{"id":1980,"date":"2016-10-20T03:06:01","date_gmt":"2016-10-20T03:06:01","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/waymaker-psychology\/?post_type=chapter&#038;p=1980"},"modified":"2024-05-17T02:18:35","modified_gmt":"2024-05-17T02:18:35","slug":"reading-neural-communication","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/waymaker-psychology\/chapter\/reading-neural-communication\/","title":{"raw":"How Neurons Communicate","rendered":"How Neurons Communicate"},"content":{"raw":"<section data-depth=\"1\">\r\n<div class=\"textbox learning-objectives\">\r\n<h3>Learning Objectives<\/h3>\r\n<ul>\r\n \t<li>Describe how neurons communicate with each other<\/li>\r\n \t<li>Explain how drugs act as agonists or antagonists for a given neurotransmitter system<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/section><section data-depth=\"1\">\r\n<p id=\"fs-id1560860\">Now that we have learned about the basic structures of the neuron and the role that these structures play in neuronal communication, let\u2019s take a closer look at the signal itself\u2014how it moves through the neuron and then jumps to the next neuron, where the process is repeated.<\/p>\r\n<p id=\"fs-id1500598\">We begin at the neuronal membrane. The <strong><span class=\"no-emphasis\" data-type=\"term\">neuron<\/span><\/strong> exists in a fluid environment\u2014it is surrounded by extracellular fluid and contains intracellular fluid (i.e., cytoplasm). The neuronal membrane keeps these two fluids separate\u2014a critical role because the electrical signal that passes through the neuron depends on the intra- and extracellular fluids being electrically different. This difference in charge across the membrane, called the <strong>membrane potential<\/strong>, provides energy for the signal.<\/p>\r\n<p id=\"fs-id1561065\">The electrical charge of the fluids is caused by charged molecules (ions) dissolved in the fluid. The semipermeable nature of the neuronal membrane somewhat restricts the movement of these charged molecules, and, as a result, some of the charged particles tend to become more concentrated either inside or outside the cell.<\/p>\r\n<p id=\"fs-id1470173\">Between signals, the neuron membrane\u2019s potential is held in a state of readiness, called the <strong>resting potential<\/strong>. Like a rubber band stretched out and waiting to spring into action, ions line up on either side of the cell membrane, ready to rush across the membrane when the neuron goes active and the membrane opens its gates (i.e., a <span class=\"no-emphasis\" data-type=\"term\">sodium-potassium pump<\/span> that allows movement of ions across the membrane). Ions in high-concentration areas are ready to move to low-concentration areas, and positive ions are ready to move to areas with a negative charge.<\/p>\r\n<p id=\"fs-id1574264\">In the resting state, sodium (Na<sup>+<\/sup>) is at higher concentrations outside the cell, so it will tend to move into the cell. Potassium (K<sup>+<\/sup>), on the other hand, is more concentrated inside the cell, and will tend to move out of the cell (Figure 1). In addition, the inside of the cell is slightly negatively charged compared to the outside. This provides an additional force on sodium, causing it to move into the cell.<\/p>\r\n\r\n<\/section>\r\n\r\n[caption id=\"\" align=\"aligncenter\" width=\"975\"]<img src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images-archive-read-only\/wp-content\/uploads\/sites\/902\/2015\/02\/23224546\/CNX_Psych_03_02_NaKConc.jpg\" alt=\"A close-up illustration depicts the difference in charges across the cell membrane, and shows how Na+ and K+ cells concentrate more closely near the membrane.\" width=\"975\" height=\"368\" data-media-type=\"image\/jpg\" \/> <strong>Figure 1<\/strong>. At resting potential, Na<sup>+<\/sup> (blue pentagons) is more highly concentrated outside the cell in the extracellular fluid (shown in blue), whereas K<sup>+<\/sup> (purple squares) is more highly concentrated near the membrane in the cytoplasm or intracellular fluid. Other molecules, such as chloride ions (yellow circles) and negatively charged proteins (brown squares), help contribute to a positive net charge in the extracellular fluid and a negative net charge in the intracellular fluid.[\/caption]\r\n\r\nFrom this resting potential state, the neuron receives a signal, and its state changes abruptly (Figure 2). When a neuron receives signals at the dendrites\u2014due to neurotransmitters from an adjacent neuron binding to its receptors\u2014small pores, or gates, open on the neuronal membrane, allowing Na<sup>+<\/sup> ions, propelled by both charge and concentration differences, to move into the cell. With this influx of positive ions, the internal charge of the cell becomes more positive. The process of when the cell's charge becomes positive, or less negative, is called <strong>depolarization<\/strong>.\u00a0If the charge reaches a certain level, called the <strong>threshold of excitation<\/strong>, the neuron becomes active and the action potential begins.\r\n\r\nMany additional pores open, causing a massive influx of Na<sup>+<\/sup> ions and a huge positive spike in the membrane potential, the peak action potential. At the peak of the spike, the sodium gates close and the potassium gates open. As positively charged potassium ions leave, the cell quickly begins repolarization. At first, it <strong>hyperpolarizes<\/strong>, becoming slightly more negative than the resting potential, and then it levels off, returning to the resting potential.\r\n\r\n[caption id=\"\" align=\"aligncenter\" width=\"487\"]<img src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images-archive-read-only\/wp-content\/uploads\/sites\/902\/2015\/02\/23224548\/CNX_Psych_03_02_ActionPn.jpg\" alt=\"A graph shows the increase, peak, and decrease in membrane potential. The millivolts through the phases are approximately -70mV at resting potential, -55mV at threshold of excitation, 30mV at peak action potential, 5mV at repolarization, and -80mV at hyperpolarization.\" width=\"487\" height=\"352\" data-media-type=\"image\/jpg\" \/> <strong>Figure 2<\/strong>. During the action potential, the electrical charge across the membrane changes dramatically.