Stretch Reflex & Golgi Tendon Reflex
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Of 100 1. the Golgi Tendon Organ Is an Essential Component of Static
1. The Golgi tendon organ is an essential component of static stretching because it A. increases muscle spindle activity in a tight muscle. Rationale A. Golgi tendon organs decrease muscle spindle activity. B. prevents muscles from stretching too far or too fast. Rationale B. Muscle spindles prevent muscles from stretching too far or too fast. C. increases contraction rate in muscle fibers. Rationale C. Holding a stretch creates tension in the muscle, which stimulates the Golgi tendon organ, causes relaxation of an overactive muscle, and allows optimal lengthening of tissue. D. prevents muscle from being placed under excessive tension.(correct) Rationale D. The Golgi tendon organ prevents muscles from being placed under excessive tension (autogenic inhibition). Question Name 1-1 Certification Thinking Skills Foundational Thinking Current Forms 2011 Practice A Primary Reference Chapter 7, Task 1A1 Page 1 of 100 2. Which of the following is the correct force-couple relationship that allows for the upward rotation of the scapula? A. Longus capitus and brachialis Rationale A. The longus capitus concentrically accelerates cervical flexion and lateral flexion, while the brachialis concentrically accelerates elbow flexion. B. Rhomboid minor and anterior scalenes Rationale B. The rhomboid minor concentrically accelerates scapular retraction and downward rotation, while the anterior scalenes concentrically accelerates cervical flexion, rotation, and lateral flexion. C. Sternocleidomastoid and longus coli Rationale C. The sternocleidomastoid concentrically accelerates cervical flexion, rotation, and lateral flexion while the longus coli concentrically accelerate cervical flexion, lateral flexion, and ipsilateral rotation. D. Upper trapezius and lower portions of the serratus anterior (correct) Rationale D. The upper trapezius and the lower portion of the serratus anterior are muscle groups that move together to produce upward rotation of the scapula. -
Chapter 2 Test Review
Unit III, Modules 9-13 Test Review • See also the Unit III notes and pages 76-122 • About 45 m.c., plus two essays; one on brain functioning, the other review concepts from previous units. • Some practice questions are embedded in this presentation • Other practice questions are available at the textbook website and in the textbook after each module. Neuron Order of a transmission: dendrite, cell body, axon, synapse (see arrow below) Neural Communication Neurons, 80 Neural Communication • (a)Dendrite – the bushy, branching extensions of a neuron that receive messages and conduct impulses toward the (b)cell body • (c)Axon – the extension of a neuron, ending in branching terminal fibers, through which messages are sent to other neurons or to muscles or glands • Myelin [MY-uh-lin] Sheath – a layer of fatty cells segmentally encasing the fibers of many neurons – makes possible vastly greater transmission speed of neutral impulses, – Damage to can lead to Multiple sclerosis Neural Communication • Action Potential – a neural impulse; a brief electrical charge that travels down an axon; DEPOLARIZED – generated by the movement of positively charges atoms in and out of channels in the axon’s membrane • Threshold – the level of stimulation required to trigger a neural impulse Action Potential A neural impulse. A brief electrical charge that travels down an axon and is generated by the movement of positively charged atoms in and out of channels in the axon’s membrane. Practice question • Multiple sclerosis is a disease that is most directly associated with the degeneration of: a. the myelin sheath. b. the pituitary gland. -
Focusing on the Re-Emergence of Primitive Reflexes Following Acquired Brain Injuries
