psy101-week-5-assignment

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PSY101 Week 5 Assignment Smarter Decisions through Psychology (Strayer University) Scan to open on Studocu Studocu is not sponsored or endorsed by any college or university PSY101 Week 5 Assignment Smarter Decisions through Psychology (Strayer University) Scan to open on Studocu Studocu is not sponsored or endorsed by any college or university Downloaded by Quenderious Martin (mquenderious@gmail.com) lOMoARcPSD|19650160

1 Week 5 Assignment Maurice Crosby PSY101 Evan Schwartz February 1, 2024 Downloaded by Quenderious Martin (mquenderious@gmail.com) lOMoARcPSD|19650160

2 Week 5 Assignment Part One: Biology and the Mind 1. Discuss how Zoe’s brain is contributing to her feelings of happiness and motivation after receiving a good grade and positive feedback on her psychology assignment. Identify specific neurotransmitters that are likely involved. When Zoe receives a good grade and positive feedback, her brain likely releases dopamine, contributing to her feelings of happiness and satisfaction. This release reinforces the behavior that led to the reward, thereby increasing her motivation to engage in similar activities in the future. (webtext, 2.3, 2.4) 2. Explain what the autonomic nervous system is. Then discuss how Zoe’s autonomic nervous system was involved during and after her response to the sound of the fallen pan of lasagna. A component of the peripheral nervous system that regulates involuntary physiologic processes including heart rate, blood pressure, respiration, digestion, and sexual arousal. (webtext 2.9). Zoe's autonomic nervous system was involved during and after her response to the sound of the fallen pan of lasagna. The sound of the falling pan may have startled her, triggering an autonomic response in her body, leading to physical and emotional effects. After the incident, her autonomic nervous system may have remained activated, leading to lingering effects such as heightened arousal and stress. It may take some time for her autonomic nervous system to return to its baseline state and for her to feel calm and relaxed again. (Harper, 1) Part Two: Human Development 3. Discuss how Zoe’s brain was developing between age 17 and now. Be sure to include specific brain structures in your response. Explain how these changes in Zoe’s brain can explain her behavior around her high school friends. Zoe's brain development from age 17 and now involved the growth of the frontal lobes, which are crucial for planning, reasoning and memory. Changes would be by affecting her capacity to control her emotions, think through decisions, and exhibit desire and goal- oriented behavior. (Harper, 1) p.81. This would be an example of her prefrontal cortex and limbic system. These changes result in quicker emotional processing, more meaningful sentiments toward rewards, and improved emotional and behavioral regulation. This explains youths' emotional outbursts, risk-taking, and reliance on their friends. For example, Zoe dressed similarly and pursued the same interests as her peers. This might also explain why she was engaging in dangerous illegal acts, as well as why she followed Tori's advice and began looking up to Tori (Harper, 1), p.82. 4. How did Tori’s weekly talks likely contribute to Zoe’s identity development? Downloaded by Quenderious Martin (mquenderious@gmail.com) lOMoARcPSD|19650160

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