DOCSLIB.ORG

The Nervous System

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The Nervous System The Nervous System Say Thanks to the Authors Click http://www.ck12.org/saythanks (No sign in required) To access a customizable version of this book, as well as other interactive content, visit www.ck12.org CK-12 Foundation is a non-profit organization with a mission to reduce the cost of textbook materials for the K-12 market both in the U.S. and worldwide. Using an open-content, web-based collaborative model termed the FlexBook®, CK-12 intends to pioneer the generation and distribution of high-quality educational content that will serve both as core text as well as provide an adaptive environment for learning, powered through the FlexBook Platform®. Copyright © 2013 CK-12 Foundation, www.ck12.org The names “CK-12” and “CK12” and associated logos and the terms “FlexBook®” and “FlexBook Platform®” (collectively “CK-12 Marks”) are trademarks and service marks of CK-12 Foundation and are protected by federal, state, and international laws. Any form of reproduction of this book in any format or medium, in whole or in sections must include the referral attribution link http://www.ck12.org/saythanks (placed in a visible location) in addition to the following terms. Except as otherwise noted, all CK-12 Content (including CK-12 Curriculum Material) is made available to Users in accordance with the Creative Commons Attribution-Non-Commercial 3.0 Unported (CC BY-NC 3.0) License (http://creativecommons.org/ licenses/by-nc/3.0/), as amended and updated by Creative Com- mons from time to time (the “CC License”), which is incorporated herein by this reference. Complete terms can be found at http://www.ck12.org/terms. Printed: December 21, 2013 www.ck12.org Concept 1. The Nervous System CONCEPT 1 The Nervous System Lesson Objectives • Identify the functions of the nervous system. • Describe neurons and explain how they carry nerve impulses. • Describe the structures of the central nervous system. • Outline the divisions of the peripheral nervous system. Check Your Understanding • If groups of cells are called tissues and groups of tissues are called organs, what are groups of organs called? • What are examples of human organ systems? • Which organ system controls all the others? Vocabulary • autonomic nervous system • axon • brain • brain stem • cell body • central nervous system • cerebellum • cerebrum • dendrite • motor division • motor neuron • nerve • nerve impulse • nervous system • neuron • neurotransmitter • parasympathetic division • peripheral nervous system • sensory division • sensory neuron • somatic nervous system • spinal cord • sympathetic division • synapse What Does the Nervous System Do? Groups of organs are called organ systems. Examples of human organ systems are the skeletal, digestive, and respiratory systems. The nervous system controls all the others. 1 www.ck12.org Michelle was riding her scooter when she hit a hole in the road and started to lose control. She thought she would fall, but in the blink of an eye, she shifted her weight and kept her balance. Her heart was pounding, but at least she didn’t get hurt. How was she able to react so quickly? Michelle can thank her nervous system for that (Figure 1.1). FIGURE 1.1 Staying balanced when riding a scooter requires control over the body’s muscles. The nervous system controls the muscles and maintains balance. The nervous system controls all of the systems of the body. Controlling muscles and maintaining balance are just two of its roles. The nervous system also lets you: • Sense your surroundings with your eyes and other sense organs. • Sense the environment inside of your body, including temperature. • Control your internal body systems and keep them in balance. • Prepare your body to fight or flee in an emergency. • Think, learn, remember, and use language. The nervous system works by sending and receiving electrical signals. The signals are carried by nerves in the body, similar to the wires that carry electricity all over a house. For example, when Michelle started to fall off her scooter, her nervous system sensed that she was losing her balance. It responded by sending messages to muscles in her body. Some muscles tightened while others relaxed. As a result, Michelle’s body became balanced again. How did her nervous system do all that in a split second? To answer this question, you need to know how the nervous system carries messages. Neurons and Nerve Impulses The nervous system is made up of nerves. A nerve is a bundle of nerve cells. A nerve cell that carries messages is called a neuron (Figure 1.2). The messages carried by neurons are called nerve impulses. Nerve impulses can travel very quickly because they are electrical impulses. Think about flipping on a light switch when you enter a room. When you flip the switch, the electricity flows to the light through wires inside the walls. The electricity may have to travel many meters to reach the light, but the light still comes on as soon as you flip the switch. Nerve impulses travel just as fast through the network of nerves inside the body. What Does a Neuron Look Like? A neuron has a special shape that lets it pass signals from one cell to another. As shown in Figure 1.2, a neuron has three main parts: 1. The cell body. 2. Many dendrites. 