[\/caption]\r\n\r\nThis positive spike constitutes the <strong>action potential<\/strong>: the electrical signal that typically moves from the cell body down the axon to the axon terminals. The electrical signal moves down the axon like a wave; at each point, some of the sodium ions that enter the cell diffuse to the next section of the axon, raising the charge past the threshold of excitation and triggering a new influx of sodium ions. The action potential moves all the way down the axon to the terminal buttons.\r\n<div class=\"textbox examples\">\r\n<h3>Watch It<\/h3>\r\nThe process of neural communication is explained in the following video.\r\n\r\n<iframe src=\"\/\/plugin.3playmedia.com\/show?mf=1793331&amp;p3sdk_version=1.10.1&amp;p=20361&amp;pt=573&amp;video_id=XdCrZm_JAp0&amp;video_target=tpm-plugin-zrf2m6kz-XdCrZm_JAp0\" width=\"800px\" height=\"500px\" frameborder=\"0\" marginwidth=\"0px\" marginheight=\"0px\"><\/iframe>\r\n\r\nYou can <a href=\"https:\/\/oerfiles.s3-us-west-2.amazonaws.com\/Psychology\/Transcriptions\/LightsCameraActionPotentials.txt\" target=\"_blank\" rel=\"noopener\">view the transcript for \"Lights, Camera, Action Potentials!\" here (opens in new window)<\/a>.\r\n\r\n<\/div>\r\nThe action potential is an <strong>all-or-none<\/strong> phenomenon. In simple terms, this means that an incoming signal from another neuron is either sufficient or insufficient to reach the threshold of excitation. There is no in-between, and there is no turning off an action potential once it starts. Think of it like sending an email or a text message. You can think about sending it all you want, but the message is not sent until you hit the send button. Furthermore, once you send the message, there is no stopping it.\r\n\r\nBecause it is all or none, the <strong>action potential<\/strong> is recreated, or propagated, at its full strength at every point along the axon. Much like the lit fuse of a firecracker, it does not fade away as it travels down the axon. It is this all-or-none property that explains the fact that your brain perceives an injury to a distant body part like your toe as equally painful as one to your nose.\r\n\r\nAs noted earlier, when the action potential arrives at the terminal button, the synaptic vesicles release their neurotransmitters into the <strong>synaptic cleft<\/strong>. The neurotransmitters travel across the synapse and bind to receptors on the dendrites of the adjacent neuron, and the process repeats itself in the new neuron (assuming the signal is sufficiently strong to trigger an action potential). Once the signal is delivered, excess neurotransmitters in the synaptic cleft drift away, are broken down into inactive fragments, or are reabsorbed in a process known as reuptake. <strong>Reuptake<\/strong> involves the neurotransmitter being pumped back into the neuron that released it, in order to clear the synapse (Figure 3). Clearing the synapse serves both to provide a clear \u201con\u201d and \u201coff\u201d state between signals and to regulate the production of neurotransmitter (full synaptic vesicles provide signals that no additional neurotransmitters need to be produced).\r\n\r\n[caption id=\"\" align=\"aligncenter\" width=\"649\"]<img src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images-archive-read-only\/wp-content\/uploads\/sites\/902\/2015\/02\/23224549\/CNX_Psych_03_02_Reuptake.jpg\" alt=\"The synaptic space between two neurons is shown. Some neurotransmitters that have been released into the synapse are attaching to receptors while others undergo reuptake into the axon terminal.\" width=\"649\" height=\"418\" data-media-type=\"image\/jpeg\" \/> <strong>Figure 3<\/strong>. Reuptake involves moving a neurotransmitter from the synapse back into the axon terminal from which it was released.[\/caption]\r\n\r\nNeuronal communication is often referred to as an electrochemical event. The movement of the action potential down the length of the axon is an electrical event, and movement of the neurotransmitter across the synaptic space represents the chemical portion of the process.\r\n<div class=\"textbox tryit\">\r\n<h3>Try It<\/h3>\r\nhttps:\/\/assess.lumenlearning.com\/practice\/6eb42cd6-de7d-47d5-bc44-c50b49cf3a03\r\n\r\nhttps:\/\/assess.lumenlearning.com\/practice\/2dc760e5-b1b7-46d6-bfa2-b041a0f783e8\r\n\r\nhttps:\/\/assess.lumenlearning.com\/practice\/27879aab-82e7-429d-ac21-c3acf5c04df4\r\n\r\n<\/div>\r\n<div data-type=\"note\" data-label=\"Link to Learning\">\r\n<div class=\"textbox examples\">\r\n<h3>Watch It<\/h3>\r\nWatch the following\u00a0video to see how neurons communicate within the body.\r\n\r\nhttps:\/\/www.youtube.com\/watch?v=uU_4uA6-zcE#t=64\r\n\r\nYou can <a href=\"https:\/\/oerfiles.s3-us-west-2.amazonaws.com\/Psychology\/Transcriptions\/HowDoNervesWorkElliotKrane.txt\" target=\"_blank\" rel=\"noopener\">view the transcript for \"How do nerves work? - Elliot Krane\" here (opens in new window)<\/a>.\r\n\r\n<\/div>\r\n<\/div>\r\n<section data-depth=\"1\">\r\n<h2>Neurotransmitters and Drugs<\/h2>\r\nThere are several different types of <strong>neurotransmitters<\/strong> released by different neurons, and we can speak in broad terms about the kinds of functions associated with different neurotransmitters (Table\u00a01). Much of what psychologists know about the functions of neurotransmitters comes from research on the effects of drugs in psychological disorders. Psychologists who take a <strong>biological perspective<\/strong> and focus on the physiological causes of behavior assert that psychological disorders like depression and schizophrenia are associated with imbalances in one or more neurotransmitter systems. In this perspective, <strong>psychotropic medications<\/strong> can help improve the symptoms associated with these disorders. Psychotropic medications are drugs that treat psychiatric symptoms by restoring neurotransmitter balance.