FUNCTIONAL CONDITION OF THE CENTRAL NERVOUS SYSTEM UNDER THE INFLUENCE OF WEAKLY STRUCTURED INFORMATION
Keywords:
CNS reactivity, sensorimotor reactions, weakly structured information, functional conditions.
Abstract
Aim: the aim of this article is to estimate the functional condition of the central nervous system in students under the influence of weakly structured information on the parameters of sensorimotor reactions. Materials and methods. We examined 97 female students with the average age of 19.2 ± 1.2 years. We estimated physiological effects of the influence of weakly structured information (WSI) in the conditions of doing tasks with increased demands to the manifestation of verbal intellect. The lack of instruction for doing the task characterizes work with information as a weakly structured. The WSI model is based on the Wechsler’s method. We registered the combination of physiological effects in response to the influence of WSI using NS-Psychotest computer appliance. We conducted tests (Common hand-eye reaction and Reaction to a moving object) just before and after the influence of WSI. We analyzed the latent time of common hand-eye reaction and the parameter of functional condition of the central nervous system: functional level of the system, reaction stability, level of functional capacities, and the quantitative parameters of the accuracy of motor reactions. Results. The informative parameters of the central nervous system reactivity of students in the dynamics of performing the tasks on WSI processing are quantity of accurate reactions, functional level of the system (FLS), reaction stability (RS) and level of functional capacities (LFC). We revealed the peculiarities of the central nervous system reactivity in students under the influence of WSI. The manifestation of psychomotor functions under the influence of WSI in persons with the different level of the functional mobility of nervous processes and reaction accuracy are registered in different functional conditions: readiness is revealed in persons with the mobility of nervous processes and high accuracy of reaction; mobilization is revealed in female students with the pronounced inertia of nervous processes and high accuracy of sensorimotor reaction together with the insignificant decrease in the level of functional capacity. Conclusion. We established that the influence of WSI on body is accompanied by the formation of functional system realizing the variant of the central nervous system reactivity. The sequence of the development of reaction mobilization or readiness is determined by the different ratio of the functional mobility of the nervous processes and accuracy of sensorimotor reactions.References
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3. Bayguzhin P.A., Bayguzhina O.V. Adaptivno-kompensatornye reaktsii organizma studentov v usloviyakh mental'nogo stressa: Monografiya [Adaptive-Compensatory Reactions of the Body of Students in the Conditions of Mental Stress. Monograph]. Chelyabinsk, 2015. 199 p.
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5. Vylegzhanina O.E. [Syndrome of Emotional Burnout in Pedagogical Practice]. Zhurnal Grodnenskogo gosudarstvennogo meditsinskogo universiteta [Journal of the Grodno State Medical University], 2010, no. 3 (31), pp. 106–108. (in Russ.)
6. Zhdanov R.I., Doynikova A.N., Zhdanova S.I., Chernokhvostov Yu.V., Gadzhieva E.S., Dvoenosov V.G. [Correlation of Parameters of Hemostasis and Autonomic Nervous System in Examination Stress]. Zhurnal vysshey nervnoy deyatel'nosti imeni I.P. Pavlova [Journal of Higher Nervous Activity named after I.P. Pavlova], 2016, vol. 66, no. 2, p. 202. (in Russ.)
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8. Kirsanov V.M., Shibkova D.Z. [Psychophysiological Characteristics of the Personality of Students in the Period of Adaptation to Education in the University]. Sibirskiy pedagogicheskiy zhurnal [Siberian Pedagogical Journal], 2012, no. 9, pp. 127–132. (in Russ.)
9. Polyakova M.V. [Management of Stress of Study]. Unikal'nye issledovaniya XXI veka [Unique Researches of the XXI Century], 2015, no. 8 (8), pp. 161–177. (in Russ.)
10. Ryabinina E.V. [Gender Differences in the Manifestation of Conflict in the Student Group]. Plener [Plein Air], 2013, no. 3 (3), pp. 114–119. (in Russ.)
