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Psychology UNIT 3 and 4 > PSYCHOLOGY UNIT 3 & 4 > Flashcards

PSYCHOLOGY UNIT 3 & 4 Flashcards

To Learn ❓

1
Q

3 Main Roles of the Nervous System

A

Receives
Processes
Responds

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1
Q

Central Nervous System

A
  • Brain
  • Spinal cord (spinal reflex)
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2
Q

Peripheral Nervous System

A

All nerves besides the brain and spinal cord
- Autonomic and Somatic

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3
Q

Somatic

A
  • Voluntary motor movements (conscious)
  • Sensory and motor neurons
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4
Q

Sensory

A

Afferent, towards CNS

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5
Q

Motor

A

Efferent, away CNS

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6
Q

Autonomic

A
  • Involuntary (unconscious)
  • Controls Visceral muscles
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7
Q

Sympathetic Nervous System

A

Activated in stress response, responding to threat. Fight / flight
Eg. Heart increases, bladder releases, breathing rate increases, pupils dilate

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8
Q

Parasympathetic Nervous System

A

Restores homeostasis (balance)
Eg. Digestive continues at normal rate, decreases heart rate

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9
Q

Fight / Flight / Freeze

A

Response of survival when under threat

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10
Q

Spinal Reflex

A

Unconscious, immediate response to protect the body from harm

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11
Q

Spinal Reflex 1.

A

Receptors - cells that detect a stimulus

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12
Q

Spinal Reflex 2.

A

Sensory neurons - carry stimulus to CNS (afferent)

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13
Q

Spinal Reflex 3.

A

Interneurons - in spinal cord intercepts the message and initiates a motor response

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14
Q

Spinal Reflex 4.

A

Motor neurons - carry message to skeletal muscles (efferent)

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15
Q

Spinal Reflex 5.

A

Response - message received muscles move
Then feel pain

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16
Q

Neurochemicals

A
  • Neurotransmitters
  • Neuromodulators
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17
Q

Neutotransmitters

A

Used from single pre-synaptic neuron to single post synaptic neuron
- GABA + Glutamate

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18
Q

Neuromodulators

A

Strengthen or alters the effectiveness of neural transmissions by controlling the amount of neurotransmitters produced
Used at more than one post-synaptic neuron
- Dopamine + Serotonin

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19
Q

Excitatory

A

Increased chance of action potential

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20
Q

Inhibitory

A

Decreased chance of action potential

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21
Q

Glutamate

A

Is associated with the learning and naming process as it is excitatory.
Stimulates activities in a neural pathway, and promotes a strengthening of the synapses within it
Memory - neurotransmitter (excitatory)

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22
Q

GABA

A

Counteracts the excitatory activity of glutamate by slowing down or inhibits neural activity, enabling neural pathways to be balanced
Calming - neurotransmitter (inhibitory)

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23
Q

Dopamine

A

Pleasure - neuromodulator (excitatory)
- Reward system
- Repetition of certain behaviours (links behaviour with reward)

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24
Q

Seretonin

A

Low levels of serotonin in the brain increases aggressive and violent behaviours
Mood - neuromodulator (inhibitory)

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25
Q

Chemical Transmission 1.

A

Electrical impulse reaches axon terminal of the pre-synaptic neuron

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26
Q

Chemical Transmission 2.

A

Neurochemicals are released from vesicles into synaptic gap

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27
Q

Chemical Transmission 3.

A

Neurochemicals bind to receptors on the post-synaptic neuron IF the shape is complementary

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28
Q

Chemical Transmission 4.

A

If neurochemicals are glutamate the post-synaptic neuron is more likely to release an electrical impulse

If neurochemicals are GABA the post-synaptic neuron is less likely to fire

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29
Q

Threshold

A

Excitatory: Once over the threshold, the post synaptic neuron has reached action potential
Inhibitory: Decreases until resting

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30
Q

Differences between neuromodulators and neurotransmitters

A

Neurotransmitters have an effect on one or two synapses, whilst neuromodulators have an effect on multiple synapses

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31
Q

Similarities between neuromodulators and neurotransmitters

A

Both most bind to a specific receptor site

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32
Q

Synaptic Plasticity (neural plasticity)

A

Changes to synapses with an increased or decreased stimulation

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33
Q

Synaptogenesis (Sprouting)

A

After repeated use (practice) of neurons they develop new branches on dendrites
- More efficient communication
- Bushier dendrites
- Axon terminals grow more appendages

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34
Q

Rerouting

A

New neural pathways since new synapses form
- Response to damaged neurons

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35
Q

Pruning

A

Decreased number of synapses to conserve resources for sprouting of other neurons
- Weak stimulation leads to pruning

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36
Q

Long Term Potentiation (LTP)

A

Permanent strengthening of synaptic connections due to repeated activity, speeds up communication
Strengthening of synapses, more neurotransmitters and receptors are increased.
Repeated use of neural pathways:
- Increase in neurotransmitters
- Increase in receptors

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37
Q

Long Term Depression (LTD)

A

Weakening of stimulation signals of a synapse, therefore less efficient
- Pre-synaptic neuron reduce in neurotransmitters (glutamate)
- Post-synaptic neuron reduce in receptors

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38
Q

Internal Stressor

A

Body (within)
Eg. Thoughts, illness

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39
Q

External Stressor

A

Outside of body (anything environmental)
Eg. assignments

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40
Q

Acute Stress

A

Is short term and often more intense and immediate responses and isn’t prolonged

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41
Q

Chronic Stress

A
  • Long term
  • Ongoing pressure
  • Cortisol - a stress hormone
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42
Q

Eustress

A

A positive perception of a stressor

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43
Q

Distress

A

A negative perception of a stressor

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44
Q

Role of Cortisol

A

Increased levels of cortisol can effect the results of changes in your gut microbiota
- Is a stress hormone
- Released by adrenal glands when stressor becomes more chronic
- Immune system is suppressed

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45
Q

Seyles General Adaption Syndrome (GAS)

