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Neuroscience
SubtopicScience
& Mathematics
Topic
Course Guidebook
Professor John J. MedinaUniversity of Washington School of Medicine
Your Best Brain
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The Teaching Company.
i
John J. Medina, Ph.D.
Brain Rules for Baby: How to Raise a Smart and Happy Child from Zero to Five
The New York Times
ii
Brain Rules: 12 Principles for Surviving and Thriving at Work, Home, and SchoolThe Genetic Inferno: Inside the Seven Deadly Sins The Clock of Ages: Why We Age, How We Age, Winding Back the Clock Depression: How It Happens, How It’s Healed What You Need to Know about Alzheimer’s The Outer Limits of Life Uncovering the Mystery of AIDS Of Serotonin, Dopamine and Antipsychotic Medications
iii
Table of Contents
LECTURE GUIDES
INTRODUCTION
Professor Biography ............................................................................ iCourse Scope .....................................................................................1
LECTURE 1How Your Brain Works ........................................................................4
LECTURE 2Your Unique Thinking Abilities ..........................................................11
LECTURE 3Damaged Brain, Damaged Function ................................................18
LECTURE 4Neuroplasticity—Your Flexible Brain ................................................25
LECTURE 5How Your Brain Uses Memory..........................................................33
LECTURE 6The Advantages of Forgetting ..........................................................40
LECTURE 7Creativity and Fluid Intelligence........................................................49
LECTURE 8How Your Brain Uses Your Senses ..................................................57
LECTURE 9Seeing with Your Brain—Vision ........................................................64
LECTURE 10Feeling with Your Brain—Emotion ....................................................71
Table of Contents
LECTURE 11How Emotion Drives Attention ..........................................................79
LECTURE 12Pleasure and Your Brain ...................................................................86
LECTURE 13What Makes You Happy ...................................................................94
LECTURE 14How Your Brain Manages Stress ....................................................102
LECTURE 15Your Social Brain ............................................................................110
LECTURE 16How Infant Brains Work ..................................................................117
LECTURE 17How Adolescent Brains Work .........................................................125
LECTURE 18Sex and Your Brain .........................................................................134
LECTURE 19How Your Brain Ages ......................................................................141
LECTURE 20How Your Brain Copes with Grief ...................................................149
LECTURE 21How Self-Control Works .................................................................157
LECTURE 22The Power of Exercise ...................................................................165
LECTURE 23Improving Your Memory..................................................................173
Table of Contents
LECTURE 24Why Your Brain Needs Sleep .........................................................181
Answers to Questions to Consider .................................................189Bibliography ....................................................................................205
SUPPLEMENTAL MATERIAL
Scope:
Unit One: The Evolving Brain
have
Your Best Brain
Scop
e
Unit Two: The Learning Brain
Unit Three: The Feeling Brain
Unit Four: The Developing Brain
Unit Five: The Optimized Brain
3
Lect
ure
1: H
ow Y
our B
rain
Wor
ks
How Your Brain WorksLecture 1
Human Brain Myths
Evolutionary Considerations
6
Lect
ure
1: H
ow Y
our B
rain
Wor
ks
Human Evolution
According to the social brain hypothesis, larger social groups led to the development of larger brains.
Homo sapiens
Lect
ure
1: H
ow Y
our B
rain
Wor
ks
Evolution through Natural Selection
Origin of Species
Thinking Big
Suggested Reading
Lect
ure
1: H
ow Y
our B
rain
Wor
ks
1.
2. nota. b. c. d. e.
3.
Questions to Consider
Your Unique Thinking AbilitiesLecture 2
Darwin and Thinking Animals
Lect
ure
2: Y
our U
niqu
e Th
inki
ng A
bilit
ies
Language and Belief
Lect
ure
2: Y
our U
niqu
e Th
inki
ng A
bilit
ies
predator status despite our lack of physical strength.
not
Theory of Mind
Lect
ure
2: Y
our U
niqu
e Th
inki
ng A
bilit
ies
Suggested Reading
1.
2. a. b. c.
d. e.
3.