33 Focusing on The Re-Emergence of Primitive Reflexes Following Acquired Brain Injuries Resiliency Through Reconnections - Reflex Integration Following Brain Injury Alex Andrich, OD, FCOVD Scottsdale, Arizona Patti Andrich, MA, OTR/L, COVT, CINPP September 19, 2019 Alex Andrich, OD, FCOVD Patti Andrich, MA, OTR/L, COVT, CINPP © 2019 Sensory Focus No Pictures or Videos of Patients The contents of this presentation are the property of Sensory Focus / The VISION Development Team and may not be reproduced or shared in any format without express written permission. Disclosure: BINOVI The patients shown today have given us permission to use their pictures and videos for educational purposes only. They would not want their images/videos distributed or shared. We are not receiving any financial compensation for mentioning any other device, equipment, or services that are mentioned during this presentation. Objectives – Advanced Course Objectives Detail what primitive reflexes (PR) are Learn how to effectively screen for the presence of PRs Why they re-emerge following a brain injury Learn how to reintegrate these reflexes to improve patient How they affect sensory-motor integration outcomes How integration techniques can be used in the treatment Current research regarding PR integration and brain of brain injuries injuries will be highlighted Cases will be presented Pioneers to Present Day Leaders Getting Back to Life After Brain Injury (BI) Descartes (1596-1650) What is Vision? Neuro-Optometric Testing Vision writes spatial equations -
Improvement and Neuroplasticity After Combined Rehabilitation to Forced Grasping
Hindawi Case Reports in Neurological Medicine Volume 2017, Article ID 1028390, 7 pages https://doi.org/10.1155/2017/1028390 Case Report Improvement and Neuroplasticity after Combined Rehabilitation to Forced Grasping Michiko Arima, Atsuko Ogata, Kazumi Kawahira, and Megumi Shimodozono Department of Rehabilitation and Physical Medicine, Kagoshima University Graduate School of Medical and Dental Sciences, Kagoshima, Japan Correspondence should be addressed to Michiko Arima; [email protected] Received 20 September 2016; Revised 31 December 2016; Accepted 9 January 2017; Published 6 February 2017 Academic Editor: Pablo Mir Copyright © 2017 Michiko Arima et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. The grasp reflex is a distressing symptom but the need to treat or suppress it has rarely been discussed in the literature. We report the case of a 17-year-old man who had suffered cerebral infarction of the right putamen and temporal lobe 10 years previously. Forced grasping of the hemiparetic left upper limb was improved after a unique combined treatment. Botulinum toxin typeA (BTX-A) was first injected into the left biceps, wrist flexor muscles, and finger flexor muscles. Forced grasping was reduced along with spasticity of the upper limb. In addition, repetitive facilitative exercise and object-related training were performed under low-amplitude continuous neuromuscular electrical stimulation. Since this 2-week treatment improved upper limb function, we compared brain activities, as measured by near-infrared spectroscopy during finger pinching, before and after the combined treatment. -
Signaling by Sensory Receptors
Signaling by Sensory Receptors David Julius1 and Jeremy Nathans2 1Department of Physiology, University of California School of Medicine, San Francisco, California 94158 2Department of Molecular Biology and Genetics, Johns Hopkins Medical School, Baltimore, Maryland 21205 Correspondence: [email protected] and [email protected] SUMMARY Sensory systems detect small molecules, mechanical perturbations, or radiation via the activa- tion of receptor proteins and downstream signaling cascades in specialized sensory cells. In vertebrates, the two principal categories of sensory receptors are ion channels, which mediate mechanosensation, thermosensation, and acid and salt taste; and G-protein-coupled recep- tors (GPCRs), which mediate vision, olfaction, and sweet, bitter, and umami tastes. GPCR- based signaling in rods and cones illustrates the fundamental principles of rapid activation and inactivation, signal amplification, and gain control. Channel-based sensory systems illus- trate the integration of diverse modulatory signals at the receptor, as seen in the thermosen- sory/pain system, and the rapid response kinetics that are possible with direct mechanical gating of a channel. Comparisons of sensory