3. One axon. 2 www.ck12.org Concept 1. The Nervous System FIGURE 1.2 The axons of many neurons, like the one shown here, are covered with a fatty layer called myelin sheath. The sheath covers the axon, like the plastic covering on an electrical wire, and allows nerve impulses to travel faster along the axon. The cell body contains the nucleus and other organelles. Dendrites and axons connect to the cell body, similar to rays coming off of the sun. Dendrites receive nerve impulses from other cells. Axons pass the nerve impulses on to other cells. A single neuron may have thousands of dendrites, so it can communicate with thousands of other cells. Types of Neurons Neurons are usually classified based on the role they play in the body. Two main types of neurons are sensory neurons and motor neurons. • Sensory neurons carry nerve impulses from sense organs and internal organs to the central nervous system. • Motor neurons carry nerve impulses from the central nervous system to organs, glands, and muscles - the opposite direction. Both types of neurons work together. Sensory neurons carry information about the environment found inside or outside of the body to the central nervous system. The central nervous system uses the information to send messages through motor neurons to tell the body how to respond to the information. The Synapse The place where the axon of one neuron meets the dendrite of another is called a synapse. Synapses are also found between neurons and other type of cells, such as muscle cells. The axon of the sending neuron does not actually touch the dendrite of the receiving neuron. There is a tiny gap between them, the synapse, as shown in Figure 1.3. FIGURE 1.3 This diagram shows a synapse between neurons. When a nerve impulse arrives at the end of the axon, neurotransmitters are released and travel to the dendrite of another neuron, carrying the nerve impulse from one neuron to the next. The following steps describe what happens when a nerve impulse reaches the end of an axon. 3 www.ck12.org 1. When a nerve impulse reaches the end of an axon, the axon releases chemicals called neurotransmitters. 2. Neurotransmitters travel across the synapse between the axon and the dendrite of the next neuron. 3. Neurotransmitters bind to the membrane of the dendrite. 4. The binding allows the nerve impulse to travel through the receiving neuron. Did you ever watch a relay race? After the first runner races, he or she passes the baton to the next runner, who takes over. Neurons are a little like relay runners. Instead of a baton, they pass neurotransmitters to the next neuron. Examples of neurotransmitters are chemicals such as serotonin, dopamine, and adrenaline. You can watch an animation of nerve impulses and neurotransmitters at: http://www.mind.ilstu.edu/curriculum/neu rons_intro/neurons_intro.php. Some people have low levels of the neurotransmitter called serotonin in their brain. Scientists think that this is one cause of depression. Medications called antidepressants help bring serotonin levels back to normal. For many people with depression, antidepressants control the symptoms of their depression and help them lead happy, productive lives. The Central Nervous System The central nervous system (CNS) is the largest part of the nervous system. As shown in Figure 1.4, it includes the brain and the spinal cord. The bony skull protects the brain. The spinal cord is protected within the bones of the spine, which are called vertebrae. FIGURE 1.4 The brain and spinal cord make up the central nervous system. The Brain What weighs about 3 pounds and contains up to 100 billion cells? The answer is the human brain. The brain is the control center of the nervous system. It’s like the pilot of a plane. It tells other parts of the nervous system what to do. The brain is also the most complex organ in the body. Each of its 100 billion neurons has synapses connecting it with thousands of other neurons. All those neurons use a lot of energy. In fact, the adult brain uses almost a quarter of the total energy used by the body. The developing brain of a baby uses an even greater amount of the body’s total energy. The brain is the organ that lets us understand what we see, hear, or sense in other ways.
Load more

Recommended publications
  • 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.
    [Show full text]
  • TEST YOUR TASTE Featuring a “Class Experiment” and “Try Your Own Experiment” TEACHER GUIDE
    NEUROSCIENCE FOR KIDS http://faculty.washington.edu/chudler/neurok.html OUR CHEMICAL SENSES: TASTE TEST YOUR TASTE Featuring a “Class Experiment” and “Try Your Own Experiment” TEACHER GUIDE WHAT STUDENTS WILL DO · predict and then determine their ability to identify food samples by taste alone (holding the nose) and then by taste plus smell · collect all class data on identifying food samples and calculate the percentage of correct and incorrect answers for each method (with and without smell) · list factors that affect our ability to identify substances by taste · discuss the functions of the sense of taste · draw a simple diagram of the neural “circuitry” from the taste receptors to the brain · learn how to design experiments that include asking specific questions, defining control conditions, and changing one variable at a time · devise their own experiments to extend the study of the sense of taste SUGGESTED TIMES for these activities: 45 minutes for discussing background concepts and introducing the activities; 45 minutes for the “Class Experiment;” and 45 minutes for “Try Your Own Experiment.” 1 SETTING UP THE LAB Supplies For the Introduction to the Lab Activities Taste papers: control papers sodium benzoate papers phenylthiourea papers Source: Carolina Biological Supply Company, 1-800-334-5551 (or other biological or chemical supply companies) For the Class Experiment Food items, cut into identical chunks, about one to two-centimeter cubes. Food cubes should be prepared ahead of time by a person wearing latex gloves and using safe preparation techniques. Store the cubes in small lidded containers, in the refrigerator. Prepare enough for each student group to have containers of four or five of the following items, or seasonal items easily available.
