scholarly journals Chemistry of Emotions - A Review

2020 ◽  
Vol 6 (10) ◽  
pp. 26-30
Author(s):  
Varsha N, Malavika B Vyshnavi V Rao and ShamsiyaRizwana
Keyword(s):  
Sense Of Self ◽  
Emotional Responses ◽  
Behavioral Responses ◽  
Human Experience ◽  
Chemical Signals ◽  
Heart Beat ◽  
Complex Chemical ◽  
Complex Chemical Reactions ◽  
And Performance ◽  
The Brain

Human body coordinates through chemical signals released by the brain. Chemical signals play a major role in bio-regulatory reactions responsible for emotions. Emotions are complex chemical reactions in nervous systemcharacterized by neurophysiologic changes associated with thoughts and behavioral responses. On pinching, one can cry, skin becomes hot, heart beat increases and our brain desires to shout out loud or hit something in return. We experience a sudden influx of physical and mental stimuli underlying a basic emotion. A person experiences diverse emotions throughout the day that are helpful in learning, reasoning and creativity. Emotions are one the most central and pervasive aspects of human experience. Emotions motivate empathic and moral behavior and play a role in an individual’s sense of self. While emotions enrich human experience they can also cause dramatic disruptions of judgment and performance. Since ancient days psychiatrists have been cracking the brain process responsible for emotions. Greeks were the first to find the link between the physical body and human emotional responses. Human brain is a complex network that transmit information every second via neurons through chemicals called neurotransmitters such as dopamine, serotonin etc. These chemicals essentially let the organs communicate with each other and express the emotions such as anger and happiness. Analysis of hormones and their effects on human behavior is a major contribution of biochemistry to the understanding of emotions and related behavior. In this article we are trying to provide an in-depth knowledge about chemistry of emotion which we experience every day.

scholarly journals A Neurotheological Approach to Spiritual Awakening

2018 ◽  
Vol 37 (2) ◽  
Keyword(s):  
Sense Of Self ◽  
Emotional Responses ◽  
Brain Structures ◽  
Spiritual Awakening ◽  
Neurophysiological Data ◽  
The Brain ◽  
The Universe ◽  
Combining Information

A neurotheological approach suggests an analysis of spiritual awakening experiences by combining phenomenological data with neuroscience. This paper presents a synthesis combining information on the thoughts, feelings, and experiences associated with spiritual awakening experiences and neurophysiological data, primarily from neuroimaging studies, to help assess which brain structures might be associated with these experiences. Brain structures involved with emotions correlate with emotional responses while areas of the brain associated with the sense of self appear to correlate with the key feature of these experiences in which an individual loses the sense of self and feels intimately connected with God, universal consciousness, or the universe. This paper also seeks to address the assumption whether awakened states as described in popular spirituality are similar or different compared to spiritual enlightenment as described in Eastern spiritual traditions. Thus, the implications of such a neurotheological analysis are also considered.

scholarly journals Management of Mathematics Anxiety through Behaviour Technology, Super Brain Yoga and Varmalogy in Ninth Standard Students

2016 ◽  
Vol 3 (2) ◽  
Author(s):  
Pankaj Singh
Keyword(s):  
Mathematics Anxiety ◽  
Rating Scale ◽  
Emotional Responses ◽  
Hemispheric Dominance ◽  
Human Information Processing ◽  
Average Score ◽  
Behaviour Modification ◽  
And Performance ◽  
And Mathematics ◽  
The Brain