Questions to Consider
Lect
ure
3: D
amag
ed B
rain
, Dam
aged
Fun
ctio
n
Damaged Brain, Damaged FunctionLecture 3
The Mind and the Brain
A Tour of the Human Brain
Lect
ure
3: D
amag
ed B
rain
, Dam
aged
Fun
ctio
n
Lect
ure
3: D
amag
ed B
rain
, Dam
aged
Fun
ctio
n
Lect
ure
3: D
amag
ed B
rain
, Dam
aged
Fun
ctio
n
Essentials of the Human Brain
1.
2. a. b. c. d. e.
3.
Suggested Reading
Questions to Consider
Lecture 4
The Basics of Neurons and Wiring
not
Though neurons are responsible for a great deal of the brain’s heavy cognitive lifting, they only comprise about 10 percent of total brain cells.
How Molecules Allow Neurons to Communicate
Firing Together/Wiring Together
Anxiety Disorders
Neuroscience
1.
2. a. b. c. d. e.
3.
Suggested Reading
Questions to Consider
33
How Your Brain Uses MemoryLecture 5
Lect
ure
5: H
ow Y
our B
rain
Use
s M
emor
y
The variability of IQ tests is so strong that it is argued they are only useful in measuring your ability to take IQ tests.
Charles Spearman and Howard Gardner
g
g
g G
G
g
g
36
Lect
ure
5: H
ow Y
our B
rain
Use
s M
emor
y
g
The correlational scores of identical twins are not identical, driving the conclusion that both nature and nurture are responsible for intelligence.
Lect
ure
5: H
ow Y
our B
rain
Use
s M
emor
y
g
g
gf
Multiple Intelligences
1. g
2.
a. b. c. d. e.
3.
Suggested Reading
Questions to Consider
Lect
ure
6: T
he A
dvan
tage
s of
For
getti
ng
The Advantages of ForgettingLecture 6
Long-Term Memory
Lect
ure
6: T
he A
dvan
tage
s of
For
getti
ng
Long-term memory is generally divided into three stages: encoding, storing, and retrieving; forgetting is considered by some researchers to be a fourth stage.
Lect
ure
6: T
he A
dvan
tage
s of
For
getti
ng
Fallibility and the Evolutionary Reasons for Memory
Challenger
Sadly, memories are susceptible to degradation with time.
Lect
ure
6: T
he A
dvan
tage
s of
For
getti
ng
Practice overlearning
Don’t pull all-nighters
Don’t cram
Memory
Suggested Reading
Lect
ure
6: T
he A
dvan
tage
s of
For
getti
ng
1.
2. a. b. c. d. e.
3.
Questions to Consider
Creativity and Fluid IntelligenceLecture 7
not
Lect
ure
7: C
reat
ivity
and
Flu
id In
telli
genc
e
Creativity
Working Memory
Lect
ure
7: C
reat
ivity
and
Flu
id In
telli
genc
e
The Universal Sense
1. Washing your hands
Lect
ure
7: C
reat
ivity
and
Flu
id In
telli
genc
e
2. Reimagining
Improve your sensory awareness by paying close attention to the sounds you make when washing your hands.
3. Repeat as needed, and with other senses
Your Creative Brain
1.
2.
a. b.
c. d. e.
Suggested Reading
Questions to Consider
Lect
ure
7: C
reat
ivity
and
Flu
id In
telli
genc
e
3.
How Your Brain Uses Your SensesLecture 8
The Senses
Lect
ure
8: H
ow Y
our B
rain
Use
s Yo
ur S
ense
s
Sensations and Perceptions
Transduction
Routing
The process of sensation begins when outside stimuli trigger sensory receptor apparatuses.
Lect
ure
8: H
ow Y
our B
rain
Use
s Yo
ur S
ense
s
expect
Multisensory Processing
Learning and Memorization Techniques
Lect
ure
8: H
ow Y
our B
rain
Use
s Yo
ur S
ense
s
1. Testing condition
2. Replication step
63
Sensation and Perception
1.
2. a.
b.
c.
d. e.
3.