receptor gene sequences reveal numerous exam- ples in which gene duplication and sequence divergence have created novel sensory specific- ities. This is the evolutionary basis for the observed diversity in temperature- and ligand- dependent gating among thermosensory channels, spectral tuning among visual pigments, and odorant binding among olfactory receptors. The coding of complex external stimuli by a limited number of sensory receptor types has led to the evolution of modality-specific and species-specific patterns of retention or loss of sensory information, a filtering operation that selectively emphasizes features in the stimulus that enhance survival in a particular ecological niche. -
The Grasp Reflex and Moro Reflex in Infants: Hierarchy of Primitive
Hindawi Publishing Corporation International Journal of Pediatrics Volume 2012, Article ID 191562, 10 pages doi:10.1155/2012/191562 Review Article The Grasp Reflex and Moro Reflex in Infants: Hierarchy of Primitive Reflex Responses Yasuyuki Futagi, Yasuhisa Toribe, and Yasuhiro Suzuki Department of Pediatric Neurology, Osaka Medical Center and Research Institute for Maternal and Child Health, 840 Murodo-cho, Izumi, Osaka 594-1101, Japan Correspondence should be addressed to Yasuyuki Futagi, [email protected] Received 27 October 2011; Accepted 30 March 2012 Academic Editor: Sheffali Gulati Copyright © 2012 Yasuyuki Futagi et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. The plantar grasp reflex is of great clinical significance, especially in terms of the detection of spasticity. The palmar grasp reflex also has diagnostic significance. This grasp reflex of the hands and feet is mediated by a spinal reflex mechanism, which appears to be under the regulatory control of nonprimary motor areas through the spinal interneurons. This reflex in human infants can be regarded as a rudiment of phylogenetic function. The absence of the Moro reflex during the neonatal period and early infancy is highly diagnostic, indicating a variety of compromised conditions. The center of the reflex is probably in the lower region of the pons to the medulla. The phylogenetic meaning of the reflex remains unclear. However, the hierarchical interrelation among these primitive reflexes seems to be essential for the arboreal life of monkey newborns, and the possible role of the Moro reflex in these newborns was discussed in relation to the interrelationship. -
Interpretation of Sensory Information from Skeletal Muscle Receptors for External Control Milan Djilas
Interpretation of Sensory Information From Skeletal Muscle Receptors For External Control Milan Djilas To cite this version: Milan Djilas. Interpretation of Sensory Information From Skeletal Muscle Receptors For External Control. Automatic. Université Montpellier II - Sciences et Techniques du Languedoc, 2008. English. tel-00333530 HAL Id: tel-00333530 https://tel.archives-ouvertes.fr/tel-00333530 Submitted on 23 Oct 2008 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. UNIVERSITE MONTPELLIER II SCIENCES ET TECHNIQUES DU LANGUEDOC T H E S E pour obtenir le grade de DOCTEUR DE L'UNIVERSITE MONTPELLIER II Formation doctorale: SYSTEMES AUTOMATIQUES ET MICROELECTRONIQUES Ecole Doctorale: INFORMATION, STRUCTURES ET SYSTEMES présentée et soutenue publiquement par Milan DJILAS le 13 octobre 2008 Titre: INTERPRETATION DES INFORMATIONS SENSORIELLES DES RECEPTEURS DU MUSCLE SQUELETTIQUE POUR LE CONTROLE EXTERNE INTERPRETATION OF SENSORY INFORMATION FROM SKELETAL MUSCLE RECEPTORS FOR EXTERNAL CONTROL JURY Jacques LEVY VEHEL Directeur de Recherches, INRIA Rapporteur -
The Concept of the Reflex in the Description of Behavior 321
