APPENDIX-I The Yerkes- Dodson Law The Yerkes-Dodson law is an empirical relationship between arousal and performance, originally developed by psychologists, Robert M. Yerkes and John Dillingham Dodson in 1908. The law dictates that performance increases with physiological or mental arousal (Stress), but only up to a point. When levels of stress become too high, performance decreases. The process is often illustrated graphically as a curvilinear, inverted U-shaped curve which increases and then decreases with higher levels of arousal. Hebbian version of the Yerkes Dodson Law Source: Diamond DM, et al. (2007). "The Temporal Dynamics Model of Emotional Memory Processing: A Synthesis on the Neurobiological Basis of Stress-Induced Amnesia, Flashbulb and Traumatic Memories, and the Yerkes-Dodson Law". Neural Plasticity: 33 The upward part of the inverted U can be thought of as the energizing effect of stress, when it is mild, and the downward part is caused by negative effects of high stress on cognitive processes like attention, memory, and problem-solving. Stress is a major aspect of many learning theories and is closely related to anxiety, attention, agitation and motivation. The Yerkes- Dodson Curve Eustress Distress Exhaustion Sickness Fatigue Comfort Zone Healthy tension Breakdown P e r f o r m a n c e Turning Point Level of Stress / Arousal
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APPENDIX-I
The Yerkes- Dodson Law
The Yerkes-Dodson law is an empirical relationship between arousal and performance,
originally developed by psychologists, Robert M. Yerkes and John Dillingham Dodson in 1908.
The law dictates that performance increases with physiological or mental arousal (Stress), but
only up to a point. When levels of stress become too high, performance decreases. The process
is often illustrated graphically as a curvilinear, inverted U-shaped curve which increases and
then decreases with higher levels of arousal.
Hebbian version of the Yerkes Dodson Law
Source: Diamond DM, et al. (2007). "The Temporal Dynamics Model of Emotional Memory Processing: A
Synthesis on the Neurobiological Basis of Stress-Induced Amnesia, Flashbulb and Traumatic Memories, and the Yerkes-Dodson Law". Neural Plasticity: 33
The upward part of the inverted U can be thought of as the energizing effect of stress, when it is
mild, and the downward part is caused by negative effects of high stress on cognitive processes like
attention, memory, and problem-solving. Stress is a major aspect of many learning theories and is
closely related to anxiety, attention, agitation and motivation.
The Yerkes- Dodson Curve
Eustress Distress
Exhaustion
Sickness
Fatigue
Comfort
Zone
Healthy
tension
Breakdown
P
e
r
f
o
r
m
a
n
c
e
Turning Point
Level of Stress / Arousal
APPENDIX-II
The General Adaptation Syndrome:
Source: David G. Myers, Exploring Psychology 7th ed. (Worth) page 398
Alarm is the first stage. When the threat or stressor is identified or realized, the body's stress response is a state of alarm. During this stage adrenaline will be produced in order to bring about the fight-or-flight response. There is also some activation of the HPA axis ( hypothalamic-pituitary-adrenal axis ) , producing cortisol.
Resistance is the second stage. If the stressor persists, it becomes necessary to attempt some means of coping with the stress. Although the body begins to try to adapt to the strains or demands of the environment, the body cannot keep this up indefinitely, so its resources are gradually depleted.
Exhaustion is the third and final stage in the GAS model. At this point, all of the body's resources are eventually depleted and the body is unable to maintain normal function. The initial autonomic nervous system symptoms may reappear (sweating, raised heart rate etc.). If stage three is extended, long term damage may result as the body, and the immune system is exhausted and function is impaired resulting in decompensation.
Below is a list of things that some children do to other children. How often during the last school year has
another pupil done these things to you? Please answer by putting a tick in one of the three columns for
each of the 16 questions.
S.No Type of actions Not at all Once More than once
1. Called me names 2. Tried to get me into trouble with my friends 3. Took something of mine without permission 4. Made fun of me because of my appearance 5. Made fun of me for some reason 6. Punched me 7. Kicked me 8. Hurt me physically in some way 9. Beat me up 10. Tried to break something of mine 11. Tried to make my friends turn against me 12. Stole something from me 13. Refused to talk to me 14. Made other people not talk to me 15. Deliberately damaged some property of mine 16. Swore at me
Sign:
Scoring Instructions
Point values are assigned as follows:
Not at all = 0; Once = 1; More than once = 2
Physical victimization scale: Items 6, 7, 8, and 9; Verbal victimization scale: Items 1, 4, 5, and 16
Social manipulation scale: Items 2, 11, 13, and 14; Attacks on property scale: Items 3, 10, 12, 15
Scale scores are computed by summing item responses. Scores on the total scale have a possible range
of 0 to 32; scores on each of the four subscales have a possible range of 0 to 8. Higher scores reflect
more victimization
APPENDIX - XIII
PAEDIATRIC DAYTIME SLEEPINESS SCALE (PDSS) - Drake et al, 2003
Name: Date:
Class and Section:
Please answer the following questions as honestly as you can by circling one answer:
1. How often do you fall asleep or get drowsy during class periods?
Very often Often Sometimes Seldom Never
2. How often do you get sleepy or drowsy while doing your homework?
Very often Often Sometimes Seldom Never
3. * Are you usually alert most of the day?