11. Sudakov K.V. Informatsionnyy emotsional'nyy rezonans: monografiya [Informational Emotional Resonance. Monograph]. Moscow, RIC MSHU named after M.A. Sholokhov Publ., 2008. 201 p.
12. Umryukhin E.A., Dzhebrailova T.D., Korobeynikova I.I. [Spectral Characteristics of EEG with Different Effectiveness of Purposeful Activity of Students in the Situation of Examination Stress]. Fiziologiya cheloveka [Physiology of Man], 2004, vol. 30, no. 6, pp. 28–35. (in Russ.)
13. Chernyavskaya V.S., Rovenko O.V., Cherednichenko A.I. [Information and Technological Factors of the Teacher's Stress in Professional Activity]. Mir nauki, kul'tury, obrazovaniya [The World of Science, Culture, Education], 2016, no. 1 (56), pp. 220–224. (in Russ.)
14. Shcherbatykh Yu.V. [Influence of Indicators of Higher Nervous Activity of Students on the Nature of the Course of Examination Stress]. Zhurnal vysshey nervnoy deyatel'nosti imeni I.P. Pavlova [Journal of Higher Nervous Activity named after I.P. Pavlova], 2008, no. 6, p. 959 (in Russ.)
15. Chengting J., Jijun L., Yuan L., Wei F., Xuqun Y. The Mediating Role of Workplace Social Support on the Relationship Between Trait Emotional Intelligence and Teacher Burnout. Teaching and Teacher Education, 2015, vol. 51, pp. 58–67. DOI: 10.1016/j.tate.2015.06.001
16. Collie R.J., Shapka J.D., Perry N.E., Martin A.J. Teachers’ Beliefs About Social-Emotional Learning: Identifying Teacher Profiles and Their Relations with Job Stress and Satisfaction. Learning and Instruction, 2015, vol. 39, pp. 148–157. DOI: 10.1016/j.learninstruc.2015.06.002
17. Droogenbroeck F., Spruyt B. Do Teachers Have Worse Mental Health? Review of the Existing Comparative Research and Results from the Belgian Health Interview Survey. Teaching and Teacher Education, 2015, vol. 51, pp. 88–100. DOI: 10.1016/j.tate.2015.06.006
18. Elangovan A.R., Pinder C.C., McLean M. Callings and Organizational Behavior. Journal of Vocational Behavior, 2010, vol. 76, is. 3, pp. 428–440.
19. Fyodorov A., Erlikh V. Health Behavioral Factors in Modern Adolescents. Journal of Physical Education and Sport, 2016, vol. 16, iss. 1, pp. 109–112.
20. Lotz C., Sparfeldt J.R. Does Test Anxiety Increase as the Exam Draws Near? – Students' State Test Anxiety Recorded Over the Course of One Semester. Personality and Individual Differences, 2017, vol. 104, pp. 397–400. DOI: 10.1016/j.paid.2016.08.032
2. Babanov S.A. [Profession and Stress. Syndrome of Emotional Burnout]. Spravochnik poliklinicheskogo vracha [Directory of the Polyclinic], 2010, no. 1, pp. 12–16. (in Russ.)
3. Bayguzhin P.A., Bayguzhina O.V. Adaptivno-kompensatornye reaktsii organizma studentov v usloviyakh mental'nogo stressa: Monografiya [Adaptive-Compensatory Reactions of the Body of Students in the Conditions of Mental Stress. Monograph]. Chelyabinsk, 2015. 199 p.
4. Vinokurova N.G., Marikhin S.V. [Socio-Psychological Safety Specialist Extreme Profile]. Lichnost' v ekstremal'nykh usloviyakh i krizisnykh situatsiyakh zhiznedeyatel'nosti [Personality in Extreme Conditions and Crisis Situations of Vital Activity], 2014, no. 4, pp. 121–125. (in Russ.)
5. Vylegzhanina O.E. [Syndrome of Emotional Burnout in Pedagogical Practice]. Zhurnal Grodnenskogo gosudarstvennogo meditsinskogo universiteta [Journal of the Grodno State Medical University], 2010, no. 3 (31), pp. 106–108. (in Russ.)
