Nerve cells, or neurons, have a basic tree-like structure, which allows them to communicate with other nerve cells. Branch-like dendrites extend from the cell body (i.e. soma) and receive electrochemical signals from other cells. The long, thin axon endings—terminal buttons—extend from the other end of the soma. If the positively-charged signals received into the cell from the dendrites exceed the cell’s normally negative charge, then the axon allows the excess positive ions to travel down it to the terminal buttons, which in turn send neurotransmitters into the gap (i.e. synapse) between them and other cell’s dendrites. The myelin sheath does not itself relay signals, but rather is a natural lipid insulation on the axons of some cells. 

Nerve cells, or neurons, have a basic tree-like structure, which allows them to communicate with other nerve cells. Branch-like dendrites extend from the cell body (i.e. soma) and receive electrochemical signals from other cells. The long, thin axon endings—terminal buttons—extend from the other end of the soma. If the positively-charged signals received into the cell from the dendrites exceed the cell’s normally negative charge, then the axon allows the excess positive ions to travel down it to the terminal buttons, which in turn send neurotransmitters into the gap (i.e. synapse) between them and other cell’s dendrites. The myelin sheath does not itself relay signals, but rather is a natural lipid insulation on the axons of some cells. 

Cognitive dissonance has to do with the beliefs we hold, namely when they come into conflict with one another. For instance, the man has belief number one: Good people do not steal. At the same time, he also believes that he is a good person. When he is confronted with the reality of his actions (i.e. that he stole money from his friend), he experiences dissonance since those two beliefs now contradict each other.

Cognitive dissonance has to do with the beliefs we hold, namely when they come into conflict with one another. For instance, the man has belief number one: Good people do not steal. At the same time, he also believes that he is a good person. When he is confronted with the reality of his actions (i.e. that he stole money from his friend), he experiences dissonance since those two beliefs now contradict each other.

Solomon Asch is most well-known for his social psychology studies on conformity. Individuals are most likely to conform when they are in a group. Social normative refers to the influence other people have on an individual that leads to conformity, driven by a desire to fit in. If an individual has not yet voiced their opinions, they are also more likely to conform to a group's view. Outside influences such as these have a major impact on conformity.

Solomon Asch is most well-known for his social psychology studies on conformity. Individuals are most likely to conform when they are in a group. Social normative refers to the influence other people have on an individual that leads to conformity, driven by a desire to fit in. If an individual has not yet voiced their opinions, they are also more likely to conform to a group's view. Outside influences such as these have a major impact on conformity.

Genetics, low serotonin, learned helplessness, and the cognitive triad are all hypothesized to be contributing factors to depression; however, excess levels of dopamine contribute to schizophrenia, not depression.

Learned helplessness is the idea that a person has learned from past experiences that they cannot control parts of their life, which can contribute to depression. Beck's cognitive triad examines the explanations people make about themselves, their future, and their world. When something happens, someone can decide that it was either caused by them or caused by an external factor (internal/external), generalize the event to all events or keep it specific to the event at hand (global / specific), and decide whether he or she thinks it will continue in the future or will end soon (stable/unstable). When someone is depressed, they tend to believe that good events are external, specific, and unstable, while bad events are internal, global, and stable.

Genetics, low serotonin, learned helplessness, and the cognitive triad are all hypothesized to be contributing factors to depression; however, excess levels of dopamine contribute to schizophrenia, not depression.

Learned helplessness is the idea that a person has learned from past experiences that they cannot control parts of their life, which can contribute to depression. Beck's cognitive triad examines the explanations people make about themselves, their future, and their world. When something happens, someone can decide that it was either caused by them or caused by an external factor (internal/external), generalize the event to all events or keep it specific to the event at hand (global / specific), and decide whether he or she thinks it will continue in the future or will end soon (stable/unstable). When someone is depressed, they tend to believe that good events are external, specific, and unstable, while bad events are internal, global, and stable.

Jane is in the preoperational stage of development, which occurs between ages two and seven. During this stage a child is egocentric, or unable to understand the perspective of others, and uses imagery and symbols. Sensorimotor is the first stage that occurs from birth to age two. During this stage a child uses the senses and develops object permanence, or the understanding that objects continue to exist even when they are not visible. Note that object permanence is not a stage. The concrete operational stage occurs from ages seven to eleven. During this stage a child develops conservation, where a he or she understands that a substance does not change size just because its form changes. The formal operational stage occurs after age eleven and involves abstract logic and reasoning. 

Jane is in the preoperational stage of development, which occurs between ages two and seven. During this stage a child is egocentric, or unable to understand the perspective of others, and uses imagery and symbols. Sensorimotor is the first stage that occurs from birth to age two. During this stage a child uses the senses and develops object permanence, or the understanding that objects continue to exist even when they are not visible. Note that object permanence is not a stage. The concrete operational stage occurs from ages seven to eleven. During this stage a child develops conservation, where a he or she understands that a substance does not change size just because its form changes. The formal operational stage occurs after age eleven and involves abstract logic and reasoning.