PSY063: Cognitive Psychology

Student Activity Sheet #3

Name: ___________________________________________________________________ Class number: __________

Section: ____________ Schedule: ____________________________________________ Date: _________________

Lesson title: Cognitive Neuroscience Part 1 Materials:

Lesson Objectives: Highlighter/s and pens
At the end of this lesson, you should be able to: References:
1. Understand the field of cognitive neuroscience. Sternberg, R. J. (1996). Cognitive
2. Understand the different parts of the forebrain. psychology (6th ed.). Fort Worth:
3. Harcourt Brace College Publishers.
Clare, S. (1997). Functional MRI:
methods and applications. [Doctor of
Philosophy, University of Nottingham].

Productivity Tip:
Spacing out your learning is very relevant as you study today’s lesson. You can study one difficult concept a day. There’s
no harm in taking it slow. And while you’re at it, declutter your space, too! It’s always refreshing to study in a clean space.

A. LESSON PREVIEW/REVIEW
1) Introduction (2 mins)
Did you know that after a horrible accident, a certain man from the 19th century had a chunk of his brain shot out of
his skull, which landed on the floor? To most people, it sounds terrifying. To others, it sounds like something from
a horror film. But what’s more disturbing is the fact that it really happened, and his name was Phineas Gage.
Gage was working for a railroad construction company at the time of the accident. He was supervising a
crew working a railway line. As he was compressing the explosive powder into a hole using an iron rod, the powder
blasted. It sent the iron rod upwards and through Gage’s left cheek and brain before coming out of his skull.
If that wasn’t enough, Gage walked his way to find a cart in order to see a doctor. That was when the doctor
himself saw a “teacupful” of brain shot out of Gage’s skull. He survived, by the way.
This particular case has helped psychology understand the consequence of a brain injury in terms of human
behavior, so it’s only fitting to read Gage’s accident in this lesson. So, what happened to Gage after the accident?
Based on reports, Gage’s personality changed. He went from being a levelheaded man who possessed
good work ethic to being an ill-mannered man who lost his ability to sustain a job. Why? According to various studies
trying to analyze the extent of the injury, Gage sustained brain damage on his frontal lobe.

Cherry, K. (2020). Phineas gage’s astonishing brain injury. Verywellmind.com

https://www.verywellmind.com/phineas-gage-2795244
Pinterest (n.d.). A picture of phineas’ gage’s skull. Pinterest.ph
https://www.pinterest.ph/pin/370139663101492225/

What is the frontal lobe and what does it do? What are the other lobes aside from the frontal lobe? Is the
frontal lobe mainly responsible for work ethic and personality? Does it do more than that?

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 PSY063: Cognitive Psychology
Student Activity Sheet #3

Name: ___________________________________________________________________ Class number: __________

Section: ____________ Schedule: ____________________________________________ Date: _________________

This lesson is understandably complicated because you are studying the most complicated part of you: the
brain. In order for you to effectively study the brain, this lesson is going to focus only one of the three major regions
of the brain. The next lesson will cover the other two regions, and the lesson after that will focus on what makes the
brain alive. This may seem a lot, but like what you have been doing for the past two lessons, just keep your mind
open and curious.

2) Activity 1: What I Know Chart, part 1 (3 mins)

Test your past knowledge by answering the following questions. There are no right or wrong answers. Good luck!

What I Know Questions: What I Learned (Activity 4)

1. Is the brain mainly for thinking?
Explain.

2. What comes to your mind when

you hear the term, “split-brain”?

3. Do the regions of the brain function

independently? Why or why not?

B. MAIN LESSON
1) Activity 2: Content Notes (13 mins)
Like what was mentioned in the introduction, Phineas Gage’s brain injury helped the field of psychology,
especially cognitive psychology, to understand human behavior. By now, you already know that without the brain,
you are nonexistent. Before you dive deeper into the workings of the brain, however, let’s briefly discuss the nervous
system. “The nervous system is involved in receiving information about the environment around us and generating
responses to that information” (OpenStax College, n.d.). Additionally, it is responsible for integrating the many
information to other sensations, and to memories, emotions and/or learning. It is divided into two structures: the
central nervous system (CNS) that consists the brain and spinal cord, and the peripheral nervous system (PNS)
that consists the ganglion and nerves. In this lesson, we are going to focus on the brain, specifically the forebrain.

