Why might the brain specialize to the point where a single neuron is dedicated to the recognition of a specific object or person?

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Write coherently to support a central idea with correct grammar, usage, and mechanics as expected of a
psychology professional.
▪  Use APA style and format. 
Context 
Recent technologies employed in the study of the brain regions regulating speech are helping scientists better understand the neural basis of human behaviors interacting with the world. For example, MRI imaging studies are revealing other areas within the brain that may also play a role in language and reading. Another example is that both Broca’s and Wernicke’s areas are fundamental to speech ability, but the specific mechanism of how each plays into oral language is still unclear. This is still a new area that challenges psychologists, neurologists, and speech therapists. 
Humans use different parts of their brain to discriminate objects from people. In fact, we may have specialized neurons for recognizing faces. This relates to the main theme of this assessment: vision and visual perception. Many questions about human vision are unanswered. For example, different areas of the brain respond differently to visual recognition tasks, but how and why these areas cooperate to process visual information remains unclear. Another example: The visual cortex contains several layers, the functional roles of which are the subject of intense investigation. Questions include, “Why might the brain specialize to the point where a single neuron is dedicated to the recognition of a specific object or person?” and “What factors or cues do you think would influence how these neurons specialize and what they ultimately respond to?”

The Stroop Effect And Visual Perception

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The Stroop Effect And Visual Perception
Overview
Write a 2-part assessment that discusses your experience with the Stroop Effect and concepts related to visual perception. This assessment should be a minimum of 4 pages long.
One of the central hypotheses in psychology is the relationship between stimulus and response. Sight and language are two human abilities relevant to the hypothesis of stimulus and response. Your understanding of these two abilities will help you build up a concept of the neural basis of human behaviors interacting with the world.
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By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

  • Competency 2: Employ critical and creative thinking to evaluate problems, conflicts, and unresolved issues in the study of biological psychology.

▪  Discuss whether a person with dyslexia or a brain injury would have more or less trouble with completing the Stroop test.
▪  Discuss the results of the Stroop test.

  • Competency 3: Examine the research methodology and tools typically associated with the study of biological psychology. 
▪Explain the role of the anterior cingulate in audiovisual processing, and the symptoms of brain injury to this area.
  • Competency 4: Assess the important theories, paradigms, research findings, and conclusions in biological psychology. 
▪Define the problem of final integration of visual information.
▪ Discuss whether there is a problem with final integration of visual information.
  • Competency 6: Communicate effectively in a variety of formats.

Consider you are building an electronic learning and memory system for a robot. Is there anything that you would change from the human design?

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For each behavior, include the following headings in your paper. Write a 150–300-word response for each theory under each heading:
Behavior 1:

  • How Drive Theory Prompted This Behavior.
• How Incentive Theory Prompted This Behavior.
• How Arousal Theory Prompted This Behavior.
• How Brain State Theory Prompted This Behavior.

Behavior 2:

  • How Drive Theory Prompted This Behavior.
• How Incentive Theory Prompted This Behavior.
• How Arousal Theory Prompted This Behavior.
• How Brain State Theory Prompted This Behavior.

Part B
Memory acquisition involves different areas of the cortex depending on the type of information presented. Our ability to remember events and how to perform tasks affects our ability to work, interact with others, and understand the world around us. For this part of the assessment, assess the memory’s contribution to how we perceive the world by addressing the following:
 

  1. Outline memory acquisition.

TEMPLATE_PSYC-FP4310_00003:

  1. Consider you are building an electronic learning and memory system for a robot. Is there anything that you would change from the human design? Why or why not?

Additional Requirements

  • Written Communication: Written communication should be free of errors that detract from the overall message.
  • APA Formatting: Resources and citations should be formatted according to APA (6th edition) style and formatting.
  • Font and Font Size: Times New Roman, 12-point font, and double spaced. Use Microsoft Word to complete the
assessment.
  • Length: Write a minimum of 4 pages, excluding the title page and reference

What are your thoughts on the connection between motivation and self-esteem? Is motivation affected by a self- schema?

