direc

t=true&db=pdh&AN=2016-60714-001&site=ehost-live&scope=site

For a review of this unit’s concepts, you are encouraged to view the PowerPoint presentation for the chapter

reading by clicking on either of the links provided below.

Click here for the Chapter 2 PowerPoint Presentation. Click here for a PDF of the presentation.

For a visual display and deeper explanation of neurons, view the video below in MyPsychLab. You can

access the video by clicking the link in the Suggested Reading area of Unit II of Blackboard.

 The Structure of the Neuron

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Learning Activities (Nongraded)

Nongraded Learning Activities are provided to aid students in their course of study. You do not have to submit

them. If you have questions, contact your instructor for further guidance and information.

In the Nongraded Learning Activities area of Unit II in Blackboard, you will find MyPsychLab links to access

the following resources. They can help you to assess your understanding of this unit’s concepts.

 Study the Flashcards: Chapter 2

 Test Yourself: Chapter 2: On page 91 of the eTextbook, there is a Test Yourself section. You can

take the quiz to assess your understanding of the Chapter 2 material.

RUBRIC
Excellent Quality 95-100%	Introduction 45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.		Literature Support 91-84  points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.			Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score 50-85%	40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.		83-76  points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.			52-49  points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality 0-45%	37-1 points The background and/or significance are missing. No search history information is provided.		75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.			48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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