Sleep timing is controlled by the circadian cycle, working as a inner timekeeping, temperature controlling device, and the part of the body that act as a transmitter associated with wakefulness. "Sleep duration is also controlled by circadian rhythms; that is, the time one goes to sleep influences sleep duration." (Zimbardo, and Richard 143). A consistent pattern of cyclical body activities, this cycle constantly working on restoration and conservation of our bodies take place. "About a third of your circadian rhythm is devoted to that period of behavior quiescence called sleep.” (Zimbardo, and Richard 141)
Sleep proceeds in cycles of Rapid Eye Movements (REM) and non-REM (NREM) sleep, cycling through the first for stages in intervals of approximately 90 minutes, Stage N 1, Stage N 2, Stage N 3, and Stage N 4, all of which are NREM sleep. Lasting for around 10 minutes, you then enter REM sleep, the amount of REM sleep increases later in the sleep cycle. Stage N 1 is sometimes referred to as somnolence or drowsy sleep, can be identified by sudden twitches, jerks, and loses some muscle tone. Some experience hallucinations during this stage and have little conscious awareness of the external environment. This stage can be identified on an EEG with the displays of theta raves. Stage N 2 can be seen by muscular activity measured by EMG decreases, and the EEG displaying sleep spindle and k complex. During this stage conscious awareness of environment disappears, occupying 45–55% of total sleep in adults. Stage N 3 can be filled with parasomnias like night terrors and sleepwalking, this stage can be seen on an EEG the delta waves will be slightly smaller those in Stage N 4. Rapid eye movement sleep, or REM sleep a rapid low-voltag...
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... theories argue that general cognitive processes language acquisition and that the end result of these processes is language-specific phenomena, such as word learning and grammar acquisition. In learning grammar we learn a phoneme is the smallest part of speech, the sound letters make, syntax is how to put the words together, semantics what the words we are putting together mean and pragmatics being the rules we use when we are in a conversation. "A child's first step in acquiring a language is to take note of the sounds that are use meaningfully in that language." (Zimbardo, and Richard 314) Some language acquisition researchers believe that language acquisition is based primarily on mental structures facilitating the comprehensions and production of language. Children developing a belief as to what words mean, the same way scientist try to develop a hypotheses.
So for an average sleep time of eight to ten hours, we go through this sleep cycle four to five times a night. In stage one of the sleep phases, we are in a light sleep that lasts anywhere from five to ten minutes. In this stage, our eyes are still moving slowly and our muscles are slowing down, but may still have sudden muscle contractions like as if we were being startled or as if we were falling down. People in this phase may not feel rested if they are awakened, and might not of felt like they were even asleep at all. In stage two of the sleep cycle, you have successfully fallen into a light sleep. During this cycle your heart rate has slowed down, and your body temperature has dropped. You no longer have eye movement, and your body is finally resting the parts it has used through out the day. The next stage, which is stage three is also combined with stage four of the sleep cycle. These two cycles together are known as the delta sleep or the deep sleep stage, and is a very important part of the sleep cycle. During these cycles your body repairs and re-grows tissue, strengthens the immune system and builds bone and muscle. In these cycle it may be very hard to wake a person up, and if woken they may feel droggy or “out of it” for several minutes. In these stages is when most people have night terrors, experience sleep walking, or sleep talking occurs. In an adults average time of sleep this takes up about fifteen to twenty five percent of the time of sleep. Lastly, there is the REM cycle, which is also known as paradoxical sleep. During this cycle is when most of your muscles are paralyzed, your eyes are moving rapidly, and your breathing, heart rate and body temperature are not regulated. Vital signs show that during this stage, the arousal and oxygen levels
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.
In the field of psychology, the concept of sleep has raised multiple questions over time. Psychologists are constantly doing studies on people while they sleep to diagnose sleep disorders. Using EEG readings, they study and record brain waves and muscle movements that occur while the participant is asleep. Sometimes they even wake the person up so they can observe what happens to the brain when you are woken up in different stages of sleep. In order to diagnose sleep disorders, we must first understand what exactly sleep is. Sleep is generally made up of multiple 90-minute cycles. Every time sleep occurs, we cycle through four stages followed by a fifth stage of REM (Rapid Eye Movement). The final stage proves the brain is functioning even
There are five stages of sleep. The first stage is when one prepares to drift off. During this stage, one experiences Alpha and Theta waves. This stage generally lasts five to ten minutes. The second stage lasts about twenty minutes. The brain begins to produce short periods of rhythmic brain waves known as Sleep Spindles. Body temperature begins to drop and the heart rates slows down. During stage three, slow waves
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.
the sleeper will gradually descend deeper into sleep, becoming more and more detached from the outside world and progressively more difficult to awaken. Stage three is the beginning of deep sleep, occurring about thirty to forty five minutes after you first fall asleep. The deepest sleep occurs in Stage four. Stage three and four has the biggest and slowest brain wave. REM sleep, a mentally active period during which dreaming occurs, provided a biological explanation for this phenomenon. Scientists found that brain activity during REM sleep begins in the pons, a structure in the brainstem, and neighboring midbrain regions. The pons sends signals to the thalamus and to the cerebral cortex, which is responsible for most thought processes. There are several myths about sleep. For one, how much sleep a person should get? According to our text book people should sleep for at least eight hours to maintain sound mental and physical health. But every one doesn’t get the chance to sleep for that amount of time. There is no normal amount of time you should sleep. Everyone is not the same. For one I might sleep for five hours and feel refreshed enough to work another shift. Other hand my cousin might need more then eight hours of sleep to feel refreshed.