6. Zhdanov R.I., Doynikova A.N., Zhdanova S.I., Chernokhvostov Yu.V., Gadzhieva E.S., Dvoenosov V.G. [Correlation of Parameters of Hemostasis and Autonomic Nervous System in Examination Stress]. Zhurnal vysshey nervnoy deyatel'nosti imeni I.P. Pavlova [Journal of Higher Nervous Activity named after I.P. Pavlova], 2016, vol. 66, no. 2, p. 202. (in Russ.)
7. Kamyshanov A.A. [Peculiarities of Professional Adaptation of Servicemen in Modern Conditions]. Innovatsii v obrazovanii [Innovations in Education], 2011, no. 12, pp. 156–166. (in Russ.)
8. Kirsanov V.M., Shibkova D.Z. [Psychophysiological Characteristics of the Personality of Students in the Period of Adaptation to Education in the University]. Sibirskiy pedagogicheskiy zhurnal [Siberian Pedagogical Journal], 2012, no. 9, pp. 127–132. (in Russ.)
9. Polyakova M.V. [Management of Stress of Study]. Unikal'nye issledovaniya XXI veka [Unique Researches of the XXI Century], 2015, no. 8 (8), pp. 161–177. (in Russ.)
10. Ryabinina E.V. [Gender Differences in the Manifestation of Conflict in the Student Group]. Plener [Plein Air], 2013, no. 3 (3), pp. 114–119. (in Russ.)
11. Sudakov K.V. Informatsionnyy emotsional'nyy rezonans: monografiya [Informational Emotional Resonance. Monograph]. Moscow, RIC MSHU named after M.A. Sholokhov Publ., 2008. 201 p.
12. Umryukhin E.A., Dzhebrailova T.D., Korobeynikova I.I. [Spectral Characteristics of EEG with Different Effectiveness of Purposeful Activity of Students in the Situation of Examination Stress]. Fiziologiya cheloveka [Physiology of Man], 2004, vol. 30, no. 6, pp. 28–35. (in Russ.)
13. Chernyavskaya V.S., Rovenko O.V., Cherednichenko A.I. [Information and Technological Factors of the Teacher's Stress in Professional Activity]. Mir nauki, kul'tury, obrazovaniya [The World of Science, Culture, Education], 2016, no. 1 (56), pp. 220–224. (in Russ.)
14. Shcherbatykh Yu.V. [Influence of Indicators of Higher Nervous Activity of Students on the Nature of the Course of Examination Stress]. Zhurnal vysshey nervnoy deyatel'nosti imeni I.P. Pavlova [Journal of Higher Nervous Activity named after I.P. Pavlova], 2008, no. 6, p. 959 (in Russ.)
15. Chengting J., Jijun L., Yuan L., Wei F., Xuqun Y. The Mediating Role of Workplace Social Support on the Relationship Between Trait Emotional Intelligence and Teacher Burnout. Teaching and Teacher Education, 2015, vol. 51, pp. 58–67. DOI: 10.1016/j.tate.2015.06.001
16. Collie R.J., Shapka J.D., Perry N.E., Martin A.J. Teachers’ Beliefs About Social-Emotional Learning: Identifying Teacher Profiles and Their Relations with Job Stress and Satisfaction. Learning and Instruction, 2015, vol. 39, pp. 148–157. DOI: 10.1016/j.learninstruc.2015.06.002
17. Droogenbroeck F., Spruyt B. Do Teachers Have Worse Mental Health? Review of the Existing Comparative Research and Results from the Belgian Health Interview Survey. Teaching and Teacher Education, 2015, vol. 51, pp. 88–100. DOI: 10.1016/j.tate.2015.06.006
18. Elangovan A.R., Pinder C.C., McLean M. Callings and Organizational Behavior. Journal of Vocational Behavior, 2010, vol. 76, is. 3, pp. 428–440.
19. Fyodorov A., Erlikh V. Health Behavioral Factors in Modern Adolescents. Journal of Physical Education and Sport, 2016, vol. 16, iss. 1, pp. 109–112.
