World History: 1500 - 2001

Caro

Tuesday, October 14, 2008

The Learning Perspective


Monday begins the Learning Perspective! This is an entirely new unit, it is the second unit in the course. Therefore, it is strongly recommended that you establish a new set of notes etc. for this forthcoming information on learning psychology.

The Learning Perspective is all about how the environment influences/produces behavior. In the biological unit we focused on biological determinants/causes of behavior or the nature side of the interactionist coin. Now we turn our attention to the environment of nurture side of the interactionist coin. Topics will range from classical and operant conditioning to social and cognitive learning. We will also look at disorders such as phobias and depression.

We begin with a philosophical question: are we born with knowledge, or is all knowledge gained from the environment? The first reading is from Plato who argues that we are born with ALL knowledge! The second is from John Locke who argues we are born with NO knowledge! Consider both positions and come Monday ready to share your position and analysis!

Agenda:
Wednesday (10/15)
Socratic Seminar
HW: Read pages 155-163; answer questions on page 161 and the "Consider This" on page 163.

Other News:
Podcasts may start as soon as this Sunday night! Check back for updates!

Saturday, October 11, 2008

Most kids get no therapy with antidepressants

At least half of U.S. children who take antidepressants aren't in therapy, a large study suggests, and that delays recovery while greatly increasing the number of kids on the medication who are suicidal.

"Therapy with antidepressants is the standard of care. But is it what's going on in the real world? No," says Sheila Marcus, child and adolescent psychiatry chief at the University of Michigan Medical School.

The report tracks insurance claims for antidepressants from a database of 6.8 million children and teens from 2002 to 2006. The analysis was done by the health care business of Thomson Reuters, a research firm.

In the six months after getting at least one new prescription for antidepressants in 2006, just over 40% of children had insurance claims for one or more therapy sessions, says Tami Mark, the Thomson study leader.

The Food and Drug Administration has put the strongest safety warning on antidepressants, saying they could increase suicidal behavior in people 24 or younger.

A government study last year found that depressed kids recover most rapidly with antidepressants and counseling that teaches problem-solving and stress management. Also, 15% of children on Prozac only were suicidal -- either thinking about killing themselves or trying to -- compared with 8% on Prozac plus therapy and 6% receiving therapy alone.

The low therapy-claim rates in the new study could be partly a result of some parents paying out-of-pocket or not taking children for counseling because of poor insurance coverage, Mark says.

A federal law passed last week requires employers with more than 50 workers to provide comparable benefits for mental health and medical care. "Lack of insurance has been a big barrier for kids with mental illness," she says.

There's also a great shortage of child psychiatrists, Marcus says.

Some children probably went off antidepressants because of side effects or because they improved, so they weren't referred for counseling, says Kevin Kalikow, a child psychiatrist in Mount Kisco, N.Y.

Many parents are embarrassed to take their kids for therapy, says Jana Martin, a child psychologist in Long Beach, Calif.

"If kids take a pill, the parents don't feel it's as bad a reflection on them. The pill helps, but if kids get bullied on the playground, it doesn't teach them how to respond and not get depressed, while therapy does. You can't go take another pill every time someone bullies you."

Wednesday, October 08, 2008

GRADES


The posted grades are those that will be posted for the progress report. WARNING: there are some of you who do not have work in and thus will receive a zero if the assignment is not to me BY MONDAY. After that day, no old assignment will be accepted with or without a stamp!

IF YOU DO NOT SHOW A GRADE FOR AN ASSIGNMENT, THAT WILL BECOME A ZERO MONDAY NIGHT!!!!!!

Grades



Stay tuned, eSIS will be updated tonight!

