Introduction to Cognitive Psychology: PSY 200Greg Francis, PhDDepartment of Psychological SciencesPsychological Sciences Building, Room 3174(765) 494-6934email: [email protected]://www.psych.purdue.edu/∼gfrancis/Classes/PSY200/index.htmlStudy Guide for Exam 1Exam Date: 1 February 2013The exam will include 40 multiple choice questions worth 2 points each, and 2 shortanswer questions worth 10 points each. Total points on the exam is 100. This exam makesup 16% of your class grade. The exam is given in class.Make sure you understand the following topics. Basically, for most of the topics listedbelow, you should be able to think of a corresponding question and be able to write aparagraph or so in answer to that question. The exact nature of the question is what Ithink up for the exam, but if you understand all of the following topics well, then youshould be able to answer a variety of questions on the topics.Lecture 2: Brain parts1. Know the difference between the fore-brain and hind-brain. Know the parts of thehind-brain that are related to cognition.2. Know what contralateral processing refers to in the brain. Be sure to be able todescribe contralateral processing of visual perception.3. Be able to describe the effects of cutting the corpus callosum between the left and rightbrain hemispheres. Be able to describe both the general behavior and the experimentthat reveals the fundamental differences between the hemispheres.4. Be able to describe the key stimuli, methods, and data from the CogLab Brain Asym-metry experiment. Be able to explain why left-handed and right-handed people wereexpected to have different data.5. Know the basic anatomical structure of the cortex. Be able to list the lobes of cortexand describe some of their properties related to cognition.6. Be able to describe the properties of the primary sensory area.7. Know what Broadman’s areas are.Lecture 3: Brain scans1. Understand the terms spatial and temporal resolution as they relate to brain scans.How does poorer resolution limit the use of a tool? Be able to describe the advantagesand disadvantages of EEG and fMRI in terms of spatial and temporal resolution.2. Be able to describe what is measured with EEG brain scans.3. Be able to describe (in general terms) how an MRI operates and what information itprovides about the brain.4. Be able to describe (in general terms) how a fMRI operates and what information itprovides about the brain and cognition.5. Be able to discuss some misconceptions about brain scans that you may hear in thepopular press.6. Be able to describe how a difference map is made for a brain scan and why it is neededfor studies of cognition.7. Be able to explain why the difference map is important for identifying the function ofbrain areas. Be to explain why one must contrast the right types of scans.8. Know what the BOLD signal is in fMRI (in general terms).9. What is the relationship between the colors drawn on a fMRI scan result and brainactivation?10. Be able to describe some of the limitations and misconceptions about brain scanningtechniques.Lecture 4: Brain scans1. Be able to describe (in general terms) how a brain scan is used to identify the rela-tionship between cognitive events and brain events.2. Be able to describe the basic properties of the tongue display unit (TDU) and how itis used. What does a brain scan tell us about its use?3. Be able to describe (in general terms) the method of reading the mind of someonewho adds or subtracts numbers. What are some limitations to this method?4. Be able to describe (in general terms) the method of thought reconstruction. Be ableto describe the limits of all the brain scan mind reading techniques.5. Be able to describe (in general terms) the difficulties with statistics in brain scans.6. Know the basic anatomy of a neuron: dendrite, soma, axon, myelin sheath. Know thebasic role of each part in the neuron’s purpose.Lecture 5: Neurons and Neurotransmitters1. Be able to describe, in general terms, an action potential. Be able to describe the re-lationship between the chemical (sodium and potassium) and electrical characteristicsof an action potential.2. Be able to explain the difference between excitatory and inhibitory inputs to a neuron.Know how the different types of input affect the likelihood of the neuron having anaction potential.3. Be able to explain (in general terms) why inhibitory cells are necessary in the brain.Reference to epilepsy might be useful here.4. Be able to describe a synapse: axon, dendrites, synaptic cleft, neurotransmitters,receptors. Be able to explain what happens when an action potential comes to theend of an axon.5. Understand how a receptor–neurotransmitter pair are linked by molecular shape(s).6. Understand how the neurotransmitter dopamine is related to brain diseases like Tourette’ssyndrome and Parkinson’s disease. Understand, in general, how drugs like Haldol andL-DOPA help treat these diseases by affecting dopamine.7. Be able to explain what Prozac does to the brain at the neurotransmitter level.8. Know how LSD, curare, cocaine and morphine affect certain neurotransmitters. Forcurare, cocaine, and morphine be able to explain why this affects behavior like it does.Lecture 6: Receptive fields1. Understand the term firing rate. Understanding why firing rate is more importantthan a single action potential.2. Know the definition of a receptive field. Understand why it is defined as changes.3. Be able to describe the CogLab Blind Spot experiment and results.4. Be able to describe an experiment that would demonstrate the presence of an in-hibitory surround for the on-center, off-surround cells.5. Be able to explain the properties of on-center, off-surround receptive fields of neuronsfound near the retina of the eye.6. Understand what kinds of spatial patterns of light will produce a good response foran on-center, off-surround cell.7. Understand the receptive field of “simple cells”. Understand what kinds of spatialpatterns of light will produce a good response for a particular simple cell.8. Understand, in general, how more complex receptive fields are built up from lesscomplex receptive fields. (e.g. simple cells from center-surround cells, or complexcells from simple cells). This is sometimes called a receptive field hierarchy.9. Know the properties of complex cells and how they are created by combinations ofsimple cells.10. Be able to describe the properties of the receptive field of neurons in the