The Forebrain

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 PSY063: Cognitive Psychology
Student Activity Sheet #3

Name: ___________________________________________________________________ Class number: __________

Section: ____________ Schedule: ____________________________________________ Date: _________________

The forebrain is one of the major areas of the brain alongside the midbrain and the hindbrain. It is the most
complex area because it is where higher-order mental processes such as thinking, planning and personality take
place. The illustration above shows where the forebrain is located.
Clearly, the forebrain covers majority of the brain. But it shouldn’t be surprising, should it? It’s the most
complex out of the three areas! Let’s break down each structure in the forebrain. And for the sake of organizing
each concept properly, the cerebral cortex and the corpus callosum will be discussed at the latter part of the lesson.
First, we have the limbic system, which is responsible for “emotion, motivation, memory, and learning”
(Sternberg, 2012, p. 46). Its mechanism involves helping a person adapt flexibly to the ever-changing environment.
It also consists of three interrelated structures namely the septum, the amygdala and the hippocampus.
The septum and amygdala are both responsible for emotion, specifically anger, fear and aggression. The
hippocampus is responsible for memory construction, “flexible learning and for seeing the relations among items
learned” (Sternberg, 2012, p. 46). It helps a person create mental pictures of what is happening in his/her
environment, thus memory formation.
The limbic system is very useful when, for example, you see a rabid dog. The hippocampus helps you
realize that you are in a dangerous situation because you remember the same experience from the past. The
septum and amygdala also help you by inducing fear of the situation, therefore allowing you to make a decision
whether to fight with or run away from the dog.
Second, we have the thalamus, which acts like a messenger that relays sensory information to designated
areas of the cerebral cortex. Let’s continue using the example above. You sense fear of the dangerous dog because
of the amygdala. Before you are able to make a decision, your sense of fear is traveling from the amygdala to the
thalamus, which then relays the information to the appropriate part of the cerebral cortex responsible for movement.
This will help you in deciding whether to fight or escape.
Last, we have the hypothalamus which “regulates behavior related to species survival: fighting, feeding,
fleeing, and mating” (Sternberg, 2012, p. 48). It interacts with the limbic system in keeping both emotions and stress
in check. So, when you see the rabid dog, you aren’t just consumed with fear and act upon fear. The hypothalamus
helps you regulate that fear in order to deal with the situation effectively. The hypothalamus is also responsible for
the production and release of hormones found in the pituitary glands. Some of these hormones are useful for growth
and sexual arousal, both important for survival. Additionally, the hypothalamus is involved in body temperature
regulation as well as sleep.

Cerebral Cortex: Functions, Hemispheres and Lobes

“The cerebral cortex is involved in several functions of the body including: determining intelligence,
determining personality, motor function, planning and organization, touch sensation, processing sensory
information and language processing” (ThoughtCo, 2020, para. 4). It is described much like the bark of a tree
because it covers the brain’s surface, specifically the left and right cerebral hemispheres.
Let’s take a look at the distinctions of the left and right hemispheres.

Bioninja (n.d.). Cerebral hemispheres. Bioninja.com.au https://ib.bioninja.com.au/options/option-a-

neurobiology-and/a2-the-human-brain/cerebral-hemispheres.html

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 PSY063: Cognitive Psychology
Student Activity Sheet #3

Name: ___________________________________________________________________ Class number: __________

Section: ____________ Schedule: ____________________________________________ Date: _________________

Now, let’s consider some of the mechanisms involving the two hemispheres of the brain. In transmitting
information to either of the hemispheres, you need to remember what contralateral and ipsilateral mean.
Contralateral is the transmission of information from one side to the other. For example, you are looking at a photo.
The information sensed by each of your eye’s right visual field is being transmitted to your left hemisphere.
Ipsilateral, on the other hand, is the transmission of information on the same side. For example, information sensed
by your right nostril is being transmitted mostly to your right hemisphere.
Another thing to consider about the cerebral cortex’s transmission is integration. While it is true that
information is either processed in a contralateral or ipsilateral manner, majority of the two hemispheres’ functioning
involves communication. This communication is made possible by the corpus callosum, a collective of neural fibers
that connect the two hemispheres. Cutting the corpus callosum results to dysfunction of the many processes in the
brain, which is also known as split-brain syndrome.