This research is carried out on 35 students of IX standard, Kendriya Vidalaya. Students were selected for the therapy on the basis of their SUD score. After taking Math autobiography it was revealed that anxiety in Mathematics for the students was developed due to various causes and the students were not Dyslexic. Student’s average score in the recent Mathematics exam was noted. Mathematics Anxiety was assessed by using Suri, Monroe and Koc’s (2012) short Mathematics Anxiety Rating Scale and their hemispheric dominance of the brain was measured by using Taggart and Torrance’s Human Information Processing Survey (1984). Students were treated with Behaviour Modification techniques, Adappa Kalam and Super Brain Yoga for four weeks. For the study Interventions used are: (i) Reduction of Rate of Breathing (Ganesan, 2012). (ii) Laughter Technique (Ganesan, 2008). (iii) Develpoment of Alternate Emotional Responses to the Threatening Stimulus (Ganesan, 2008). (iv) Adappa Kalam (Shunmugom, 2014) (v) Super Brain Yoga (Sui, 2005). The Anxiety level and performance in Mathematics exam was reassessed after four weeks. Results showed that group’s Mathematics Anxiety and Mathematics SUDs were significantly reduced from 65.14 to 52.49 and 60.63 to 48.29 respectively. Eventually, it significantly improved the group’s average performance in Mathematics exam from 51.43 to 58.60. This shows that Behaviour Modification techniques, Adappa Kalam and Super Brain Yoga are efficient in treating Mathematics Anxiety.

Lessons Learned From Coaching Postsecondary Students With Traumatic Brain Injury

2020 ◽  
Vol 5 (1) ◽  
pp. 88-96
Author(s):  
Mary R. T. Kennedy
Keyword(s):  
College Students ◽  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Sense Of Self ◽  
Scientific Evidence ◽  
Sudden Onset ◽  
Lessons Learned ◽  
Speech Language Pathologists ◽  
The Brain ◽  
Exhaustive List

Purpose The purpose of this clinical focus article is to provide speech-language pathologists with a brief update of the evidence that provides possible explanations for our experiences while coaching college students with traumatic brain injury (TBI). Method The narrative text provides readers with lessons we learned as speech-language pathologists functioning as cognitive coaches to college students with TBI. This is not meant to be an exhaustive list, but rather to consider the recent scientific evidence that will help our understanding of how best to coach these college students. Conclusion Four lessons are described. Lesson 1 focuses on the value of self-reported responses to surveys, questionnaires, and interviews. Lesson 2 addresses the use of immediate/proximal goals as leverage for students to update their sense of self and how their abilities and disabilities may alter their more distal goals. Lesson 3 reminds us that teamwork is necessary to address the complex issues facing these students, which include their developmental stage, the sudden onset of trauma to the brain, and having to navigate going to college with a TBI. Lesson 4 focuses on the need for college students with TBI to learn how to self-advocate with instructors, family, and peers.

scholarly journals Crosstalk between Existential Phenomenological Psychotherapy and Neurological Sciences in Mood and Anxiety Disorders

Biomedicines ◽  
2021 ◽  
Vol 9 (4) ◽  
pp. 340
Author(s):  
Lehel Balogh ◽  
Masaru Tanaka ◽  
Nóra Török ◽  
László Vécsei ◽  
Shigeru Taguchi
Keyword(s):  
Anxiety Disorders ◽  
Biological Treatment ◽  
Sense Of Self ◽  
Phenomenological Approach ◽  
Neurological Damage ◽  
Mood And Anxiety Disorders ◽  
New Interpretation ◽  
And Behavior ◽  
The Impact ◽  
The Brain

Psychotherapy is a comprehensive biological treatment modifying complex underlying cognitive, emotional, behavioral, and regulatory responses in the brain, leading patients with mental illness to a new interpretation of the sense of self and others. Psychotherapy is an art of science integrated with psychology and/or philosophy. Neurological sciences study the neurological basis of cognition, memory, and behavior as well as the impact of neurological damage and disease on these functions, and their treatment. Both psychotherapy and neurological sciences deal with the brain; nevertheless, they continue to stay polarized. Existential phenomenological psychotherapy (EPP) has been in the forefront of meaning-centered counseling for almost a century. The phenomenological approach in psychotherapy originated in the works of Martin Heidegger, Ludwig Binswanger, Medard Boss, and Viktor Frankl, and it has been committed to accounting for the existential possibilities and limitations of one’s life. EPP provides philosophically rich interpretations and empowers counseling techniques to assist mentally suffering individuals by finding meaning and purpose to life. The approach has proven to be effective in treating mood and anxiety disorders. This narrative review article demonstrates the development of EPP, the therapeutic methodology, evidence-based accounts of its curative techniques, current understanding of mood and anxiety disorders in neurological sciences, and a possible converging path to translate and integrate meaning-centered psychotherapy and neuroscience, concluding that the EPP may potentially play a synergistic role with the currently prevailing medication-based approaches for the treatment of mood and anxiety disorders.

