Biological And Behavioral Variations Of The And Other Brain Areas

This is consistent with cognitive theories that suggest the use in this disorder of attempts to reduce the involvement of emotions with compensatory cognitive strategies.[11]

The frontal lobe and the following other parts of the frontal lobe section of the brain have many functions. The frontal lobe part of the brain connects to many other structural parts of the brain, connected to mini sections of which creates different effects to the lobe. Which are the prefrontal cortex, orbitofrontal cortex, primary motor cortex, and premotor cortex.

Imagine a football player is tackled and hits the back of his head. As a result, his brain has hit the back of the cranium, then the front.

The brain stem or the medulla is the closest to the spinal cord. The brainstem is responsible for most of the human bodily functions. The brain stem is critical for human survival and normal human functions. The brain stem is also responsible for information of pain and touch from the head and neck; it is also responsible for the inputs from the face and the mouth. Reticular formation is a group of neurons, nuclei, that are important for sleep and wakefulness. In reticular formation there is nuclei that are a major source of neurotransmitter serotonin. Serotonin is important for regulating mood and activities.

I was fortunate to have parents that Rogers would say showed me unconditional love. Because of this, I feel that I can get past obstacles and rough times because I know that I am worthy of love, regardless. I also I agree that experiences that threaten people's views of themselves cause anxiety. If I feel that I am doing good in a class and feel like I've been working hard and using my brain's potential and then I get a failing grade on a test or assignment, I feel anxious. I thought that I was doing good, and now I don't know what to think. My self-concept is threatened. A natural defense is to blame the teacher, or the test, or make excuses for myself because I don't like to have my self-concept threatened.

The exact causes of anxiety are still currently unknown. Studies have shown that brain chemistry, environmental stresses and other factors are thought to play a role in the development of chronic anxiety (Lehigh Valley Health Network, 2014). However, according to University of Maryland Medical Center (2014), anxiety disorders are most likely caused by a combination of biological, psychological, and environmental factors. Most people with these disorders seem to have a biological vulnerability to stress, making them more susceptible to environmental stimuli than the rest of the population (University of Maryland Medical Center, 2014).

To continue the research, Jordan Smoller distinguishes this section of the genetics of anxiety, “…the majority of the genetic association studies of the anxiety disorders have been candidate gene studies based on a limited number of biological hypotheses. [These are] commonly focused on genes related to monoaminergic neurotransmitter systems [(refer to the particular neurotransmitters dopamine, noradrenaline, and serotonin)], neuropeptides, and HPA axis function [(hypothalaic-pituitary-adrenal axis)]” (Smoller, p. 308). Individually, settled test creature models catch critical parts of human nervousness and dread conduct, and neuroimaging considers have gained free ground in mapping the primary and practical segments of uneasiness/fear symptoms.

In general, it can be said that anxiety disorders develop from a complex set of risk factors, including genetics, brain chemistry, personality, and life events. The diathesis stress model also underlies susceptibility to anxiety disorders. Researchers are finding that genetic and environmental factors, frequently in interaction with one another, are risk factors for anxiety disorders. However, some of the specific factors include:

To continue the research, Jordan Smoller distinguishes this section of the genetics of anxiety, “…the majority of the genetic association studies of the anxiety disorders have been candidate gene studies based on a limited number of biological hypotheses. [These are] commonly focused on genes related to monoaminergic neurotransmitter systems [(refer to the particular neurotransmitters dopamine, noradrenaline, and serotonin)], neuropeptides, and HPA axis function [(hypothalaic-pituitary-adrenal axis)]” (Smoller, p. 308). Individually, settled test creature models catch critical parts of human nervousness and dread conduct, and neuroimaging considers have gained free ground in mapping the primary and practical segments of uneasiness/fear symptoms.

The brain is the boss in your body. It controls the way we do everyday functions. We do so many functions in one day, the cerebral cortex has to divide those function between its four lobes. The four lobes are called the frontal lobe, temporal lobe, occipital lobe, and parietal lobe.

Within anxiety you are have the same process going on, an association of beliefs and responding emotions however within anxiety the 'danger' tends to be a response to 'past experiences, or.perceived experiences' rather than real life ones. Even within the real life experience the emotions within anxiety are distorted to include more fear than appropriate.

The temporal lobe is one of the four lobes of the cerebral cortex. It is right behind the temples, in the bottom-middle part of the cortex. The temporal lobe is anterior to the occipital lobe, separated by the preoccipital notch, and inferior to the parietal and frontal lobe. The temporal lobe is delineated above by the lateral sulcus, or sylvian fissure. It takes up about 17% of the cerebral cortex, making it the second largest lobe after the frontal lobe. Only Primates have temporal lobes. The anatomy of the temporal lobe is quite complex, which corresponds to the lobe’s wide range of functions. The temporal lobe is involved in facial recognition, audio reception, olfactory reception, visual reception, emotional responses, and memory. Although

What makes people anxious or fearful? I personally have strong test anxiety; this anxiety seems to always be there no matter how much I study for an exam. Once the exams are passed out and it is time for me to take the exam, I cannot remember anything and feel I am going to fail the exam. I constantly ask myself, where did I get this test anxiety from? I’ve also always been afraid of what others will think of me if I do not do as well as them on the exam. Does my test anxiety and fear of what people think of me, correlate? After reading this week’s chapter and attending lecture, I decided to look up different articles about classical conditioning. I found an article about anxiety in relation to classic conditioning. This sparked my

In the next paragraphs I will consider some theories, factors and evidence on cognitive controlling of emotion in terms of

Seeing others afraid and being warned of real or nonexistent dangers can make us afraid under certain conditions. (modeling) This can include seeing a movie or TV or reading a book or perhaps just fantasizing a danger. Some people have learned to see things negatively; they have a mental set that causes them to see threats and personal failure when others do not. Of course, seeing the situation as negative ("terrible"), unpredictable, uncontrollable, or ambiguous is stressful. Many long-lasting personality factors (neuroticism, pessimism, distrust, lack of flexibility and confidence) are related to stress, decision-making, and physiological responses. Having a negative self-concept--expecting to be nervous and a loser--generates stress. Irrational ideas about how things "should be" or "must be" can cause stress when we perceive that life is not unfolding as we think it should. Believing that we are