Application of Cranial Nerve Function Am I in Control of My Own Body

Total Page:16

File Type:pdf, Size:1020Kb

Application of Cranial Nerve Function Am I in Control of My Own Body Teaching Tips - continued from page 14 Application of Cranial Nerve Function Directions: Using your diagrams, notes and textbooks, 4. An individual has diabetes and blood vessels in the retina determine the spinal nerve or cranial nerve that is damaged are damaged, what nerve would be sending less sensory based on the symptoms of the individual. impulses? a. olfactory nerve (I) 5. Due to surgical error, the patient has lost most sensory b. optic nerve (II) perception on one side of the face and difficulty c. oculomotor nerve (III) chewing. d. trochlear nerve (IV) 6. Individual cannot move most muscles of the face. e. trigeminal nerve (V) 7. Paralysis of the superior oblique muscle results due to f. abducens (VI) damage of this nerve. The individual’s one eye rotates g. facial (VII) outward. h. vestibulocochlear nerve (VIII) 8. The patient complains of decreased sense of taste (3 cranial i. glossopharyngeal nerve (IX) nerves). j. vagus nerve (X) 9. The individual cannot abduct (move the eye laterally to k. accessory nerve (XI) see something to the side) one eye due to damage to this l. hypoglossal nerve (XII) nerve. 10. Stimulation of this nerve in the region of the neck 1. The patient is deaf. decreases heart rate. 2. The pupil in one eye is dilated due to decreased tone of the 11. One shoulder droops. constrictor muscles of the iris. 12. The patient has Bell’s palsy. 3. An individual has taken a hard blow to the face (e.g. as a result of falling on concrete) and has lost some sense of Key: 1-h; 2-c; 3-a; 4-b; 5-e; 6-g; 7-d; 8-g, i, j; 9-f; 10-j; 11-k; smell. 12-g Am I in Control of My Own Body? Understanding the Autonomic Nervous System Mary Gahbauer Department of Life and Earth Science, Otterbein College, Westerville, Ohio 43081 (614) 823-1467 (614) 823-3042 fax [email protected] The ANS is a dynamic, responsive system that maintains Activity 1: Extensive, protective homeostatic functions of the homeostasis through reflex adjustment to changing conditions - but ANS it is not an intuitive topic for students, and its antique terminologya Guess how many reflexes are known. A search of the Internet, does not help. This article offers a “housekeeping” metaphor to textbooks, and the Merck manual produces definitions like “rapid, introduce the ANS in everyday language, and short class activities automatic, stereotyped response to stimuli”, and lists of scores with questions that enable students to answer, “Just how much of reflexes – far more than anyone guesses. Working in groups can I control my own body?” and “What would happen if the ANS to sort the reflexes, students set aside descriptive terms such as failed?” spinal/cranial or monosynaptic/polysynaptic and proper names such as Babinski for later research. Are there more autonomic or Housekeeping: the biological function of the ANS somatic reflexes? By sorting the reflexes according to body parts Housekeeping in a complex building (i.e., a hotel) means sending involved, it becomes clear that the autonomic group, controlling the fresh supplies to the right location, maintaining a comfortable imperceptible “housekeeping” functions of glands or smooth muscle temperature, etc. and hotel guests are free to plan their own activities in viscera such as heart, iris, stomach, blood vessels, etc., is much since the building seems to run itself. Similarly “housekeeping” larger than the somatic group of reflexes that act in posture and by the ANS adjusts cardiorespiratory control, temperature control, withdrawal. Students may think they control their own bodies, but etc. so that the conscious brain is free to think while the body’s realize the only organ under conscious control is skeletal muscle! routine functions operate automatically. In a hotel or in the body, How does each ANS reflex act to maintain homeostasis and/ housekeeping management also provides automatic, rapid responses or provide some kind of protection? For example, chemoreceptor that protect against internal or external threats or disturbances (see Table 1). Teaching Tips continued on page 16 HAPS-EDucator – Summer 2008 - page 15 Teaching Tips - continued from page 15 reflexes maintain blood gases and therefore pH, and gastric and What work does the ANS perform? Efferent signals in the enteric reflexes maintain food propulsion at the right rate for ANS cause smooth muscle contraction, gland