Sunday, October 05, 2008

UPDATE

NEWS::::
Socratic Seminar Topics: -
you will sign up for ONE Monday
1. Addiction: Is addiction a disease (Read pages SSB21-SSB8)
2. The Nature and Nurture of Homosexuality (Read pages 145-151)
3. Drugs and Intelligence: (Read pages 140-144
)
EXTRA CREDIT MOVIE
Dates:
1. Tuesday, October 14
2. Wednesday, October 15
3. Thursday, October 23
5. Friday, October 24

The Week Ahead

Monday (10/6)
Psychoactive Drugs
--Marijuana
---Notes
--Psychoactive Roundtable
HW: Read pages 130-134 in Reader

Tuesday (10/7)
Psychoactive Drugs
--Alcohol
---Notes/Video
HW: Read pages 135-139 in Reader

Wednesday (10/8)
Psychoactive Drugs
Addiction and Recovery
--Notes
--Video: Intervention: Alcohol
HW: Brain Map work OR NONE

Thursday (10/9)
Psychoactive Drugs
Wrap up of Biological Psychology and Psychoactive Drugs
HW: STUDY for Unit Exam

Friday (10/10)
NO SCHOOL! -- I will be at school and available for appointments

Monday (10/13)
Review for Biological Essay Exam
HW: STUDY!

Tuesday (10/14)
Biological Unit Essay Exam
HW: Socratic Seminar Readings (located in Reader): per selected topic (you will sign up for a topic in class)

Wednesday (10/15)
Socratic Seminar
HW: Read pages 155-163 in Reader AND respond to questions on page 161 and page 163 under 'Consider This'

Friday, October 03, 2008

Psychoactive Drug, Addiction, and Recovery Research

ROUNDTABLE: Psychoactive Drugs, Addiction, and Recovery:
Find an article regarding any psychoactive drug, addiction, or recovery. Read the article and write a one paragraph or more analytical response to the article. Be ready Monday to share your findings and analysis in a round table discussion.
Below is a list of links to sites that post news regarding psychoactive drugs and addiction:
New Scientist

NIDA
Medical News Today
The University of Utah
MayoClinic
TAVAD

The below video is pretty cool. Watch out! It can be disturbing...but it is so awesome! Enjoy

Wednesday, October 01, 2008

Twin Study Links Marijuana Abuse, Suicide, And Depression

Men and women who smoked marijuana before age 17 are 3.5 times as likely to attempt suicide as those who started later. Individuals who are dependent on marijuana have a higher risk than nondependent individuals of experiencing major depressive disorder and suicidal thoughts and behaviors. The researchers who discovered these relationships, in a recent NIDA-funded large-scale epidemiological study, say that although the causes are not clear, their findings demonstrate the importance of considering associated mental health issues in the treatment and prevention of marijuana abuse.

Dr. Michael Lynskey and colleagues at the Washington University School of Medicine in St. Louis, Missouri, gathered data from four groups of same-sex twin pairs (508 identical, 493 fraternal; 518 female, 483 male) enrolled in the Australian Twin Registry. The groups and findings were:

* Among the 277 pairs who were discordant for marijuana dependence (that is, one twin but not the other met the criteria for a diagnosis of marijuana dependence), the dependent twins were 2.9 times as likely as their nondependent co-twins to think about suicide without attempting it, and 2.5 times as likely to make a suicide attempt;
* Among the 311 pairs discordant for early marijuana initiation (just one twin in each pair smoked marijuana before age 17), the early initiators were 3.5 times as likely as their twins to attempt suicide, but no more likely to suffer a major depressive disorder (MDD);
* Among the 156 pairs discordant for diagnosis of MDD before age 17, fraternal but not identical twins with early diagnosis of MDD were 9.5 times as likely to develop marijuana dependence; and
* Among the 257 pairs discordant for having suicidal thoughts before age 17, fraternal but not identical twins with early suicidal thoughts were 5.5 times as likely as their twins to become dependent on marijuana.

"Overall, the associations between marijuana abuse and depressive disorders suggest a relationship that is contributory but not necessarily causal. Depressive disorders in and of themselves do not cause people to abuse marijuana, and marijuana abuse and dependence do not of themselves cause depression or suicidal behavior," Dr. Lynskey says. "Nevertheless, clinicians treating patients for one disorder should take the other into account at initial assessment and throughout treatment. In the context of treatment, both need to be addressed, because it is not necessarily the case that eliminating one disorder will get rid of the other." The fact that two of the relationships were observed in fraternal but not identical twins suggests that the experiences related in each—marijuana dependence and MDD, and marijuana dependence and suicidal thoughts—may share a common underlying genetic basis, notes Dr. Lynskey.

The associations identified in this study are complex, but point to a simple policy implication, observes Dr. Lynskey. "It is important to see that prevention efforts aimed at one disorder may well have the additional benefit of preventing or reducing the other," he says.