\r\n<table summary=\"A table with 3 columns and 8 rows lists major neurotransmitters, the body functions they are involved in, and their potential effect on behavior. Acetylcholine is involved in muscle action and memory; it can increase arousal and enhance cognition. Beta-endorphin is involved in pain and pleasure; it can decrease anxiety and tension. Dopamine is involved in mood, sleep, and learning; it can increase pleasure and suppress appetite. Gamma-aminobutyric acid is involved in brain function and sleep; it can decrease anxiety and tension. Glutamate is involved in memory and learning; it can increase learning and enhance memory. Norepinephrine is involved in heart and intestinal function and alertness; it can increase arousal and suppress appetite. Serotonin is involved in mood and sleep; it can modulate mood and suppress appetite.\"><caption>Table 1. Major Neurotransmitters and How They Affect Behavior<\/caption>\r\n<thead>\r\n<tr>\r\n<th scope=\"col\">Neurotransmitter<\/th>\r\n<th scope=\"col\">Involved in<\/th>\r\n<th scope=\"col\">Potential Effect on Behavior<\/th>\r\n<\/tr>\r\n<\/thead>\r\n<tbody>\r\n<tr>\r\n<td>Acetylcholine<\/td>\r\n<td>Muscle action, memory<\/td>\r\n<td>Increased arousal, enhanced cognition<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>Beta-endorphin<\/td>\r\n<td>Pain, pleasure<\/td>\r\n<td>Decreased anxiety, decreased tension<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>Dopamine<\/td>\r\n<td>Mood, sleep, learning<\/td>\r\n<td>Increased pleasure, suppressed appetite<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>Gamma-aminobutyric acid (GABA)<\/td>\r\n<td>Brain function, sleep<\/td>\r\n<td>Decreased anxiety, decreased tension<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>Glutamate<\/td>\r\n<td>Memory, learning<\/td>\r\n<td>Increased learning, enhanced memory<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>Norepinephrine<\/td>\r\n<td>Heart, intestines, alertness<\/td>\r\n<td>Increased arousal, suppressed appetite<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>Serotonin<\/td>\r\n<td>Mood, sleep<\/td>\r\n<td>Modulated mood, suppressed appetite<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\nPsychoactive drugs can act as agonists or antagonists for a given neurotransmitter system. <strong>Agonists<\/strong> are chemicals that mimic a neurotransmitter at the receptor site and, thus, strengthen its effects. An <strong>antagonist,<\/strong> on the other hand, blocks or impedes the normal activity of a neurotransmitter at the receptor. Agonists and antagonists represent drugs that are prescribed to correct the specific neurotransmitter imbalances underlying a person\u2019s condition. For example, Parkinson's disease, a progressive nervous system disorder, is associated with low levels of dopamine.\u00a0<span class=\"search-highlight first text last\" data-timestamp=\"1595958969137\" data-highlight-id=\"d3c670ff-bd13-4dcd-9f86-3ff03814409f\" data-highlighted=\"true\">Therefore<\/span>, a\u00a0<span class=\"search-highlight first text last\" data-timestamp=\"1595958969138\" data-highlight-id=\"b8b3c6a8-0c9b-4f1f-9bc1-5ff641398de8\" data-highlighted=\"true\">common treatment strategy<\/span>\u00a0for Parkinson's disease involves using dopamine agonists, which mimic the effects of dopamine by binding to dopamine receptors.\u00a0The drug LSD is structurally very similar to serotonin, and it affects the same neurons and receptors as serotonin.\r\n\r\nCertain symptoms of schizophrenia are associated with overactive dopamine neurotransmission. The antipsychotics used to treat these symptoms are antagonists for dopamine\u2014they block dopamine\u2019s effects by binding its receptors without activating them. Thus, they prevent dopamine released by one neuron from signaling information to adjacent neurons.\r\n\r\nWhile agonists and antagonists both operate by binding to receptor sites, reuptake inhibitors prevent unused neurotransmitters from being transported back to the neuron.\u00a0<span class=\"search-highlight first text last\" data-timestamp=\"1595958649302\" data-highlight-id=\"75af3672-7702-4845-8244-fd5fa0479217\" data-highlighted=\"true\">This allows neurotransmitters<\/span>\u00a0to remain active in the synaptic cleft for longer durations, increasing their effectiveness. Depression, which has been consistently linked with reduced serotonin levels, is commonly treated with selective serotonin reuptake inhibitors (SSRIs). By preventing reuptake, SSRIs strengthen the effect of serotonin, giving it more time to interact with serotonin receptors on dendrites. Common SSRIs on the market today include Prozac, Paxil, and Zoloft. Some drugs, such as serotonin antagonist and reuptake inhibitors (SARIs), can act as both antagonists <em>and<\/em> reuptake inhibitors. SARIs are also primarily used to treat depression.\r\n\r\nPsychotropic drugs are not instant solutions for people suffering from psychological disorders. Often, an individual must take a drug for several weeks before seeing improvement, and many psychoactive drugs have significant negative side effects. Furthermore, individuals vary dramatically in how they respond to the drugs. To improve chances for success, it is not uncommon for people receiving pharmacotherapy to undergo psychological and\/or behavioral therapies as well. Some research suggests that combining drug therapy with other forms of therapy tends to be more effective than any one treatment alone (for one such example, see March et al., 2007).\r\n<div class=\"textbox tryit\">\r\n<h3>Try It<\/h3>\r\nhttps:\/\/assess.lumenlearning.com\/practice\/66c59fd1-490f-4d10-8a18-83f2d3efe5c2\r\n\r\nhttps:\/\/assess.lumenlearning.com\/practice\/3462a573-005e-453d-8a7c-b5c3a5e1af6a\r\n\r\nhttps:\/\/assess.lumenlearning.com\/practice\/ce68597a-8ce3-4b0b-9050-7897ee056044\r\n\r\n<\/div>\r\n<div class=\"textbox examples\">\r\n<h3>Watch It<\/h3>\r\nReview the process of neural communication in the following CrashCourse psychology video:\r\n\r\nhttps:\/\/www.youtube.com\/watch?v=W4N-7AlzK7s\r\n\r\nYou can <a href=\"https:\/\/oerfiles.s3-us-west-2.amazonaws.com\/Psychology\/Transcriptions\/TheChemicalMindCrashCoursePsychology3.txt\" target=\"_blank\" rel=\"noopener\">view the transcript for \"The Chemical Mind: Crash Course Psychology #3\" here (opens in new window)<\/a>.