secretion, and/or digestion and absorption. Cough and gag reflexes protect directly, regulate cardiac action; all of the uncontrollable bodily activities and the diving and bladder emptying reflexes protect indirectly. result from one or more of these actions. Table 1. Comparison of housekeeping in a complex building and in the body Activity 3: Afferent limb Housekeeping in a Housekeeping in the body Does something stimulate the CNS to cause the efferent hotel effects (above), or are these random? Physiology is anything but Who/what Service, delivery, Autonomic nerves to viscera, random, so we need to consider what the “work orders” are that does the cleaning staff including blood vessels cause housekeeping nerves to perform some type of job. work? How does it feel to have an X-ray, and what happens? There When is 24/7 24/7 is no feeling and nothing happens because the body cannot sense work done? X-rays. It must be able to detect, through some kind of sensory What jobs Provision of fresh Provision of oxygen, nutrients, receptor, what is going on in and around itself, and report that are done? supplies, food, waste waste cleared, heating and work order (afferent limb of the reflex) to a housekeeping office cleared , heating and cooling adjusted cooling adjusted (integration center of the reflex) before appropriate motor work can be done (efferent limb of the reflex). What are job Staff provide service as ANS automatically adjusts to What are some work orders for autonomic action? Students descriptions? requested by incoming incoming sensory information already know that heat causes sweating, embarrassment causes work orders (acts by reflex) blushing, hunger causes stomach gurgles, etc. Other work orders are unfamiliar, such as baroreceptor afferents that report details Regular maintenance Parasympathetic division of blood pressure, but everyone has felt dizzy on standing up crew provides normal supports rest and restoration conditions suddenly. The baroreceptor reflex must catch up in its work of “autofocusing” the blood pressure after blood sinks into the legs Rapid response crew Sympathetic division prepares by gravity. for emergencies for fight or flight When enough afferent impulses (work orders) have been identified, students sort them into two categories: Which are Regular crew and rapid Both divisions constantly response crew trade off balancing to achieve dynamic triggered by sensation such as pain, fullness of the stomach, or light with each other homeostasis shining in the eyes? Which are triggered by memories, thoughts, or emotions such as anxiety, hatred, or sexual attraction? This What is the Deals with building Deals with involuntary functions, establishes that the afferent limb of the ANS reflex can be any type overall maintenance, frees frees conscious brain for special of peripheral sensation, or can be central input from the cerebral effect? guests for their own purposes hemispheres. Autonomic afferent nerves are few (relaying visceral activities sensation, and baroreceptor and chemoreceptor input), and somatic Provides rapid Provides rapid protection from nerves provide the afferent limb (or even efferent limb, but if both protection against loss threats to airways, blood loss, limbs are somatic, it is a somatic reflex) in some autonomic reflexes of power, flooding, noxious food etc. (see Table 2). hostile behavior WhatActivit ies Housekee2, 3, 4 ping P arts of theANS reflex functions arc during (afferent sleep, limb, Table 2. Components Components of of visceral visceral and and somatic somatic reflexes reflexes happens continues when anesthesia, light coma whenintegrating there management center, efferent on limb) Afferent limb Afferent limb is no vacation autonomic somatic oversight?Activity 2 Efferent limb Efferent Baroreceptor reflex alters heart Pain → pallor, sweating What bodily activities can not be consciously limb rate via sympathetic or via sympathetic efferent controlled? Students offer goose bumps, stomach gurgling, autonomic parasympathetic efferents Activitiessweating, 2, 3,fainting, 4: Parts heart of thumping the reflex, blushing arc (afferent, and so on. limb, After Touch → sexual integratinga few hintscenter, they efferent add pupillary, limb) bladder, bowel, and sexual Gut sensation alters gut motility arousal via functions. These autonomic effects are mediated by efferent via sympathetic or parasympathetic (motor) signals from the central nervous system (CNS); parasympathetic efferents efferents Activity 2: Efferent limb students should note that the dual sympathetic and Whatparasympathetic bodily activities nerves cannot beto consciouslyviscera showncontrolled? in Studentstextbook Efferent Chemoreceptor reflex alters Knee jerk, ankle jerk offer illustrationsgoose bumps, are stomach both efferent gurgling, – the sweating, ANS is fainting, predominantly heart limb use of respiratory skeletal thumping,efferent blushing,. These and nerves so on. are After the housekeeping a few hints they sta addff that pupillary, perform somatic muscles Withdrawal reflex bladder,the work.bowel, and sexual functions. These autonomic effects are mediated by efferent (motor) signals from the central nervous