"Drug abuse and depression co-occur at rates much greater than chance and constitute a serious public health concern," says Dr. Naimah Weinberg of NIDA's Division of Epidemiology, Services and Prevention Research. "Understanding how each disorder may contribute to the development and course of the other, and what factors may underlie their co-occurrence, has important implications for prevention and treatment of these disabling conditions. Genetic epidemiologic approaches, such as those applied by Dr. Lynskey and his colleagues, are very powerful tools to help parse out the etiologic relationships between co-occurring disorders."

Source
  • Lynskey, M.T., et al. Major depressive disorder, suicidal ideation, and suicide attempt in twins discordant for cannabis dependence and earlyonset cannabis use. Archives of General Psychiatry 61(10):1026-1032, 2004. [Abstract]

Tuesday, September 30, 2008

Cannabis use increases risk of psychotic illness

The below article reports on the correlation between marijuana use and psychotic illness with a special focus on schizophrenia. See also the NIDA for more information on what is known about the use of marijuana. Much of this information we will cover inclass later this week and next. Click here for more information on this issue and other information on marijuana from the NIDA web site.

Researchers say they have the strongest evidence yet that using cannabis increases the risk of later developing psychotic illnesses such as schizophrenia.

On average, cannabis smokers have a 41% greater chance of suffering from such disorders than those who didn't inhale, the new study finds. And the likelihood increases with increasing cannabis use, with heavy users - who smoke daily - three times as likely as non-users to develop psychotic illnesses.

Cannabis is the most commonly used illegal drug in the world. In the UK and the US, for example, around 40% of young adults have used cannabis, according to government research.

Previous research has suggested a link between cannabis and schizophrenia-like symptoms such as paranoia, hearing voices and seeing things that are not there. But the possible association "has been an issue of tremendous debate and controversy for a long time", says Rick Rawson, a professor at the University of California in Los Angeles, US. "The science gets all mixed together with all the ideological views [about the drug]."

Now, researchers in the UK have reviewed 35 studies on the long-term effects of cannabis use in Europe, the US and Australasia and say the drug does in fact appear to be linked with an increased risk of psychosis. The original studies lasted from one to 27 years.

Causal link?

Because people with pre-existing mental health problems may be more likely to take drugs in the first place, the researchers excluded data from those already showing signs of psychotic illness. Still, they found an increased incidence of psychosis in cannabis users, suggesting the drug may somehow cause such disorders, they say.

"Although you cannot be certain that the cannabis is causing this increase in risk, we think there is enough evidence to warn people," team member Glyn Lewis of the University of Bristol in the UK told New Scientist.

If cannabis does cause psychosis, it could account for at least one in every seven cases of diagnosed psychotic illness, the researchers say.

"There is a very good reason to be concerned," says Shaul Hestrin of Stanford University in California, US, who is investigating how cannabinoids affect brain cells. He says the evidence of a causal link in this latest study is "very convincing" but adds that even better evidence may come once scientists understand how cannabis actually changes the brain.

Rawson agrees: "The big question is how to determine who's at risk."

The British government is now reviewing the classification of cannabis, which is currently a Class C drug. It may be reclassified as Class B, which means users could begin to do jail time for possession.

"Clearly the health risks are only some of the factors that are taken into account when people consider the legal classification of drugs," Lewis says. This latest study was funded by the UK Department of Health, and Lewis said the results have been given to the UK Home Office.

Journal reference: The Lancet (vol 370, p 319).

Monday, September 29, 2008

Biological Psychology Essay Options

The following questions are eligible for the Biological Psychology Unit Essay Exam:
From page 38:
Questions: 2, 3, and 4

This is your brain on food



Study: Kids, this is your brain on food: U. research has implications for early intervention in mental illness and for treatment of juvenile offenders

The Salt Lake Tribune - September 26, 2008

Sep. 26--In adolescents, food engages the primal brain, a lower part of the cerebrum associated with immediate gratification and base urges.

But in adults, food experiences appear to trigger more nuanced responses in the frontal cortex, the part of the brain that processes abstract thought associated with long-term goals, according to a neuroscientist with the University of Utah's Brain Institute.

It's more evidence that adolescent brains are still developing, which holds implications for early intervention in mental illness and for treatment of juvenile offenders.