A

Resistance to stress:
- Alarm reaction
- Resistance
- Exhaustion

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46
Q

Alarm reaction

A

Shock and countershock

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47
Q

Shock (Alarm)

A
  • Acute stress response
    Parasympathetic Nervous System
  • Heart rate drops
  • Temperature drops
  • Breathing rate decreases
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48
Q

Countershock (Alarm)

A

Sympathetic Fight-flight-freeze
Adrenaline and cortisol initially being released
Muscles tense, heart rate and breathing rate increases

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49
Q

Resistance Stage

A
  • Cortisol levels are at their highest
  • Increased energy levels because of the effect of Cortisol
  • Immune system functioning impaired
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50
Q

Exhaustion Stage

A
  • Bodies resources are depleted
  • No longer manage everyday tasks
  • Susceptible to serious illness, chronic diseases
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51
Q

Lazarus + Folkman’s transactional model of stress and coping

A

Stressor —-> Benign/Irrelevant
|
v
Stressful.
- Primary Appraisal -> unconscious evaluation.
Threat ( Future ).
Harm/Loss (Past)
Challenge ( Eustress ) -> benefit.

Secondary Appraisal -> Conscious decision.
“Are there sufficient recourses to cope?”
YES –> Reappraised as NOT stressful.
NO –> Distress is experienced.

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52
Q

Strategies to cope with stress

A

Approach and avoidant

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53
Q

Approach

A

Direct approach
- Directly minimises stressor

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54
Q

Avoidance

A

Indirect approach
- Minimises the effects/symptoms produced by the stressor
- Stressor always still there

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55
Q

Maladaptive

A

Makes avoidance worse in the long run

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56
Q

Approach + Avoidant Examples

A

Exam coming up
Approach: studying for it
Avoidant: procrastination

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57
Q

Context Specific Effectiveness

A

Appropriate for the unique demands of the stressor
Example:
Studying for exam

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58
Q

Coping Flexibility

A

Recognising that the coping strategy is no longer effective and change strategies
Example:
Not being able to study right before the exam, taking deep breaths instead

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59
Q

Enteric Nervous System

A

Controls digestive system
Nerve pathways within the GI (Gastro intestinal) track link to brain

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60
Q

Gut Microbiota

A

All the living microorganisms that live in the gut
-Healthy balance can maintain your stress
-Stress has a negative impact on your gut microbiota
-Gut microbiota must be well-balanced in order to be considered a healthy gut

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61
Q

Cortisols Impact on Gut

A

Increased levels of cortisol can effect the results of changes in your gut microbiota
Eg. Altering gut transit time

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62
Q

Gut Brain Axis

A

Refers to the brain and the gut being connected via several means including the vagus nerve

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63
Q

Bidirectional

A

Communication can occur in both directions, meaning that the brain and gut can influence each other

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64
Q

Good for gut health :)

A

Fermented food
- Miso soup
- Kimchi
Microbiota is good gut bacteria

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65
Q

Bad for gut health :(

A

Antibiotics
Poor food choices like sugar and high fat

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66
Q

Good microbiota health controls some stress hormone levels

A

Communicates with the brain via. the vagus nerve to control neurotransmitter release in the brain

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67
Q

Gut microbiome

A

Human digestive-tract associated with microbes 🦠

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68
Q

Behaviourists approaches to learning:

A

Classical Conditioning and Operant Conditioning

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69
Q

Classical Conditioning (Involuntary)

A

Is learning where a stimulus does not elicit a response, is repeatedly linked with a stimulus that does automatically get a response

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70
Q

Neutral Stimulus (NS)

A

Produces no naturally occurring response (restaurant)
= conditioned stimulus

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71
Q

Unconditioned Stimulus (UCS)

A

Stimulus that produces a naturally occurring response (disagreement)

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72
Q

Unconditioned Response (UCR)

A

An unlearned, innate response to an unconditioned stimulus (nerves)
= conditioned response

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73
Q

Conditioned Stimulus (CS)

A

Produces a conditioned response after repeatedly paired with an unconditioned stimulus (UCS)
= neutral stimulus

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74
Q

Conditioned Response (CR)

A

A response that is produced by the CS after learning has taken place
= unconditioned response

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75
Q

3 Phases of Learning - Classical Conditioning

A
  • Before Conditioning
  • Acquisition (During Conditioning)
  • After Conditioning
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76
Q

IN Before Conditioning

A

The NS ___ produced no relevant to response. The UCS ___ produced the UCR ___.

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77
Q

IN Acquisition

A

The NS ___ paired with the UCS ___ repeatedly, produces the UCR ___.

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78
Q

IN After Conditioning

A

The NS ___ becomes the CS ___ to produce the CR ___ in the absence of the UCS ___.

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79
Q

Operant Conditioning (voluntary)

A

Is 100% active

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80
Q

Operant 3-Phase Process (ABC)

A

Antecedent
Behaviour
Consequence

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81
Q

Antecedent

A

A stimulus that causes the learner to make a decision about the behaviour

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82
Q

Behaviour

A

The action of the learner (voluntary)

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83
Q

Consequence

A

Consequence applied to the learner
- Positive and Negative Reinforcement
- Positive and Negative Punishment

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84
Q

Reinforcement

A

Strengthen the likelihood of behaviour repetition
Positive - applying something desired to strengthen behaviour repetition
Negative - removing something unpleasant to strengthen repeat of behaviour

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85
Q

Punishment

A

Decreases the likelihood that behaviour is repeated
Positive - applying something undesirable to reduce behaviour repetition
Negative - taking away something desired to reduce repetition of behaviour

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86
Q

Observational Learning

A
  • Social and cognitive approach to learning
  • Active type of learning
  • Often occurs with children
  • Can be latent. Learning has occurred but not shown (until later)
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87
Q

Social

A

Observation of other

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88
Q

Cognitive

A

Thought process

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89
Q

5 stages leaner goes through

A

A - Attention
R - Retention
R - Reproduction
M - Motivation
R - Reinforcement

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90
Q

Attention

A

Learner actively watches a model

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91
Q

Retention

A

Mental representation of behaviour
(step by step in head)