\r\n\r\n<\/div>\r\n<\/section>\r\n<div data-type=\"glossary\"><section>\r\n<div class=\"textbox key-takeaways\">\r\n<h3>Glossary<\/h3>\r\n<div data-type=\"definition\"><strong>action potential:\u00a0<\/strong>electrical signal that moves down the neuron\u2019s axon<\/div>\r\n<div data-type=\"definition\"><strong>agonist:\u00a0<\/strong>drug that mimics or strengthens the effects of a neurotransmitter<\/div>\r\n<div data-type=\"definition\"><strong>all-or-none:\u00a0<\/strong>phenomenon that incoming signal from another neuron is either sufficient or insufficient to reach the threshold of excitation<\/div>\r\n<div data-type=\"definition\"><strong>antagonist:\u00a0<\/strong>drug that blocks or impedes the normal activity of a given neurotransmitter<\/div>\r\n<div data-type=\"definition\"><strong>biological perspective:\u00a0<\/strong>view that psychological disorders like depression and schizophrenia are associated with imbalances in one or more neurotransmitter systems<\/div>\r\n<div data-type=\"definition\"><strong>depolarization: <\/strong>when a cell's charge becomes positive, or less negative<\/div>\r\n<div data-type=\"definition\"><strong>hyperpolarization:\u00a0<\/strong>when a cell's charge becomes more negative than its resting potential<\/div>\r\n<div data-type=\"definition\"><strong>membrane potential:\u00a0<\/strong>difference in charge across the neuronal membrane<\/div>\r\n<div data-type=\"definition\"><strong>neuron:\u00a0<\/strong>cells in the nervous system that act as interconnected information processors, which are essential for all of the tasks of the nervous system<\/div>\r\n<div data-type=\"definition\"><strong>neurotransmitter:\u00a0<\/strong>chemical messenger of the nervous system<\/div>\r\n<div data-type=\"definition\"><strong>psychotropic medication:\u00a0<\/strong>drugs that treat psychiatric symptoms by restoring neurotransmitter balance<\/div>\r\n<div data-type=\"definition\"><strong>receptor:\u00a0<\/strong>protein on the cell surface where neurotransmitters attach<\/div>\r\n<div data-type=\"definition\"><strong>resting potential:\u00a0<\/strong>the state of readiness of a neuron membrane\u2019s potential between signals<\/div>\r\n<div data-type=\"definition\"><strong>reuptake:\u00a0<\/strong>neurotransmitter is pumped back into the neuron that released it<\/div>\r\n<div data-type=\"definition\"><strong>semipermeable membrane:\u00a0<\/strong>cell membrane that allows smaller molecules or molecules without an electrical charge to pass through it, while stopping larger or highly charged molecules<\/div>\r\n<div data-type=\"definition\"><strong>synapse:\u00a0<\/strong>small gap between two neurons where communication occurs<\/div>\r\n<div data-type=\"definition\"><strong>synaptic vesicle:\u00a0<\/strong>storage site for neurotransmitters<\/div>\r\n<div data-type=\"definition\"><strong>terminal button:\u00a0<\/strong>axon terminal containing synaptic vesicles<\/div>\r\n<div data-type=\"definition\"><strong>threshold of excitation:\u00a0<\/strong>level of charge in the membrane that causes the neuron to become active<\/div>\r\n<\/div>\r\n<\/section><\/div>","rendered":"<section data-depth=\"1\">\n<div class=\"textbox learning-objectives\">\n<h3>Learning Objectives<\/h3>\n<ul>\n<li>Describe how neurons communicate with each other<\/li>\n<li>Explain how drugs act as agonists or antagonists for a given neurotransmitter system<\/li>\n<\/ul>\n<\/div>\n<\/section>\n<section data-depth=\"1\">\n<p id=\"fs-id1560860\">Now that we have learned about the basic structures of the neuron and the role that these structures play in neuronal communication, let\u2019s take a closer look at the signal itself\u2014how it moves through the neuron and then jumps to the next neuron, where the process is repeated.<\/p>\n<p id=\"fs-id1500598\">We begin at the neuronal membrane. The <strong><span class=\"no-emphasis\" data-type=\"term\">neuron<\/span><\/strong> exists in a fluid environment\u2014it is surrounded by extracellular fluid and contains intracellular fluid (i.e., cytoplasm). The neuronal membrane keeps these two fluids separate\u2014a critical role because the electrical signal that passes through the neuron depends on the intra- and extracellular fluids being electrically different. This difference in charge across the membrane, called the <strong>membrane potential<\/strong>, provides energy for the signal.<\/p>\n<p id=\"fs-id1561065\">The electrical charge of the fluids is caused by charged molecules (ions) dissolved in the fluid. The semipermeable nature of the neuronal membrane somewhat restricts the movement of these charged molecules, and, as a result, some of the charged particles tend to become more concentrated either inside or outside the cell.<\/p>\n<p id=\"fs-id1470173\">Between signals, the neuron membrane\u2019s potential is held in a state of readiness, called the <strong>resting potential<\/strong>. Like a rubber band stretched out and waiting to spring into action, ions line up on either side of the cell membrane, ready to rush across the membrane when the neuron goes active and the membrane opens its gates (i.e., a <span class=\"no-emphasis\" data-type=\"term\">sodium-potassium pump<\/span> that allows movement of ions across the membrane). Ions in high-concentration areas are ready to move to low-concentration areas, and positive ions are ready to move to areas with a negative charge.<\/p>\n<p id=\"fs-id1574264\">In the resting state, sodium (Na<sup>+<\/sup>) is at higher concentrations outside the cell, so it will tend to move into the cell. Potassium (K<sup>+<\/sup>), on the other hand, is more concentrated inside the cell, and will tend to move out of the cell (Figure 1). In addition, the inside of the cell is slightly negatively charged compared to the outside. This provides an additional force on sodium, causing it to move into the cell.<\/p>\n<\/section>\n<div style=\"width: 985px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images-archive-read-only\/wp-content\/uploads\/sites\/902\/2015\/02\/23224546\/CNX_Psych_03_02_NaKConc.jpg\" alt=\"A close-up illustration depicts the difference in charges across the cell membrane, and shows how Na+ and K+ cells concentrate more closely near the membrane.\" width=\"975\" height=\"368\" data-media-type=\"image\/jpg\" \/><\/p>\n<p class=\"wp-caption-text\"><strong>Figure 1<\/strong>. At resting potential, Na<sup>+<\/sup> (blue pentagons) is more highly concentrated outside the cell in the extracellular fluid (shown in blue), whereas K<sup>+<\/sup> (purple squares) is more highly concentrated near the membrane in the cytoplasm or intracellular fluid. Other molecules, such as chloride ions (yellow circles) and negatively charged proteins (brown squares), help contribute to a positive net charge in the extracellular fluid and a negative net charge in the intracellular fluid.