20. Lotz C., Sparfeldt J.R. Does Test Anxiety Increase as the Exam Draws Near? – Students' State Test Anxiety Recorded Over the Course of One Semester. Personality and Individual Differences, 2017, vol. 104, pp. 397–400. DOI: 10.1016/j.paid.2016.08.032
2. Babanov S.A. [Profession and Stress. Syndrome of Emotional Burnout]. Spravochnik poliklinicheskogo vracha [Directory of the Polyclinic], 2010, no. 1, pp. 12–16. (in Russ.)
3. Bayguzhin P.A., Bayguzhina O.V. Adaptivno-kompensatornye reaktsii organizma studentov v usloviyakh mental'nogo stressa: Monografiya [Adaptive-Compensatory Reactions of the Body of Students in the Conditions of Mental Stress. Monograph]. Chelyabinsk, 2015. 199 p.
4. Vinokurova N.G., Marikhin S.V. [Socio-Psychological Safety Specialist Extreme Profile]. Lichnost' v ekstremal'nykh usloviyakh i krizisnykh situatsiyakh zhiznedeyatel'nosti [Personality in Extreme Conditions and Crisis Situations of Vital Activity], 2014, no. 4, pp. 121–125. (in Russ.)
5. Vylegzhanina O.E. [Syndrome of Emotional Burnout in Pedagogical Practice]. Zhurnal Grodnenskogo gosudarstvennogo meditsinskogo universiteta [Journal of the Grodno State Medical University], 2010, no. 3 (31), pp. 106–108. (in Russ.)
6. Zhdanov R.I., Doynikova A.N., Zhdanova S.I., Chernokhvostov Yu.V., Gadzhieva E.S., Dvoenosov V.G. [Correlation of Parameters of Hemostasis and Autonomic Nervous System in Examination Stress]. Zhurnal vysshey nervnoy deyatel'nosti imeni I.P. Pavlova [Journal of Higher Nervous Activity named after I.P. Pavlova], 2016, vol. 66, no. 2, p. 202. (in Russ.)
7. Kamyshanov A.A. [Peculiarities of Professional Adaptation of Servicemen in Modern Conditions]. Innovatsii v obrazovanii [Innovations in Education], 2011, no. 12, pp. 156–166. (in Russ.)
8. Kirsanov V.M., Shibkova D.Z. [Psychophysiological Characteristics of the Personality of Students in the Period of Adaptation to Education in the University]. Sibirskiy pedagogicheskiy zhurnal [Siberian Pedagogical Journal], 2012, no. 9, pp. 127–132. (in Russ.)
9. Polyakova M.V. [Management of Stress of Study]. Unikal'nye issledovaniya XXI veka [Unique Researches of the XXI Century], 2015, no. 8 (8), pp. 161–177. (in Russ.)
10. Ryabinina E.V. [Gender Differences in the Manifestation of Conflict in the Student Group]. Plener [Plein Air], 2013, no. 3 (3), pp. 114–119. (in Russ.)
11. Sudakov K.V. Informatsionnyy emotsional'nyy rezonans: monografiya [Informational Emotional Resonance. Monograph]. Moscow, RIC MSHU named after M.A. Sholokhov Publ., 2008. 201 p.
12. Umryukhin E.A., Dzhebrailova T.D., Korobeynikova I.I. [Spectral Characteristics of EEG with Different Effectiveness of Purposeful Activity of Students in the Situation of Examination Stress]. Fiziologiya cheloveka [Physiology of Man], 2004, vol. 30, no. 6, pp. 28–35. (in Russ.)
13. Chernyavskaya V.S., Rovenko O.V., Cherednichenko A.I. [Information and Technological Factors of the Teacher's Stress in Professional Activity]. Mir nauki, kul'tury, obrazovaniya [The World of Science, Culture, Education], 2016, no. 1 (56), pp. 220–224. (in Russ.)
14. Shcherbatykh Yu.V. [Influence of Indicators of Higher Nervous Activity of Students on the Nature of the Course of Examination Stress]. Zhurnal vysshey nervnoy deyatel'nosti imeni I.P. Pavlova [Journal of Higher Nervous Activity named after I.P. Pavlova], 2008, no. 6, p. 959 (in Russ.)