Very often Often Sometimes Seldom Never
4. How often are you tired or grumpy (moody) during the day?
Very often Often Sometimes Seldom Never
5. How often do you have trouble in getting out of bed in the morning?
Very often Often Sometimes Seldom Never
6. How often do you fall back to sleep after being awakened in the morning?
Very often Often Sometimes Seldom Never
7. How often do you need someone to awaken you in the morning?
Very often Often Sometimes Seldom Never
8. How often do you think that you need more sleep?
Very often Often Sometimes Seldom Never
Scoring:
Very often: 4 Often: 3 Sometimes: 2 Seldom:1 Never: 0
* Reverse score this item
Abnormal Values: > 30 score
APPENDIX-XIV
TRYPTOPHAN AVAILABLE FOOD CHART Student Name: Class and Section: Note: Please include atleast 5 food items in minimum specified quantity every day, preferably from the higher Trp/LNAA ratio food sources. Please enter the date and put tick mark for foods consumed by the child.
S.No Food Items Quantity
(g) Trp
(mg)
Trp/ LNAA ratio
Date
1. Sweet potato 50 10.5 0.076
2. Tapioca 50 4.7 0.075
3. Potato 100 26 0.071
4. Linseed 10 32.5 0.069
5. Onion 50 8.5 0.069
6. Cashew nut 15 56 0.069
7. Strawberry 10 0.77 0.068
8. Drumstick leaves 50 53.3 0.066
9. Colocasia 100 52.8 0.066
10. Cabbage 50 10.1 0.061
11. Bajra 100 204.6 0.060
1. Cauliflower 50 19 0.059
2. French beans 50 12.1 0.059
3. Pumpkin 50 7 0.059
4. Banana 100 13.3 0.056
5. Spinach 100 32 0.055
6. Fenugreek leaves 100 56 0.054
7. Amaranth 100 44.8 0.053
8. Beetroot 100 16.2 0.053
9. Oatmeal 50 87.2 0.052
10. Wheat whole 100 132.3 0.051
11. Agathi 100 134 0.051
12. Mutton 50 118.4 0.051
13. Rice raw, milled 100 87.2 0.050
14. Avocado 50 8.1 0.050
1. Soyabean 50 276.4 0.049
2. Yam 50 7.7 0.049
3. Milk 500 229.5 0.048
4. Ragi 50 29.3 0.048
5. Sesame seeds 50 58.6 0.046
6. Black gram dal 50 68.5 0.045
7. Egg ( hen) 50 96 0.045
8. Walnut 15 22.5 0.044
9. Peas (dry) 50 94.5 0.043
10. Groundnut 50 121.5 0.042
11. Brinjal 50 6.6 0.041
12. Ladies Finger 50 6 0.040
Mother’s Signature
APPENDIX -XV
ANOVA Tables
TABLE-1: ANOVA for Nutritional Knowledge of adolescents after intervention:
N=176
ANOVA Table SS Df MS F value
Treatment (between columns) 2611 3 870.2
170.8** Residual (within columns) 876.4 172 5.095
Total 3487 175
*Significant at 5% level, ** significant at 1%, NS Not significant
TABLE-2: ANOVA for gender variation of stress between selected adolescents:
N=176
*Significant at 5% level, ** significant at 1% level, NS Not significant
TABLE-3: ANOVA for stress in selected adolescents after intervention:
N=176
*Significant at 5% level, ** significant at 1% level, NS Not significant
TABLE-4: ANOVA for gender variation for anxiety between the selected adolescent girls and
boys:
*Significant at 5% level, ** significant at 1% level, NS Not significant
Source of Variation Df Sum-of-squares Mean square F value
Groups 3 4.682 1.561 4.258NS
Gender 1 13.29 13.29 36.25**
Residual 3 1.100 0.3665
ANOVA Table SS Df MS F-value
Treatment (between columns) 2008 3 669.3
19.34** Residual (within columns) 5953 172 34.61
Total 7961 175
Source of Variation Df Sum-of-squares Mean square F- value
Groups 3 2.707 0.9022 2.267NS
Gender 1 32.48 32.48 81.63**
Residual 3 1.194 0.3979
TABLE-5: ANOVA for anxiety in selected adolescents after intervention:
N=176
ANOVA Table SS df MS F- value
Treatment (between columns) 2646 3 882.0
23.20** Residual (within columns) 6539 172 38.01
Total 9185 175
*Significant at 5% level, ** significant at 1% level, NS Not significant
TABLE-6: ANOVA for gender variation in Daytime sleepiness in selected adolescents:
N=176
Source of Variation Df Sum-of-squares Mean square F value
Groups 3 2.393 0.7978 0.6554 NS
Gender 1 0.1513 0.1513 0.1242 NS
Residual 3 3.652 1.217
*Significant at 5% level, ** significant at 1% level, NS Not significant
TABLE-7: ANOVA for Daytime sleepiness in selected adolescents after intervention:
N=176
ANOVA Table SS df MS F value
Treatment (between columns) 1079 3 359.7
16.70** Residual (within columns) 3705 172 21.54
Total 4784 175 Significant at 5% level, ** significant at 1% level, NS Not significant