Suggested Reading
Questions to Consider
Lect
ure
9: S
eein
g w
ith Y
our B
rain
—Vi
sion
Seeing with Your Brain—VisionLecture 9
USeeing the Light
66
Lect
ure
9: S
eein
g w
ith Y
our B
rain
—Vi
sion
Three Steps to Seeing the Light
Mona Lisa
1. Mona’s light hits your eye.
2. The signal is sent to the back of the brain
Lect
ure
9: S
eein
g w
ith Y
our B
rain
—Vi
sion
3. Stream separation
Pictures and Presentations
Adding a picture to a concept aids retention.
Lect
ure
9: S
eein
g w
ith Y
our B
rain
—Vi
sion
Introducing Psychology
1.
2.
a. b. Mona Lisac. d. e.
3.
Suggested Reading
Questions to Consider
Feeling with Your Brain—EmotionLecture 10
Emotions, Feelings, and Appraisals
Lect
ure
10: F
eelin
g w
ith Y
our B
rain
—Em
otio
n
The Relationship between the Brain and Body
Lect
ure
10: F
eelin
g w
ith Y
our B
rain
—Em
otio
n
The Brain
Many regions of the brain are
anger and fear.
Lect
ure
10: F
eelin
g w
ith Y
our B
rain
—Em
otio
n
The Body
Cognitive Behavior Therapy
Suggested Reading
Lect
ure
10: F
eelin
g w
ith Y
our B
rain
—Em
otio
n
1. that
2. nota. b. c. d. e.
3.
Questions to Consider
How Emotion Drives AttentionLecture 11
Attention, Emotion, and Filtering Systems
Lect
ure
11: H
ow E
mot
ion
Driv
es A
ttent
ion
The Central Executive
Lect
ure
11: H
ow E
mot
ion
Driv
es A
ttent
ion
Alan Baddeley envisaged working memory as a temporary mental workspace, much like a desktop.
Attentional Distraction
supervises our decisions to select some inputs and ignore others.
Lect
ure
11: H
ow E
mot
ion
Driv
es A
ttent
ion
1.
2.
a. b. c. d. e.
3.
Suggested Reading
Questions to Consider
Lect
ure
12: P
leas
ure
and
Your
Bra
in
Pleasure and Your BrainLecture 12
The Lighter Side of Pleasure
1.
2.
3.
Lect
ure
12: P
leas
ure
and
Your
Bra
in
The Darker Side of Pleasure
Lect
ure
12: P
leas
ure
and
Your
Bra
in
1. Craving
2. Tolerance
One of the most insidious functions of dopamine is the role it plays in addictive behavior.
Lect
ure
12: P
leas
ure
and
Your
Bra
in
3. Withdrawal symptoms
1.
2.
3.
4.
Suggested Reading
1.
2. not
a. b. c. d. e.
3.
Questions to Consider
Lect
ure
13: W
hat M
akes
You
Hap
py
What Makes You HappyLecture 13
Journal of Personality Assessment
Lect
ure
13: W
hat M
akes
You
Hap
py
Lect
ure
13: W
hat M
akes
You
Hap
py
Though not as severe as depression, dysthymia can stay with you for years and is still considered a mood disorder.
PERMA
Positive Emotion
Engagement
Lect
ure
13: W
hat M
akes
You
Hap
py
Relationships
Meaning
Accomplishment
Concise Guide to Psycho-Pharmacology
Flourish
1.
Suggested Reading
Questions to Consider
2. a. b. c. d. e.
3.
Lect
ure
14: H
ow Y
our B
rain
Man
ages
Str
ess
How Your Brain Manages StressLecture 14
1. “Stress requires heightened excitability or arousal.”
2. “The experience must be perceived as aversive.”
3. controllability … having control over an aversive
stressful the experience feels.”
Lect
ure
14: H
ow Y
our B
rain
Man
ages
Str
ess
1. Hypothalamus
2. Pituitary
3. Adrenal glands
1. Stress can hurt the body
2. Too much stress hurts cognition
3. Control is a big issue concerning whether stress hurts the body or cognition
Lect
ure
14: H
ow Y
our B
rain
Man
ages
Str
ess
Mindfulness Training
When combined with CBT, mindfulness training can relieve stress and help to manage chronic pain.
Lect
ure
14: H
ow Y
our B
rain
Man
ages
Str
ess Mindfulness for Beginners
1.