<\/p>\n<\/div>\n<p>From this resting potential state, the neuron receives a signal, and its state changes abruptly (Figure 2). When a neuron receives signals at the dendrites\u2014due to neurotransmitters from an adjacent neuron binding to its receptors\u2014small pores, or gates, open on the neuronal membrane, allowing Na<sup>+<\/sup> ions, propelled by both charge and concentration differences, to move into the cell. With this influx of positive ions, the internal charge of the cell becomes more positive. The process of when the cell&#8217;s charge becomes positive, or less negative, is called <strong>depolarization<\/strong>.\u00a0If the charge reaches a certain level, called the <strong>threshold of excitation<\/strong>, the neuron becomes active and the action potential begins.<\/p>\n<p>Many additional pores open, causing a massive influx of Na<sup>+<\/sup> ions and a huge positive spike in the membrane potential, the peak action potential. At the peak of the spike, the sodium gates close and the potassium gates open. As positively charged potassium ions leave, the cell quickly begins repolarization. At first, it <strong>hyperpolarizes<\/strong>, becoming slightly more negative than the resting potential, and then it levels off, returning to the resting potential.<\/p>\n<div style=\"width: 497px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images-archive-read-only\/wp-content\/uploads\/sites\/902\/2015\/02\/23224548\/CNX_Psych_03_02_ActionPn.jpg\" alt=\"A graph shows the increase, peak, and decrease in membrane potential. The millivolts through the phases are approximately -70mV at resting potential, -55mV at threshold of excitation, 30mV at peak action potential, 5mV at repolarization, and -80mV at hyperpolarization.\" width=\"487\" height=\"352\" data-media-type=\"image\/jpg\" \/><\/p>\n<p class=\"wp-caption-text\"><strong>Figure 2<\/strong>. During the action potential, the electrical charge across the membrane changes dramatically.<\/p>\n<\/div>\n<p>This positive spike constitutes the <strong>action potential<\/strong>: the electrical signal that typically moves from the cell body down the axon to the axon terminals. The electrical signal moves down the axon like a wave; at each point, some of the sodium ions that enter the cell diffuse to the next section of the axon, raising the charge past the threshold of excitation and triggering a new influx of sodium ions. The action potential moves all the way down the axon to the terminal buttons.<\/p>\n<div class=\"textbox examples\">\n<h3>Watch It<\/h3>\n<p>The process of neural communication is explained in the following video.<\/p>\n<p><iframe loading=\"lazy\" src=\"\/\/plugin.3playmedia.com\/show?mf=1793331&amp;p3sdk_version=1.10.1&amp;p=20361&amp;pt=573&amp;video_id=XdCrZm_JAp0&amp;video_target=tpm-plugin-zrf2m6kz-XdCrZm_JAp0\" width=\"800px\" height=\"500px\" frameborder=\"0\" marginwidth=\"0px\" marginheight=\"0px\"><\/iframe><\/p>\n<p>You can <a href=\"https:\/\/oerfiles.s3-us-west-2.amazonaws.com\/Psychology\/Transcriptions\/LightsCameraActionPotentials.txt\" target=\"_blank\" rel=\"noopener\">view the transcript for &#8220;Lights, Camera, Action Potentials!&#8221; here (opens in new window)<\/a>.<\/p>\n<\/div>\n<p>The action potential is an <strong>all-or-none<\/strong> phenomenon. In simple terms, this means that an incoming signal from another neuron is either sufficient or insufficient to reach the threshold of excitation. There is no in-between, and there is no turning off an action potential once it starts. Think of it like sending an email or a text message. You can think about sending it all you want, but the message is not sent until you hit the send button. Furthermore, once you send the message, there is no stopping it.<\/p>\n<p>Because it is all or none, the <strong>action potential<\/strong> is recreated, or propagated, at its full strength at every point along the axon. Much like the lit fuse of a firecracker, it does not fade away as it travels down the axon. It is this all-or-none property that explains the fact that your brain perceives an injury to a distant body part like your toe as equally painful as one to your nose.<\/p>\n<p>As noted earlier, when the action potential arrives at the terminal button, the synaptic vesicles release their neurotransmitters into the <strong>synaptic cleft<\/strong>. The neurotransmitters travel across the synapse and bind to receptors on the dendrites of the adjacent neuron, and the process repeats itself in the new neuron (assuming the signal is sufficiently strong to trigger an action potential). Once the signal is delivered, excess neurotransmitters in the synaptic cleft drift away, are broken down into inactive fragments, or are reabsorbed in a process known as reuptake. <strong>Reuptake<\/strong> involves the neurotransmitter being pumped back into the neuron that released it, in order to clear the synapse (Figure 3). Clearing the synapse serves both to provide a clear \u201con\u201d and \u201coff\u201d state between signals and to regulate the production of neurotransmitter (full synaptic vesicles provide signals that no additional neurotransmitters need to be produced).<\/p>\n<div style=\"width: 659px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images-archive-read-only\/wp-content\/uploads\/sites\/902\/2015\/02\/23224549\/CNX_Psych_03_02_Reuptake.jpg\" alt=\"The synaptic space between two neurons is shown. Some neurotransmitters that have been released into the synapse are attaching to receptors while others undergo reuptake into the axon terminal.\" width=\"649\" height=\"418\" data-media-type=\"image\/jpeg\" \/><\/p>\n<p class=\"wp-caption-text\"><strong>Figure 3<\/strong>. Reuptake involves moving a neurotransmitter from the synapse back into the axon terminal from which it was released.<\/p>\n<\/div>\n<p>Neuronal communication is often referred to as an electrochemical event. The movement of the action potential down the length of the axon is an electrical event, and movement of the neurotransmitter across the synaptic space represents the chemical portion of the process.