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92
Q

Reproduction

A

Learner must have the capacity to reproduce behaviour
Example: a 16 month old might have watched a person cook but doesn’t have the capacity to cook

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93
Q

Motivation

A

Desire to repeat behaviour, dependent on characteristics of model
- Expertise
- Similar to learner
- Same gender
- Attractiveness

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94
Q

Reinforcement

A

Increases likelihood that learner will repeat behaviour
- Direct Reinforcement (them)
- Vicarious Reinforcement (model)

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95
Q

Memory

A

Is our brains storage system that recall information and experiences.
Internal record of a prior event

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96
Q

Atkinson - Shiffren’s Multi-store model of memory

A

Stimuli -> Sensory memory —(Attention)–> Short term memory —(Encoding)–> Long Term Memory

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97
Q

Stimulus

A
  • Vision
  • Touch
  • Taste
  • Smell
  • Hearing
  • Sense organs to brain, spinal reflex
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98
Q

Sensory Memory

A
  • Entry point for sensory information
  • Filters out unnecessary information
  • Stores information long enough so that we perceive the world as continuous
    > 0.3 seconds (Iconic, light)
    3-4 seconds (echoic, sound)
    UNLIMITED CAPACITY
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99
Q

Short-Term Memory (STM)

A

Manipulates information so it remains in conscious awareness; working memory
Duration of 20-30seconds
Capacity 5-9 items (7 average)

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100
Q

Long-Term Memory (LTM)

A

Stores information through memory for a long time; storage system
Duration is unlimited
Capacity is unlimited

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101
Q

Encoding

A

Converting information to a useable form so it can be stored

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102
Q

Storage

A

Retaining information in memory over a period of time

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103
Q

Retrieval

A

Locating and recovering the stored information from memory when needed so that we can use it

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104
Q

Attention

A

Paying awareness to stimulus

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105
Q

Duration

A

Time (how long)

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106
Q

Capacity

A

Amount

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107
Q

Improving the capacity of STM

A

Chunking; grouping items together so they are considered as one
Maintenance Rehearsal; repetition

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108
Q

Elaborative Rehearsal

A

Making ‘meaning’ from the information

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109
Q

Types of long term memory

A

Explicit memory
Implicit memory

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110
Q

Explicit Memory

A

Consciously retrieving good and bad memories
Retrieved in response to a specific request or need
Semantic and Episodic

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111
Q

Semantic Memory

A

Facts
ENCODED BY HIPPOCAMPUS
Example:
Remembering the rules of chess or the fact something is scary

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112
Q

Episodic Memory

A

Personally relevant events
ENCODED BY HIPPOCAMPUS
Example:
Other experiences of playing chess

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113
Q

Implicit Memory

A

Does not require conscious retrieval
Not necessarily aware or trying to remember
Procedural and classical conditioned

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114
Q

Procedural Memory

A

How to do something
Voluntary motor movement, eg kicking a ball
ENCODED BY BASAL GANGLIA
Fine motor movements, eg posture
ENCODED BY CEREBELLUM

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115
Q

Classical Conditioned Memory

A

Fear or reflexes
Emotional; fear
ENCODED BY AMYGDALA
Reflexive; involuntary eg. blinking
ENCODED BY CEREBELLUM

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116
Q

Hippocampus

A

Encoding if explicit (STM)
- Aids in improving memories, consolidating more stable
- Acts in coordination with amygdala
Damage = recall of memories, although no new memories are formed
Retrieval of episodic

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117
Q

Amygdala

A

Encoding if implicit (STM)
- Processing and regulating emotional reactions
- Encoding classically conditioned emotional response
- Activated by adrenaline, is released when threatened or excited
Damage = difficulty processing memory and emotional response

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118
Q

Neocortex

A

(LTM)
- Processing, storage and retrieval of explicit memories
- Memory disrupted throughout neocortex
- Interacts with hippocampus when retrieving memories spread throughout neocortex

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119
Q

Basal Ganglia

A

Implicit (STM)
- Encodes motor components of implicit procedural memories
- Includes voluntary motor movements, picking up a pencil
Damage = people with Parkinson’s disease

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120
Q

Cerebellum

A

Encodes and stores implicit procedural memories
(Fine motor movements)
- And classically conditioned simple reflexes

Overtime some procedural memories are sent to neocortex

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121
Q

Autobiographical Events

A

Personally lived experiences stored in long term memory
- Activates both semantic and episodic

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122
Q

Retrieval of Autobiography Events

A

LTM is back to STM (consciously aware)
Example: Memory of a party
Hippocampus (retrieval) Episodic - Conversations at the party, taste of the cake, feeling of being happy

Temporal lobes (retrieval) Semantic - Location of party, what music was played, the flavour of the cake

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123
Q

Constructing Possible Imagined Futures

A

Hypothetical experiences + possible situations.
Example: planning what to wear tomorrow at a semi-formal party
Episodic - Recalling memory of receiving compliments last time you wore a particular outfit

Semantic - Understanding what semi-formal means, knowing what to wear on a hot day

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124
Q

Alzheimers Disease

A

Is a neurodegenerative disease that is characterised by memory decline

125
Q

Alzheimers Symptoms

A
  • Decrease in cognitive functions
  • Personality change + mood and emotions
  • Frequently becoming confused or disoriented
  • Difficulty with language and communication
126
Q

2 types of lesions, damaged tissue

A
  1. Neurofibrillary tangles
  2. Amyloid plagues
127
Q

Neurofibrillary tangles

A

Abnormal build-up of protein inside the neuron
TANGLES = NO SIGNAL = DEATH OF NEURON

128
Q

Amyloid plaques

A

Are resulted in an abnormal build-up of beta-amyloid protein between the synapses of neurons

