Integrative Physiological and Behavioral Science 

About: Integrative Physiological and Behavioral Science is an academic journal. The journal publishes majorly in the area(s): Classical conditioning & Heart rate. It has an ISSN identifier of 1053-881X. Over the lifetime, 401 publications have been published receiving 7509 citations.

Biological basis of the stress response.

Abstract: Chronic, as well as acute emotional arousal, is a consequence of various types of social interaction, i.e., those between mother and infant and between controlling dominant and less effective subordinate. The neurohumoral accompaniments of this social stress include the sympathetic adrenal medullary and hypothalamic pituitary adrenal responses. A common ensuing pathophysiological state involves a chronic increase of blood pressure. Although Selye's General Adaptation Syndrome presupposed the same response to a variety of stimuli; recent work shows that specific perceptions of control result in different patterns of neuroendocrine activation. A challenge perceived as easy to handle will elicit an active coping response and release of the neurosympathetic system's norepinephrine. Testosterone will rise as the subject savors success. With increasing anxiety this active coping shifts to a more passive mode and the behavior becomes less assured as the animal loses control. The norepinephrine/epinephrine ratio decreases as epinephrine, prolactin, renin and fatty acids rise. As the outcome becomes still less certain and distress grows, adrenocorticotropic hormone and cortisol levels arise. Thus, the effort required on the one hand and the degree of frustration conflict and uncertainty on the other, determine the ratio of catecholamines to corticoids. With severe emotional trauma, brain dysfunction may occur. These effects can be lasting, and corticoids paradoxically return to normal as the behavior changes to that of post-traumatic stress disorder. Repression and denial set in and the organism responds with decreased concern of impaired attachment and increased irritability.

Does singing promote well-being?: An empirical study of professional and amateur singers during a singing lesson.

Abstract: This study explored the possible beneficial effects of singing on well-being during a singing lesson. Eight amateur (2m, 6f, age 28-53 yrs) and eight professional (4m, 4f, age 26-49 yrs) singers who had been attending singing lessons for at least six months were included. Continuous ECG was recorded and computerized spectral analysis was performed. Serum concentrations of TNF-alpha, prolactin, cortisol, and oxytocin were measured before and 30 min after the lesson. Five visual analogue scales (VAS, sad-joyful, anxious-calm, worried-elated, listless-energetic, and tense-relaxed) were scored before and after the lesson. In addition, a semi-structured interview was performed. Heart rate variability analyses showed significant changes over time in the two groups for total power, and low and high frequency power. Power increased during singing in professionals, whereas there were no changes in amateurs. This indicates an ability to retain more "heart-brain connection." i.e., more cardio-physiological fitness for singing in professional singers, compared to amateur singers. Serum concentration of TNF-alpha increased in professionals after the singing lesson, whereas the concentration in amateurs decreased. Serum concentrations of prolactin and cortisol increased after the lesson in the group of men and vice versa for women. Oxytocin concentrations increased significantly in both groups after the singing lesson. Amateurs reported increasing joy and elatedness (VAS), whereas professionals did not. However, both groups felt more energetic and relaxed after the singing lesson. The interviews showed that the professionals were clearly achievement-oriented, with focus on singing technique, vocal apparatus and body during the lesson. The amateurs used the singing lessons as a means of self-actualization and self-expression as a way to release emotional tensions. In summary, in this study, singing during a singing lesson seemed to promote more well-being and less arousal for amateurs compared to professional singers, who seemed to experience less well-being and more arousal.

The impact of a new emotional self-management program on stress, emotions, heart rate variability, DHEA and cortisol

Abstract: This study examined the effects on healthy adults of a new emotional self-management program, consisting of two key techniques, “Cut-Thru” and the “Heart Lock-In.” These techniques are designed to eliminate negative thought loops and promote sustained positive emotional states. The hypotheses were that training and practice in these techniques would yield lowered levels of stress and negative emotion and cortisol, while resulting in increased positive emotion and DHEA levels over a one-month period. In addition, we hypothesized that increased coherence in heart rate variability patterns would be observed during the practice of the techniques.

Mechanism of the human diving response

Abstract: The diving response in human beings is characterized by breath-holding, slowing of the heart rate (diving bradycardia), reduction of limb blood flow and a gradual rise in the mean arterial blood pressure. The bradycardia results from increased parasympathetic stimulus to the cardiac pacemaker. The reduction in limb blood flow is due to vasoconstriction resulting from increased activity of the sympathetic nerves supplying arteries in the arms and legs. Essentially the response is produced by the combination of water touching the face and either voluntary or involuntary (reflex) arrest of breathing. The nervous inputs and outputs for the response are coordinated in the brain stem by the respiratory, vasomotor and cardioinhibitory “centers.” The diving response in human beings can be modified by many factors but the most important are water temperature, oxygen tension in the arterial blood and emotional factors.

The theory of the organism-environment system: I. Description of the theory

Abstract: The theory of the organism-environment system starts with the proposition that in any functional sense organism and environment are inseparable and form only one unitary system. The organism cannot exist without the environment, and the environment has descriptive properties only if it is connected to the organism. Although for practical purposes we do separate organism and environment, this common-sense starting point leads in psychological theory to problems which cannot be solved. Therefore, separation of organism and environment cannot be the basis of any scientific explanation of human behavior. The theory leads to a reinterpretation of basic problems in many fields of inquiry and makes possible the definition of mental phenomena without their reduction either to neural or biological activity or to separate mental functions. According to the theory, mental activity is activity of the whole organism-environment system, and the traditional psychological concepts describe only different aspects of organization of this system. Therefore, mental activity cannot be separated from the nervous system, but the nervous system is only one part of the organism-environment system. This problem will be dealt with in detail in the second part of the article.