<\/p>\n<div class=\"textbox tryit\">\n<h3>Try It<\/h3>\n<p>\t<iframe id=\"assessment_practice_6eb42cd6-de7d-47d5-bc44-c50b49cf3a03\" class=\"resizable\" src=\"https:\/\/assess.lumenlearning.com\/practice\/6eb42cd6-de7d-47d5-bc44-c50b49cf3a03?iframe_resize_id=assessment_practice_id_6eb42cd6-de7d-47d5-bc44-c50b49cf3a03\" frameborder=\"0\" style=\"border:none;width:100%;height:100%;min-height:300px;\"><br \/>\n\t<\/iframe><\/p>\n<p>\t<iframe id=\"assessment_practice_2dc760e5-b1b7-46d6-bfa2-b041a0f783e8\" class=\"resizable\" src=\"https:\/\/assess.lumenlearning.com\/practice\/2dc760e5-b1b7-46d6-bfa2-b041a0f783e8?iframe_resize_id=assessment_practice_id_2dc760e5-b1b7-46d6-bfa2-b041a0f783e8\" frameborder=\"0\" style=\"border:none;width:100%;height:100%;min-height:300px;\"><br \/>\n\t<\/iframe><\/p>\n<p>\t<iframe id=\"assessment_practice_27879aab-82e7-429d-ac21-c3acf5c04df4\" class=\"resizable\" src=\"https:\/\/assess.lumenlearning.com\/practice\/27879aab-82e7-429d-ac21-c3acf5c04df4?iframe_resize_id=assessment_practice_id_27879aab-82e7-429d-ac21-c3acf5c04df4\" frameborder=\"0\" style=\"border:none;width:100%;height:100%;min-height:300px;\"><br \/>\n\t<\/iframe><\/p>\n<\/div>\n<div data-type=\"note\" data-label=\"Link to Learning\">\n<div class=\"textbox examples\">\n<h3>Watch It<\/h3>\n<p>Watch the following\u00a0video to see how neurons communicate within the body.<\/p>\n<p><iframe loading=\"lazy\" id=\"oembed-1\" title=\"How do nerves work? - Elliot Krane\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/uU_4uA6-zcE?start=64&#38;feature=oembed\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<p>You can <a href=\"https:\/\/oerfiles.s3-us-west-2.amazonaws.com\/Psychology\/Transcriptions\/HowDoNervesWorkElliotKrane.txt\" target=\"_blank\" rel=\"noopener\">view the transcript for &#8220;How do nerves work? &#8211; Elliot Krane&#8221; here (opens in new window)<\/a>.<\/p>\n<\/div>\n<\/div>\n<section data-depth=\"1\">\n<h2>Neurotransmitters and Drugs<\/h2>\n<p>There are several different types of <strong>neurotransmitters<\/strong> released by different neurons, and we can speak in broad terms about the kinds of functions associated with different neurotransmitters (Table\u00a01). Much of what psychologists know about the functions of neurotransmitters comes from research on the effects of drugs in psychological disorders. Psychologists who take a <strong>biological perspective<\/strong> and focus on the physiological causes of behavior assert that psychological disorders like depression and schizophrenia are associated with imbalances in one or more neurotransmitter systems. In this perspective, <strong>psychotropic medications<\/strong> can help improve the symptoms associated with these disorders. Psychotropic medications are drugs that treat psychiatric symptoms by restoring neurotransmitter balance.<\/p>\n<table summary=\"A table with 3 columns and 8 rows lists major neurotransmitters, the body functions they are involved in, and their potential effect on behavior. Acetylcholine is involved in muscle action and memory; it can increase arousal and enhance cognition. Beta-endorphin is involved in pain and pleasure; it can decrease anxiety and tension. Dopamine is involved in mood, sleep, and learning; it can increase pleasure and suppress appetite. Gamma-aminobutyric acid is involved in brain function and sleep; it can decrease anxiety and tension. Glutamate is involved in memory and learning; it can increase learning and enhance memory. Norepinephrine is involved in heart and intestinal function and alertness; it can increase arousal and suppress appetite. Serotonin is involved in mood and sleep; it can modulate mood and suppress appetite.\">\n<caption>Table 1. Major Neurotransmitters and How They Affect Behavior<\/caption>\n<thead>\n<tr>\n<th scope=\"col\">Neurotransmitter<\/th>\n<th scope=\"col\">Involved in<\/th>\n<th scope=\"col\">Potential Effect on Behavior<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Acetylcholine<\/td>\n<td>Muscle action, memory<\/td>\n<td>Increased arousal, enhanced cognition<\/td>\n<\/tr>\n<tr>\n<td>Beta-endorphin<\/td>\n<td>Pain, pleasure<\/td>\n<td>Decreased anxiety, decreased tension<\/td>\n<\/tr>\n<tr>\n<td>Dopamine<\/td>\n<td>Mood, sleep, learning<\/td>\n<td>Increased pleasure, suppressed appetite<\/td>\n<\/tr>\n<tr>\n<td>Gamma-aminobutyric acid (GABA)<\/td>\n<td>Brain function, sleep<\/td>\n<td>Decreased anxiety, decreased tension<\/td>\n<\/tr>\n<tr>\n<td>Glutamate<\/td>\n<td>Memory, learning<\/td>\n<td>Increased learning, enhanced memory<\/td>\n<\/tr>\n<tr>\n<td>Norepinephrine<\/td>\n<td>Heart, intestines, alertness<\/td>\n<td>Increased arousal, suppressed appetite<\/td>\n<\/tr>\n<tr>\n<td>Serotonin<\/td>\n<td>Mood, sleep<\/td>\n<td>Modulated mood, suppressed appetite<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>Psychoactive drugs can act as agonists or antagonists for a given neurotransmitter system. <strong>Agonists<\/strong> are chemicals that mimic a neurotransmitter at the receptor site and, thus, strengthen its effects. An <strong>antagonist,<\/strong> on the other hand, blocks or impedes the normal activity of a neurotransmitter at the receptor. Agonists and antagonists represent drugs that are prescribed to correct the specific neurotransmitter imbalances underlying a person\u2019s condition. For example, Parkinson&#8217;s disease, a progressive nervous system disorder, is associated with low levels of dopamine.\u00a0<span class=\"search-highlight first text last\" data-timestamp=\"1595958969137\" data-highlight-id=\"d3c670ff-bd13-4dcd-9f86-3ff03814409f\" data-highlighted=\"true\">Therefore<\/span>, a\u00a0<span class=\"search-highlight first text last\" data-timestamp=\"1595958969138\" data-highlight-id=\"b8b3c6a8-0c9b-4f1f-9bc1-5ff641398de8\" data-highlighted=\"true\">common treatment strategy<\/span>\u00a0for Parkinson&#8217;s disease involves using dopamine agonists, which mimic the effects of dopamine by binding to dopamine receptors.\u00a0The drug LSD is structurally very similar to serotonin, and it affects the same neurons and receptors as serotonin.