THE CONCEPT OF THE REFLEX IN THE DESCRIPTION OF BEHAVIOR 321 The present paper was published in the Journal of General Psychology, I I 2 * s here the editor. ( 93 > 5' 4 7~45$) an^ reprinted by permission of INTRODUCTORY NOTE THE EXTENSION of the concept of the reflex to the description of the behavior of intact organisms is a common practice in modern theorizing. Nevertheless, we owe most of our knowledge of the reflex to investigators who have dealt only with "preparations," and who have never held themselves to be con- cerned with anything but a subsidiary function of the central nervous system. Doubtless, there is ample justification for the use of relatively simple systems in an early investigation. But it is true, nevertheless, that the concept of the reflex has not emerged unmarked by such a circumstance of its development. In its extension to the behavior of intact organisms, that is to say, the his- torical definition finds itself encumbered with what now appear to be super- fluous interpretations. The present paper examines the concept of the reflex and attempts to evaluate the historical definition. It undertakes eventually to frame an alterna- tive definition, which is not wholly in despite of the historical usage. The reader will recognize a method of criticism first formulated with respect to scientific Ernst Mach in The Science and concepts by [ of Mechanics} per- haps better stated by Henri Poincare. To the works of these men and to Bridgman's excellent application of the method [in The Logic of Modern Physics] the reader is referred for any discussion of the method qua method. -
Let's Form a Reflex Arc Model
Journal of Inquiry Based Activities (JIBA) /Araştırma Temelli Etkinlik Dergisi (ATED) Vol 9, No 2, 84-95, 2019 LET’S FORM A REFLEX ARC MODEL: A STEM ACTIVITY1 Ayşegül Kağnıcı2, Özlem Sadi3 ABSTRACT The purpose of this study is to introduce an activity which has been designed in accordance with Science, Technology, Engineering, Mathematics (STEM) education within the scope of 5E learning model and to present the implementation steps of it. The activity plan is on the topics of Nerves, Hormones and Homeostasis in Human Physiology Unit in 11th grade biology curriculum. The activity was implemented with the participation of 49 students at a public high school. For the implementation of the activity, the students were divided into groups of five and they tried to complete the activity in four class hours. The participant students stated that they both learned and enjoyed learning while they were creating their model. Moreover, the teachers who implemented the activity stated that the equipment used in the activity is easy to access, which creates an advantage for the activity to be done in class. Keywords: biology education, reflex arc, STEM, nervous system. REFLEKS YAYI MODELİ OLUŞTURALIM: BİR STEM ETKİNLİĞİ ÖZ Bu çalışmanın amacı STEM eğitimine uygun olarak tasarlanan bir etkinliğin 5E öğrenme modeli kapsamında tanıtılması ve uygulama basamaklarının sunulmasıdır. Etkinlik planı, 11. Sınıf Biyoloji Dersi Öğretim Programında bulunan İnsan Fizyolojisi ünitesindeki Sinirler, Hormonlar ve Homeostazi konusu ile ilgilidir. Etkinliğin özellikle, omuriliğin görevleri ile refleks yayının çalışma mekanizmalarının öğrenilmesi noktasında faydalı olacağı düşünülmüştür. Etkinlik, bir devlet lisesinde öğrenim gören 49 öğrencinin katılımıyla gerçekleştirilmiştir. Etkinliğin uygulanmasında öğrenciler beşer kişilik gruplar oluşturmuş ve dört ders saati boyunca etkinliği tamamlamaya çalışmışlardır. -
The Reflex Arc: How a Stimulus Elicits a Response
The Reflex Arc How a Stimulus Elicits a Response A Knee-Jerk Response • What happened? • When the hammer hit the knee the foot jerked up. • Why? Reacting to Changes • You need to keep the conditions inside your body constant. Doing this is called homeostasis. Small changes inside your body can cause its cells to be damaged or destroyed. Yet, there are big changes going on outside your body. • You need to detect a change in the environment (a stimulus) and react to the change (a response) in a way that maintains homeostasis. When you do this without thinking, it is called a reflex. Reacting to Changes • It can get very hot or very cold outside, but the temperature inside your body stays the same. How? • When it gets cold outside (stimulus) you shiver (response) and keep the temperature inside your body from dropping. • When it gets hot outside (stimulus) you perspire (response) and keep the temperature inside your body from rising. Posture • In order to maintain your posture (even bad posture - stop slouching) your muscles are constantly monitoring their shape. A change