Running head: PS350 ASSIGNMENT 08

PS350 Biological Psychology Assignment 08

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PS350 ASSIGNMENT 08

PS350 Biological Psychology Assignment 08

Part A
Sleeping is very important process for a persons health and wellbeing. Having enough
sleep and at the right time helps promote both mental and physical heath, and improves the
quality of life. When one sleeps, the body works to support healthy brain function and maintain
the physical heath. For persons between the ages 0-19 years, sleep helps support growth and
development among these individuals (Apa.org, 2016). Sleep takes place in different stages.
Some of these stages are the slow wave sleep and REM sleep. Different brain activities take
place in each of the above named stages. The electroencephalogram (EEG) is the frequently used
tool in sleep research. It is therefore possible to describe how the EEG recordings look like in the
slow wave sleep and REM sleep stages of sleep.
a) Slow Wave Sleep and REM Sleep
i)

Slow Wave Sleep

Slow Wave Sleep is the third stage of sleep and is also known as delta or deep sleep
(Carlson, 2013). In this stage, the person who is asleep is even less responsive to the outside
environment as compared to stages one and two of sleep. The person is unaware of any sounds or
any other stimuli. SWS occur in longer periods during first half of the night. It forms 15%-20%
of the total of an adult sleep (Apa.org, 2016).
ii)

REM Sleep

It is the fourth stage of sleep. REM sleep occurs in the second half of the night. Most
people go through three to five intervals of REM sleep each night. Children spend about 50% of

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their time in REM sleep while adults spend only 20% of their time in REM sleep. For adults, as
age increases they are likely to spend lesser time in REM sleep (Carlson, 2013).
b) Brain activities that take place in SWS and REM Sleep
The activities that take place in SWS are neuronal activities and physical indicators such
as brain temperatures, breathing rate, heart rate and blood pressure (Carlson, 2013). All the above
are at their lowest levels in this stage. Dreaming is also more common in this stage as compared
to other Non REM sleep stages. However, dreaming is not common in the third stage as it is in
the REM sleep stage. Parasomnias such as night terror, sleep walking, sleep talking and
bedwetting occur in this stage (Ninds.nih.gov, 2016). It is very difficult to wake up a person in
SWS stage and if awakened, the person may take up to 30 minutes to attain normal mental
performance.
During REM sleep stage, breathing gets more rapid, shallow and irregular. Eyes also jerk
rapidly and limp muscles are temporally paralyzed (Carlson, 2013). Brain waves also increases
to levels of a person who is awake. REM sleep is also characterized by increased heart rate and
blood pressure. Males develop erections and the body loses its ability to regulate temperatures
(Ninds.nih.gov, 2016). Most dreams occur during this stage of sleep and the sleeper can
remember this dreams if awoken. Oxygen requirement of the brain which indicates energy
consumption is higher during REM sleep as compared to when one is awake and performing a
difficult task.
c) Electroencephalogram (EEG) recording of SWS and REM Sleep
Slow wave sleep is characterized by delta brain waves of a frequency of around 0.5-4
HZ. Sleep spindles are also present but much fewer than in stage two of sleep (Carlson, 2013).

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On the other hand, brain activities in REM sleep are mostly characterized by low amplitude
mixed frequency brain waves. This waves are very similar to those of the waking state namely
theta waves, alpha waves, and beta waves of high frequency, which are attributed to high-level
concentration and thinking. They can be described as saw teeth brain waves on an EEG (Lyamin,
2016).

