Proposal study and budget sections

Running Head: BACKGROUND AND SIGNIFICANCE 1

Running Head: BACKGROUND AND SIGNIFICANCE 1

Background and Significance

Lana Eliot

Psychology 625

Professor Weniger

July 29, 2018

Specific Aims:

The effect of stress on human beings is terrible that leads them to different diseases. The stress comes from environment and change in human behavior. Stress profoundly impacts or minds that leads to damages of prefrontal cortex which plays a prominent role in cognition (Andrew Holmesa, 2010 ). The cognitive abilities of a human being the effect a lot in the presences of stress. That leads to mood swings, schizophrenia and anxiety disorder. Hence, numerous studies are carried out on the stress-induced cognitive abilities (Joëls, 2006).

Intense stress and even the minor stress is responsible for changes in cognition impairment. It is responsible for significant changes in the remodeling of neurons. It also brings changes in neuronal morphology and effects the working memory of human beings (Luine, 1994). This study demonstrates that how stress-induced cognitive impairment affects the different areas of the brain (Maroun, 2008). The impact of stress on the human brain is studied under molecular basis induced changes. There is numerous significance of this study that includes how the brain is affected by stress and what stress causes cognition problems. It will further demonstrate how molecular basis changes the prefrontal cortex. It also gives details about pathophysiology and its association with dysfunction in neuropsychiatric diseases. Further strategies will also have introduced for its treatment that helps in overcoming stress-induced cognitive impairments.

Background

Stress have destructive effects on human. These results are related to all internal and external development of human body and mind. Humans are exposed to multiple stressors in their daily routine that leads to severe problems. When the human body is exposed to stress at that time that time, they did notice that how this stress affects them. But later, when they are more frequently exposed to stress they feel changes in their behavior and brain as well. Mood swings and unpredicted behavior of humans are the results of this stress. As well as the brain is concerned, stress disturbs the chemical balance that restricts brains from performing their ordinary functions. Most importantly it affects the cognition problems in humans. They more frequently started to forget about different things that they did not realize initially. But with the passage of time when these things get severe, they know that how this stress negatively affect this stress. Furthermore, stress is the only factors that induce cognition and learning problems in humans.

Bondi et al. (2007) conducted a study on chronic unpredictable stress that induces cognitive deficit as well as anxiety problems. Keeping in view the aim of this study, he experiments on rats where he injected the chronic antidepressant drug to analyze its effects. Stress-induced frontal lobe dysfunction increases depression and anxiety and psychiatric illness. To find the relationship between stress-induced impairment and how it can be recovered by using the antidepressant.

He experimented with rats where he induced desipramine and escitalopram per day. These two chemicals are induced because these are the one who produces in human brain because of stress. After infecting this chemical daily, he notices that desipramine induced effect on the brain of rats that is shown by their behavior, but escitalopram has no effect. He further treated these rats with antidepressants (Bondi, 2008). From his studies, it is proved that treatment of stress is present with the use of antidepressants as it is also proved by clinical evidence.

Joels et al. (2006) along with his coworkers, performed research on how stress affects the process of learning and how does it work when an individual is frequently exposed to stress. In his study, he stated that the relationship between stress and learning is not always clear. Stress has to influence and impairing effects on the human brain. But its results are varied from person to person. In his study, he proposed unifying research, under this theory, he states that stress is having an influencing impact on memory process and learning (Joëls, 2006).

The stress hormone corticosteroids are responsible for stress influenced behavior. This hormone increases the attention of human being even in the stressed situation and improves his learning. When an individual is more focused than he was more likely to remember all the events due to transmitters and hormones that are released in response to stress. From the findings of this article, it is analyzed that it is not necessary that stress have destructive functions, but it has an important function as well.

A line along with his fellow team conduct a study on repeated stress reversible impairments that effects spatial memory performance. His research states that if the human mind is exposed to 6 hours per day and it continues for 21 days. It results in impairments that occur due to the acquisition of spatial memory task. These stress-induced impairments are reversible that caused temporary blockage of phenytoin that acts as a blocker for excitatory amino acid (Luine, 1994). In such situation when an individual is frequently exposed to stress than tianeptine which is an antidepressant is given to him which lowers the extracellular serotonin. With the use of this drug, dendrites of CA 3 neurons are temporarily blocked.

