Prior to choosing Sleep Psychology as my topic for this course, I knew very little about the topic. I am currently enrolled in Psychology 101 and a small component of the course was learning about sleep psychology; however, after the two class meetings in which my Psychology class discussed sleep psychology, I was still interested in learning more about it. I decided on Sleep Psychology as my research topic for this class because I thought it was a very interesting and relevant topic with a lot of area to expand on my knowledge of the topic.
Going into this class, I only knew the fundamentals of electromagnetic waves present in the brain during the various stages of sleep and basic information about some of the most common sleep disorders. Through my research for the various presentations in this class I learned about the psychological implications of some of the more obscure topics related to sleep including sleep
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Although I did not necessarily enjoy the presentation aspects of this class, I definitely feel like I have improved as a presenter throughout the course of this class. The first presentation was pretty nerve-wrecking, which is my normal response whenever I have to present in front of people. With each presentation I have felt myself become more comfortable in front of people, less dependent on my notes, and just more confident in general. Even though I doubt public speaking will ever be one of my strong suits, I have become much more at ease with presenting and speaking in front of other people. Especially for the presentations in this class, it was reassuring to know that I was the person who was—in theory—an expert in my topic and most people were hearing this information for the first time, which eased a lot of the pressure when it came to
Webb, W. B., & Cartwright, R. D. (1978). Sleep and Dreams. Annual Review of Psychology, 29(1), 223-252. doi:10.1146/annurev.ps.29.020178.001255
the surface structure of these poems appears simplistic, but subtle changes in tone or gesture move the reader from the mundane to the sublime. In an attempt to sleep, the speaker in "Insomnia" moves from counting sheep to envisioning Noah's arc to picturing "all the fish in creation/ leaping a fence in a field of water,/ one colorful species after another." Collins will tackle any topic: his subject matter varies from snow days to Aristotle to forgetfulness. Collins relies heavily on imagery, which becomes the cornerstone of the entire volume, and his range of diction brings such a polish to these poems
We live our entire life in two states, sleep and awake1. These two states are characterized by two distinct behaviors. For instance, the brain demonstrates a well-defined activity during non-REM sleep (nREM) that is different when we are awake. In the study of sleep by Huber et. al., the authors stated that sleep is in fact a global state2. It is unclear whether this statement means that sleep is a state of global behavioural inactivity or the state of the global nervous system. The notion that sleep is a global state of the nervous system served as basis for sleep researchers to search for a sleep switch. The discovery of the sleep switch, in return, provided evidence and enhanced the notion that sleep is a global state of the nervous system. The switch hypothesis developed from the fact that sleep can be initiated without fatigue and it is reversible1. It was hypothesized that there is something in the brain that has the ability to control the whole brain and initiate sleep. Studies have found a good candidate that demonstrated this ability3. They found a group of neurons in the Ventrolateral Preoptic (VLPO) nucleus. It was a good candidate because it was active during sleep, has neuronal output that can influence the wakefulness pathway, and lesion in the area followed reduce sleep3. The idea that there is something that can control the whole brain and result sleep state supports the idea that sleep is a global state of the nervous system.
Hirshkowitz, M., & Smith, P. B. (2004). Sleep disorders for dummies. Hoboken, NJ: Wiley Pub.
studying the subject, the origins in the brain responsible for sleep are still not fully understood and thus, facilitate continual probes
Division of Sleep Medicine at Harvard, . "Why do we sleep anyway?" Healthy Sleep. WGBH Educational Foundation, 2008. Web. 10 Apr. 2014.
A restorative theory claims that sleep is used to repair the body including the brain. Oswald suggests that slow wave sleep is when body repair occurs and REM sleep is when the brain is repaired. This is supported by the fact that there is an increase in the secretion of growth hormones during SWS. This could also explain why brain activity levels are high during REM sleep, and similar to when awake.
Sleeping is something that is an essential part of human nature and is a must in order for one to be a functional human being. Sleep is an idea that is accompanied by many wives’ tales, including the ideas that one needs seven to eight hours of sleep each night and alcohol helps one fall asleep and sleep more soundly. One myth about sleep is that during sleeping, one is in a state of nothingness. In truth, however, it has been discovered that during sleep the brain is active, variations in heartbeat and breathing occur, and the eyes and ears are active throughout the time of sleep. These activities during a person’s sleep are important because they help that person be more aware, awake, and alert during consciousness. If all of these important activities occur during sleep, why is it that people are so willing to short themselves of this vital activity? Although much about sleep still remains a mystery, research and experiments continue to show how important sleep is to each and every person. Throughout this paper, I will discuss sleep and the effects that it has on performance and health, especially in college students. A college student’s sleeping pattern is a reliable indicator to their level of performance in the classroom and other school-affiliated activities, as a lack of sleep leads to decreased performance. Sleep is directly related the level of performance and health in an individual; the more rested a person is, the better that person will perform and feel (Dryer, 2006).
Kales, A. (1972). The evaluation and treatment of sleep disorders : Pharmacological and psychological studies. In M. Chase (ed.)The Sleeping Brain. Los Angeles : Brain Information Service.
Technological advancements such as the electroencephalograph (EEG), that can measure activity of the sleeping brain, have facilitated various theories to explain the necessity of and the purpose of sleep. Sleep studies measure brain waves (EEG), eye movements (EOG), and muscle skeletal activity (EMG) using a polysomnography.
In this Forum on Sleep and Dreams, we will see how the diversity of academic disciplines can help to answer important questions about sleep and dreaming—questions that may touch the basis of human intellect. The Forum is fortunate in...
Sleep and Sleep Disorders. Centers for Disease Control and Prevention, 1 July 2013. Web. 7 May 2014. .
The four stages of sleep are REM (rapid eye movement sleep), NREM1 (non-rem), NREM2, and NREM3. During the REM stage “your heart rate rises, your breathing becomes rapid and irregular, and every half-minute or so your eyes dart around in momentary burst of activity behind closed lids” (Myers, 2014, p. 96).
Preliminary Thesis Statement: Sleep deprivation has detrimental effects on the health and academic performance of students.
Sleep plays a vital role in a person’s mental well-being. Sleeping affects how well people think, react, work, learn, and get along with others. While a person is sleeping, his brain is preparing to help him learn and remember information. A good night’s sleep enhances learning and problem solving skills. It is very important for the students to have sound sleep as it can improve their concentration, memory and creativity. Furthermore, having enough sleep increases the ability to m...