Recommended publications
  • Inflated Praise Leads Socially Anxious Children to Blush
    UvA-DARE (Digital Academic Repository) When gushing leads to blushing: Inflated praise leads socially anxious children to blush Nikolić , M.; Brummelman, E.; Colonnesi, C.; de Vente, W.; Bögels, S.M. DOI 10.1016/j.brat.2018.04.003 Publication date 2018 Document Version Final published version Published in Behaviour Research and Therapy Link to publication Citation for published version (APA): Nikolić , M., Brummelman, E., Colonnesi, C., de Vente, W., & Bögels, S. M. (2018). When gushing leads to blushing: Inflated praise leads socially anxious children to blush. Behaviour Research and Therapy, 106, 1-7. https://doi.org/10.1016/j.brat.2018.04.003 General rights It is not permitted to download or to forward/distribute the text or part of it without the consent of the author(s) and/or copyright holder(s), other than for strictly personal, individual use, unless the work is under an open content license (like Creative Commons). Disclaimer/Complaints regulations If you believe that digital publication of certain material infringes any of your rights or (privacy) interests, please let the Library know, stating your reasons. In case of a legitimate complaint, the Library will make the material inaccessible and/or remove it from the website. Please Ask the Library: https://uba.uva.nl/en/contact, or a letter to: Library of the University of Amsterdam, Secretariat, Singel 425, 1012 WP Amsterdam, The Netherlands. You will be contacted as soon as possible. UvA-DARE is a service provided by the library of the University of Amsterdam (https://dare.uva.nl) Download date:24 Sep 2021 Behaviour Research and Therapy 106 (2018) 1–7 Contents lists available at ScienceDirect Behaviour Research and Therapy journal homepage: www.elsevier.com/locate/brat When gushing leads to blushing: Inflated praise leads socially anxious T children to blush ∗ Milica Nikolića, , Eddie Brummelmana,b, Cristina Colonnesia, Wieke de Ventea, Susan M.
    [Show full text]
  • Understanding and Sharing Intentions: the Origins of Cultural Cognition
    BEHAVIORAL AND BRAIN SCIENCES (2005) 28, 000–000 Printed in the United States of America Understanding and sharing intentions: The origins of cultural cognition Michael Tomasello, Malinda Carpenter, Josep Call, Tanya Behne, and Henrike Moll Max Planck Institute for Evolutionary Anthropology, D-04103 Leipzig, Germany [email protected] [email protected] [email protected] [email protected] [email protected] Abstract: We propose that the crucial difference between human cognition and that of other species is the ability to participate with others in collaborative activities with shared goals and intentions: shared intentionality. Participation in such activities requires not only especially powerful forms of intention reading and cultural learning, but also a unique motivation to share psychological states with oth- ers and unique forms of cognitive representation for doing so. The result of participating in these activities is species-unique forms of cultural cognition and evolution, enabling everything from the creation and use of linguistic symbols to the construction of social norms and individual beliefs to the establishment of social institutions. In support of this proposal we argue and present evidence that great apes (and some children with autism) understand the basics of intentional action, but they still do not participate in activities involving joint intentions and attention (shared intentionality). Human children’s skills of shared intentionality develop gradually during the first 14 months of life as two ontogenetic pathways intertwine: (1) the general ape line of understanding others as animate, goal-directed, and intentional agents; and (2) a species-unique motivation to share emotions, experience, and activities with other persons.