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Memory Acquisition
Anterograde amnesia refers to impairment in forming new memories, while retrograde amnesia is the inability to remember events prior to impairment. Anterograde and retrograde amnesia are common learning and memory disorders. They have been linked to damage in certain brain structures, and the severity of amnesia has been linked to the amount of structural damage within the brain. The brain tissues hypothetically responsible for memory and learning include the hippocampus and the amygdala. All memories are not stored in a single area, nor is each memory distributed throughout the brain. Rather, different memories are located in different cortical areas where the information they are based on was processed.
Questions To Consider
To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community.

  • What are your thoughts on the connection between motivation and self-esteem? Is motivation affected by a self- schema? Is motivation affected by self-efficacy?
  • What are your thoughts on the accuracy of found repressed memories from years ago? Are they accurate? Why or why not?
  • 
Resources
  • 
Suggested Resources 
The following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom. 
Library Resources 
The following e-books or articles from the Capella University Library are linked directly in this course:

West, R., & Brown, J. (2013). Theory of addiction (2nd ed.). Hoboken, NJ: Wiley.
Tappatà, L. (2013). Beyond well-being: The fascination of risk and of the new psychological addictions . 
Hauppauge, NY: Nova Science Publishers.
Price, H. O. (Ed.). (2011). Internet addiction . Hauppauge, NY: Nova Science Publishers. 
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Course Library Guide 
A Capella University library guide has been created specifically for your use in this course. You are encouraged to refer to the resources in the PSYC-FP4310 – Biological Psychology Library Guide to help direct your research. 
Internet Resources 
Access the following resources by clicking the links provided. Please note that URLs change frequently. Permissions for the following links have been either granted or deemed appropriate for educational use at the time of course publication.

  • Demand Media. (2011). What is aggression: Aggressive behavior? Retrieved from http://www.essortment.com/aggression-aggressive-behavior-36000.html
  • Rocho do Amaral, J., & Martins de Oliveira, J. (n.d.). Limbic system: The center of emotions . Retrieved fromhttp://www.healing-arts.org/n-r-limbic.htm 
▪This site provides an illustrated overview of the neural circuitry and brain areas contained in the limbic system.

 

  • Myers, C. E. (2006). Confabulation . Memory Loss & the Brain . Retrieved from http://www.memorylossonline.com/glossary/confabulation.html

▪ This Web site describes confabulation and its causes. It also provides useful information on memory related injuries and diseases including Alzheimer’s. This site is maintained by Rutgers University as part of its Memory Disorders Project.
Bookstore Resources
The resources listed below are relevant to the topics and assessments in this course and are not required. Unless noted otherwise, these materials are available for purchase from the Capella University Bookstore . When searching the bookstore, be sure to look for the Course ID with the specific –FP (FlexPath) course designation.

  • Garrett, B. (2015). Brain & behavior: An introduction to biological psychology (4th ed.). Thousand Oaks, CA: Sage.
  • ▪  Chapter 12, “Learning and Memory,” explores how and where memories are stored in the brain.
  • ▪  Chapter 6, “Motivation and the Regulation of Internal States,” covers how homeostasis and drive theory are 
key to understanding physiological motivation.
  • ▪  Chapter 8, “Emotion and Health,” examines how the brain and the rest of the body participate in emotion.
Assessment Instructions 
This assessment has two parts: Part A and Part B. Please complete this assessment in one document. The assessment should be a minimum of 4 pages, excluding the title page and reference page. Use the Capella library to research the material and support your responses.
Part A 
It is sometimes difficult to conceptualize how the different motivational theories are distinct, such as drive theory, incentive theory, arousal theory, and brain state theory. Also, neuroscientists across the country are using a wide range of approaches to define the nature of consciousness when philosophers have been debating the nature of consciousness for millennia. This part of the assessment will help you approach issues from each of the theoretical approaches. 
For this part of the assessment, complete the following:
  • Identify two common behaviors.
  • Hypothesize what might have prompted the behaviors from the perspective of each motivational theory (drive,
incentive, arousal, brain state).
  • Discuss how others, such as advertisers, parents, managers, and so on, apply these different theories to influence
behavior.