Thinking About Psychology - Norwell High School€¦ · Stage 1 Sleep • Breathing is slowed. • Brain waves become irregular. • It is easy to wake the person, who will insist

Thinking About Psychology

Charles T. Blair-Broeker & Randal M. ErnstPowerPoint Presentation Slides

by Kent Korek Germantown High SchoolWorth Publishers, © 2012

Wednesday, February 4, 15

Biopsychology Domain

Andreas Pollok/the Image Bank/Getty images


Consciousness

Davies and Starr/The Image Bank/Getty Images


Sleep, Dreams, and Body Rhythms

Module 08


Module Overview• Consciousness• Body Rhythms• Sleep and Sleep Deficit• Why We Sleep• Sleep Stages, REM Sleep and Dreaming• Sleep Disorders and Sleep Problems

Click on the any of the above hyperlinks to go to that section in the presentation.Wednesday, February 4, 15

Consciousness

Module 08: Sleep, Dreams, and Body Rhythms


Consciousness

• Awareness of yourself and your environment.


Body Rhythms



Pseudoscientific Claim

• Any assertion that appears scientific but is not based on science.

• Appears to be scientific but is not


Biological Rhythms

• Periodic physiological fluctuations.• Can affect physiological functioning• Fall into three main categories

–Circadian Rhythms–Ultradian Rhythms– Infradian Rhythms


Circadian Rhythms

• Biological rhythms (for example, of temperature and wakefulness) that occur approximately every 24 hours.

• Example: Sleep-wake cycle and temperature


Ultradian Rhythms

• Biological rhythms that occur more than once each day.

• Example: Stages of sleep throughout the night


Infradian Rhythms

• Biological rhythms that occur once a month or once a season.

• Example: Women’s menstrual cycle


Sleep and Sleep Deficit



Sleep Deprivation Effects

• Decreases efficiency of immune system functioning

• Safety and accident issues• Contributes to hypertension, impaired

concentration, irritability, etc.


Sleep Deprivation


Why We Sleep



Hypothalamus• Sleep control center in the brain• Monitors changes in light or dark in the

environment• Changes levels of hormones in the body


Melatonin

• Hormone that helps regulate daily biological rhythms.

• Linked to the sleep-wake cycle• Melatonin level increases during the

night and decreases with exposure to morning light


Reasons for Sleep

• Two primary reasons:–Preservation: keep us protected from

the dangers of the night–Restoration: recuperate from the wear

and tear of the day


Sleep Stages, REM Sleep and Dreaming



Electroencephalograph (EEG)

• Machine that amplifies and records waves of electrical activity that sweep across the brain’s surface;

• electrodes placed on the scalp measure these waves.

HANK MORGAN/RAINBOW


EEG


EEG


Wake State to Stage 1


Stage 1 Sleep

• Breathing is slowed.• Brain waves become irregular.• It is easy to wake the person, who will

insist they are not asleep.• Rarely lasts longer than 5 minutes


Stage 1


Stage 2 Sleep

• Brain wave cycle slows.• First time through stage 2 last about 20

minutes.


Stage 2


Stages 3 and 4 Sleep

• Slow wave sleep• First time through stage 4 is about 30

minutes and is where one gets rejuvenated


Stage 3


Sleep Stages, REM, and Dreaming:REM Sleep



Non-REM Sleep

• Stages 1 - 4 considered N-REM (non-REM sleep)


Rapid Eye Movement (REM) Sleep

• Recurring sleep stage during which vivid dreams commonly occur.

• Called rapid eye movement (REM Sleep) as eyes move quickly back and forth

• Considered “paradoxical sleep”• Term coined by William Dement


Paradoxical Sleep

• During REM sleep brain wave patterns are similar to when a person is awake

• Pulse and breathing quickens.• REM sleep is sometimes called

paradoxical sleep as one’s physiology is close to that of being awake but the brainstem blocks all muscle movement


Typical Night’s Sleep


Stage 4/REM Changes


Sleep Changes through Life


Sleep Stages, REM, and Dreaming:

Why Do We Dream?



Information-Processing Theory

• Dreams serve an important memory- related function by sorting and sifting through the day’s experiences

• Research suggests REM sleep helps memory storage.