Take a look at this fascinating story of Kim Peek who was born with his corpus missing.

Aruma (2017). Get to know the real rain man: kim peek. Aruma.com.au
https://www.aruma.com.au/about-us/blog/get-to-know-the-real-rain-man-kim-peek/

Peek was born in 1951. Early on, when Peek was 9 months old, his parents were recommended
by doctors to admit him to an institution because he might never be able to walk or talk in his lifetime.
Growing up, he did have difficulty in his motor skills. And again, doctors recommended for Peek to undergo
lobotomy to treat his unusual behaviors such as “non-stop talking, fidgeting and pacing” (Aruma, 2017,
para. 4).
Peek’s parents didn’t bother from the recommendations. Instead, they developed Peek’s interest
in books. It resulted to fascinating achievements, one of which was reading.
Peek “could read two pages of a book at once” (Aruma, 2017, para. 5). He would read both pages
of a book at the same time! One page for his left eye and another page for his right eye.
How is this even possible? Because there was no corpus callosum to connect his two cerebral
hemispheres together, each hemisphere was doing its own thing. The left page of his book, sensed by his
left eye, was being processed by his right hemisphere and that hemisphere only. The same happened to
the right page of his book. If his corpus callosum was intact, both hemispheres could interact to one another
to process information. But because Peek basically had split-brain syndrome, his two hemispheres
processed information separately.

Were you able to understand the lesson so far? You are almost at the end of the lesson. Let’s keep the
curiosity up and running!

The cerebral hemispheres can be further understood by identifying the four lobes. These are the frontal
lobe, parietal lobe, temporal lobe and occipital lobe. Remember that they are not distinct from one another but

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 PSY063: Cognitive Psychology
Student Activity Sheet #3

Name: ___________________________________________________________________ Class number: __________

Section: ____________ Schedule: ____________________________________________ Date: _________________

can overlap and interact. Also, they are more than just what you are going to learn in this lesson. Because they
overlap and interact, it is only understandable to expect more complicated mental processes.
Another thing to remember is that each lobe has corresponding projection areas “in which sensory
processing occurs” (Sternberg, 2012, p. 57). These areas have specific functions and involve complex
processing, but let’s learn them, one by one, in their simplest definitions.

First, we have the frontal lobe, which “is associated with motor processing and higher thought processes,
such as abstract reasoning, problem solving, planning, and judgment” (Sternberg, 2012, p. 56). It is also involved
in speech production. Its projection areas are “the motor cortex, which is involved in planning and coordinating
movement; the prefrontal cortex, which is responsible for higher-level cognitive functioning; and Broca’s area, which
is essential for language production” (Lumen Learning, n.d., para. 2).
Remember the rabid dog example you read earlier? Let’s say your hypothalamus has helped you regulate
your fear. Your clear-headedness and logic to make the proper decision involve your frontal lobe. Specifically, the

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 PSY063: Cognitive Psychology
Student Activity Sheet #3

Name: ___________________________________________________________________ Class number: __________

Section: ____________ Schedule: ____________________________________________ Date: _________________