129
Q

Alzheimers effect on semantic and episodic memory

A

Explicit memories are affected
- lacking the capacity to draw on semantic and episodic memories in order to plan for the future, creating new scenarios

130
Q

Aphantasia

A

When people lack the ability to generate mental imagery
Example:
Thinking about an apple and describing what it looks like but not creating a mental image of it

131
Q

Mental Imagery

A

Visual representation and experiences of sensory information without the presence of sensory stimuli

132
Q

Mnemonics

A

Improve your encoding and therefore retrieval
Written Cultures:
- Acronyms
- Acrostics
- Method of Loci

133
Q

Acronyms

A

Pronounceable word where each letter of the word is the first letter of a sentence
- An abbreviation
Example:
QANTAS
ANZAC
NASA

134
Q

Acrostics

A

Sentence or poem where the first letter of items create the sentence
Example:
NESW: Never Eat Soggy Weatbix

135
Q

Method of Loci

A

Memory associations between the environment and the target words that need to be remembered
Example:
House –> Mental image of a room
–> Associate term switch a different aspect

136
Q

8 Ways of Learning Aboriginal

A
  • Story sharing
  • Learning maps
  • Non-verbal
  • Symbols + Images
  • Non-linear
  • Land links
  • Community links
  • Deconstruct/reconstruct
137
Q

Story Sharing

A

We connect through the stories we share

138
Q

Learning Maps

A

We picture our pathways of knowledge, planning and visualising

139
Q

Non-Verbal

A

We see, think, act, make and share without words. Through dance and observation

140
Q

Symbols and Images

A

We keep and share knowledge with art and objects

141
Q

Non-Linear

A

Knowledge from different view points

142
Q

Land Links

A

We work with lessons from land and nature

143
Q

Community Links

A

Local values, needs and knowledge are shared with others

144
Q

Deconstruct/Reconstruct

A

From wholes to parts, watching then doing

145
Q

Yarn

A

Continually sharing stories and connecting
Past, present and future

146
Q

Aboriginal connection to country

A

Ongoing life responsibilities, to the land where they are born and where their ancestors where born
Eg. Land, seasons, waterways, culture

147
Q

Aboriginal Ways of Knowing

A

Learning is relational and interconnected, taking place in a community where family and kin learn from each other.
Connections between concepts are highlighted and understand; holistic
- Relational and holistic

148
Q

Aboriginal Systems of Knowledge

A

Knowledge and skills are based on interconnected, social, physical and spiritual understandings. Inform survival and contribute to a strong sense of identity.

Developed by communities working together and sharing traditional expertise / knowledge

149
Q

Songlines

A

Oral; knowledge from stories, and songlines.
Recall information about the country using songlines.
Stories linking to important aspects of countries, to remember information about country; land, sky and seas

Sing about the lands they’re going into, songlines are the maps of the lands.

150
Q

Consciousness

A

Levels of awareness an individual has over their thoughts, feelings, perceptions and existence.

151
Q

What are the 2 different types of Consciousness?

A
  • Normal waking consciousness
  • Altered state of consciousness
152
Q

Normal Waking Consciousness (NWC)

A

Aware of thoughts, feelings and behaviours including internal / external events
E.g Awake

153
Q

Altered State of Consciousness (ASC)

A

Not fully aware of thoughts, feelings and behaviours
E.g
- Day dreaming
- Coma
- Meditating
- Sleeping

154
Q

Naturally Occurring (ASC)

A

A type of altered state of consciousness that occurs without intervention
E.g
- Sleep
- Day dreaming

155
Q

Induced (ASC)

A

A type of altered state of consciousness that occurs due to being drunk or hallucinating
E.g
- Drunk
- Hallucinations

156
Q

Psychological Construct

A

Sleep cannot be directly measured

157
Q

Characteristics of Sleep

A
  • Reduced ability to control behaviour
  • Reduction in the control we have over our thoughts
  • Less accurate understandings of the passage of time
  • Perceptual and cognitive distortions
158
Q

Sleep Episode

A

The entire time spent in sleep

159
Q

Sleep Cycle

A

A proportion of a sleep episode
Approximately 5-6 sleep cycles per episode
Duration of 90 minutes

160
Q

Two Types of Sleep

A
  • nREM sleep
  • REM sleep
161
Q

nREM

A
  • No eye movement
  • Muscle tension
  • Stages (1-3)
  • 80% of sleep episode in an adult
  • Duration per cycle of nREM decreases as sleep episode progresses
  • Less dreaming
  • Less brain electrical activity than REM
162
Q

Stage 1 of nREM

A
  • Light sleep
  • Drowsiness - sleeping
  • Hypnic jerks occur
  • May still hear noises, can be easily woken
163
Q

Stage 2 of nREM

A
  • Fully asleep, but light sleep
  • Most time spent in stage 2
  • Brainwaves occurring
164
Q

Stage 3 of nREM

A
  • Deep sleep
  • Sleep walking occurs (sonabulism)
  • Difficult to wake
165
Q

REM

A
  • Rapid eye movement
  • Muscle paralysis
  • Only 1 stage
  • 20% of sleep episode in an adult
  • Duration per cycle of REM increases as sleep cycle progresses
  • Most dreaming (more vivd)
  • More brain electrical activity than nREM
166
Q

ElectroEncephaloGram (EEG)

A
  • Detects, amplifies and records brain activity (brainwaves)
  • This device detects impulses when neurons communicate
  • High frequency and low amplitude in REM
167
Q

Frequency

A

Number of brain waves (electrical impulses) that occur per second

167
Q

Amplitude

A

Intensity and height of electrical impulses

168
Q

If there is higher electrical activity

A

Increased frequency
Decreased amplitude

169
Q

If there is lower electrical activity

A

Decreased frequency
Increased amplitude

170
Q

Types of brain waves for EEG:

A

Beta waves
Alpha waves
Theta waves
Delta
Beta like waves

171
Q

Beta Waves
- Normal Waking Consciousness

A

Highest frequency + lowest amplitude
Neurons firing - aware of environment

172
Q

Alpha Waves
- Start of nREM 1

A

Less frequency than Beta + more amplitude than Beta
(High frequency, Low amplitude)

173
Q

Theta Waves
- end of nREM 1, nREM 2, start of nREM 3

A

Less frequency than alpha + more amplitude than alpha
(Medium frequency, Medium-high amplitude)
K-complex - random spike in middle
Sleep spindles - a small area with low amplitude for a moment then rises again

174
Q

Delta Waves
- nREM 3

A

Lowest frequency + highest amplitude

175
Q

Beta - Like waves
- REM

A

Similar to beta in terms of frequency and amplitude but occurs in REM sleep

176
Q

ElectroMyoGraph (EMG)

A
  • Detects, amplifies and records the electrical activity of the body muscles.
  • Attached to the skin above the muscles.
    DURING REM: low activity; low levels of physiological activity.
    DURING NREM: medium/moderate activity; some physiological activity.
177
Q

ElectroOculoGraph (EOG)

A
  • Detects, amplifies and records the electrical activity of muscles responsible for eye movement.
  • Attached to the skin above eye muscles.
    DURING REM: Rapid eye movement; high activity.
    DURING NREM: No rapid eye movement; low activity.
178
Q

Sleep Diaries

A

Measures aspects of sleep that cannot be detected by physiological measurements (EEG, EMG)
E.g vivid dreams, how rested you feel, sleep quality

179
Q

Video Monitoring

A

Use of cameras and audio technologies to record an individual’s sleep
E.g Types of movement during sleep
- Important for sleep walking

180
Q

Biological Rhythms

A

Repeated Biological processes that are regulated by internal mechanisms.
- Circadian + Ultradian

181
Q

Circadian Rhythms

A

Sleep-wake cycle
The time spent wake + alert and time spent asleep
24 hour cycle

182
Q

Ultradian Rhythms

A

Biological and behavioural changes that occur in a cycle and lasts less than 24-hours

183
Q

The Suprachiasmatic Nucleus (SCN)

A

Area of hypothalamus that is responsible for regulating an individuals sleep-wake patterns
- Receives information from both cues to help modulate circadian rhythm

EXTERNAL CUES: information from environment, presence or absence of light
INTERNAL CUES: information that originates from within the body

184
Q

SCN Regulates the Sleep-Wake Cycle

A
  1. SCN receives external (light) and internal cues (detected by photoreceptors)
  2. Processes information, SCN sends neural messages (signals) to the pineal gland to produce and release melatonin
  3. Melatonin promotes feelings of calm and relaxation, therefore promotes sleep
185
Q

Hormones That Regulate Sleep-Wake Cycle

A

Melatonin - released from pineal gland
Cortisol - released from adrenaline gland

186
Q

Melatonin

A
  • Low levels in morning, high levels at night
  • Released at night to induce sleep
  • Makes individual feel more calm and relaxed
187
Q

Cortisol

A
  • High levels in morning, low levels at night
  • Makes you more wake
188
Q

NEWBORN

A

16 hours
50% REM, 50% nREM
REM sleep is significantly high as they are experiencing rapid brain development
+ nREM for replenishing tissues

189
Q

INFANCY

A

13.5 hours
35% REM, 65% nREM
REM sleep is significantly high as they are experiencing rapid brain development
+ nREM for replenishing tissues

190
Q

CHILDHOOD

A

11 hours
20% REM, 80% nREM
Time spent in REM starts to reduce as the pace of brain development settles

191
Q

ADOLESCENCE

A

9 hours
20% REM, 80% nREM
Sleep patterns can change due to social factors. Due to having to wake up earlier

192
Q

ADULTHOOD

A

7-8 hours
20% REM, 80% nREM
Low levels of sleep occurring due to health

193
Q

OLDAGE

A

6 hours
20% REM, 80% nREM
Low levels of sleep occurring due to health

194
Q

Sleep Deprivation

A

Insufficient sleep for age/needs. Poor quantity / quality

195
Q

Total Sleep Deprivation

A

No sleep for 24 hours or more

196
Q

Partial Sleep Deprivation

A

Less than the required quantity or quality of sleep in a 24 hour period

197
Q

Quantity

A

How long you spend asleep

198
Q

Quality

A

Light or disrupted sleep.
Poor quality example:
- Sleep walking
- Less deep sleep
- Difficulty breathing
- Medication changing sleep patterns

Caused by:
- Lifestyle factors; work, child
- Sleep disorders
- Stress
- External stimulus

199
Q

Impacts of Partial Sleep Deprivation

A

Affective
Behavioural
Cognitive

200
Q

Affective

A

Changes in emotional state and functioning
E.g: snapping at others, less empathy

201
Q

Behavioural

A

Changes in actions and way we function
E.g: increased risk taking, yawning, rubbing eyes, eating more

202
Q

Cognitive

A

Changes in thinking process
E.g: Lapses in attention, impaired memory ability, illogical or irrational thinking

203
Q

Sleep Deprivation Compared to B.A.C %

A

17 hours sleep deprived = effects of 0.05% BAC (blood alcohol concentration)
24 hours sleep deprived = effect of 0.1% BAC

204
Q

Sleep Disorders

A

Disturbances to typical sleeping and waking patterns

205
Q

Circadian Phase Disorders

A
  • Is a group of sleep disorders involving a mismatch between the actual and desired sleep-wake pattern
  • This results in less appropriate sleep
206
Q

Circadian Rhythm Sleep Disorders

A

Sleep disorders that interfere with the typical sleep times therefore leading to a change in the sleep-wake cycle
Might not lead to partial sleep deprivation
- Delayed sleep phase syndrome (DSPS)
- Advanced sleep phase disorder (ASPD)
- Shift work

207
Q

Delayed Sleep Phase Syndrome

A

Circadian sleep rhythm is delayed 2-3 hours or more, resulting in going to sleep later and waking up later
Can’t fall asleep when intended, delayed sleep causes delayed waking, more than one night
Biological, most often occurs in adolescence
Delay in Melatonin
Causes:
- Lifestyle Factors
- Poor sleep patterns
- Shift-work

208
Q

In adolescents:
Internal Biological, Internal psychological and External

A

INTERNAL BIO: Puberty; hormonally induced shift of the body clock with melatonin not being released 1-2hrs later than in childhood

INTERNAL PSYCH: Rumination; repeatedly thinking and worrying about things

EXTERNAL: Social factors. eg. work

209
Q

Advanced Sleep Phase Disorder

A

Extreme tiredness in the evening. Sleep and waking occur earlier than usual
Falling asleep earlier, waking up earlier, continuous
Causes:
- Life styles factors
- Genetics
- Old-age -> reduction in melatonin, decreased exposure to light in early afternoon
In elderly melatonin duration is also reduced

210
Q

Shift Work

A

Shift-work employment outside of a normal work day. Working overnight
Disorder of not going to sleep when your body tells you to
Forced to stay awake when circadian rhythm indicated that they should be asleep

211
Q

Shift-work Impacts

A
  • Sleepiness at work (safety concerns)
  • Partiality sleep deprived
  • Insomnia
  • Mood swings
  • 10 days to recover/adjust after night shifts
212
Q

Shift-work Interventions

A
  • Shift friendly rosters / consistent hours
  • Bright light workplace conditions
  • Low light conditions after leaving shift and at home
213
Q

Bright Light Therapy

A

Exposure to intense amounts of light at regular patterns to shift sleep-wake cycle to a desired schedule
Light is transmitted to the SCN, which will then decrease melatonin and increase cortisol levels

Use:
Advanced: the afternoon
Delayed: the morning

Consists of:
- Exposure to 10,000 LUX

214
Q

Sleep Hygiene

A

Practices and habits that promote an individuals sleep pattern
How to improve sleep hygiene:
- Avoid stimulating activities before bed such as exercise
- Avoid napping
- Associate the bed and bedroom with sleep

215
Q

Zeitgebers

A

Environmental cue affecting sleep to regulate the body’s circadian
They include:
- Drinking / Eating
- Blue light
- Light
- Temperature
- Exercise

216
Q

Exercise

A

Vigorous exercise stimulus digestion which makes sleep more difficult

217
Q

Daylight

A

Exposure to the sunlight ensures we are awake during they day, and asleep during the night.
Darkness for sleep to promote melatonin release

218
Q

Blue Light

A

Passed by SCN -> pineal gland to delay melatonin causing you to feel less sleepy
Avoid for about an hour before bed as it make sleep more difficult

219
Q

Drinking / Eating

A

Caffeine increases brain activity which makes sleep more difficult
Alcohol reduces the quality of sleep

Eatings stimulates the digestive system which makes sleeping more difficult and an insufficient food intake in hours before bed makes sleep more difficult

220
Q

Temperature

A
  • Ambient temp of 16c is best for sleep
  • Cooler temp for sleep to match the drop in body temperature as the night progresses
    (Temperature follows it’s own circadian rhythm)
221
Q

Wellbeing

A

The individual is mentally, physically and socially healthy

222
Q

Mental Wellbeing

A

Individuals’ psychological state and their ability to think, process information and regulate emotions

223
Q

Ways of Considering Mental Wellbeing

A
  • Levels of functioning
  • Resilience
  • Social / emotional wellbeing
224
Q

Levels of Functioning

A

The degree to which individuals can complete day to day tasks independently and effectively.

225
Q

High Levels of Functioning

A
  • Fulfilling daily basic tasks
  • Productive
  • Setting goals
  • Being independent
  • Adapting to change
226
Q

Low Levels of Functioning

A
  • Lack of direction
  • Struggle to carry out daily tasks
  • Feeling lazy / unproductive
  • Unable to cope with change
227
Q

Resilience

A

Ability to cope and manage change/uncertainty.
Bouncing back.
Respond effectively to stressors, overcome them and adapt them.

228
Q

High Levels of Resilience

A
  • Seeking solutions to problems
  • Appropriate coping strategies
  • Flexible in changing environments
  • Being optimistic and having hope
229
Q

Low Levels of Resilience

A
  • Enduring feelings of being overwhelmed by problems
  • Unhealthy coping strategies
  • Unable to adapt to change
  • Lack of optimism and hope
230
Q

Social Wellbeing

A

Form and maintain meaningful bonds with others and adapt to social situations.

231
Q

High Levels of Social Wellbeing

A
  • Ability to communicate effectively
  • Strong support network
  • Form + maintain meaningful relationships
232
Q

Low Levels of Social Wellbeing

A
  • Isolated / lack of support
  • Difficulty forming relationships
  • Struggle to communicate effectively
233
Q

Emotional Wellbeing

A

Appropriately control and express emotions in an adaptive way, and understand the emotions of others.
- Express both positive and negative emotions appropriately, eg. Grief at a funeral

234
Q

High Levels of Emotional Wellbeing

A
  • Aware of own and other’s emotional state
  • Experience a wide range of emotions
  • Appropriately express emotions
235
Q

Low Levels of Emotional Wellbeing

A
  • Unable to understand emotions
  • Unable to experience certain emotions
  • Inappropriately express emotions, eg. happiness at a funeral
236
Q

Social-Emotional wellbeing framework (SEWB)

A

Includes all elements of being and well-being for Aboriginal and Torres Strait Islander Peoples.
- Multidimensional (different components).
- Holistic (Considers the whole person).
-conceptions of health as holistic, interdependent, and interconnected domains of social, emotional and cultural wellbeing of the whole community.

237
Q

SWEB’s Domains

A
  • Connection to body
  • Connection to mind and emotions
  • Connection to family and kinship
  • Connection to community
  • Connection to culture
  • Connection to country
  • Connection to spirituality and ancestors
238
Q

Body and Behaviours

A

Physical health, feeling strong and healthy, being able to participate in life
Eg. A healthy diet
Poor representation: poor diet, destroying body

239
Q

Mind and Emotions

A

Mental health, the ability to manage thoughts and feelings
Eg. Self esteem
Poor representation: racism

240
Q

Family and Kinship

A

Connection to immediate and wider family group/community
Eg. Quality time
Poor representation: stolen generation

241
Q

Community

A

Connection to wide social systems; support and connect
Eg. community services
Poor representation: lack of social services

242
Q

Culture

A

Provides continuity (connection) with the past and helps with finding a strong identity
Eg. speak the local language
Poor representation: lost languages

243
Q

Country

A

Connection to country helps find identity and gives a sense of belonging.
Geographic
Eg. only taking what one needs from the land
Poor representation: refrained from country

244
Q

Spirituality and Ancestors

A

Provides a sense of purpose and meaning. Connecting all things, beliefs and behaviours to guide knowledge
Eg. guide and protect families
Poor representation: absence of connection

245
Q

The Determinants (SWEB)

A
  • Social
  • Historical
  • Political
246
Q

Social Determinants

A

Circumstances people grow, live and work in and the systems put in place to deal with illness
Eg. unemployment

247
Q

Historical Determinants

A

Ongoing influence of events, policies and trauma on groups of people
Eg. colonisation

248
Q

Political Determinants

A

Shape the process of disturbing resources and power to individuals and communities to create or reinforce social + health inequalities
Eg. unresolved issues on land

249
Q

Mental Well-Being as a Continuum

A

An individual’s psychological state and the ability to think, process information and regulate emotions.
- Tracks fluctuating mental well-being
- It is constantly changing
- Not-fixed
- Can shift

250
Q

Medium Levels of Mental Well-being (Continuum)

A

—> Less severe, more temporary
- Not functioning at an optimal level
- Moderate impact on mental wellbeing
- Amplified emotions and high levels of stress
- Difficulty concentrating
- Irrational thought patterns

251
Q

Factors Influencing Mental Health

A

Internal:
Factors that arise from within the individual. Thoughts, diet, illness, rumination, chronic sleep deprivation

External:
Environmental factors
Social Eg. loss of a loved one, jobless, stigma

252
Q

Stress

A

About a known stimulus
A response to a threat in a situation, is in the present
- Psychological / physiological

253
Q

Anxiety

A

About a perceived threat
Stimulus isn’t known
What might occur in the future, is a thought pattern to what might happen
Reaction to stress
- Psychological / physiological

254
Q

Specific Phobia

A

Is an anxiety disorder of excessive fear when encountering a particular stimulus

255
Q

Characteristics of Specific Phobia

A
  • Is excessive
  • Known stimulus
  • Persistent
  • Avoidance for the phobia stimulus
  • Sympathetic nervous system
  • Distressing for individual and irrational
256
Q

Predisposing

A

Increases vulnerability to mental illness
- Gaba dysfunction

257
Q

Precipitating

A

Trigger for a mental health problem
- Classical conditioning, LTP, specific environment triggers

258
Q

Perpetuating

A

Maintains a mental health illness
- Operant conditioning, Stigma

259
Q

Protective

A

Reduces likelihood of mental health illness

260
Q

BioPsychoSocial

A
  • Biological
  • Psychological
  • Social
261
Q

Biological Approach to Phobia / Risk Factors

A
  • GABA Dysfunction
  • LTP
262
Q

Biological

A

Factors that result in phobia because of a physiological factor in an individuals brain or body
- Internal factors
- Physical health or illness
Eg. sleep, gut health, diet

263
Q

LTP - Biological

A

Perpetuating
Long Term Potentiation strengthens synaptic connections or more efficient transmission of message along neural pathway.

Classical conditioning, stimulus and fear is stored via neural pathways. The repeated use of pathways leads to LTP creating more efficient pathways, therefore more likely to experience fear when exposed to phobic stimulus

263
Q

GABA Dysfunction - Biological

A

Predisposing
Low levels of GABA (not being able to bind to receptors), heightens arousal increasing the likelihood of a stress response. Leads to anxiety / phobia development.

GABA is inhibitory and is responsible for calming, lack of that results in fight / flight response being more likely

264
Q

Biological Phobia Interventions

A
  • Benzodiazepines
  • Relaxation Techniques
265
Q

Benzodiazepines (Drug) - Biological

A

Bind to and enhance effects of GABA, improves action of GABA not replace it.
Increases GABA efficiency —> post synaptic neuron is inhibited (less likely to fire)
Physiological arousal is decreased, less likely to experience a stress response

266
Q

Relaxation Techniques - Biological

A

Reduces stress response, induces parasympathetic nervous system resulting in restoring homeostasis
Eg. Breathing retraining to prevent or reduce hyperventilation, is done when calm or before exposed to stimulus
Teaching long deep breaths

Imbalance of O2 and CO2 in blood, therefore causing feelings of anxiety

267
Q

Biological Protective —> Defends Against Mental Health Problems

A
  • Adequate Diet
  • Adequate Hydration
  • Adequate Sleep
268
Q

Adequate Diet - Biological

A

Unprocessed foods high in nutrients reduce the risk of mental health disorders
GUT-BRAIN AXIS:
- Healthy microbiota supported by a high diversity of nutrients
- Reduces stress
Nutrients used to produce neurochemicals, improves physical Health

269
Q

Adequate Hydration - Biological

A

60% to 70% of body made of water, in blood that transports nutrients and oxygen
- Makes neurotransmitters
- Water required to make and transport neurochemicals
- Dehydration decreases mood and cognition (poorer concentration)

270
Q

Adequate Sleep - Biological

A

nREM required to replenish muscles and tissues.
REM required to replenish mind.
Insufficient sleep causes affective, cognitive and behavioural functions.
Eg. reduce concentration, affect mood, increase in risk taking, causing a reduce in mental wellbeing

271
Q

Psychological

A

Thoughts and mental processes that contribute to the development of specific phobia

272
Q

Psychological Approach to Phobia / Risk Factors

A
  • Classical conditioning
  • Cognitive bias (memory bias and catastrophic thinking)
  • Operant conditioning
273
Q

Classical Conditioning - Psychological

A

Precipitating
Phobias can be learned through classical conditioning, with repeated association with phobia stimulus to produce a fear response

Eg.
NS (Magpie) –> no response.
UCS(Swooping) –> UCR(fear).