2.
a. b. c.
Suggested Reading
Questions to Consider
d. e.
3.
Lect
ure
15: Y
our S
ocia
l Bra
in
Your Social BrainLecture 15
IThe Happy Side of Socialization
need
We have come to depend on regular socialization for our mental well-being.
Lect
ure
15: Y
our S
ocia
l Bra
in
The Risky Side of Socialization
Lect
ure
15: Y
our S
ocia
l Bra
in
Lect
ure
15: Y
our S
ocia
l Bra
in
1.
2.
a. b. c. d. e.
3.
Suggested Reading
Questions to Consider
How Infant Brains WorkLecture 16
Evolutionary Reasons for Childhood
Lect
ure
16: H
ow In
fant
Bra
ins
Wor
k
Babies go through developmental milestones in a particular order that is consistent across the globe.
Lect
ure
16: H
ow In
fant
Bra
ins
Wor
k
The Work of Jean Piaget
Lect
ure
16: H
ow In
fant
Bra
ins
Wor
k
1.
2.
3.
4.
Childhood Diet
Mothers who eat a variety of foods during and after pregnancy have babies who
Lect
ure
16: H
ow In
fant
Bra
ins
Wor
k
The Origins of Intellect
1.
2.a. b. c. d. e.
3.
Suggested Reading
Questions to Consider
How Adolescent Brains WorkLecture 17
Teenage Behavior
Lect
ure
17: H
ow A
dole
scen
t Bra
ins
Wor
k
Teens have a reputation for risk-taking behavior and poor impulse control.
Lect
ure
17: H
ow A
dole
scen
t Bra
ins
Wor
k
Psychology Today
The Teenage Brain
Lect
ure
17: H
ow A
dole
scen
t Bra
ins
Wor
k
areare
Adolescents are at increased risk for mental health disorders.
Lect
ure
17: H
ow A
dole
scen
t Bra
ins
Wor
k
Suggested Reading
1.
2.
a. b. c. d. e.
3.
Questions to Consider
Lecture 18
IWhat We Know about Sex
Many evolutionary biologists have tried to pinpoint behavioral differences
What We Don’t Know about Sex
Activity
Variety
Competition
The Brains of Men and Women
Differences between the Sexes
1.
2.
a. b.
c.
d.
e.
3.
Suggested Reading
Questions to Consider
How Your Brain AgesLecture 19
IWhy We Age
Lect
ure
19: H
ow Y
our B
rain
Age
s
How We Age
1.
2.
3.
4.
Lect
ure
19: H
ow Y
our B
rain
Age
s
Lect
ure
19: H
ow Y
our B
rain
Age
s
Lect
ure
19: H
ow Y
our B
rain
Age
s
1.
2. a. b. c. d.e.
3.
Suggested Reading
Questions to Consider
How Your Brain Copes with GriefLecture 20
Grief
Lect
ure
20: H
ow Y
our B
rain
Cop
es w
ith G
rief
Stages of GriefOn Death and Dying
Denial
Anger
Bargaining
Depression
Acceptance
the same way, necessitating new models of grief responses.
Lect
ure
20: H
ow Y
our B
rain
Cop
es w
ith G
rief
A New Model
Lect
ure
20: H
ow Y
our B
rain
Cop
es w
ith G
rief
Seeking Help for Complicated Grief
1.
2.
Lect
ure
20: H
ow Y
our B
rain
Cop
es w
ith G
rief
The Other Side of Sadness
On Death and Dying
1.
2. a. b. c. d. e.
3.
Suggested Reading
Questions to Consider
How Self-Control WorksLecture 21
Executive Function
Lect
ure
21: H
ow S
elf-C
ontr
ol W
orks
work
Focus: Concentrating, sustaining, and shifting attention to tasks
Memory: Utilizing working memory and accessing recall
Emotion: Managing frustration and regulating emotions
Evolutionary Reasons for Executive Function
Lect
ure
21: H
ow S
elf-C
ontr
ol W
orks
1.
2.
3.
Why You Should Care about Executive Function
Lect
ure
21: H
ow S
elf-C
ontr
ol W
orks
Lect
ure
21: H
ow S
elf-C
ontr
ol W
orks
Willpower
1.
