Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Psychology > AOS 1 > Flashcards

AOS 1 Flashcards

You may prefer our related Brainscape-certified flashcards:
AP® Psychology flashcards GRE® Psychology flashcards Psychology 101 flashcards
1
Q

neuron definition

A

a nerve cell; the building block of the nervous system

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

subdivisions of the human nervous system

A

CNS:
-> brain
-> spinal cord
PNS:
-> somatic NS
-> autonomic NS
—> sympathetic NS
—> parasympathetic NS
—> enteric NS

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

role of the central nervous system (CNS)

A

to process information and coordinate responses to sensory stimuli received by the body

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

CNS: the role of the brain

A

to process information received through neural pathways from the body, along with receiving, analysing and regulating sensory information and controlling all bodily actions and functions.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

communication between the brain and the body

A

via the spinal cord and its nerves, as well as cranial nerves that connect the brain directly to organs and muscles of the body

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

CNS: the spinal cord (description + role)

A

description: a thin and dense bundle of nerve tissue that runs from the brainstem to the lower middle section of the spine.

role: allows the brain to communicate with the rest of the body by conveying messages between the PNS and the brain, as well as initiating simple motor reflexes which work independently from the brain

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

two main roles of the spinal cord

A
  1. carry incoming sensory information from the PNS towards the brain to be processed
  2. carry motor information initiated by the bran towards the body (PNS)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

afferent pathways definition

A

sensory receptors within the body that carry sensory information towards the spinal cord.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

efferent pathways definition

A

sensory receptors within the body that carry motor commands initiated by the brain to the muscles required to perform motor movements.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

what is the peripheral nervous system (PNS)

A

the entire network of nerves located outside the CNS.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

role of the PNS

A
  1. carry information to the CNS from the body’s muscles/organs/glands and from sensory organs
  2. carries information from the CNS to the body’s muscles, organs, and glands
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

somatic nervous system definition

A

the division of the peripheral nervous system that controls the body’s skeletal muscles

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

autonomic nervous system definition

A

A part of the peripheral nervous system responsible for regulating the activity of internal organs. It includes the sympathetic and parasympathetic nervous systems.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

sympathetic nervous system definition

A

Activates internal muscles, glands, and organs to prepare the body to deal with vigorous activity or a stressful/threatening situation. It is activated by a stressor or fear stimulus. it enhances survival by producing an immediate response (fight or flight).

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

parasympathetic nervous system definition

A

In times of minimal stress and in the absence of threat, helps to maintain the internal body environment in a steady, balanced state (at homeostasis). counterbalances the activities of the sympathetic system and restores the body to a state of calm once the need for sympathetic nervous activation has passed.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

two main functions of the parasympathetic nervous system

A
  1. Maintains a state of homeostasis
  2. Lowers arousal and calms the body once the threat has passed (counterbalances sympathetic NS)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

enteric nervous system definition

A

The gastrointestinal tract that is part of the digestive system that comprises the organs that food and liquids travel through when they are swallowed, digested, absorbed, and leave the body as faeces.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

conscious response definition

A

A response to a sensory stimulus is a reaction that involves awareness. The response will usually be a voluntary ‘intentional’ reaction. The reaction, even if it momentary usually is goal-directed and the individual will be able to hold some degree of control over it.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

unconscious response definition

A

A response to a sensory stimulus is a reaction that does not involve awareness. It is involuntary. Unintentional, and automatic response which we have no control over

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

spinal reflex

A

An unconscious involuntary and automatically occurring response to certain stimuli without any involvement of the brain.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

steps of the spinal reflex

A

(touching a sharp/hot object)

  1. Sensory receptors respond to the stimulation
  2. Send message that is carried by sensory neurons to the interneurons in the spinal cord.
  3. Interneurons in the spinal cord relay the message to the motor neurons
  4. Motor neurons carry the message along a motor pathway to the muscles causing a withdrawal reflex. The hand is moved away before pain is experienced.
  5. While the spinal reflex occurs, sensory neurons are also carrying the message further up the spinal cord to the brain
  6. The message is received in the brain (where sensory information is perceived) and pain is experienced
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

neurotransmitter definition

A

chemical messengers that cross the synaptic gaps between neurons

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

excitatory neurotransmitter definition

A

stimulate or activate postsynaptic neurons

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

inhibitory neurotransmitter definition

A

hinder or prevent postsynaptic neurons from firing

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

primary excitatory neurotransmitter example

A

glutamate

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

primary inhibitory neurotransmitter example

A

GABA (gamma-aminobutyric acid)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

glutamate description

A

primary excitatory neurotransmitter within the CNS. It has the characteristics of enhancing information transmission by making postsynaptic neurons more likely to fire. The release of this neurotransmitter is associated with enhanced learning and memory.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

relationship between glutamate and learning

A

plays an important role in learning and the formation of memories in the brain, by stimulating connections between neurons. It is released when a neural pathway is associated with an experience is stimulated

