Thinking About Psychology
Charles T. Blair-Broeker & Randal M. ErnstPowerPoint Presentation Slides
by Kent Korek Germantown High SchoolWorth Publishers, © 2012
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Biopsychology Domain
Andreas Pollok/the Image Bank/Getty images
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Consciousness
Davies and Starr/The Image Bank/Getty Images
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Sleep, Dreams, and Body Rhythms
Module 08
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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
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Consciousness
• Awareness of yourself and your environment.
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Body Rhythms
Module 08: Sleep, Dreams, and Body Rhythms
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Pseudoscientific Claim
• Any assertion that appears scientific but is not based on science.
• Appears to be scientific but is not
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Biological Rhythms
• Periodic physiological fluctuations.• Can affect physiological functioning• Fall into three main categories
–Circadian Rhythms–Ultradian Rhythms– Infradian Rhythms
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Circadian Rhythms
• Biological rhythms (for example, of temperature and wakefulness) that occur approximately every 24 hours.
• Example: Sleep-wake cycle and temperature
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Ultradian Rhythms
• Biological rhythms that occur more than once each day.
• Example: Stages of sleep throughout the night
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Infradian Rhythms
• Biological rhythms that occur once a month or once a season.
• Example: Women’s menstrual cycle
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Sleep and Sleep Deficit
Module 08: Sleep, Dreams, and Body Rhythms
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Sleep Deprivation Effects
• Decreases efficiency of immune system functioning
• Safety and accident issues• Contributes to hypertension, impaired
concentration, irritability, etc.
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Sleep Deprivation
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Why We Sleep
Module 08: Sleep, Dreams, and Body Rhythms
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Hypothalamus• Sleep control center in the brain• Monitors changes in light or dark in the
environment• Changes levels of hormones in the body
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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
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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
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Sleep Stages, REM Sleep and Dreaming
Module 08: Sleep, Dreams, and Body Rhythms
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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
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EEG
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EEG
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Wake State to Stage 1
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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
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Stage 1
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Stage 2 Sleep
• Brain wave cycle slows.• First time through stage 2 last about 20
minutes.
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Stage 2
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Stages 3 and 4 Sleep
• Slow wave sleep• First time through stage 4 is about 30
minutes and is where one gets rejuvenated
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Stage 3
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Sleep Stages, REM, and Dreaming:REM Sleep
Module 08: Sleep, Dreams, and Body Rhythms
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Non-REM Sleep
• Stages 1 - 4 considered N-REM (non-REM sleep)
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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
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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
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Typical Night’s Sleep
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Stage 4/REM Changes
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Sleep Changes through Life
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Sleep Stages, REM, and Dreaming:
Why Do We Dream?
Module 08: Sleep, Dreams, and Body Rhythms
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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.
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Information-Processing Theory
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Physiological Function Theory
• Neural activity during REM sleep provides periodic stimulation of the brain.
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Physiological Function Theory
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Activation-Synthesis Theory
• Dreams are the mind’s attempt to make sense of random neural firings in the brain as one sleeps.
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Activation Synthesis Theory
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Cognitive Development Theory
• Dreams part of the maturation process• Dreams reflect our knowledge• Reflection of normal cognitive
development
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Cognitive Development Theory
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Sleep Disorders and Sleep Problems
Module 08: Sleep, Dreams, and Body Rhythms
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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
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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
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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
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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.
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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.
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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
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The End
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Teacher Information• Types of Files
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of the slides are animated. To increase student interest, it is suggested teachers animate the slides wherever possible.
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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.
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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.
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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
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