2. not
a. b. c. d. e.
3.
Suggested Reading
Questions to Consider
Lecture 22
Physical Exercise and Health
Exercise and Memory
Exercise and the Aging Mind
1. Volume issues
2. Neurogenesis issues
3. Brain-derived neurotrophic factor (BDNF) issues
Type and Quantity of Exercise
1.
2. not
a. b. c. d. e.
Suggested Reading
Questions to Consider
Improving Your MemoryLecture 23
Brain-Training Games
1.
2.
3.
Lect
ure
23: I
mpr
ovin
g Yo
ur M
emor
y
Nature
Nutrition and Memory
New England Journal of Medicine
Lect
ure
23: I
mpr
ovin
g Yo
ur M
emor
y
The Mediterranean diet has measurable global effects on our thinking process.
The Effects of Friendships on Memory
Lect
ure
23: I
mpr
ovin
g Yo
ur M
emor
y
1.
2.
3.
Lect
ure
23: I
mpr
ovin
g Yo
ur M
emor
y
1.
2. a. b. c. d. e.
Suggested Reading
Questions to Consider
Why Your Brain Needs SleepLecture 24
Sleep Numbers
Lect
ure
24: W
hy Y
our B
rain
Nee
ds S
leep
Pay off your sleep mortgage
Wake up naturally—and keep a journal
Sleep Debt
Figure out how much sleep you need and then stick to a schedule to make sure you don’t accumulate sleep debt.
Lect
ure
24: W
hy Y
our B
rain
Nee
ds S
leep
Blue Light
Blue light delays the signals that tell your body you’re ready for sleep, so put away the tablet and turn off the television an hour or two before bed.
Lect
ure
24: W
hy Y
our B
rain
Nee
ds S
leep
Sleep Environmentalism
Lect
ure
24: W
hy Y
our B
rain
Nee
ds S
leep
1.
2.
Suggested Reading
Questions to Consider
Answers to Questions to Consider
Lecture 11.
Answer: false.
2. nota. b. c. d. e.
Answer: c.
3.
Answer: One powerful reason is that it allowed us to coordinate our behaviors. Creating the concept of “ally” allowed us to double our biomass without having to actually spend millions of years attempting to get bigger and stronger.
Lecture 21.
Answer: false.
2. a. b.
Ans
wer
s to
Que
stio
ns to
Con
side
r
c.
d. e.
Answer: d.
3.
Answer: Symbolic reasoning is a way of thinking that allows us to use representations as stand-ins for other things. Among other things, it gives us the ability to input to a stimulus a set of characteristics it does not actually possess. The use of letters and numbers for linguistic and mathematical purposes is an example of a uniquely human cognitive feature.
Lecture 31.
Answer: false.
2. a. b. c. d. e.
Answer: c.
3.
Answer: parietal, occipital, frontal, temporal.
Lecture 41.
Answer: false.
2. a. b. c. d. e.
Answer: a.
3.
their connections to each other.
Lecture 51.
g
Answer: true.
2.
a. b. c. d. e.
Answer: d.
Ans
wer
s to
Que
stio
ns to
Con
side
r
3.
Answer: Crystallized intelligence means, among other things, the ability to learn from experience and store the memory in a database. Fluid intelligence is, among other things, the ability to improvise off of the information stored in the database.
Lecture 61.
Answer: false.
2. a. b. c. d. e.
Answer: d.
3.
Answer: These are memories of experiences complete with characters, a time stamp, and actions over that time stamp.
Lecture 71.
Answer: true.
2.
a. b.
c. d. e.
Answer: b.
3.
Answer: Because major parts of the hippocampus were removed, H. M. was unable to transform newly acquired information into long-term memory traces. From this fact, scientists were able to identify not only the existence of two separate memory systems but also some of their underlying neurological substrates.
Lecture 81.
Answer: true.
2. a.
b.
c.
Ans
wer
s to
Que
stio
ns to
Con
side
r
d. e.
Answer: a.
3.
Answer: Bottom-up processing is the brain’s ability to take separated features of a stimulus and combine them
experiences, knowledge, or expectations to make sense of (and even alter) supplied bottom-up information.