prefrontal cortex tells you how to escape from the dog. Your motor cortex helps you execute the appropriate
movements of escape. And, along the way, you might use your Broca’s area to verbally ask for help.
Second, we have the parietal lobe, which is responsible for sensing bodily sensations, as well as the
position of the limbs in relation to the space being occupied. It is also responsible for concentration and
consciousness. Its projection area is the somatosensory cortex, which processes “sensory information from across
the body, such as touch, temperature, and pain” (Lumen Learning, n.d., para. 9).
Let’s say the rabid dog outruns you and consequently, has bitten your leg. Your parietal lobe, specifically
your somatosensory cortex, is responsible for sensing the pain you are experiencing. But you can’t just give up;
you need to find a way to help yourself. So, with the help of your parietal lobe, you concentrate to the matter at
hand. You are injured and are struggling, and you look around to find solutions. Your parietal lobe is now interacting
with your frontal lobe to make a decision.
Third, we have the temporal lobe, which is responsible for sensing auditory information, comprehending
language and retaining visual memories. Its projection areas are the auditory cortex, which is “responsible for
processing auditory information; and the Wernicke’s area, which is important for speech comprehension” (Lumen
Learning, n.d., para. 10).
Let’s go back to when you were yet to be bitten by the rabid dog. While walking down the street, your
auditory cortex picks up a barking sound nearby. The rest of your temporal lobe, and its interaction with the rest of
your brain, will then help you remember the same experience to realize there is a dog approaching. Additionally, if
another person says, “There’s a rabid dog!” you understand what he/she is trying to tell you with the help of your
Wernicke’s area.
Last, we have the occipital lobe, which is responsible for processing visual information. Its projection area
is the visual cortex, which does the processing. When you finally come face to face with the rabid dog, your visual
cortex helps you identify its dangerous features – the exposed teeth, the aggressive stance, and its quick approach
towards you.

That’s the end of the lesson! You now have an understanding of the function of the forebrain. What you have learned
is just a scratch on the surface but it is already a big help. Be ready to know the other two regions of the brain in
our next lesson. And again, keep being curious! There is so much more to explore, and we will get through it
together.

2) Activity 3: Skill-building Activities (with answer key) (18 mins + 2 mins checking)
Now that you’ve studied the lesson, come up with a one-statement example in every given brain structure. If the
brain structure has two or more functions, choose only one. Number one is already done for you. Think critically.
Good luck!

Brain structure One-statement example

1. Amygdala The little girl is afraid of the rat.
2. Hippocampus
3. Hypothalamus
4. Motor cortex
5. Broca’s area
6. Somatosensory cortex
7. Auditory cortex
8. Wernicke’s area
9. Visual cortex

Check your answers against the Key to Corrections found at the end of this SAS. Write your score on your paper.

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 PSY063: Cognitive Psychology
Student Activity Sheet #3

Name: ___________________________________________________________________ Class number: __________

Section: ____________ Schedule: ____________________________________________ Date: _________________

3) Activity 4: What I Know Chart, part 2 (2 mins)

To reflect on what you have learned in this lesson, go back to the What I Know Chart in Activity 1 and write your
answers to the questions based on what you now know in the third column of the chart.

What I Know Questions: What I Learned (Activity 4)

1. Is the brain mainly for thinking?
Explain.

2. What comes to your mind when

you hear the term, “split-brain”?

3. Do the regions of the brain function

independently? Why or why not?

4) Activity 5: Check for Understanding (5 mins)

You’re making great progress so far! You answered critically and wrote down the new concepts you have learned
during in this lesson. Now, for you to test your understanding further, take this short quiz. Discourage yourself from
looking at the answer key because you’re answering this to evaluate yourself. Good luck!

1. This area found in the frontal lobe is essential for language production.
a. Broca’s area b. Wernicke’s area c. Cerebral cortex
2. This area in the forebrain is responsible for memory construction.
a. Thalamus b. Hypothalamus c. Hippocampus
3. This kind of transmission of information goes from one side of the body to the other side of the brain.
a. Ipsilateral b. Contralateral c. Projection areas
4. This lobe is responsible for processing visual information.
a. Frontal lobe b. Temporal lobe c. Occipital lobe
5. Phineas Gage’s personality went from being a levelheaded man who possessed good work ethic to being an
ill-mannered man who lost his ability to sustain a job because he sustained brain damage on what lobe?
a. Frontal lobe b. Temporal lobe c. Occipital lobe
6. This area in the forebrain is responsible for keeping both emotions and stress in check.
a. Thalamus b. Hypothalamus c. Hippocampus
7. Kim Peek was able to read two pages at the same time because he had a missing ________________.
a. Cerebral cortex b. Corpus callosum c. Limbic system
8. This cerebral hemisphere is mainly responsible for creativity.
a. Cerebral cortex b. Right hemisphere c. Left hemisphere
9. This area found in the temporal lobe is essential for speech comprehension.
a. Broca’s area b. Wernicke’s area c. Cerebral cortex
10. This lobe is responsible for sensing bodily sensations as well as positions of the limbs in relation to the space
being occupied.
a. Parietal lobe b. Temporal lobe c. Frontal lobe

Check your answers against the Key to Corrections found at the end of this SAS. Write your score on your paper.