    [Show full text]
  • The ICD-10 Classification of Mental and Behavioural Disorders : Clinical Descriptions and Diagnostic Guidelines
    ICD-10 ThelCD-10 Classification of Mental and Behavioural Disorders Clinical descriptions and diagnostic guidelines | World Health Organization I Geneva I 1992 Reprinted 1993, 1994, 1995, 1998, 2000, 2002, 2004 WHO Library Cataloguing in Publication Data The ICD-10 classification of mental and behavioural disorders : clinical descriptions and diagnostic guidelines. 1.Mental disorders — classification 2.Mental disorders — diagnosis ISBN 92 4 154422 8 (NLM Classification: WM 15) © World Health Organization 1992 All rights reserved. Publications of the World Health Organization can be obtained from Marketing and Dissemination, World Health Organization, 20 Avenue Appia, 1211 Geneva 27, Switzerland (tel: +41 22 791 2476; fax: +41 22 791 4857; email: [email protected]). Requests for permission to reproduce or translate WHO publications — whether for sale or for noncommercial distribution — should be addressed to Publications, at the above address (fax: +41 22 791 4806; email: [email protected]). The designations employed and the presentation of the material in this publication do not imply the expression of any opinion whatsoever on the part of the World Health Organization concerning the legal status of any country, territory, city or area or of its authorities, or concerning the delimitation of its frontiers or boundaries. Dotted lines on maps represent approximate border lines for which there may not yet be full agreement. The mention of specific companies or of certain manufacturers' products does not imply that they are endorsed or recommended by the World Health Organization in preference to others of a similar nature that are not mentioned. Errors and omissions excepted, the names of proprietary products are distinguished by initial capital letters.
    [Show full text]
  • The ICD-10 Classification of Mental and Behavioural Disorders Diagnostic Criteria for Research
    The ICD-10 Classification of Mental and Behavioural Disorders Diagnostic criteria for research World Health Organization Geneva The World Health Organization is a specialized agency of the United Nations with primary responsibility for international health matters and public health. Through this organization, which was created in 1948, the health professions of some 180 countries exchange their knowledge and experience with the aim of making possible the attainment by all citizens of the world by the year 2000 of a level of health that will permit them to lead a socially and economically productive life. By means of direct technical cooperation with its Member States, and by stimulating such cooperation among them, WHO promotes the development of comprehensive health services, the prevention and control of diseases, the improvement of environmental conditions, the development of human resources for health, the coordination and development of biomedical and health services research, and the planning and implementation of health programmes. These broad fields of endeavour encompass a wide variety of activities, such as developing systems of primary health care that reach the whole population of Member countries; promoting the health of mothers and children; combating malnutrition; controlling malaria and other communicable diseases including tuberculosis and leprosy; coordinating the global strategy for the prevention and control of AIDS; having achieved the eradication of smallpox, promoting mass immunization against a number of other
    [Show full text]
  • List of Phobias and Simple Cures.Pdf
    Phobia This article is about the clinical psychology. For other uses, see Phobia (disambiguation). A phobia (from the Greek: φόβος, Phóbos, meaning "fear" or "morbid fear") is, when used in the context of clinical psychology, a type of anxiety disorder, usually defined as a persistent fear of an object or situation in which the sufferer commits to great lengths in avoiding, typically disproportional to the actual danger posed, often being recognized as irrational. In the event the phobia cannot be avoided entirely the sufferer will endure the situation or object with marked distress and significant interference in social or occupational activities.[1] The terms distress and impairment as defined by the Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition (DSM-IV-TR) should also take into account the context of the sufferer's environment if attempting a diagnosis. The DSM-IV-TR states that if a phobic stimulus, whether it be an object or a social situation, is absent entirely in an environment - a diagnosis cannot be made. An example of this situation would be an individual who has a fear of mice (Suriphobia) but lives in an area devoid of mice. Even though the concept of mice causes marked distress and impairment within the individual, because the individual does not encounter mice in the environment no actual distress or impairment is ever experienced. Proximity and the degree to which escape from the phobic stimulus should also be considered. As the sufferer approaches a phobic stimulus, anxiety levels increase (e.g. as one gets closer to a snake, fear increases in ophidiophobia), and the degree to which escape of the phobic stimulus is limited and has the effect of varying the intensity of fear in instances such as riding an elevator (e.g.