in shape of a muscle (the stimulus) causes the muscle to readjust its shape (the response) and maintain your posture. • The knee-jerk reflex is base on the hammer changing the shape of a muscle. Revisiting the Knee-Jerk Response • What is the stimulus? The hammer hits the tendon. • What is the response? The muscle contracts, causing the foot to jerk upward. Other Reflexes Stimulus Response The aroma of your favorite Salivation food A nasty odor Nausea A bright light shining in your Pupils get smaller eye An insect flying towards your Blinking eye How is a Stimulus Detected? • Some cells are specialized to react to a specific stimulus. -
Vocabulario De Morfoloxía, Anatomía E Citoloxía Veterinaria
Vocabulario de Morfoloxía, anatomía e citoloxía veterinaria (galego-español-inglés) Servizo de Normalización Lingüística Universidade de Santiago de Compostela COLECCIÓN VOCABULARIOS TEMÁTICOS N.º 4 SERVIZO DE NORMALIZACIÓN LINGÜÍSTICA Vocabulario de Morfoloxía, anatomía e citoloxía veterinaria (galego-español-inglés) 2008 UNIVERSIDADE DE SANTIAGO DE COMPOSTELA VOCABULARIO de morfoloxía, anatomía e citoloxía veterinaria : (galego-español- inglés) / coordinador Xusto A. Rodríguez Río, Servizo de Normalización Lingüística ; autores Matilde Lombardero Fernández ... [et al.]. – Santiago de Compostela : Universidade de Santiago de Compostela, Servizo de Publicacións e Intercambio Científico, 2008. – 369 p. ; 21 cm. – (Vocabularios temáticos ; 4). - D.L. C 2458-2008. – ISBN 978-84-9887-018-3 1.Medicina �������������������������������������������������������������������������veterinaria-Diccionarios�������������������������������������������������. 2.Galego (Lingua)-Glosarios, vocabularios, etc. políglotas. I.Lombardero Fernández, Matilde. II.Rodríguez Rio, Xusto A. coord. III. Universidade de Santiago de Compostela. Servizo de Normalización Lingüística, coord. IV.Universidade de Santiago de Compostela. Servizo de Publicacións e Intercambio Científico, ed. V.Serie. 591.4(038)=699=60=20 Coordinador Xusto A. Rodríguez Río (Área de Terminoloxía. Servizo de Normalización Lingüística. Universidade de Santiago de Compostela) Autoras/res Matilde Lombardero Fernández (doutora en Veterinaria e profesora do Departamento de Anatomía e Produción Animal. -
What's the Connection?
WHAT’S THE CONNECTION? Sharon Winter Lake Washington High School Directions for Teachers 12033 NE 80th Street Kirkland, WA 98033 SYNOPSIS Students elicit and observe reflex responses and distinguish between types STUDENT PRIOR KNOWL- of reflexes. They then design and conduct experiments to learn more about EDGE reflexes and their control by the nervous system. Before participating in this LEVEL activity students should be able to: Exploration, Concept/Term Introduction Phases ■ Describe the parts of a Application Phase neuron and explain their functions. ■ Distinguish between sensory and motor neurons. Getting Ready ■ Describe briefly the See sidebars for additional information regarding preparation of this lab. organization of the nervous system. Directions for Setting Up the Lab General: INTEGRATION Into the Biology Curriculum ■ Make an “X” on the chalkboard for the teacher-led introduction. ■ Health ■ Photocopy the Directions for Students pages. ■ Biology I, II ■ Human Anatomy and Teacher Background Physiology A reflex is an involuntary neural response to a specific sensory stimulus ■ AP Biology that threatens the survival or homeostatic state of an organism. Reflexes Across the Curriculum exist in the most primitive of species, usually with a protective function for ■ Mathematics animals when they encounter external and internal stimuli. A primitive ■ Physics ■ example of this protective reflex is the gill withdrawal reflex of the sea slug Psychology Aplysia. In humans and other vertebrates, protective reflexes have been OBJECTIVES maintained and expanded in number. Examples are the gag reflex that At the end of this activity, occurs when objects touch the sides students will be able to: or the back of the throat, and the carotid sinus reflex that restores blood ■ Identify common reflexes pressure to normal when baroreceptors detect an increase in blood pressure.