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

GABA description

A

the primary inhibitory neurotransmitter in the CNS. It has the characteristics to make postsynaptic neurons less likely to fire, as well as fine-tuning neurotransmission in the brain and maintaining neurotransmission at an optimal/” best possible” level. Without the inhibitory effect of this neurotransmitter, activation of postsynaptic neurons might get out of control.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

agonists definition

A

(almost) mimic glutamate by stimulating receptors to fire more quickly

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

antagonists definition

A

(almost) mimic GABA because they stimulate receptors in neurons to slow/reduce firing

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

neuromodulator definition

A

a signaling molecule in the nervous system that influences the activity of neurons and neural circuits, exerting slower and more widespread effects than neurotransmitters to regulate various aspects of neural function and behaviour

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

neurotransmitters vs neuromodulators

A

neurotransmitters are chemicals released by a presynaptic neuron to send signals to the post-synaptic neuron

neuromodulators are chemicals released by neurons to alter the effectiveness of neural transmission

neurotransmitters= transmit chemical signals adjacently
neuromodulators= alter the neuron transmission of neurons by controlling the synthesis and release of neurotransmitters

neurotransmitters= released into synapse
neuromodulators= released outside synapse into neural tissue

neurotransmitter= target single post-synpatic neruon
neuromodulator= target groups of neurons

neurotransmitter= fast
neuromodulator = slow but last longer

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

dopamine as a neuromodulator description

A

is a multifunctional neurotransmitter with both excitatory and inhibitory effects that is involved in many of the CNS functions (pleasure, movement, mood, attention, cognition, and motivation).

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q

dopamine definition

A

A neurotransmitter associated with movement, attention and learning and the brain’s pleasure and reward system.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
36
Q

the reward pathway definition

A

a group of structures within the brain that are activated by rewarding or reinforcing stimuli. This pathway controls our responses to natural rewards (sex, food, social interactions) and is therefore an important determinant of motivation.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
37
Q

relationship between dopamine and the reward pathway

A

exposure to natural rewards -> release of this chemical increased = modulating brain activity and structures alongside it.

higher release of this chemical = more stimulus sensed as a reward

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
38
Q

influence of dopamine on thirst
** think from a survival perspective

A

· Gulping motion made by the throat once liquid is swallowed sends a message the brain that water has been consumed.
· Dopamine release paired with the gulping motion

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
39
Q

influence of dopamine on hunger and eating
** think from a survival perspective

A

releases dopamine and gives us feelings of pleasure, which then increases our chances of eating food the next time we experience hunger.
· The brain receives signals from several hormones that indicate when food is needed or not. These signals modify dopamine output from the brain’s reward pathway - controlling our motivation for food.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
40
Q

influence of dopamine on addiction

A

Whenever we see a reward which we deem is “worth chasing”, our brains produce a higher level of dopamine, motivating us to complete the task no matter how unhealthy or difficult the task may be.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
41
Q

dopamine and food - reward pathway steps

A
  1. Dopamine levels decrease below baseline in the reward pathway of the brain
  2. This results in the sensation of hunger
  3. Increase in food seeking or eating behaviours
  4. Dopamine levels in the reward pathway of the brain increase above baseline when you eat
  5. Pleasure is experienced, reinforcing this pattern of brain activity and behaviour
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
42
Q

dopamine and unhealthy behaviours cycle

A
  1. having an unhealthy behaviour (eg. gambling)
  2. increased dopamine released in the reward pathway, producing feelings of pleasure
  3. over time less dopamine is produced, diminishing the brain’s supply
  4. this increases the urge to continue seeking the same feeling of pleasure (causing addiction)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
43
Q

serotonin definition

A

inhibitory neurotransmitter that also acts as a neuromodulator, influencing a variety of brain activities. However, it is best known for its role in the brain where it modulates all human behavioural processes (mood, perception, reward).