    [Show full text]
  • A Study of the Blushing Response Using Self-Reported Data from College Students. Maynard Kirk Davis University of Massachusetts Amherst
    University of Massachusetts Amherst ScholarWorks@UMass Amherst Masters Theses 1911 - February 2014 1977 A study of the blushing response using self-reported data from college students. Maynard Kirk Davis University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/theses Davis, Maynard Kirk, "A study of the blushing response using self-reported data from college students." (1977). Masters Theses 1911 - February 2014. 1440. Retrieved from https://scholarworks.umass.edu/theses/1440 This thesis is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Masters Theses 1911 - February 2014 by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. A Study of the Blushing Response Using Self-Reported Data From College Students A Thesis Presented By MAYNARD KIRK DAVIS Subnitted to the Graduate School of the University of Massachusetts in partial ulfilljnent o:: the requirements for the degree TOASTER OF SCIENCE July 1977 Psychology A Study of the Blushing Response Using Self-Reported Data from College Students A Thesis By MAYNARD KIRK DAVIS Approved as to style and content by: Seymour Epstein, Chairman of Committee J . William Dorr is , Member Bonnie R. Strickland , Departmen Head , Psychology July 1977 ACKNOWLEDGEMENTS I would like to extend my sincere appreciation to my committee: to its chairman, Sy Epstein, whose fundamental enthusiasm for the subject matter sustained my endeavor and whose effort provided the last four items of the blushing report coding format; and to its members, Jim Aver ill and Bill Dorris, v;ho brought diverse interests to bear on an obscure topic.
    [Show full text]
  • Depression Care Guide
    Depression D E P R E S S I O N PRIMARY CARE PRINCIPLES FOR CHILD MENTAL HEALTH 59 Depressive Symptoms? Safety screen: Neglect/Abuse? Medical condition (i.e. anemia, thyroid problem?) Thoughts of hurting oneself? if yes, are there plans and means available? Think about comobidity: Anxiety, ODD, Conduct Disorder, ADHD, Dysthymia, Substance Abuse Diagnosis: DSM-5 Diagnostic Criteria Rating Scale: SMFQ or PHQ-9 (others available for a fee) Label as “Unspecified Depressive Disorder” if significant symptoms but not clear if Major Depression YES Can problem NO be managed in Referral primary care? Judgment Call Mild Problem Moderate/Severe Problem (noticeable, but basically functioning OK) (significant impairment in one setting, or moderate impairment in multiple settings) Educate patient and family Support increased peer interactions. Recommend individual psychotherapy Behavior activation, exercise. CBT and IPT are preferred, where available. Encourage good sleep hygiene. Psychoeducation, coping skills, and problem solving focus Reduce stressors, if possible. are all helpful therapy strategies. Remove any guns from home. Educate patient and family (as per mild problem list on left). Offer parent/child further reading resources. Consider family therapy referral. Consider starting SSRI, especially if severe. Fluoxetine is the first line choice. Follow up appointment in 2-4 weeks to check Escitalopram/Sertraline second line. if situation is getting worse. Third line agents are other SSRIs, buproprion, mirtazepine. Repeating rating scales helps comparisons. Wait four weeks between dose increases to see changes. Those not improving on their own are referral Check for side effects every 1-2 weeks in first month of use candidates for counseling.