There are three main theories of child language acquisition; Cognitive Theory, Imitation and Positive Reinforcement, and Innateness of Certain Linguistic Features (Linguistics 201). All three theories offer a substantial amount of proof and experiments, but none of them have been proven entirely correct. The search for how children acquire their native language in such a short period of time has been studied for many centuries. In a changing world, it is difficult to pinpoint any definite specifics of language because of the diversity and modification throughout thousands of millions of years.
This essay is going to illustrate the different stages in language acquisition that children pass through and elicit the theories in accordance.
Important public policy issues have arisen in our modern 24-hour society, where it is crucial to weigh the value of sleep versus wakefulness. Scientific knowledge about sleep is currently insufficient to resolve the political and academic debates raging about how much and when people should sleep. These issues affect almost everybody, from the shift worker to the international traveler, from the physician to the policy maker, from the anthropologist to the student preparing for an exam.
How do children acquire language? What are the processes of language acquisition? How do infants respond to speech? Language acquisition is the process of learning a native or a second language. Although how children learn to speak is not perfectly understood, most explanations involve both the observations that children copy what they hear and the inference that human beings have a natural aptitude for understanding grammar. Children usually learn the sounds and vocabulary of their native language through imitation, (which helps them learn to pronounce words correctly), and grammar is seldom taught to them, but instead that they rapidly acquire the ability to speak grammatically. Though, not all children learn by imitation alone. Children will produce forms of language that adults never say. For example, “I spilled milk on hisself” or “Debbie wants a cookie”. This demonstrates that children have the desire to speak correctly and have self-motivating traits to communicate. This supports the theory of Noam Chomsky (1972)-that children are able to learn grammar of a particular language because all intelligible languages are founded on a deep structure of universal grammatical rules that corresponds to an innate capacity of the human brain. Adults learning a second language pass through some of the same stages, as do children learning their native language. In the first part of this paper I will describe the process of language acquisition. The second part will review how infants respond to speech.
As stated earlier, there are different components to language which must be taught and used in conjunction with context and social situations (Gee & Hayes, 2011). These include phonetic (sound patterns of words), syntactic (sentence structures), semantic (meanings of words and sentences) and pragmatic (using language in certain contexts) mechanisms (Fellowes and Oakley, 2014). Learning these can put meaning and purpose to the language that children learn through their surroundings, including contact with other children and adults, their culture and build upon their cognitive functions. Children in the early years are at a crucial time in their learning, the exposure to language they get from their home environment can set them up for the rest of their educational journey and beyond schooling. McInerney (2014) explores Vygotsky’s theory of cognitive development, explaining that language is used as a communication instrument and a way to organize our own thoughts.
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).
What research has told us is that sleep is relegated by an internal time clock or what the experts call the circadian cycle. First circadian comes from two Latin words circa: about and dia: day. All the various bodily function cycle that occur during the day are related to our circadian cycle. Since the time of Aristotle and Hippocrates these cycles have been recognized. Our sleep/wake cycles is one of the best known bodily functions to show circadian rhythms, and even our vital signs are directly linked to this cycle. As technology advances we gain more precise measurements, allowing researchers to recognize more circadian cycles which in turn teach us how our bodies work and function. On an interesting note it has been found that bone length is linked to and show a circadian cycle.
Still today, it is the commonly held belief that children acquire their mother tongue through imitation of the parents, caregivers or the people in their environment. Linguists too had the same conviction until 1957, when a then relatively unknown man, A. Noam Chomsky, propounded his theory that the capacity to acquire language is in fact innate. This revolutionized the study of language acquisition, and after a brief period of controversy upon the publication of his book, Aspects of the Theory of Syntax, in 1964, his theories are now generally accepted as largely true. As a consequence, he was responsible for the emergence of a new field during the 1960s, Developmental Psycholinguistics, which deals with children’s first language acquisition. He was not the first to question our hitherto mute acceptance of a debatable concept – long before, Plato wondered how children could possibly acquire so complex a skill as language with so little experience of life. Experiments have clearly identified an ability to discern syntactical nuances in very young infants, although they are still at the pre-linguistic stage. Children of three, however, are able to manipulate very complicated syntactical sentences, although they are unable to tie their own shoelaces, for example. Indeed, language is not a skill such as many others, like learning to drive or perform mathematical operations – it cannot be taught as such in these early stages. Rather, it is the acquisition of language which fascinates linguists today, and how it is possible. Noam Chomsky turned the world’s eyes to this enigmatic question at a time when it was assumed to have a deceptively simple explanation.
Language acquisition requires meaningful interaction in the target language with natural communication while children are acquiring the foreign language. Children usually concerned with message which they are conveying and understand not with the form of utterances. These utterances are initiated by the acquired systems and the fluency of language is based on what we have ‘picked up’ through active communication. Both formal knowledge and conscious learning of the second language learning may be alternate to the output of the system, sometimes before and sometimes after the