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
44
Q

influence of serotonin on mood

A

high levels of this chemical = mood improves

however, there are a lot of other chemical processes happening within the body, so it is difficult to determine a cause-and-effect relationship.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
45
Q

influence of serotonin on sleep

A

low levels of this chemical = disrupting rhythm of being awake and asleep

low levels = individual will have reduced pressure to sleep when required, thus increasing restlessness and wakefulness when they should be sleeping

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
46
Q

influence of serotonin on aggression and impulsivity

A

higher chemical levels in the same brain area leads to people waiting longer for rewards, thus reducing impulsivity.

low levels of this chemical in the brain can affect communication between specific structures within the limbic system responsible for regulating emotions - increasing aggressive and violent behaviours.

47
Q

synaptic plasticity definition

A

the ability of neurons to modify the strength of their connections

48
Q

neuroplasticity definition

A

the change of the brain’s structure and function by modifying neurol networks in the brain as a result of experience [stimuli]

49
Q

long term potentiation (LTP) definition

A

the long-lasting strengthening of synaptic connections resulting in enhanced or more effective synaptic transmission.

[strengthening the neuropathway, the more it is trained (used)]

50
Q

long term depression (LTD) definition

A

is a long-lasting decrease in the strength of synaptic transmission. This results from a lack of activation of pre and postsynaptic neurons or a prolonged low-level activation.

[losing the neuropathway from not being used.]

51
Q

sprouting definition

A

The creation of new extensions to the axon terminal and dendrites of a neuron to allow it to make new connections with other neurons.

52
Q

rerouting definition

A

Making new connections between neurons, creating alternate neural pathways when pre-existing neural pathways have been lost (could be a result of an injury).

53
Q

pruning definition

A

the elimination of weak, ineffective, or unused synapses (and those connections to other neurons).

54
Q

stress definition

A

Any deviation of the body from homeostasis

55
Q

stressor definition

A

Anything that causes stress

(internal or external)

56
Q

internal stressors
(definition + examples)

A

originate within a person (psychological + biological)

psychological:
- expectations
- feelings
- mindset

biological:
- pain
- illness
- sleep deprivation

57
Q

external stressors
(definition + examples)

A

originate outside the individual
(environment and sociocultural)

environmental:
- loud noises
- extreme temperatures

sociocultural
- daily hassles
- life events
- loss of relationships
- catastrophes

58
Q

acute stress characteristics

A
  • short term
  • can have negative effects on the body
  • adrenaline is released (benefit)
  • associated with the fight-flight-freeze response
59
Q

acute stress definition

A

lasts for a relatively short time. The body typically bounces back well from acute stress.

60
Q

chronic stress definition

A

a type of stress that continues for a prolonged period. It involved ongoing demands, pressures and worries that are constant and long lasting. it is linked with the release of cortisol, and larger effects on both our psychological and physical wellbeing.

61
Q

chronic stress characteristics

A
  • long term stress
  • linked to release of cortisol
  • detrimental to health
62
Q

fight-flight-freeze response description

A

an involuntary, physical response to a sudden and immediate threat (or stressor) in readiness for fight (confront), flight (escape) or freeze (avoid detection)

63
Q

fight-flight response description

A
  • sympathetic NS is dominating
    [subdivision of autonomic NS]
64
Q

physiological changes and benefits of fight-flight response

A

dilated pupils:
increases light entering the eyes, allowing to see more clearly.

increased sweat production:
to keep the body cool when increased energy is expended

slowed digestion rate & decreased salivation:
diverts energy to where it is needed most

65
Q

the freeze response description

A

parasympathetic nervous system is dominant

66
Q

cortisol definition

A

stress hormone

67
Q

relationship between chronic stress and cortisol release

A

prolonged experience of a stressor = increased cortisol release

68
Q

characteristics of cortisol

A
  • allows body to stay on high alert over an extended period
  • released directly into the bloodstream and transported throughout the body
69
Q

cortisol benefits

A
  • Boosting energy levels
  • Increasing alertness
  • Increasing the body’s ability to repair tissue
  • Diverting energy from non-essential bodily functions
70
Q

cortisol harms

A
  • detrimental to health
  • suppresses the immune system (increasing risk of getting sick)
  • risk of cancer and autoimmune diseases, as well as psychiatric conditions such as anxiety and depression increase
71
Q

the gut-brain axis definition

A

the bi-directional pathway between the intestines and the central nervous system, by which changes in the intestinal environment affect the brain and vice versa

72
Q

communication between the enteric nervous system and the brain

A

The bidirectional communication between the central nervous system and the enteric nervous system occurs via the vagus nerve and gut microbiota