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 PSY063: Cognitive Psychology
Student Activity Sheet #3

Name: ___________________________________________________________________ Class number: __________

Section: ____________ Schedule: ____________________________________________ Date: _________________

C. LESSON WRAP-UP
1) Activity 6: Thinking about Learning (5 mins)
A. Work Tracker
You are done with this session! Let’s track your progress. Shade the session number you just completed.

B. Think about your Learning

Now that you’ve completed the lesson, take a few minutes to reflect on the quality of your work and the quality
of your effort.

In today’s session, what was least clear to you?

______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

FAQs
These are some of the frequently asked questions about the concepts discussed in today’s lesson.
1. How come Kim Peek was able to read using his left and right hemispheres separately? Isn’t language and
comprehension located in the left hemisphere only?
While it is true that language and comprehension are located in the left hemisphere, the brain is so amazing
that it is capable of adapting. Since Peek’s right hemisphere has no communication with his left hemisphere, it
develops a way to comprehend language on its own. The process must be difficult to study, but it is fascinating.
2. Are left-handedness and right-handedness relevant in identifying a person’s capabilities?
There is still no conclusive data that suggest the influence of being left-handed or right-handed to a person’s
capabilities. However, it is important to point out that the cerebral hemispheres are not distinct from one another
and are constantly in communication. Therefore, being left-handed or right-handed does not necessarily have
to stop you from enjoying either creativity, logic or both.

KEY TO CORRECTIONS
Activity #3: Compare your answers to the given examples for each brain structure. If your answer correctly visualizes the
corresponding brain structure, you get 2 points. If not, you get 1 point.

Brain structure One-statement example

1. Amygdala Responsible for emotion, especially anger, fear and aggression.

The little girl is afraid of the rat.

The little girl is mad at her friend.
The little girl quarrels her friend.
2. Hippocampus Responsible for memory construction, flexible learning, seeing the
relations among items learned.

Justin remembers to brush his teeth.

Justin has adjusted well to the new normal.
Justin knows that toothbrush and toothpaste are paired together.
3. Hypothalamus Regulates behavior such as fighting, fleeing, mating and feeding;
regulates body temperature and sleep.

Sophia decides to confront her older sister.

Sophia decides not to confront her older sister.

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 PSY063: Cognitive Psychology
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Name: ___________________________________________________________________ Class number: __________

Section: ____________ Schedule: ____________________________________________ Date: _________________

Sophia is sexually attracted to Finn.

Sophia is able to breastfeed her baby.
Sophia is sweating after working out to cool her body temperature.
Sophia sleeps at least eight hours every night.
4. Motor cortex Involves in planning and coordinating movement.

Brian is one of the best runners in campus.

5. Broca’s area Essential for language production.

Baby Lia can pronounce two-syllable words at the age of 2.

6. Somatosensory cortex Processes sensory information from across the body such as touch,
temperature and pain.

The little boy touches the hot, ceramic teacup and injures his fingers.
7. Auditory cortex Responsible for processing auditory information.

Angel can hear the birds chirping.

8. Wernicke’s area Important for speech comprehension.

Dean understands his teacher’s lecture.

9. Visual cortex Responsible for processing visual information.

Hanna looks up to see kites flying.

Activity #5: 1 point each. 10 points all in all.

1. a. Broca’s area
2. c. Hippocampus
3. b. Contralateral
4. c. Occipital lobe
5. a. Frontal lobe
6. b. Hypothalamus
7. b. Corpus callosum
8. b. Right hemisphere
9. b. Wernicke’s area
10. a. Parietal lobe

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