    [Show full text]
  • How Does the Balance System Work?
    How Does the Balance System Work? Author: Shannon L.G. Hoffman, PT, DPt Sara MacDowell PT, DPT Fact Sheet Many systems work together to help you keep your balance. The goal is to keep your body and vision stable Peripheral Sensory Systems: 1) Vision: Your vision helps you see where your head and body are in rela- tion to the world around you. 2) Somatosensory/Proprioception: We use the feeling from our feet against the ground as well as special sensors in our joints to know where our feet and legs are positioned. It also tells how your head is oriented to your neck and shoulders. Produced by 3) Vestibular system: Balance organs in the inner ear tell the brain about the movements and position of your head. There are 3 canals in each ear that sense when you move your head and help keep your vision clear. Central Processing: Information from these 3 systems is sent to the brain for processing. The brain stem also gets information from other parts of the brain called the cerebellum and cerebral cortex, mostly about past experiences that have A Special Interest affected your sense of balance. Your brain can control balance by using Group of the information that is most important for a certain situation. For example, in the dark, when you can’t use your vision, your brain will use more information from your legs and feet and your inner ear. If you are walking on a sandy beach during the day, you can’t trust your feet on the ground and your brain will use your eyes and inner ear more.
    [Show full text]
  • 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.
    [Show full text]
  • 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.
    [Show full text]
  • SENSORY MOTOR COORDINATION in ROBONAUT Richard Alan Peters
    SENSORY MOTOR COORDINATION IN ROBONAUT 5 Richard Alan Peters 11 Vanderbilt University School of Engineering JSC Mail Code: ER4 30 October 2000 Robert 0. Ambrose Robotic Systems Technology Branch Automation, Robotics, & Simulation Division Engineering Directorate Richard Alan Peters II Robert 0. Ambrose SENSORY MOTOR COORDINATION IN ROBONAUT Final Report NASNASEE Summer Faculty Fellowship Program - 2000 Johnson Space Center Prepared By: Richard Alan Peters II, Ph.D. Academic Rank: Associate Professor University and Department: Vanderbilt University Department of Electrical Engineering and Computer Science Nashville, TN 37235 NASNJSC Directorate: Engineering Division: Automation, Robotics, & Simulation Branch: Robotic Systems Technology JSC Colleague: Robert 0. Ambrose Date Submitted: 30 October 2000 Contract Number: NAG 9-867 13-1 ABSTRACT As a participant of the year 2000 NASA Summer Faculty Fellowship Program, I worked with the engineers of the Dexterous Robotics Laboratory at NASA Johnson Space Center on the Robonaut project. The Robonaut is an articulated torso with two dexterous arms, left and right five-fingered hands, and a head with cameras mounted on an articulated neck. This advanced space robot, now dnven only teleoperatively using VR gloves, sensors and helmets, is to be upgraded to a thinking system that can find, in- teract with and assist humans autonomously, allowing the Crew to work with Robonaut as a (junior) member of their team. Thus, the work performed this summer was toward the goal of enabling Robonaut to operate autonomously as an intelligent assistant to as- tronauts. Our underlying hypothesis is that a robot can deveZop intelligence if it learns a set of basic behaviors ([.e., reflexes - actions tightly coupled to sensing) and through experi- ence learns how to sequence these to solve problems or to accomplish higher-level tasks.