73
Q

the vagus nerve description

A
  • one of the body’s largest nerves, connecting the brain (CNS) to the organs within the autonomic NS
  • nerve establishes one of the connections between the brain and the gastrointestinal tract
  • information from the gastrointestinal tract sent to the brain and vice versa
74
Q

gut microbiota definition

A

the microbe species living within our gut

75
Q

gut microbiota characteristics

A
  • microbes digest the components of our food to provide nutrition for themselves while simultaneously providing us with energy and nutrients
  • Some microbiotas also help in the production of neurotransmitters (these neurotransmitters allow the bidirectional communication occur between the CNS and ENS)
76
Q

relationship between the gut-brain axis and GABA

A

-The bacterium Bacteroides was found to produce GABA within the enteric nervous system
- individuals diagnosed with depression had fewer Bacteroides in their gut and had a stronger pattern of hyperactivity in their cerebral cortex, which has been associated with severe depression

77
Q

relationship between stress, gut microbiota and the nervous system

A
  • Stress causes changes within the gut microbiota and deficiencies in certain bacteria (linked to anxiety & depression)
  • exposure to stress can cause changes in an organism’s microbiota composition
  • treatment involving healthy microbiota can reduce anxiety-like behaviours as well as reducing stress responsiveness in both humans and mice
78
Q

Selye’s General Adaptation Syndrome (GAS)

A

three-stage process which describes the body’s reaction to stress:
1) alarm reaction
2) resistance
3) exahaustion

79
Q

stages of Selye’s General Adaptation Syndrome (3)

A

alarm reaction
resistance
exhaustion

80
Q

Selye’s General Adaptation Syndrome: alarm reaction - SHOCK

A

The body’s ability to deal with the stressor falls below normal level. The body reacts as if it were injured, body temperature drops. People are most vulnerable during this stage (fainting, heart attack)

81
Q

Selye’s General Adaptation Syndrome: alarm reaction - COUNTER-SHOCK

A
  • Sympathetic nervous system is activated (fight-flight response), body’s resistance to stressor increases.
  • Adrenaline is released into the bloodstream, heart, and respiratory system rates increase = more energy for muscles (glucose/oxygen)
  • If the stress is not dealt with immediately and continues, we enter the resistance stage
82
Q

Selye’s General Adaptation Syndrome: resistance

A
  • All unnecessary physiological processes are shut down (digestion, menstruation, testosterone production)
  • Cortisol is released into the bloodstream, energising the body, however cortisol weakens the immune system’s activity
  • Ability to deal with the initial stressor in this stage increases, however resistance to other stressors may decline (illness/disease)
83
Q

Selye’s General Adaptation Syndrome: exhaustion

A
  • Due to prolonged stress, the body’s resources can have been depleted and it becomes vulnerable to diseases and mental disorders
  • “wear and tear” due to immune suppression and prolonged levels of cortisol in the bloodstream as cortisol interferes with the body’s ability to fight disease and protect itself.
84
Q

characteristics of the Selye’s General Adaptation Syndrome - exhaustion stage

A

o Extreme fatigue
o High levels of anxiety
o Nightmares
o Impaired sexual performance
o Hypertension
o Gastrointestinal problems
o Heart disease

85
Q

exhaustion definition (Selye’s General Adaptation Syndrome)

A

some alarm reaction changes can reappear; however, the body is unable to maintain its resistance and effects can no longer be dealt with.

86
Q

biological symptoms to shock - alarm reaction - (Selye’s General Adaptation Syndrome)

A

· Acute stress response
· Loss of muscular tone
· Lowering body temperature
Lowering of blood pressure

87
Q

biological symptoms to counter-shock - alarm reaction - (Selye’s General Adaptation Syndrome)

A

· Fight-flight-freeze response occurs to deal with stressor
· Adrenaline and cortisol initially released
· Muscles tense
· Heart rate and breathing increase
Pupils dilate

88
Q

biological symptoms to resistance (Selye’s General Adaptation Syndrome)

A

· Cortisol levels are at highest
· Increased energy from higher blood sugar levels
· Immune system functioning impaired
Physical signs of “wear and tear” begin to show, including cold and flu symptoms, headaches, and lethargy

89
Q

biological symptoms to exhaustion (Selye’s General Adaptation Syndrome)

A

· Energy stores depleted
Increased susceptibility to several physical conditions such as infection, stomach ulcers, sleep disturbances, and fatigue