<\/p>\n<p>Certain symptoms of schizophrenia are associated with overactive dopamine neurotransmission. The antipsychotics used to treat these symptoms are antagonists for dopamine\u2014they block dopamine\u2019s effects by binding its receptors without activating them. Thus, they prevent dopamine released by one neuron from signaling information to adjacent neurons.<\/p>\n<p>While agonists and antagonists both operate by binding to receptor sites, reuptake inhibitors prevent unused neurotransmitters from being transported back to the neuron.\u00a0<span class=\"search-highlight first text last\" data-timestamp=\"1595958649302\" data-highlight-id=\"75af3672-7702-4845-8244-fd5fa0479217\" data-highlighted=\"true\">This allows neurotransmitters<\/span>\u00a0to remain active in the synaptic cleft for longer durations, increasing their effectiveness. Depression, which has been consistently linked with reduced serotonin levels, is commonly treated with selective serotonin reuptake inhibitors (SSRIs). By preventing reuptake, SSRIs strengthen the effect of serotonin, giving it more time to interact with serotonin receptors on dendrites. Common SSRIs on the market today include Prozac, Paxil, and Zoloft. Some drugs, such as serotonin antagonist and reuptake inhibitors (SARIs), can act as both antagonists <em>and<\/em> reuptake inhibitors. SARIs are also primarily used to treat depression.<\/p>\n<p>Psychotropic drugs are not instant solutions for people suffering from psychological disorders. Often, an individual must take a drug for several weeks before seeing improvement, and many psychoactive drugs have significant negative side effects. Furthermore, individuals vary dramatically in how they respond to the drugs. To improve chances for success, it is not uncommon for people receiving pharmacotherapy to undergo psychological and\/or behavioral therapies as well. Some research suggests that combining drug therapy with other forms of therapy tends to be more effective than any one treatment alone (for one such example, see March et al., 2007).<\/p>\n<div class=\"textbox tryit\">\n<h3>Try It<\/h3>\n<p>\t<iframe id=\"assessment_practice_66c59fd1-490f-4d10-8a18-83f2d3efe5c2\" class=\"resizable\" src=\"https:\/\/assess.lumenlearning.com\/practice\/66c59fd1-490f-4d10-8a18-83f2d3efe5c2?iframe_resize_id=assessment_practice_id_66c59fd1-490f-4d10-8a18-83f2d3efe5c2\" frameborder=\"0\" style=\"border:none;width:100%;height:100%;min-height:300px;\"><br \/>\n\t<\/iframe><\/p>\n<p>\t<iframe id=\"assessment_practice_3462a573-005e-453d-8a7c-b5c3a5e1af6a\" class=\"resizable\" src=\"https:\/\/assess.lumenlearning.com\/practice\/3462a573-005e-453d-8a7c-b5c3a5e1af6a?iframe_resize_id=assessment_practice_id_3462a573-005e-453d-8a7c-b5c3a5e1af6a\" frameborder=\"0\" style=\"border:none;width:100%;height:100%;min-height:300px;\"><br \/>\n\t<\/iframe><\/p>\n<p>\t<iframe id=\"assessment_practice_ce68597a-8ce3-4b0b-9050-7897ee056044\" class=\"resizable\" src=\"https:\/\/assess.lumenlearning.com\/practice\/ce68597a-8ce3-4b0b-9050-7897ee056044?iframe_resize_id=assessment_practice_id_ce68597a-8ce3-4b0b-9050-7897ee056044\" frameborder=\"0\" style=\"border:none;width:100%;height:100%;min-height:300px;\"><br \/>\n\t<\/iframe><\/p>\n<\/div>\n<div class=\"textbox examples\">\n<h3>Watch It<\/h3>\n<p>Review the process of neural communication in the following CrashCourse psychology video:<\/p>\n<p><iframe loading=\"lazy\" id=\"oembed-2\" title=\"The Chemical Mind: Crash Course Psychology #3\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/W4N-7AlzK7s?feature=oembed&#38;rel=0\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<p>You can <a href=\"https:\/\/oerfiles.s3-us-west-2.amazonaws.com\/Psychology\/Transcriptions\/TheChemicalMindCrashCoursePsychology3.txt\" target=\"_blank\" rel=\"noopener\">view the transcript for &#8220;The Chemical Mind: Crash Course Psychology #3&#8221; here (opens in new window)<\/a>.<\/p>\n<\/div>\n<\/section>\n<div data-type=\"glossary\">\n<section>\n<div class=\"textbox key-takeaways\">\n<h3>Glossary<\/h3>\n<div data-type=\"definition\"><strong>action potential:\u00a0<\/strong>electrical signal that moves down the neuron\u2019s axon<\/div>\n<div data-type=\"definition\"><strong>agonist:\u00a0<\/strong>drug that mimics or strengthens the effects of a neurotransmitter<\/div>\n<div data-type=\"definition\"><strong>all-or-none:\u00a0<\/strong>phenomenon that incoming signal from another neuron is either sufficient or insufficient to reach the threshold of excitation<\/div>\n<div data-type=\"definition\"><strong>antagonist:\u00a0<\/strong>drug that blocks or impedes the normal activity of a given neurotransmitter<\/div>\n<div data-type=\"definition\"><strong>biological perspective:\u00a0<\/strong>view that psychological disorders like depression and schizophrenia are associated with imbalances in one or more neurotransmitter systems<\/div>\n<div data-type=\"definition\"><strong>depolarization: <\/strong>when a cell&#8217;s charge becomes positive, or less negative<\/div>\n<div data-type=\"definition\"><strong>hyperpolarization:\u00a0<\/strong>when a cell&#8217;s charge becomes more negative than its resting potential<\/div>\n<div data-type=\"definition\"><strong>membrane potential:\u00a0<\/strong>difference in charge across the neuronal membrane<\/div>\n<div data-type=\"definition\"><strong>neuron:\u00a0<\/strong>cells in the nervous system that act as interconnected information processors, which are essential for all of the tasks of the nervous system<\/div>\n<div data-type=\"definition\"><strong>neurotransmitter:\u00a0<\/strong>chemical messenger of the nervous system<\/div>\n<div data-type=\"definition\"><strong>psychotropic medication:\u00a0<\/strong>drugs that treat psychiatric symptoms by restoring neurotransmitter balance<\/div>\n<div data-type=\"definition\"><strong>receptor:\u00a0<\/strong>protein on the cell surface where neurotransmitters attach<\/div>\n<div data-type=\"definition\"><strong>resting potential:\u00a0<\/strong>the state of readiness of a neuron membrane\u2019s potential between signals<\/div>\n<div data-type=\"definition\"><strong>reuptake:\u00a0<\/strong>neurotransmitter is pumped back into the neuron that released it<\/div>\n<div data-type=\"definition\"><strong>semipermeable membrane:\u00a0<\/strong>cell membrane that allows smaller molecules or molecules without an electrical