Lecture 91.
Answer: false.
2.
a. b. Mona Lisac. d. e.
Answer: c.
3.
Answer: The brain looks at the perceivable information
in” the missing pieces.
Lecture 101.
that
Answer: true.
2. nota. b. c. d. e.
Answer: a.
3.
Answer: It is a matter of awareness. According to researchers Damasio and LeDoux, feelings are the conscious perceptions of emotional responses.
Lecture 111.
Answer: false.
2.
a. b. c. d.
Ans
wer
s to
Que
stio
ns to
Con
side
r
e.
Answer: c.
3.
Answer: This theory states that although many inputs are constantly competing for our attention, we only select a few for additional attention.
Lecture 121.
Answer: true.
2. not
a. b. c. d. e.
Answer: e.
3.
Answer: Tolerance is a reduction over time of the ability of a pleasurable stimulus’ “regular” dosage (of a drug, for example) to get you high.
Lecture 131.
Answer: false.
2. a. b. c. d. e.
Answer: a.
3.
Answer: PERMA is a convenient way of remembering what sustains SWB over our life span: P stands for positive emotion, E stands for engagement, R stands for relationships, M stands for meaning, and A stands for accomplishment.
Lecture 141.
Answer: true.
2.
a. b. c. d.
Ans
wer
s to
Que
stio
ns to
Con
side
r
e.
Answer: b.
3.
Answer: Heightened excitability, perception that an experience is aversive, and controllability over the aversive stimulus.
Lecture 151.
Answer: false.
2.
a. b. c. d. e.
Answer: c.
3.
Answer: It’s a you-scratch-my-back-I-scratch-your-back behavior. You do something nice for someone with the expectation that the favor will someday be returned. Some researchers believe that it was a hallmark of our ability to survive in the harsh world of the savannah.
Lecture 161.
Answer: true.
2. a. b. c. d. e.
Answer: d.
3.
Answer: Peter was looking at changes in synaptic density in the developing infant brain. After birth, some regions undergo rapid outgrowth, only to settle back down to pre-growth levels later. That sharp increase, followed by a decrease, creates an inverted-U growth pattern.
Lecture 171.
Answer: false.
2.
a. b.
Ans
wer
s to
Que
stio
ns to
Con
side
r
c. d. e.
Answer: a.
3.
Answer: Some researchers believe that these twin behaviors keep the genetically risky practice of mating within one’s family group to a minimum, while greatly increasing the
that you are less likely to engage in sexual activity with close family members. A teen’s willingness to take risks without understanding the consequences increases the probability that
group, and mate there. This is not a universally held opinion.
Lecture 181.
Answer: true.
2.
a. b.
c.
d.
e.
Answer: d.
3.
Answer: Correct answers include changes in amygdala structure and function, the hippocampus, and the degree of connectedness between the hemispheres.
Lecture 191.
Answer: false.
2. a. b. c. d. e.
Answer: d.
3.
Answer: The levels of dopamine drop. The loss is about 10 percent per decade.
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Lecture 201.
Answer: false.
2. a. b. c. d. e.
Answer: c.
3.
Answer: The something else comes from our strong need for the safety of social relationships. Our brain rewards us when we have them and punishes us when we don’t, all in an effort to sustain them in the harsh world of the Serengeti. Grief is an accidental by-product of this push-and-pull need to keep our relationships intact for as long as possible.
Lecture 211.
Answer: true.
2. not
a. b.
c. d. e.
Answer: d.
3.
behaviors such as attentional focusing and memory. The second is emotional regulation, which includes behaviors such as social and impulse control.
Lecture 221.
Answer: true.
2. not
a. b. c. d. e.
Answer: c.
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Lecture 231.
Answer: Active socialization is associated with a reduction in depressive disorders. Because depressive disorders are associated with memory loss, increasing socialization is thought to improve memory.
2. a. b. c. d. e.
Answer: d.
Lecture 241.
Answer: true (at least in mice).
2.
Answer: There are many reasons, but one of the biggest may
learned information that occurred during the day at night in a
night does not allow such processing to occur.
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