15. Chengting J., Jijun L., Yuan L., Wei F., Xuqun Y. The Mediating Role of Workplace Social Support on the Relationship Between Trait Emotional Intelligence and Teacher Burnout. Teaching and Teacher Education, 2015, vol. 51, pp. 58–67. DOI: 10.1016/j.tate.2015.06.001
16. Collie R.J., Shapka J.D., Perry N.E., Martin A.J. Teachers’ Beliefs About Social-Emotional Learning: Identifying Teacher Profiles and Their Relations with Job Stress and Satisfaction. Learning and Instruction, 2015, vol. 39, pp. 148–157. DOI: 10.1016/j.learninstruc.2015.06.002
17. Droogenbroeck F., Spruyt B. Do Teachers Have Worse Mental Health? Review of the Existing Comparative Research and Results from the Belgian Health Interview Survey. Teaching and Teacher Education, 2015, vol. 51, pp. 88–100. DOI: 10.1016/j.tate.2015.06.006
18. Elangovan A.R., Pinder C.C., McLean M. Callings and Organizational Behavior. Journal of Vocational Behavior, 2010, vol. 76, is. 3, pp. 428–440.
19. Fyodorov A., Erlikh V. Health Behavioral Factors in Modern Adolescents. Journal of Physical Education and Sport, 2016, vol. 16, iss. 1, pp. 109–112.
20. Lotz C., Sparfeldt J.R. Does Test Anxiety Increase as the Exam Draws Near? – Students' State Test Anxiety Recorded Over the Course of One Semester. Personality and Individual Differences, 2017, vol. 104, pp. 397–400. DOI: 10.1016/j.paid.2016.08.032
References on translit
1. Agadzhanyan N.A., Konovalova G.M., Ozheva R.Sh., Urakova T.Yu. [The Influence of External Factors on the Formation of Adaptive Reactions of the Human Body]. Novye tekhnologii [New Technologies], 2010, no. 2, pp. 142–144. (in Russ.)2. Babanov S.A. [Profession and Stress. Syndrome of Emotional Burnout]. Spravochnik poliklinicheskogo vracha [Directory of the Polyclinic], 2010, no. 1, pp. 12–16. (in Russ.)
3. Bayguzhin P.A., Bayguzhina O.V. Adaptivno-kompensatornye reaktsii organizma studentov v usloviyakh mental'nogo stressa: Monografiya [Adaptive-Compensatory Reactions of the Body of Students in the Conditions of Mental Stress. Monograph]. Chelyabinsk, 2015. 199 p.
4. Vinokurova N.G., Marikhin S.V. [Socio-Psychological Safety Specialist Extreme Profile]. Lichnost' v ekstremal'nykh usloviyakh i krizisnykh situatsiyakh zhiznedeyatel'nosti [Personality in Extreme Conditions and Crisis Situations of Vital Activity], 2014, no. 4, pp. 121–125. (in Russ.)
5. Vylegzhanina O.E. [Syndrome of Emotional Burnout in Pedagogical Practice]. Zhurnal Grodnenskogo gosudarstvennogo meditsinskogo universiteta [Journal of the Grodno State Medical University], 2010, no. 3 (31), pp. 106–108. (in Russ.)
6. Zhdanov R.I., Doynikova A.N., Zhdanova S.I., Chernokhvostov Yu.V., Gadzhieva E.S., Dvoenosov V.G. [Correlation of Parameters of Hemostasis and Autonomic Nervous System in Examination Stress]. Zhurnal vysshey nervnoy deyatel'nosti imeni I.P. Pavlova [Journal of Higher Nervous Activity named after I.P. Pavlova], 2016, vol. 66, no. 2, p. 202. (in Russ.)
7. Kamyshanov A.A. [Peculiarities of Professional Adaptation of Servicemen in Modern Conditions]. Innovatsii v obrazovanii [Innovations in Education], 2011, no. 12, pp. 156–166. (in Russ.)