"The adolescent brain responds differently to these rewarding cues than the adult brain," said Deborah Yurgelun-Todd, who uses magnetic resonance imaging (MRI) to study how stimuli affect brain activity, measured in terms of blood flow around the 3-pound organ.

Yurgelun-Todd presented her findings Thursday at the inaugural Lunch with Leo, a new lecture series The Leonardo will host with the Utah Science, Technology and Research initiative. USTAR recruited Yurgelun-Todd, a 25-year veteran of psychiatric research, to lead the U.'s Cognitive Neuroimaging Center with her husband Perry Renshaw.

Yurgelun-Todd's work has been cited in Supreme Court arguments backing elimination of the death penalty for teens and is used by the Indiana juvenile justice system to reduce teen recidivism.

"The more we carry out this research the more we realize the brain is plastic, undergoing change throughout the lifetime," she said, noting that there is a general consensus that the brain reaches "adult" maturity around age 25.

The human brain reaches full size around age 5, but the organ keeps changing.

"The volume of the brain might not change but there is substantial remodeling during adolescence," Yurgelun-Todd said. It's that remodeling that her research seeks to understand.

For the food study, researchers put healthy people, both adolescents and adults who had no first-degree relatives with psychiatric disorders, into an MRI machine. They recorded changes in brain activity while exposing the subjects to 30-second glimpses of food and non-food images.

The results were clear: Adolescents' responses to food were strictly subcortical. This suggests youngsters' reward systems remain relatively unformed, which makes it harder if not impossible for them to understand long-term goals.

"Reward is incredibly important in goal-directed behavior. If your reward system is driving you to the extent that your inhibitions can't control impulse, you won't be able to control short-term gratification in favor of long-term goals," Yurgelun-Todd said.

Saturday, September 27, 2008

The Week Ahead: Psychoactive Drugs



Monday (9/29)
Psychoactive Drugs
-Pre-frontal Cortex - Video
-Notes: Introduction and The Stimulation of the Brain
-HW: Add bio of memory to brain map (brain map will be turned in with notes for the unit essay exam)

Tuesday (9/30)
Psychoactive Drugs
--Stimulants: cocaine
---Notes and Video clips
HW: Read pages 118-122 in Reader

Wednesday (10/1)
Psychoactive Drugs
--Stimulants: cocaine
---Notes
--Stimulants: Methamphetamines
---Notes and videos
HW: NONE!

Thursday (10/2)
Psychoactive Drugs
-Stimulants: Methamphetamines
---Notes/Videos
HW: Handout: Marijuana

Friday (10/3)
Psychoactive Drugs
--Marijuana
---Notes and Video
HW: Read pages 130-134 in Reader take notes on studies and affects/effects of LSD

Monday (10/6)
Psychoactive Drugs
--Hallucinogens: Ecstasy & LSD
---Notes and Review HW
--Alcohol
---Notes/Video clips
HW: Read pages 135-139 in Reader

Tuesday (10/7)
Psychoactive Drugs
--Antidepressants
---Notes
Addiction and Recovery
HW: Handout/TBA

Wednesday (10/8)
Psychoactive Drugs
Addiction and Recovery
--Video: Intervention
HW: 'Reflective Psychological Response' to episodes seen in Intervention

Thursday (10/9)
Psychoactive Drugs
--Addiction (video)
--Review/Round table talk on drug use and abuse
HW: STUDY for Unit Exam

Friday (10/10)
NO SCHOOL! -- I will be at school and available for appointments

Monday (10/13)
Review for Biological Essay Exam
HW: STUDY!

Tuesday (10/14)
Biological Unit Essay Exam
HW: Socratic Seminar Readings (located in Reader): per selected topic (you will sign up for a topic in class)

Wednesday (10/15)
Socratic Seminar
HW: Read pages 155-163 in Reader AND respond to questions on page 161 and page 163 under 'Consider This'

Thursday, September 25, 2008

UPDATES 9/25: 11PM

There is NO homework over the weekend! You have earned a break!

Sunday, September 21, 2008

The Week Ahead: Biology of Memory and Learning

Monday (9/22)
1. Discuss HW/Mirror Neurons
2. Video: Secrets of the Mind - (finish)
HW: Read pages 97-101 in Reader; take notes on Lashley's search for the Engram AND The Modern Search for the Engram, make special note of Thompson's research.