90
Q

resistance to stressor between stages (Selye’s General Adaptation Syndrome)

A

stage one: alarm reaction
shock: below normal
counter-shock: initially below, but rises above normal
stage two: resistance
well above normal, beginning to drop
stage three: exhaustion
well below normal

91
Q

Selye’s General Adaptation Syndrome : strengths

A
  • suggests a predictable pattern which is easily tested in a laboratory
  • identifies various biological processes occurring part of the stress response
  • research and evidence to suggest that the three stages of general adaptation syndrome exist and that the body’s non-specific response to a stressor is a physiological reality (in rats)
92
Q

Selye’s General Adaptation Syndrome : limitations

A

· Humans and rats are physiologically different (the GAS model cannot be simply generalised to humans)
· Does not acknowledge the physiological or cognitive processing involved with the human stress response, which can affect how much an individual experiences the stress response.
It does not account for individual differences in stress responses

93
Q

the two appraisals of the Lazarus and Folkman’s transactional model of stress and coping

A
  1. primary appraisal
  2. secondary appraisal
94
Q

Lazarus and Folkman’s transactional model of stress and coping: primary appraisal description

A

individuals assess the significance of a potential stressor, determining whether the situation is not stressful, therefore -irrelevant, benign/positive, or stressful.

If an event is perceived as stressful, individuals further evaluate it based on three dimensions

95
Q

Lazarus and Folkman’s transactional model of stress and coping: Harm and loss definition

A

whether the situation/event has already caused damage or loss.

96
Q

Lazarus and Folkman’s transactional model of stress and coping: threat definition

A

the potential for future harm or loss.

97
Q

Lazarus and Folkman’s transactional model of stress and coping: challenge definition

A

the potential for growth or gain despite the stressor.

98
Q

Lazarus and Folkman’s transactional model of stress and coping: dimensions of a stressful situation/events [primary appraisal] (3)

A

harm/loss
threat
challenge

99
Q

Lazarus and Folkman’s transactional model of stress and coping: secondary appraisal description

A

After determining the significance of the stressor, individuals assess their resources and coping abilities to deal with it.

100
Q

coping definition

A

a process involving cognitive and behavioural efforts to manage specific internal and/or external stressors that are appraised as taxing or exceeding our resources in a stressful situation.

101
Q

coping strategy definition

A

a specific method, behavioural or psychological, that people use to manage or reduce the stress produced by the stressor.

102
Q

what influences effectiveness of a coping strategy

A

coping flexibility and context-specific effectiveness.

103
Q

coping flexibility definition

A

the ability to effectively adjust one’s coping strategies according to the demands of different stressful situations.

104
Q

coping flexibility characteristics (the ability to…)

A
  • Recognise whether a flexible coping approach is suitable for a specific situation
  • Recognise when coping strategies are not effective, and discontinuing use
  • Implement an alternative coping strategy when required
105
Q

Context-specific effectiveness definition

A

when there is a match between the coping strategy that is used and the stressful situation

106
Q

approach coping strategy definition

A

involve confronting the stressor directly

107
Q

avoidance coping strategy definition

A

involve evading a stressor and dealing with it indirectly

108
Q

examples of approach coping strategies

A
  • Seeking advice from an expert
  • Talking through your problems with someone trusted
  • Accepting a responsibility for a problem or reframing a situation
  • Developing a plan to increase your sense of control
109
Q

advantages of approach strategy

A
  • more adaptive
  • more effective
  • experience fewer psychological symptoms of stress
110
Q

limitations of approach strategy

A
  • may initially increase stress levels as individual is directly engaged with stressor
  • uses lots of energy
111
Q

Examples of avoidance coping strategies

A
  • Procrastination
  • Napping or oversleeping
  • Substance use/abuse
  • Denial
  • Use of distractions (television, video games, phone)
112
Q

strengths of avoidance coping strategies

A
  • adaptive by “switching off”

-disengagement may be appropriate in situations out of an individuals control

113
Q

limitations of avoidance coping strategies

A
  • maladaptive

-Excessive reliance on avoidance strategies tends to be associated with several negative consequences

-Long term use of avoidance strategies can contribute to other social problems (delinquency, socially inappropriate behaviours, and substance use)

114
Q

exercise as a coping strategy

A
  • Exercise increases energy demands, using up cortisol in the bloodstream
  • Endorphins are produced during exercise this (along with serotonin and dopamine) improve mood
  • Regular exercise reduces reactivity of the sympathetic nervous system

Psychology (1 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions