Psychobiology Of Altered States Of Awareness Arousal Level And Behaviour Stage 2 Psychology

Concept of Arousal Level Continuum or single dimension from coma to extreme agitation Extreme agitationhighest arousal Very high alertness Alert Relaxed awakemedium arousal Drowsy Light sleep Deep sleep Comalowest arousal

Introduction  “Health Psychology address factors that influence well-being and illness, as well as measures that can be taken to promote health and prevent illness”  Stress has effect on physical as well as psychological well-being.  Stress includes events that place demands on us.  “Health Psychology address factors that influence well-being and illness, as well as measures that can be taken to promote health and prevent illness”  Stress has effect on physical as well as psychological well-being.  Stress includes events that place demands on us.

Introduction  Stress can be defined as  “any circumstances that threaten or are perceived to threaten one’s well-being and that thereby tax one’s coping ability”  “the response of individuals to stressors, the circumstances and events that threaten and tax their coping abilities”  “a state of physiological and psychological tension produced by internal or external forces which is perceived as exceeding a person’s resources or their ability to cope”  Stress can be defined as  “any circumstances that threaten or are perceived to threaten one’s well-being and that thereby tax one’s coping ability”  “the response of individuals to stressors, the circumstances and events that threaten and tax their coping abilities”  “a state of physiological and psychological tension produced by internal or external forces which is perceived as exceeding a person’s resources or their ability to cope”

Introduction  Stress is seen as a  Stimulus (exam pressure, time constraints, family issues)  Response (short-tempered, lack of concentration). Responses include cognitive, physiological and behavioural.  Interaction (between organism and environment). Imbalance between what we feel and the resources available to deal with it  Stress is seen as a  Stimulus (exam pressure, time constraints, family issues)  Response (short-tempered, lack of concentration). Responses include cognitive, physiological and behavioural.  Interaction (between organism and environment). Imbalance between what we feel and the resources available to deal with it

Introduction  Stressors are  Specific kind of stimuli requiring us to adapt  Includes micro stressors (daily hassles), major stressors (family illness) and catastrophic events (major disasters)  events that cause stress  Physical (extremes in temp, noise)  Psychological (changing jobs, arguments)  Can be internal or external  Stressors are  Specific kind of stimuli requiring us to adapt  Includes micro stressors (daily hassles), major stressors (family illness) and catastrophic events (major disasters)  events that cause stress  Physical (extremes in temp, noise)  Psychological (changing jobs, arguments)  Can be internal or external

Measuring stress  Some people measure stress using life event scales  Holmes & Rahe(1967) devised the Social Readjustment Rating Scale (SRRS) measuring impact of major life changes (e.g. exams, having a baby, death in the family) on health. (example on next)  They predicted that the more of these types of events occurring in a short period of time the more likely they were to be followed by illness.  Correlation was only low to moderate.  Modern researchers now only use negative events to define stress.  Some people measure stress using life event scales  Holmes & Rahe(1967) devised the Social Readjustment Rating Scale (SRRS) measuring impact of major life changes (e.g. exams, having a baby, death in the family) on health. (example on next)  They predicted that the more of these types of events occurring in a short period of time the more likely they were to be followed by illness.  Correlation was only low to moderate.  Modern researchers now only use negative events to define stress.

Measuring stress - SRRS

Measurement of Arousal Level Electro-encephalogram (EEG) measures brain waves from the scalp coming from the cerebral cortex of the brain. Low Arousal Medium High Arousal

How does arousal level affect behaviour or behavioural capacity? Behavioural capacity can be tested with measures of performance such as speed and accuracy that can be objectively quantified. Therefore, how does arousal level affect performance measures? Behavioural capacity can be tested with measures of performance such as speed and accuracy that can be objectively quantified. Therefore, how does arousal level affect performance measures?

C ONCLUSIONS AND I MPLICATIONS of Yerkes-Dodson Law  Optimum performance is reached at a medium level of arousal  Physiological effects (eg. caffeine, “ speed ” or alcohol, sleepiness) can raise or lower arousal level respectively  Psychological effects (eg. anxiety, anger, motivation, or relaxation, confidence) can raise or lower arousal level respectively  When arousal level is low, an increase of arousal level will improve performance.  When arousal level is very high, a decrease of arousal level will improve performance.  Optimum performance is reached at a medium level of arousal  Physiological effects (eg. caffeine, “ speed ” or alcohol, sleepiness) can raise or lower arousal level respectively  Psychological effects (eg. anxiety, anger, motivation, or relaxation, confidence) can raise or lower arousal level respectively  When arousal level is low, an increase of arousal level will improve performance.  When arousal level is very high, a decrease of arousal level will improve performance.

Elaboration of the Yerkes-Dodson Law 1. Complexity of the Performance Task:  Simple vs. Complex  In terms of the amount of information processing required by the cerebral cortex of the brain  Complexity of the perceptions and the number of different response possibilities, etc. (eg. simple reaction type task requires only making a pre-set response to the onset of an expected pre-set stimulus vs. deciding the best move to make in the middle of a chess game)  Simple vs. Complex  In terms of the amount of information processing required by the cerebral cortex of the brain  Complexity of the perceptions and the number of different response possibilities, etc. (eg. simple reaction type task requires only making a pre-set response to the onset of an expected pre-set stimulus vs. deciding the best move to make in the middle of a chess game)

Conclusions regarding Task Complexity  For a complex task, optimum performance is achieved at a lower/medium level of arousal.  For a simple task, optimum performance is achieved at a higher level of arousal.  Learning and practice of a task can make an originally complex task effectively simpler. This is in terms of the amount of information processing required by the cerebral cortex of the brain.  Learning to drive a car takes full attention and is not helped by becoming upset (high arousal).  Once the driving skill is well-learned, it is resistant to the detrimental effects of high arousal and distraction.  For a complex task, optimum performance is achieved at a lower/medium level of arousal.  For a simple task, optimum performance is achieved at a higher level of arousal.  Learning and practice of a task can make an originally complex task effectively simpler. This is in terms of the amount of information processing required by the cerebral cortex of the brain.  Learning to drive a car takes full attention and is not helped by becoming upset (high arousal).  Once the driving skill is well-learned, it is resistant to the detrimental effects of high arousal and distraction.

Elaboration of the Yerkes-Dodson Law 2. Individual differences:  Introverts are said to have a more arousable cerebral cortex.  Extraverts are said to have a less arousable cerebral cortex.  In the same situation introverts will thus have a higher level of cortical arousal than extraverts.  Introverts are said to have a more arousable cerebral cortex.  Extraverts are said to have a less arousable cerebral cortex.  In the same situation introverts will thus have a higher level of cortical arousal than extraverts.

Conclusions about Individual Differences  Introverts prefer less stimulating conditions and avoid challenging social situations. In stimulating situations they become overly aroused and perform awkwardly. An unchallenging condition allows their arousal to drop back to optimal.  Extraverts, on the other hand, tolerate higher levels of external arousing stimuli. In fact, they would prefer higher levels of external stimulation to help bring the arousal of their cerebral cortex up to a level at which they perform better on most tasks or challanges.  Introverts prefer less stimulating conditions and avoid challenging social situations. In stimulating situations they become overly aroused and perform awkwardly. An unchallenging condition allows their arousal to drop back to optimal.  Extraverts, on the other hand, tolerate higher levels of external arousing stimuli. In fact, they would prefer higher levels of external stimulation to help bring the arousal of their cerebral cortex up to a level at which they perform better on most tasks or challanges.

Normal Variation of Arousal  Sleep/wake mechanism  Circadian (24hour) rhythm variation  Physiological substances (caffeine, nicotine, alcohol, sedatives, etc.)  Psychological variables (motivation, interest, disinterest, boredom, emergency, perceived threat)  Ongoing perceived threat, obligation, motivational drive, “ stress ”  Sleep/wake mechanism  Circadian (24hour) rhythm variation  Physiological substances (caffeine, nicotine, alcohol, sedatives, etc.)  Psychological variables (motivation, interest, disinterest, boredom, emergency, perceived threat)  Ongoing perceived threat, obligation, motivational drive, “ stress ”

Chronic Arousal from Stress  Ongoing perceived threat or accepted responsibility can be a “ stressor ”  The body responds physiologically to a chronic stressor.  “ General Adaptation Syndrome ” (GAS) proposed by Hans Seyle (1974)  Phase 1 - Alarm reaction  Initial reduction in the body ’ s resistance to stressors. Shock response – blood pressure, muscle tone reduces. This is followed by countershock – “ fright/flight ” response such as hormone release, pulse & breathing rate rise, muscle tone tenses.  Phase 2 - Resistance to stress  Alarm response is unsuccessful. Body tried to resist – hormone levels maintained, heart & breathing rates high. Effect on ability to undertake other activities since resources used here.  Phase 3 – Exhaustion  Extreme fatigue, loss of appetite, sleep, apathy. Accelerated signs of aging, tissue damage, etc  Ongoing perceived threat or accepted responsibility can be a “ stressor ”  The body responds physiologically to a chronic stressor.  “ General Adaptation Syndrome ” (GAS) proposed by Hans Seyle (1974)  Phase 1 - Alarm reaction  Initial reduction in the body ’ s resistance to stressors. Shock response – blood pressure, muscle tone reduces. This is followed by countershock – “ fright/flight ” response such as hormone release, pulse & breathing rate rise, muscle tone tenses.  Phase 2 - Resistance to stress  Alarm response is unsuccessful. Body tried to resist – hormone levels maintained, heart & breathing rates high. Effect on ability to undertake other activities since resources used here.  Phase 3 – Exhaustion  Extreme fatigue, loss of appetite, sleep, apathy. Accelerated signs of aging, tissue damage, etc

General Adaptation Syndrome

Conclusions  Arousal is an important determiner of behaviour  It can be measured physiologically  Its impact on behaviour and performance follows the Yerkes-Dodson Law, in general medium levels of arousal produce better performance than low or high.  Complex or poorly learned tasks are better performed at moderate/low levels of arousal.  Learning shifts optimal performance to higher arousal level.  Individual differences moderate this relationship.  Chronic high arousal (stress) can produce exhaustion and impair health and well-being.  Arousal is an important determiner of behaviour  It can be measured physiologically  Its impact on behaviour and performance follows the Yerkes-Dodson Law, in general medium levels of arousal produce better performance than low or high.  Complex or poorly learned tasks are better performed at moderate/low levels of arousal.  Learning shifts optimal performance to higher arousal level.  Individual differences moderate this relationship.  Chronic high arousal (stress) can produce exhaustion and impair health and well-being.

Activities  Apply what have learned about arousal to the functions of the sympathetic and parasympathetic nervous systems using examples.  For example, what physiological systems are likely to be involved in the following situations:  You are fast asleep and you hear a knock on the door.  You are watching a horror movie  You have been working on numerous assignments over a period of 5 weeks  You are learning to drive a car for the first time  Minor essays  Describe the relationship between arousal and performance and explain how this might affect the work of a surgeon working a 14-hour day.  “Your friend is sitting for an important exam in about three weeks. What would you advise him/her to do to reduce the potential stressful effects of the exam?  Apply what have learned about arousal to the functions of the sympathetic and parasympathetic nervous systems using examples.  For example, what physiological systems are likely to be involved in the following situations:  You are fast asleep and you hear a knock on the door.  You are watching a horror movie  You have been working on numerous assignments over a period of 5 weeks  You are learning to drive a car for the first time  Minor essays  Describe the relationship between arousal and performance and explain how this might affect the work of a surgeon working a 14-hour day.  “Your friend is sitting for an important exam in about three weeks. What would you advise him/her to do to reduce the potential stressful effects of the exam?