Musical training improves memory for instrumental music, but not vocal music or words

2018 ◽  
Vol 48 (1) ◽  
pp. 150-159
Author(s):  
Jonathan M. P. Wilbiks ◽  
Sean Hutchins
Keyword(s):  
Instrumental Music ◽  
Musical Training ◽  
Vocal Music ◽  
Verbal Material ◽  
The Other ◽  
Musical Experience ◽  
Facilitative Effect ◽  
Musical Excerpts ◽  
And Performance ◽  
The Brain

In previous research, there exists some debate about the effects of musical training on memory for verbal material. The current research examines this relationship, while also considering musical training effects on memory for musical excerpts. Twenty individuals with musical training were tested and their results were compared to 20 age-matched individuals with no musical experience. Musically trained individuals demonstrated a higher level of memory for classical musical excerpts, with no significant differences for popular musical excerpts or for words. These findings are in support of previous research showing that while music and words overlap in terms of their processing in the brain, there is not necessarily a facilitative effect between training in one domain and performance in the other.

Preserving Integrity in the Face of Performance Threat

2012 ◽  
Vol 23 (12) ◽  
pp. 1455-1460 ◽  
Author(s):  
Lisa Legault ◽  
Timour Al-Khindi ◽  
Michael Inzlicht
Keyword(s):  
Error Detection ◽  
Error Monitoring ◽  
Error Related Negativity ◽  
Threatening Information ◽  
Electrophysiological Responses ◽  
The Face ◽  
And Performance ◽  
The Impact ◽  
The Brain

Self-affirmation produces large effects: Even a simple reminder of one’s core values reduces defensiveness against threatening information. But how, exactly, does self-affirmation work? We explored this question by examining the impact of self-affirmation on neurophysiological responses to threatening events. We hypothesized that because self-affirmation increases openness to threat and enhances approachability of unfavorable feedback, it should augment attention and emotional receptivity to performance errors. We further hypothesized that this augmentation could be assessed directly, at the level of the brain. We measured self-affirmed and nonaffirmed participants’ electrophysiological responses to making errors on a task. As we anticipated, self-affirmation elicited greater error responsiveness than did nonaffirmation, as indexed by the error-related negativity, a neural signal of error monitoring. Self-affirmed participants also performed better on the task than did nonaffirmed participants. We offer novel brain evidence that self-affirmation increases openness to threat and discuss the role of error detection in the link between self-affirmation and performance.

scholarly journals Language, Form and Emotion in James Joyce’s Portrait of an Artist as a Young Man: A Literary Analysis

2017 ◽  
Vol 8 (5) ◽  
pp. 158
Author(s):  
Robert S.P. Jones
Keyword(s):  
Associative Learning ◽  
Emotional Response ◽  
Emotional Responses ◽  
Human Experience ◽  
Literary Analysis ◽  
The Novel ◽  
Psychological Perspective ◽  
Literary Traditions ◽  
Language Form ◽  
The Relationship

James Joyce’s Portrait of the Artist as a Young Man has fascinated readers for more than a century and there are layers of psychological meaning to be found throughout the novel. The novel is the perfect vehicle to discuss the relationship between form language and emotion as Joyce deliberately manipulated the emotional response of the reader through innovations in form and language, departing dramatically from previous literary traditions. This paper attempts to take a fresh look at the novel from a psychological perspective and seeks to examine underlying conditioning processes at work in the narrative – particularly the concept of associative learning. Understanding emotional responses to different stimuli is the bedrock of psychological investigation and 100 years after the date of its publication, Portrait of an Artist presents remarkably fresh insights into the human experience of emotion. Despite its age, Portrait of the Artist contains many contemporary psychological insights.

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