    [Show full text]
  • Principles of Learning and Behavior 2Nd Edition
    Discovering Psychology Series Principles of Learning and Behavior 2nd edition Lee W. Daffin Jr., Ph.D. Washington State University Version 2.00 June 2021 Contact Information about this OER: 1. Dr. Lee Daffin, Associate Professor of Psychology – [email protected] Table of Contents Preface Record of Changes Part I. Setting the Stage • Module 1: Towards a Theory of Learning 1-1 • Module 2: Research Methods in Learning and Behavior 2-1 • Module 3: Elicited Behaviors and More 3-1 Part II: Associative Learning: Respondent Conditioning • Module 4: Respondent Conditioning 4-1 • Module 5: Applications of Respondent Conditioning 5-1 Part III: Associative Learning: Operant Conditioning • Module 6: Operant Conditioning 6-1 • Module 7: Applications of Operant Conditioning 7-1 Part IV: Observational Learning • Module 8: Observational Learning 8-1 Part V: Take A Pause • Module 9: Complementary, Not Competing 9-1 Part VI: Complementary Cognitive Processes • Module 10: Complementary Cognitive Processes – Sensation (and 10-1 Perception) • Module 11: Complementary Cognitive Processes – Memory 11-1 • Module 12: Complementary Cognitive Processes – Language 12-1 • Module 13: Complementary Cognitive Processes – Learning Concepts 13-1 Glossary References Index Record of Changes Edition As of Date Changes Made 1.0 May 2019 Initial writing; feedback pending 2.0 June 2021 Copyediting changes; some revisions to add clarity; added a Tokens of Appreciation page. Tokens of Appreciation June 8, 2021 I want to offer a special thank you to Ms. Michelle Cosley, undergraduate within the online Bachelor of Science degree in Psychology program, for her edits of the 1st edition during the spring 2020. Her changes, and my own, are integrated into the 2nd edition of the book and are a dramatic improvement over the 1st edition.
    [Show full text]
  • Understanding and Sharing Intentions: the Origins of Cultural Cognition
    BEHAVIORAL AND BRAIN SCIENCES (2005) 28, 675–735 Printed in the United States of America Understanding and sharing intentions: The origins of cultural cognition Michael Tomasello, Malinda Carpenter, Josep Call, Tanya Behne, and Henrike Moll Max Planck Institute for Evolutionary Anthropology, D-04103 Leipzig, Germany [email protected] [email protected] [email protected] [email protected] [email protected] http://www.eva.mpg.de/psycho/ Abstract: We propose that the crucial difference between human cognition and that of other species is the ability to participate with others in collaborative activities with shared goals and intentions: shared intentionality. Participation in such activities requires not only especially powerful forms of intention reading and cultural learning, but also a unique motivation to share psychological states with oth- ers and unique forms of cognitive representation for doing so. The result of participating in these activities is species-unique forms of cultural cognition and evolution, enabling everything from the creation and use of linguistic symbols to the construction of social norms and individual beliefs to the establishment of social institutions. In support of this proposal we argue and present evidence that great apes (and some children with autism) understand the basics of intentional action, but they still do not participate in activities involving joint intentions and attention (shared intentionality). Human children’s skills of shared intentionality develop gradually during the first 14 months of life as two ontogenetic pathways intertwine: (1) the general ape line of understanding others as animate, goal-directed, and intentional agents; and (2) a species-unique motivation to share emotions, experience, and activities with other persons.
    [Show full text]
  • Healing Trauma and the Effects of Adverse Life Experiences
    Healing Trauma and the Effects of Adverse Life Experiences 1 Introduction My story-how I came to be working with Eating Disorders How I came to be doing EMDR 2 Eating Disorder: Working Definition A cluster of thoughts, feelings, and behaviors whereby a person’s relationship with food is disordered An over-identification with the body, food, and weight Starving, bingeing/purging, or overeating is a self-regulating mechanism which creates a perpetual loop 3 Multi-layered Approach Psychotherapy-insight and healing Behavioral Change-must address behavior when the time is right Nutritional Counseling and support- demystify food and learn to eat intuitively Medication Management 4 Core Elements to an Eating Disorder Self-Loathing and Shame-transferred on to the body Moralizing Food and weight-”I am good when I am thin and bad when I am heavy” Perfectionism designed to avoid my feelings of self-loathing and shame Loss of Trust in Self-”I create intolerable rules for myself with food and weight in order to rid myself of my self-hate. Because I can’t follow these rules I fail and lose trust in myself” Illusion of Control-In my attempt to be in control with these rules, since they are not natural and I cannot follow them I feel out of control. This becomes a theme for my life. The very thing that is supposed to make me feel in control is actually out of control” Dissociation-because I cannot self-soothe, make conscious and healthy choices for dealing with stress, and often feel highly anxious or helpless and hopeless; I shut down with either starving or bingeing.