    [Show full text]
  • Primary Processes in Sensory Cells: Current Advances
    J Comp Physiol A (2009) 195:1–19 DOI 10.1007/s00359-008-0389-0 REVIEW Primary processes in sensory cells: current advances Stephan Frings Received: 14 September 2008 / Revised: 25 October 2008 / Accepted: 25 October 2008 / Published online: 15 November 2008 © The Author(s) 2008. This article is published with open access at Springerlink.com Abstract In the course of evolution, the strong and unre- INAD Inactivation no after-potential D mitting selective pressure on sensory performance has MEC Mechanosensitive channel-related protein driven the acuity of sensory organs to its physical limits. As OHC Outer hair cell a consequence, the study of primary sensory processes ORN Olfactory receptor neuron illustrates impressively how far a physiological function PDE Phosphodiesterase can be improved if the survival of a species depends on it. PDZ Domain postsynaptic density/discs-large/zonula Sensory cells that detect single-photons, single molecules, occludens domain mechanical motions on a nanometer scale, or incredibly TRP Channel transient receptor potential channel small Xuctuations of electromagnetic Welds have fascinated VNO Vomeronasal organ physiologists for a long time. It is a great challenge to understand the primary sensory processes on a molecular level. This review points out some important recent develop- Introduction ments in the search for primary processes in sensory cells that mediate touch perception, hearing, vision, taste, olfac- Sensory cells provide the central nervous system with vital tion, as well as the analysis of light polarization and the ori- information about the body and its environment. Each sen- entation in the Earth’s magnetic Weld. The data are screened sory cell detects speciWc stimuli using highly specialized for common transduction strategies and common transduc- structures which operate as sensors for adequate stimuli.
    [Show full text]
  • Science-5-Nov-16-20 Circulatory-System.Pdf
    Grade 5 Science Week of November 16 – November 20 Circulatory System Most of the cells inside of your body do not move. If a cell is hungry or needs to get rid of waste, it can’t simply move itself to the part of your body where it needs to go. Instead, your body must bring the food to your cells and take the waste away from them. By using billions of tiny tubes the circulatory system transports substances around our bodies. It delivers essential nutrients to every cell, and it transports waste products to waste-disposal sites—the lungs, the skin, and the kidneys. The circulatory system is an organ system that includes the heart, the blood vessels, and the blood itself. It has three functions: 1. to transport materials (i.e., nutrients and oxygen) and cells from one place to another 2. to defend the body against invasion by harmful organisms by taking white blood cells to an area of injury or infection 3. to maintain a constant body temperature Introduction Your body has a network of blood vessels—hollow tubes—that move blood and nutrients. A pumping organ—the heart—pushes blood through this network of vessels. Watch this video to start looking at this incredible system: https://youtu.be/tF9-jLZNM10 Complete the following. 1) Fill in the blanks: 1. Most of the cells inside of your body ________________ . If a cell is _____________ or needs to get rid of ______________, it can’t simply move itself to the part of your body where it needs to go.
    [Show full text]
  • Cortex Necessary for Pain — but Not in Sense That Matters
    Shriver, Adam J. (2016) Cortex necessary for pain — but not in sense that matters. Animal Sentience 3(27) DOI: 10.51291/2377-7478.1051 This article has appeared in the journal Animal Sentience, a peer-reviewed journal on animal cognition and feeling. It has been made open access, free for all, by WellBeing International and deposited in the WBI Studies Repository. For more information, please contact [email protected]. Animal Sentience 2016.034: Shriver Commentary on Key on Fish Pain Cortex necessary for pain — but not in sense that matters Commentary on Key on Fish Pain Adam Shriver Center for Neuroscience and Society University of Pennsylvania Abstract: Certain cortical regions are necessary for pain in humans in the sense that, at particular times, they play a direct role in pain. However, it is not true that they are necessary in the more important sense that pain is never possible in humans without them. There are additional details from human lesion studies concerning functional plasticity that undermine Key’s (2016) interpretation. Moreover, no one has yet identified any specific behaviors that mammalian cortical pain regions make possible that are absent in fish. Keywords: pain, sentience, neuroethics, cortical regions, affect, fish, mammals, vertebrates, consciousness, brain plasticity Adam Shriver [email protected] is a fellow at the Center for Neuroscience and Society at the University of Pennsylvania. He is an ethicist and a philosopher of cognitive science who studies the neuroscience of affective states that contribute to subjective well-being. http://medicalethics.med.upenn.edu/people/administration/adam- shriver Key’s (2016) target article, “Why fish do not feel pain” is the strongest yet in a series of recent papers arguing that fish are incapable of consciously experiencing pain.