charge to pass through it, while stopping larger or highly charged molecules<\/div>\n<div data-type=\"definition\"><strong>synapse:\u00a0<\/strong>small gap between two neurons where communication occurs<\/div>\n<div data-type=\"definition\"><strong>synaptic vesicle:\u00a0<\/strong>storage site for neurotransmitters<\/div>\n<div data-type=\"definition\"><strong>terminal button:\u00a0<\/strong>axon terminal containing synaptic vesicles<\/div>\n<div data-type=\"definition\"><strong>threshold of excitation:\u00a0<\/strong>level of charge in the membrane that causes the neuron to become active<\/div>\n<\/div>\n<\/section>\n<\/div>\n\n\t\t\t <section class=\"citations-section\" role=\"contentinfo\">\n\t\t\t <h3>Candela Citations<\/h3>\n\t\t\t\t\t <div>\n\t\t\t\t\t\t <div id=\"citation-list-1980\">\n\t\t\t\t\t\t\t <div class=\"licensing\"><div class=\"license-attribution-dropdown-subheading\">CC licensed content, Original<\/div><ul class=\"citation-list\"><li>Addition of link to learning. <strong>Provided by<\/strong>: Lumen Learning. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\">CC BY: Attribution<\/a><\/em><\/li><\/ul><div class=\"license-attribution-dropdown-subheading\">CC licensed content, Shared previously<\/div><ul class=\"citation-list\"><li>Cells of the Nervous System. <strong>Authored by<\/strong>: OpenStax College. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/openstax.org\/books\/psychology-2e\/pages\/3-2-cells-of-the-nervous-system\">https:\/\/openstax.org\/books\/psychology-2e\/pages\/3-2-cells-of-the-nervous-system<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\">CC BY: Attribution<\/a><\/em>. <strong>License Terms<\/strong>: Download for free at https:\/\/openstax.org\/books\/psychology-2e\/pages\/1-introduction.<\/li><\/ul><div class=\"license-attribution-dropdown-subheading\">All rights reserved content<\/div><ul class=\"citation-list\"><li>The Chemical Mind - Crash Course Psychology #3. <strong>Authored by<\/strong>: Hank Green. <strong>Provided by<\/strong>: CrashCourse. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/www.youtube.com\/watch?v=W4N-7AlzK7s\">https:\/\/www.youtube.com\/watch?v=W4N-7AlzK7s<\/a>. <strong>License<\/strong>: <em>Other<\/em>. <strong>License Terms<\/strong>: Standard YouTube License<\/li><li>Lights, Camera, Action Potentials!. <strong>Authored by<\/strong>: Carleton University. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/youtu.be\/XdCrZm_JAp0?t=1m20s\">https:\/\/youtu.be\/XdCrZm_JAp0?t=1m20s<\/a>. <strong>License<\/strong>: <em>Other<\/em>. <strong>License Terms<\/strong>: Standard YouTube License<\/li><li>How do nerves work? . <strong>Authored by<\/strong>: Elliot Krane. <strong>Provided by<\/strong>: TedEd. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/www.youtube.com\/watch?v=uU_4uA6-zcE#t=64\">https:\/\/www.youtube.com\/watch?v=uU_4uA6-zcE#t=64<\/a>. <strong>License<\/strong>: <em>Other<\/em>. <strong>License Terms<\/strong>: Standard YouTube License<\/li><\/ul><\/div>\n\t\t\t\t\t\t <\/div>\n\t\t\t\t\t <\/div>\n\t\t\t <\/section>","protected":false},"author":29,"menu_order":4,"template":"","meta":{"_candela_citation":"[{\"type\":\"cc\",\"description\":\"Cells of the Nervous System\",\"author\":\"OpenStax College\",\"organization\":\"\",\"url\":\"https:\/\/openstax.org\/books\/psychology-2e\/pages\/3-2-cells-of-the-nervous-system\",\"project\":\"\",\"license\":\"cc-by\",\"license_terms\":\"Download for free at https:\/\/openstax.org\/books\/psychology-2e\/pages\/1-introduction.\"},{\"type\":\"copyrighted_video\",\"description\":\"The Chemical Mind - Crash Course Psychology #3\",\"author\":\"Hank Green\",\"organization\":\"CrashCourse\",\"url\":\"https:\/\/www.youtube.com\/watch?v=W4N-7AlzK7s\",\"project\":\"\",\"license\":\"other\",\"license_terms\":\"Standard YouTube License\"},{\"type\":\"copyrighted_video\",\"description\":\"Lights, Camera, Action Potentials!\",\"author\":\"Carleton University\",\"organization\":\"\",\"url\":\"https:\/\/youtu.be\/XdCrZm_JAp0?t=1m20s\",\"project\":\"\",\"license\":\"other\",\"license_terms\":\"Standard YouTube License\"},{\"type\":\"copyrighted_video\",\"description\":\"How do nerves work? \",\"author\":\"Elliot Krane\",\"organization\":\"TedEd\",\"url\":\"https:\/\/www.youtube.com\/watch?v=uU_4uA6-zcE#t=64\",\"project\":\"\",\"license\":\"other\",\"license_terms\":\"Standard YouTube License\"},{\"type\":\"original\",\"description\":\"Addition of link to learning\",\"author\":\"\",\"organization\":\"Lumen Learning\",\"url\":\"\",\"project\":\"\",\"license\":\"cc-by\",\"license_terms\":\"\"}]","CANDELA_OUTCOMES_GUID":"2bf782e9-b327-4ca7-aa78-5a8d052cff16, 48c3f983-abd9-4d4e-8ccb-94fb903ae986, a0705db0-51b3-4394-95f2-78de6ada99e4","pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-1980","chapter","type-chapter","status-publish","hentry"],"part":512,"_links":{"self":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-psychology\/wp-json\/pressbooks\/v2\/chapters\/1980","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-psychology\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-psychology\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/waymaker-psychology\/wp-json\/wp\/v2\/users\/29"}],"version-history":[{"count":47,"href":"https:\/\/courses.lumenlearning.com\/waymaker-psychology\/wp-json\/pressbooks\/v2\/chapters\/1980\/revisions"}],"predecessor-version":[{"id":8163,"href":"https:\/\/courses.lumenlearning.com\/waymaker-psychology\/wp-json\/pressbooks\/v2\/chapters\/1980\/revisions\/8163"}],"part":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-psychology\/wp-json\/pressbooks\/v2\/parts\/512"}],"metadata":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-psychology\/wp-json\/pressbooks\/v2\/chapters\/1980\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/courses.lumenlearning.com\/waymaker-psychology\/wp-json\/wp\/v2\/media?parent=1980"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/waymaker-psychology\/wp-json\/pressbooks\/v2\/chapter-type?post=1980"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/waymaker-psychology\/wp-json\/wp\/v2\/contributor?post=1980"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/waymaker-psychology\/wp-json\/wp\/v2\/license?post=1980"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}