Mizoguchi, along with a team of experts, research chronic stress that induces impairment in the spatial memory because of dysfunction of prefrontal dopaminergic. From this research, it is analyzed that chronic stress induces many impairments whether it is in temporary memory or spatial working memory (Mizoguchi, 2000). Its effect is in the long run that damages the prefrontal cortical dopaminergic dysfunctions. The findings of this research suggest that these can be controlled by using drugs that control this dysfunction.

Sandi presented his findings on cognitive impairment effects on cell adhesion molecules. The findings of his research suggest that how stress changes the chemical reaction in the brain that leads to sudden changes in the mood of an individual (Sandi, 2004). These chemical reactions are temporary but later if chronic stress increased than these chemicals would never come back in their original foam. Thus, it leads to severe diseases.

Shansky, in his research on the stress-induced cognitive dysfunction that effects hormone neurotransmitter interaction that happens in the prefrontal cortex. The findings of this research suggest that stress-induced cognitive dysfunction (Shansky & Jennifer, 2013). Due to this dysfunction neurotransmitter-induced hormones in prefrontal cortex which have a direct impact on memory. Song revealed in his research on impairment of memory and spatial learning that is induced by chronic mild stress and helplessness. Under this study, three-dimensional modal that is known as 3D modal is used to detail analysis of impairment that is induced by chronic mild stress (Song, 2006).

Arnstein in his research on stress signaling that induces impairment of PFC (prefrontal cortex structure) and its function. His research revealed that how the architecture of our brain effects when it is exposed to even little stress. Moreover, he further demonstrates that how genetics and environmental factors induce stress signals that lead to dysfunction of PFC dysfunction (Arnstein, 2009). In 2010, Andrew presented his research on the dysfunction of rodents and prefrontal reorganization due to induced stress. He states in research that dysfunction of rodents leads to difficulties in information processing. It most likely induces mood swings, anxiety disorder, and schizophrenia. In some persons, it leads to addiction (Holmes, A., 2010).

Maroon in 2008 represents his findings on medial PFC amygdala circuit that induce stress on the elimination of fear. The intensity of stress induces that how much a person is affected by it. The intensity of stress determines how much cognition and learning of human being is affected. Due to an imbalance in Gamma-aminobutyric acid, the cognitive abilities of man become pretentious (Maroun, 2008).

Bisaz, along with his fellow team present a study on the role of neural cell hold molecule NCAM and its effect on learning that is done under stress. The findings of this papers suggest that stress occurs due to the combination of intrinsic and extrinsic factors. When a human body is exposed to these factors, it induces stress, under the NCAM molecule that helps in inducing stress in brains it is analyzed that this molecule induces stress and disturbs the learning behavior of human being (Bisaz R1, 2009).

Cheryl presents a study in 2017 that is conducted on hippocampal dendritic complexity that leads to chronic stress along with its functional and methodological considerations. His study suggests that dendritic morphology framework acts as a stress field. Where chronic stress leads to loss of spatial memory. His study further elaborates that CA3 atrophied dendrites are the molecules that help in post-stress recovery (Judd, M., 2017). Gerard in his research on chronic social stress that is conducted under the Curt Richter revealed that there are many individuals in society that are more exposed to social stress. The constant social stress related to food intake, disturbed metabolism and body composition (Schwartz, C., 2017). Due to excess of food intake, it leads to obesity. The incipient metabolic syndrome is responsible for it.

Reis, H.J., along with his coworkers presented research on neuron transmitter of the central nervous system along with its implication in memory and learning process. In his research, he demonstrates that neurotransmitters are the one who is responsible for action and reaction of a person that he did in response to internal and external factors (Reis, H.J., 2009). When the person is exposed to stress, then the chemical balance of these neurotransmitter is disturbed that leads to chronic stress.

Eva F. G Naninck reflects his findings on early micronutrients supplementations that help in protecting individual form cognitive impairments. The findings of this research evaluate that if micronutrients supplements are given to individual than they are exposed to less stress. This help in recovering the human being from deficiency. My research hypothesis is people who create self-induced stress have higher chance of negative cognitive development than those who do not create self-induced stress.