    [Show full text]
  • Sensory Change Following Motor Learning
    A. M. Green, C. E. Chapman, J. F. Kalaska and F. Lepore (Eds.) Progress in Brain Research, Vol. 191 ISSN: 0079-6123 Copyright Ó 2011 Elsevier B.V. All rights reserved. CHAPTER 2 Sensory change following motor learning { k { { Andrew A. G. Mattar , Sazzad M. Nasir , Mohammad Darainy , and { } David J. Ostry , ,* { Department of Psychology, McGill University, Montréal, Québec, Canada { Shahed University, Tehran, Iran } Haskins Laboratories, New Haven, Connecticut, USA k The Roxelyn and Richard Pepper Department of Communication Sciences and Disorders, Northwestern University, Evanston, Illinois, USA Abstract: Here we describe two studies linking perceptual change with motor learning. In the first, we document persistent changes in somatosensory perception that occur following force field learning. Subjects learned to control a robotic device that applied forces to the hand during arm movements. This led to a change in the sensed position of the limb that lasted at least 24 h. Control experiments revealed that the sensory change depended on motor learning. In the second study, we describe changes in the perception of speech sounds that occur following speech motor learning. Subjects adapted control of speech movements to compensate for loads applied to the jaw by a robot. Perception of speech sounds was measured before and after motor learning. Adapted subjects showed a consistent shift in perception. In contrast, no consistent shift was seen in control subjects and subjects that did not adapt to the load. These studies suggest that motor learning changes both sensory and motor function. Keywords: motor learning; sensory plasticity; arm movements; proprioception; speech motor control; auditory perception. Introduction the human motor system and, likewise, to skill acquisition in the adult nervous system.
    [Show full text]
  • Dollars and Sense
    GET MONEY SMARTS Take Your First Steps To A Promising Financial Future! Brought to you by MGSLP Table of Contents Introduction & Goals 1 Section 1: Beginning Sound Money Management Beginning Money Management 5 Savings Accounts 6 Checking Accounts 7 Paychecks 13 Increasing Your Gross Pay 14 Researching Careers 15 Earning Power 16 Section 2: Budgeting Starting a Budget 18 High School Budget 19 College Budget 21 Saving Money While in College 23 Budgeting after College 24 Being Money Wise 25 Section 3: Credit and Credit Cards All About Credit 27 Vehicle Loans 28 Credit Cards 30 Controlling Credit Card Usage 33 Credit Reports 34 Credit Scores 38 Maintaining Good Credit 39 Improving Credit 40 Section 4: Higher Education and Financial Aid Montana Colleges & Universities 45 FAFSA 47 Types of Financial Aid 49 Scholarships 50 Student Loans 51 Direct Loans & Limits 52 Private Loans 54 Student Loan Payment Chart 55 Save Money on Student Loans 56 Section 5: Student Loan Repayment Managing Student Loan Repayment 58 Understanding Student Loan Repayment 59 Loan Consolidation 61 Loan Forgiveness 62 Loan Default 64 Pledge 65 Introduction The Office of the Commissioner of Higher Education and the Montana University System-Office of Student Financial Services, is committed to providing tools that enable financial responsibility. We encourage you to receive education and training that may increase your earning potential as you move into the future. The purpose of this publication is to provide a resource that will help develop financial literacy skills. We
    [Show full text]
  • Equilibrioception: a Method to Evaluate the Sense of Balance
    Equilibrioception: A Method To Evaluate The Sense Of Balance Matteo Cardaioli when perturbations occur. This ability to monitor and GFT maintain balance can be considered as a physiological Padova, Italy sense, so, as for the other senses, it is fair to assume [email protected] that healthy people can perceive and evaluate Marina Scattolin differences between balance states. The aim of this Department of General Psycology study is to investigate how changes in stabilometric Padova, Italy parametres are perceived by young, healthy adults. [email protected] Participants were asked to stand still on a Wii Balance Patrizia Bisiacchi Board (WBB) with feet in a constrained position; 13 Department of General Psycology trials of 30 s each were performed by each subject, the Padova, Italy order of Eyes Open (EO) and Eyes Closed (EC) trials [email protected] being semi-randomized. At the end of each trial (except the first one), participants were asked to judge if their performance was better or worse than the one in the immediately preceding trial. SwayPath ratio data were used to calculate the Just Noticeable Difference (JND) between two consecutive trials, which was of 0.2 when participants improved their performance from one trial Abstract to the next, and of 0.4 when performance on a trial was In this study, we present an algorithm for the worse than in the previous one. This “need” of a bigger assessment of one’s own perception of balance difference for the worsening to be perceived seems to (equilibrioception). Upright standing position is suggest a tendency towards overestimation of one’s maintained by continuous updating and integration of own balance.
    [Show full text]