NS(magpie) is repeatedly associated with UCS(Swooping) –> UCR(fear).

NS now becomes CS to produce the CR with the absence of UCS
CS(Magpie) –> CR(Fear).

274
Q

Operant Conditioning - Psychological

A

Perpetuating
Avoiding the phobic stimulus perpetuates/maintains fear. Avoidance behaviours can be operantly conditioned.

Negative reinforcement, something unpleasant is removed (avoiding stimulus)
- Likely to be repeated, strengthens/maintains response

275
Q

Cognitive Bias - Psychological

A

Process information in a certain way, causing errors in judgement and thoughts.
Contributes to phobia because you deem something more scary then it is.
- Memory bias
- Catastrophic thinking

276
Q

Memory Bias - Psychological

A
  • Inaccurate / exaggerated memory
  • Worse then what it was
  • Imagining the spider was a lot bigger then it actually was
  • Past thinking
277
Q

Catastrophic Thinking - Psychological

A
  • Futuristic thinking
  • Negative thinking of what might happen
  • Imagining the worst scenario
278
Q

Psychological Phobia Interventions

A
  • Cognitive behavioural therapy
  • Systematic desensitisation
279
Q

Cognitive Behavioural Therapy - Psychological

A

Replacing unhealthy thoughts with healthy ones
Notice and challenge thoughts and behaviours

1) Aware of thoughts / behaviours
2) Change thought to more positive, change behaviour to exposure rather than avoidance

280
Q

Systematic Desensitisation - Psychological

A

Deliberate exposure over time
- Creates a new association between stimulus and calm
Step 1: Teach/learn breathing techniques
Step 2: Create fear hierarchy. Ranking anxiety-inducing experiences related to phobia from easiest to confront, to most difficult
Step 3: Gradual exposure using fear hierarchy. Paired with breathing retraining
Step 4: Continue exposure until stimulus produces a relaxation response without fear

281
Q

Psychological Protective —> Defends Against Mental Health Problems

A
  • Attention
  • Acceptance
  • Cognitive behavioural strategies (CBS)
  • Meditation / mindfulness
282
Q

Attention - Psychological

A

Focused on thoughts / feelings / sensations in the present moment

283
Q

Acceptance - Psychological

A

Experiencing feelings, thoughts and behaviours without judgement
Accepting these emotions

284
Q

Cognitive Behavioural Strategies- Psychological

A

Identification and challenge of negative thoughts lead to more positive behaviours, and vice versa
Behaviour –> Thoughts –> Feelings
<———————————————-
LTP becomes more strengthened

285
Q

Meditation / Mindfulness - Psychological

A

Reduces activity of amygdala and increases activity in the prefrontal cortex (associated with decision making)

286
Q

Social

A

Contributing factors to phobia which involve interaction with the environment and other people

287
Q

Social Approach to Phobia / Risk Factors

A
  • Specific environment triggers
  • Stigma around seeking treatment
288
Q

Specific Environment Triggers - Social

A

Stimulus’ or experiences in a persons environment that promote phobia
- Direct confrontation, traumatic event (personally experienced)
- Observing traumatic event (watching another person)
- Learned traumatic event (hearing / reading / watching)

289
Q

Stigma Around Seeking Treatment - Social

A
  • Sense of shame about getting professional help for phobia
  • Way we perceive expectations
290
Q

Social Phobia Interventions

A

Psychoeducation

291
Q

Psychoeducation - Social

A

For families and supporters
Educate family and friends of phobic patient
Learn how to:
- Challenge cognitive bias, unrealistic or anxious thoughts
- Challenge avoidance behaviours

292
Q

Social Protective —> Defends Against Mental Health Problems

A
  • Authentic
  • Energising
293
Q

Authentic - Social

A
  • Comfortable relationships
  • Honest conversation and feedback to reduce stress
  • Uses legitimate and effective advice
294
Q

Energising - Social

A

Focuses on creating a positive environment

295
Q

Cultural Determinants

A

Factors that influence wellbeing on cultural levels
- Cultural continuity
- Self-determination

296
Q

Cultural Continuity

A
  • Carrying on historical traditions of cultures
  • Can be disrupted or destroyed if cultural practices are not allowed to continue
  • Values are generation to generation
297
Q

Self-Determination

A
  • Right of people to shape their own lives
298
Q

Dendrites

A

Receive messages from other cells - receptors, other neurons
Receive information using receptor sites.
The information exits in the form of neurotransmitters which are chemicals

299
Q

Cell Body (Soma)

A

Converts the chemical neurotransmitter message to an electrical message known as action potential

300
Q

Axon

A

Carries the action potential (electrical message)

301
Q

Axon Terminal

A

Receives electrical messages and releases stored neurotransmitter chemicals

302
Q

Chronic stress produces

A

additional cortisol in the body which can impact gut microbiota

303
Q

In observational learning mnemonics are most useful in:

A

Reinforcement, referring to a learners association between a behaviour and desired consequence.

304
Q

Feelings of stress influence

A

poor mental wellbeing, although that doesn’t mean you don’t have sufficient resources to cope

305
Q

How long should you use bright light therapy for?

A

30 minutes

306
Q

How can the zeitgeber of drinking negatively influence sleep-wake cycle

A

Can influence the SCN
- Would signal to SCN to suppress the release of melatonin

307
Q

How poor SEWB could affect cultural continuity:

A

Limits an individuals level of functioning which could impair their ability to pass on cultural decisions

308
Q

The Gut-Brain Axis is responsible for the production of…

A

GABA and serotonin which play a key role in wellbeing

Psychology UNIT 3 and 4 (11 decks)

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