    [Show full text]
  • Does Complexion Color Affect the Experience of Blushing?
    Does Complexion Color Affect the Experience of Blushing? Angela Simon Department of Psychology, Morehead State University Morehead, Kentucky, 40351-1689 Stephanie A. Shields Department of Psychology, University of California, Davis, CA 95616 This study examined the relationship between blushing and complexion color. Asian (n = 62), Black (n = 26), Hispanic (n = 18), and White (n = 165) respondents completed a self-report measure assessing various aspects of their typical blushing experience. In line with predictions, lighter complexioned individuals were more likely than darker complex­ ioned individuals to report visible color change as part oftheir blushing experience and to indicate that changes in visible skin color influenced others' reactions to their blushes. Experiences which do not directly involve visibility such as the frequency, ease, latency, and duration of blushing showed no differences. No major sex differences emerged. Blushing, though a fleeting episode, is experienced as an unwelcome public revelation of one's most private thoughts. By "blushing," we specifically mean the transient feeling of warmth and/or skin color change associated with the occurrence of acute self-consciousness. If an emotional expression can be thought of as "popular," the 19th century Europeans' fascination with blushing as apparently the most civilized of expressions (Ricks, 1974) partially explains its serious treat­ ment by scientists of the time. Thomas Henry Burgess published the first generally recognized scientific account of blushing in The Physiology or Mechanism of Blushing (1839), although it is Darwin's (1872/1955) account, which draws heavily on Burgess', that has served as the accepted wisdom on the subject. Only in recent years have investigators begun to Authors' Notes: This research was supported by an NSF Visiting Professorship in Science and Engineering award to the second author.
    [Show full text]
  • Topical Ibuprofen Inhibits Blushing During Embarrassment and Facial Flushing During Aerobic Exercise in People with a Fear of Blushing
    MURDOCH RESEARCH REPOSITORY http://researchrepository.murdoch.edu.au This is the author's final version of the work, as accepted for publication following peer review but without the publisher's layout or pagination. Drummond, P.D. , Minosora, K., Little, G. and Keay, W. (2013) Topical ibuprofen inhibits blushing during embarrassment and facial flushing during aerobic exercise in people with a fear of blushing. European Neuropsychopharmacology, 23 (12). pp. 1747-1753. http://researchrepository.murdoch.edu.au/17224 Copyright © Elsevier It is posted here for your personal use. No further distribution is permitted. 1 of 1 2/12/2013 10:29 AM Author's Accepted Manuscript Topical ibuprofen inhibits blushing during em- barrassment and facial flushing during aerobic exercise in people with a fear of blushing Peter D. Drummond, Kate Minosora, Gretta Little, Wendy Keay www.elsevier.com/locate/euroneuro PII: S0924-977X(13)00213-7 DOI: http://dx.doi.org/10.1016/j.euroneuro.2013.07.013 Reference: NEUPSY10713 To appear in: European Neuropsychopharmacology Received date: 21 January 2013 Revised date: 27 July 2013 Accepted date: 29 July 2013 Cite this article as: Peter D. Drummond, Kate Minosora, Gretta Little, Wendy Keay, Topical ibuprofen inhibits blushing during embarrassment and facial flushing during aerobic exercise in people with a fear of blushing, European Neuropsychopharmacology, http://dx.doi.org/10.1016/j.euroneuro.2013.07.013 This is a PDF file of an unedited manuscript that has been accepted for publication. As a service to our customers we are providing this early version of the manuscript. The manuscript will undergo copyediting, typesetting, and review of the resulting galley proof before it is published in its final citable form.
    [Show full text]