Part B

Forms of learning
Learning can be defined as a form relatively permanent change in an individuals
behavior that occur as a result of practice and experience (Sharma, 2014). It is a very important
aspect of human and all living is learning. Experience gained as a result of one interacting and
influence by the environment, makes one change behaviors so as to deal efficiently with it.
Therefore, learning can also be defined as change in behavior influenced by past behavior. There
are four basic forms of learning: perceptual learning, motor learning, stimulus-response learning,
and relational learning. Each of this learning can be used in different situations.
i)

Perceptual learning
Perceptual learning is the process by which the ability of sensory system to respond to

stimuli is improved through experience (Sharma, 2014). It occurs through sensory interactions
with the environment and through practice by performing certain sensory tasks. Changes in
sensory and perceptual system are due to perceptual learning which take place at the level of
physiology and behavior (Goldstone, Son & Byrge, 2010).

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Situations where perceptual learning is involved

An example of perceptual learning is developing an ability to distinguish between
different smells. Distinguishing between different musical pitches is another example of
perceptual learning. Another example is the ability to distinguish between various shades of
lipsticks. The ability to detect that certain food has gone bad through tasting it is also another
good example of perceptual learning.
ii)

Motor learning
Another form of learning is motor learning. It is a group of internal processes that are

related to practice or experience and causes relatively permanent change in the ability for skilled
behavior (Muratori, Lamberg, Quinn & Duff, 2013). Motor learning occurs in three stages,
namely: cognitive stage, associate stage and autonomous stage. The main aim of the cognitive
stage is to develop overall understanding of the task in question. The learner determines the
objective of the skill and starts to process environmental factors that are likely to affect their
ability to perform the skill of interest. The teacher must work very hard in providing a conducive
environment for learning, for example drawing all the required concentration to learn the skill by
eliminating large distracters. This can also be done by the teacher speaking to the learner on the
importance of the skill and how it could help them in their day to day activities. This could help
build the interest of the learner in the skill and hence cannot be easily distracted. The learner in
this stage depends on visual input coupled with trial and error as tools to learn. In the associate
stage of motor learning, the learner demonstrates better movements through practice. Here visual
cues are no longer very important (Carlson, 2013). The learner instead uses proprioceptive cues.
The last stage of motor learning is the autonomous stage. In this stage the motor skills learnt
becomes automatic.

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Situations where motor learning is involved

Learning how to draw uses skills learnt in writing, for example how to hold a pencil.
Piano playing, sports, and when a child is learning how to walk are other examples motor skills.

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7
Reference

Apa.org., 2016. Importance of Sleeping. Retrieved 20 March 2016, from

http://www.apa.org/topics/sleep/why.aspx
Carlson, N. (2013). Physiology of Behavior (11th Ed.). New Jersey: Pearson.
Goldstone, R., Son, J., & Byrge, L. (2010). Early Perceptual Learning. Infancy, 16(1), 45-51.
http://dx.doi.org/10.1111/j.1532-7078.2010.00054.x
Kellman, P. J., & Garrigan, P. (2008, December 14). Perceptual learning and human expertise.
Retrieved from http://www.sciencedirect.com/science/article/pii/S1571064508000432?
via%3Dihub
Lyamin, E. (2016). Regional differences in cortical electroencephalogram (EEG) slow wave
activity and interhemispheric EEG asymmetry in the fur seal. - PubMed - NCBI.
Ncbi.nlm.nih.gov. Retrieved 21 March 2016, from
http://www.ncbi.nlm.nih.gov/pubmed/22676149
Ninds.nih.gov,. (2016). National institute of neurological disorder and stroke. Retrieved 20
March 2016, from
http://www.ninds.nih.gov/disorders/brain_basics/understanding_sleep.htm
Sharma, A. (2014). Learning: Meaning, Nature, Types and Theories of Learning. Psychology
Discussion - Discuss Anything About Psychology. Retrieved 20 March 2016, from
http://www.psychologydiscussion.net/learning/learning-meaning-nature-types-andtheories-of-learning/652

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Muratori, L., Lamberg, E., Quinn, L., & Duff, S. (2013). Applying principles of motor learning
and control to upper extremity rehabilitation. Journal Of Hand Therapy, 26(2), 94-103.
http://dx.doi.org/10.1016/j.jht.2012.12.007