Information-Processing Theory


Physiological Function Theory

• Neural activity during REM sleep provides periodic stimulation of the brain.


Physiological Function Theory


Activation-Synthesis Theory

• Dreams are the mind’s attempt to make sense of random neural firings in the brain as one sleeps.


Activation Synthesis Theory


Cognitive Development Theory

• Dreams part of the maturation process• Dreams reflect our knowledge• Reflection of normal cognitive

development


Cognitive Development Theory


Sleep Disorders and Sleep Problems



Insomnia

• Recurring problems falling asleep or staying asleep.

• Sleeping pills tend to inhibit or suppress REM sleep; worsen the problem

• Alcohol suppresses REM sleep; also worsens the problem

• Studies show most people overestimate how long it took them to get to sleep


Sleep Apnea

• Sleep disorder characterized by temporary cessations of breathing during sleep and consequent momentary reawakenings.

• Tend to be loud snorers• Continuous Positive Airway Pressure

machine


Narcolepsy

• Sleep disorder characterized by uncontrollable sleep attacks;

• the sufferer may lapse directly into REM sleep, often at inopportune times.

• Nervous system getting aroused tends to trigger the sleep attack


Somnambulism

• Sleepwalking, which usually starts in the deep stages of NREM sleep;

• the sleepwalker can walk or talk and is able to see but rarely has any memory of the event.


Night Terrors

• Sleep related problem characterized by high arousal and an appearance of being terrified;

• unlike nightmares, they occur during NREM 3 sleep, occur within two or three hours of falling sleep, and

• are seldom remembered.


Other Sleep Disorders

• Bruxism – teeth grinding• Enuresis – bed wetting• Myoclonus – sudden jerk of a body part

occurring during stage 1 sleep–Everyone has occasional episodes of

myoclonus


The End


Teacher Information• Types of Files

– This presentation has been saved as a “basic” Powerpoint file. While this file format placed a few limitations on the presentation, it insured the file would be compatible with the many versions of Powerpoint teachers use. To add functionality to the presentation, teachers may want to save the file for their specific version of Powerpoint.

• Animation– Once again, to insure compatibility with all versions of Powerpoint, none

of the slides are animated. To increase student interest, it is suggested teachers animate the slides wherever possible.

• Adding slides to this presentation– Teachers are encouraged to adapt this presentation to their personal

teaching style. To help keep a sense of continuity, blank slides which can be copied and pasted to a specific location in the presentation follow this “Teacher Information” section.


Teacher Information• Domain Coding

– Just as the textbook is organized around the APA National Standards, these Powerpoints are coded to those same standards. Included at the top of almost every slide is a small stripe, color coded to the APA National Standards.

• Scientific Inquiry Domain• Biopsychology Domain• Development and Learning Domain• Social Context Domain• Cognition Domain• Individual Variation Domain• Applications of Psychological Science Domain

• Key Terms and Definitions in Red– To emphasize their importance, all key terms from the text and their

definitions are printed in red. To maintain consistency, the definitions on the Powerpoint slides are identical to those in the textbook.


Teacher Information• Hyperlink Slides - Immediately after the unit title slide, a page (usually

slide #4 or #5) can be found listing all of the module’s subsections. While in slide show mode, clicking on any of these hyperlinks will take the user directly to the beginning of that subsection. This allows teachers quick access to each subsection.

• Continuity slides - Throughout this presentations there are slides, usually of graphics or tables, that build on one another. These are included for three purposes.

• By presenting information in small chunks, students will find it easier to process and remember the concepts.

• By continually changing slides, students will stay interested in the presentation.• To facilitate class discussion and critical thinking. Students should be encouraged to

think about “what might come next” in the series of slides.

• Please feel free to contact me at [email protected] with any questions, concerns, suggestions, etc. regarding these presentations. Kent KorekGermantown High SchoolGermantown, WI 53022


mailto:[email protected]

mailto:[email protected]

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Thinking About Psychology - Norwell High School€¦ · Stage 1 Sleep • Breathing is slowed. • Brain waves become irregular. • It is easy to wake the person, who will insist