Significance

Stress-induced cognitive impairment is a problem due to which everyone is suffered at different stages of their life. This problem is most likely to occur with any individual even the child is most often exposed to it due to the stress of studies and environmental problems as well. As far as young people are concerned, this stress-induced cognitive impairment affects because a young person is more exposed to intrinsic and extrinsic factors. These factors are responsible for creating cognition problems in humans. The results of these problems are in short and long run because it affects the memory of an individual. This field of study I researched from multiple perspectives, but the findings are not used in a contractive way that helps in solving these problems.

This project proposed that how the scientific knowledge of this study help in exploring other factors which are associated with this study. From the clinical practices, the issues that arise are further tested in the laboratory to find its roots from where it associates and how it can be researched that results in finding a proposed solution to solve this stress-induced cognitive problem.

If the proposed aim of this study has been achieved that it will aide in solving cognition problems that are associated with stress. In this study, it is evaluated how we can reduce these stress-induced cognitive impairments.

Week 4

Proposed Study

draft grant proposal

Week 5 Review classmates

Week 6 Final Grant Proposal

References

Arnsten, A. F. (2009). Stress signaling pathways that impair prefrontal cortex structure and function. PMCID, 410–422.

Bondi, Corina O., Gustavo Rodriguez, Georgianna G. Gould, Alan Frazer, and David A. Morilak, (2008). Chronic unpredictable stress induces a cognitive deficit and anxiety-like behavior in rats that is prevented by chronic antidepressant drug treatment. Neuropsychopharmacology, 33 (2), 320-331.

Bisaz R; Sandi C, Vulnerability of conditional NCAM-deficient mice to develop stress-induced behavioral alterations. Stress (Amsterdam, Netherlands) [Stress], ISSN: 1607-8888, 2012 Mar; Vol. 15 (2), pp. 195-206; Publisher: Informa Healthcare; PMID: 21939373, Database: MEDLINE

Holmes, A.C. (2010). Stress-induced prefrontal reorganization and executive dysfunction in rodents. PMCID, 773–783.

Joëls, Marian, Zhenwei Pu, Olof Wiegert, Melly S. Oitzl, and Harm J. Krugers (2006). Learning under stress: how does it work? Trends in cognitive sciences, 10 (4), 152-158.

Luine, V., Villegas, M., Martinez, C., and McEwen, B.S. (1994). Repeated stress causes reversible impairments of spatial memory performance. Brain research, 639 (1), 167-170.

Maroun, I. A. (2008). The Role of the Medial Prefrontal Cortex-Amygdala Circuit in Stress Effects on the Extinction of Fear. PMCID, 30873.

Mizoguchi, K. Y. (2000). Chronic stress induces impairment of spatial working memory because of prefrontal dopaminergic dysfunction. Journal of Neuroscience, 20 (4), 1568-1574.

Naninck , E., Hoeijmakers, L., Kakava-Georgiadou, N., Meesters, A., Lazic, S., Lucassen, P., Korosi, A. (2014). Chronic early life stress alters developmental and adult neurogenesis and impairs cognitive function in mice. https://doi.org/10.1002/hipo.22374

Reis, H. T., & Gosling, S. D. (2010). Social psychological methods outside the laboratory. In S. Fiske, D. Gilbert, and G. Lindzey (Eds.), Handbook of social psychology (5th ed., Vol. 1, pp. 82-114). New York: Wiley.

Sandi, C., (2004). Stress, cognitive impairment and cell adhesion molecules. Nature Reviews Neuroscience, 5 (12), 917.

Schwarts, C., Hilbert, S., Schlegl, S., Freyer, T., Lowe, B., Osen, B., Voderholzer, U. (2017). Change factors in the process of cognitive‐behavioural therapy for obsessive–compulsive disorder. Clinical Psychology & Psychotherapy, Vol 24(3), pp. 785-792.

Shansky, R. M., & Jennifer, L. (2013). Stress-induced cognitive dysfunction: hormone-neurotransmitter interactions in the prefrontal cortex. Frontiers in human neuroscience, 4 (1), 7.

Song, L., Wang, C., Wang, M., Murakami, Y., and Matsumoto, K. (2006). Impairment of the spatial learning and memory induced by learned helplessness and chronic mild stress. Pharmacology Biochemistry and Behavior, 83 (2), 186-193.