8. Kirsanov V.M., Shibkova D.Z. [Psychophysiological Characteristics of the Personality of Students in the Period of Adaptation to Education in the University]. Sibirskiy pedagogicheskiy zhurnal [Siberian Pedagogical Journal], 2012, no. 9, pp. 127–132. (in Russ.)
9. Polyakova M.V. [Management of Stress of Study]. Unikal'nye issledovaniya XXI veka [Unique Researches of the XXI Century], 2015, no. 8 (8), pp. 161–177. (in Russ.)
10. Ryabinina E.V. [Gender Differences in the Manifestation of Conflict in the Student Group]. Plener [Plein Air], 2013, no. 3 (3), pp. 114–119. (in Russ.)
11. Sudakov K.V. Informatsionnyy emotsional'nyy rezonans: monografiya [Informational Emotional Resonance. Monograph]. Moscow, RIC MSHU named after M.A. Sholokhov Publ., 2008. 201 p.
12. Umryukhin E.A., Dzhebrailova T.D., Korobeynikova I.I. [Spectral Characteristics of EEG with Different Effectiveness of Purposeful Activity of Students in the Situation of Examination Stress]. Fiziologiya cheloveka [Physiology of Man], 2004, vol. 30, no. 6, pp. 28–35. (in Russ.)
13. Chernyavskaya V.S., Rovenko O.V., Cherednichenko A.I. [Information and Technological Factors of the Teacher's Stress in Professional Activity]. Mir nauki, kul'tury, obrazovaniya [The World of Science, Culture, Education], 2016, no. 1 (56), pp. 220–224. (in Russ.)
14. Shcherbatykh Yu.V. [Influence of Indicators of Higher Nervous Activity of Students on the Nature of the Course of Examination Stress]. Zhurnal vysshey nervnoy deyatel'nosti imeni I.P. Pavlova [Journal of Higher Nervous Activity named after I.P. Pavlova], 2008, no. 6, p. 959 (in Russ.)
15. Chengting J., Jijun L., Yuan L., Wei F., Xuqun Y. The Mediating Role of Workplace Social Support on the Relationship Between Trait Emotional Intelligence and Teacher Burnout. Teaching and Teacher Education, 2015, vol. 51, pp. 58–67. DOI: 10.1016/j.tate.2015.06.001
16. Collie R.J., Shapka J.D., Perry N.E., Martin A.J. Teachers’ Beliefs About Social-Emotional Learning: Identifying Teacher Profiles and Their Relations with Job Stress and Satisfaction. Learning and Instruction, 2015, vol. 39, pp. 148–157. DOI: 10.1016/j.learninstruc.2015.06.002
17. Droogenbroeck F., Spruyt B. Do Teachers Have Worse Mental Health? Review of the Existing Comparative Research and Results from the Belgian Health Interview Survey. Teaching and Teacher Education, 2015, vol. 51, pp. 88–100. DOI: 10.1016/j.tate.2015.06.006
18. Elangovan A.R., Pinder C.C., McLean M. Callings and Organizational Behavior. Journal of Vocational Behavior, 2010, vol. 76, is. 3, pp. 428–440.
19. Fyodorov A., Erlikh V. Health Behavioral Factors in Modern Adolescents. Journal of Physical Education and Sport, 2016, vol. 16, iss. 1, pp. 109–112.
20. Lotz C., Sparfeldt J.R. Does Test Anxiety Increase as the Exam Draws Near? – Students' State Test Anxiety Recorded Over the Course of One Semester. Personality and Individual Differences, 2017, vol. 104, pp. 397–400. DOI: 10.1016/j.paid.2016.08.032
Published
2017-12-01
How to Cite
Baiguzhin, P., & Shibkova, D. (2017). FUNCTIONAL CONDITION OF THE CENTRAL NERVOUS SYSTEM UNDER THE INFLUENCE OF WEAKLY STRUCTURED INFORMATION. Human. Sport. Medicine, 17(S), 32-42. https://doi.org/10.14529/hsm17s04
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Section
Physiology
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