Tuesday (9/23)
1. Neurology Demonstrations (x2)
2. The Biology of Learning and Memory
--Discuss HW
--Videos: biology of memory and learning -- a series of short studies
HW: Read pages 101-108 in Reader take notes on:
Hebb's work and theories (page 101-103)
The role of the amygdala in memory - (page 104) - and note LaBar & Phelps, 1998
Case study: H.M. (pages 105-108
--note the kinds of memory he has and does not have or appears to lack
Tranel & Damasio, 1997 - (page 108)


Wednesday (9/24)
1. Discuss HW/Biology of Learning and Memory
2. Video: Remembering and Forgetting - Zimbardo
HW: Read pages 108-114 in Reader and note the following:
Maguire, Frackowiak, & Frith, 2000
Korsakoff's Syndrome and Alzheimer's Disease - take only general notes here


Thursday (9/25)
1. Discuss HW/Biology of Learning and Memory
2. Read pages 72 & 75 in Reader and complete JAS for notes - discuss in class
3. Review for Quiz
HW: NONE! Study for Quiz 1

Friday (9/26)
1. Quiz 1
2. Psychoactive Dugs and Addiction
--Notes
HW: Read pages 115-122 in Reader and take general notes on the topic of psychoactive drugs and the brain-behavior relationship and types of psychoactive drugs -- do not take excessive notes here, we will be spending a great deal of time in class taking notes on psychoactive drugs. Treat this as a brief introduction.

Saturday, September 20, 2008

Quiz 1: Biological Psychology: The Brain and Neurology

Quiz 1: Eligible Questions for Quiz 1 -- (see page 38 of Reader)
Quiz Questions (Part A questions)
Question 1
Question 2
Question 5
See page 40 for a general outline for essays. The quiz is 45 minutes in length and MUST be focused on research with respect to the question. See page 529 for the IB scoring rubric (how I will grade your essay). The essay is worth 50 points


Post questions here, e-mail me (fcaro@ttsd.k12.or.us), see me before and/or after school and/or during lunch. Also, feel free to schedule an appointment.


Video: Ambulance LTD: Heavy Lifting

Friday, September 19, 2008

Political views 'all in the mind'

Scientists studying voters in the US say our political views may be an integral part of our physical makeup.
Their research, published in the journal Science, indicates that people who are sensitive to fear or threat are likely to support a right wing agenda.
Those who perceived less danger in a series of images and sounds were more inclined to support liberal policies.
The authors believe their findings may help to explain why voters' minds are so hard to change.
In the study, conducted in Nebraska, 46 volunteers were first asked about their political views on issues ranging from foreign aid and the Iraq war to capital punishment and patriotism.
Those with strong opinions were invited to take part in the second part of the experiment, which involved recording their physiological responses to a series of images and sounds.
The images included pictures of a frightened man with a large spider on his face and an open wound with maggots in it. The subjects were also startled with loud noises on occasion.

Friday and Monday

Agenda for Friday (9/19)
1. Discuss Rosenzweig's research
2. Video: Secrets of the Mind
HW: Read pages 92-96 in Reader; takes notes on what mirror neurons are and the following studies: -- these are short in mention
Rizzolatti, Gallese, and Fogassi (page 93)
Iacoboni and Arbib and the above team (see page 94)
Rizzolatti and Arbib, 1998 (see page 94)
Gallese and Rizzolatti, 2005 (see page 94)
Iacoboni, 2005 (see page 94)
Wicker, 2003 (page 95)
Harvard Medical School study (page 95)
Ramachandran (page 96)



Monday (9/22)
1. Discuss Mirror Neurons
2. Video: Secrets of the Mind
HW: Read pages 97-101 in Reader; take notes on Lashley's search for the Engram AND The Modern Search for the Engram, make special note of Thompson's research.

Thursday, September 18, 2008

Rationalization is a Freudian Defense Mechanism

Friday AM Alerts

1. For those students who will be gone Friday, I will post what studies to take notes on in the mirror neuron article Friday AM. I would do it tonight but I left my Reader at school. Sorry!

2. I will post on the blog the three essay options for Quiz 1 which will take place next Friday (9/26).