Pleasant odors attenuate the blood pressure increase during rhythmic handgrip in humans

Nagai, Masanori; Wada, Masaaki; Usui, Nagao; Tanaka, Akihito; Hasebe, Yae

doi:10.1016/s0304-3940(00)01278-7

Cited by 52 publications

(39 citation statements)

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“…Moreover, it produces sedative effects: it slows reaction time (Yagyu, 1994; but see Millot et al, 2002), lowers performance on cognitive and other related tasks (Ludvigson and Rottman, 1989; but see Diego et al, 1988), slows heart rate (Romine et al, 1999), and reduces blood pressure (Louis and Kowalski, 2002;Nagai et al, 2000;Romine et al, 1999). Lavender also produces soporific effects, affecting sleep and EEG measures (Diego et al, 1998;Goel et al, unpublished;Hardy, 1991;Henry et al, 1994;Hudson, 1996;Klemm et al, 1992;Lorig and Schwartz, 1987;Lorig et al, 1990;Masago et al, 2000;Torii et al, 1988;Wolfe and Herzberg, 1996).…”

Section: Reprintsmentioning

confidence: 99%

Olfactory Discrimination and Transient Mood Change in Young Men and Women: Variation by Season, Mood State, and Time of Day

Goel

Grasso

2004

Chronobiology International

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Odor performance varies by clinical state and gender, though little is known about its variation by season or time of day. Many odors, including lavender, induce transient mood changes. This study explored discrimination differences between various lavender oil blends and their effects on transient mood in the morning and evening in depressed and nondepressed adults. We also determined seasonal influences on these measures. A total of 169 subjects, 98 women and 71 men (mean age +/- SD, 19.3 +/- 1.6 y) participated, with different subjects studied at different times of the year. The Beck Depression Inventory (BDI) classified subjects as depressed (score > or =10; N= 57) or nondepressed (score <10; N= 112). In the discrimination test, subjects compared pairs of two different lavender oil blends or a control. Transient change in mood was assessed by the Profile of Mood States (POMS) after each trial of five lavender blends interspersed by three control odors. Tests were conducted in the morning (08:00-10:00 h) and evening (18:00-20:00h). In all subjects, discrimination was significantly better for some odor pairs than for others, thus demonstrating test specificity. Discrimination was better overall in the fall than winter/spring and better in depressed than nondepressed subjects for specific odor pairs. No significant gender or time-of-day differences in discriminability were detected. There were, however, significant group differences in transient mood profiles. Current depressed state affected mood response, with lavender increasing anger in depressed subjects only. In addition, depressed subjects and men, whether or not depressed, exhibited diurnal mood variation, with better mood in the evening; the former group also showed more evening energy. All subjects were more confused in the morning than evening. Season also affected transient mood; winter/spring-tested subjects reported more vigor than fall-tested subjects. In addition, summer-tested subjects showed more tension in the morning, whereas fall-tested subjects showed the opposite pattern in the evening. In all subjects, lavender increased fatigue, tension, confusion, and total mood disturbance, and it decreased vigor. The study showed that both chronobiological (seasonal and time-of-day) and clinical factors modify discrimination and mood response to odors. Brief lavender odor presentation may serve as a nonphotic method for altering mood in young depressed and nondepressed adults particularly during the fall, a time of heightened discriminability.

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Section: Reprintsmentioning

confidence: 99%

Olfactory Discrimination and Transient Mood Change in Young Men and Women: Variation by Season, Mood State, and Time of Day

Goel

Grasso

2004

Chronobiology International

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“…Moreover, some odors produce physiological changes in parameters such as blood pressure (Nagai et al 2000;Suzuki and Aoki 1994), muscle tension (Schwartz 1979), blink magnitude (Ehrlichman et al 1997), skin temperature, skin blood flow, electrodermal activity, heart rate (HR; AlaouiIsmaili et al 1997;Brauchli et al 1995), brain wave pattern (Lorig 1989;Torii et al1988;Van Toller et al 1993) and sleep time (Tsuchiya et al 1992). The effects of odors on autonomic functions and mood states appear to have two mechanisms.…”

Section: Introductionmentioning

confidence: 99%

Sedative effects of the jasmine tea odor and (R)-(−)-linalool, one of its major odor components, on autonomic nerve activity and mood states

et al. 2005

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We investigated the effects of the odor of jasmine tea on autonomic nerve activity and mood states in a total of 24 healthy volunteers. We used the odor of jasmine tea at the lowest concentration that could be detected by each subject but that did not elicit any psychological effects. R-R intervals and the POMS test were measured before and after inhalation of the odors for 5 min. Both jasmine tea and lavender odors at perceived similar intensity caused significant decreases in heart rate and significant increases in spectral integrated values at high-frequency component in comparison with the control (P < 0.05). In the POMS tests, these odors produced calm and vigorous mood states. We also examined the effects of (R)-(-)-linalool, one of its major odor components, at the same concentration as in the tea, and (S)-(+)-linalool. Only (R)-(-)-linalool elicited a significant decrease in heart rate (P < 0.05) and an increase in high-frequency component in comparison with the controls, and produced calm and vigorous mood states. Thus, the low intensity of jasmine tea odor has sedative effects on both autonomic nerve activity and mood states, and (R)-(-)-linalool, one of its components, can mimic these effects.

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“…Moss (2003) asserts that heart rate, respiration, muscle tension and hand temperature are manifestations of anxiety, all of which can be physiologically gathered. As mentioned previously, some of the studies reviewed in this paper documented the use of physiological anxiety assessment (Diego et al, 1998;Nagai et al, 2000;Sanders et al, 2002). Peek (2003) explains that in gathering physiological data, instrumentation is used to "(a) monitor a physiological process of interest, (b) measure (objectify) what is monitored, and (c) present what is monitored or measured as meaningful information" (p. 45).…”

Section: Olfaction and Learner Anxietymentioning

confidence: 96%

“…The influence that pleasant aromas can have on learner performance has been tested in numerous studies (Aggleton & Waskett, 1999;Baron, 1990;Baron & Kalsher, 1998;Cann & Ross, 1989;Deethardt, 2003;Diego, Jones, Field, Hernandez-Reif, Schanberg, Kuhn, McAdam, R. Galamaga & M. Galamaga, 1998;Ehrilichman & Halpern, 1988;Epple & Herz, 1999;Herz, 1997;Ludvigson & Rottman, 1989;Nagai, Wada, Usui, Tanaka & Hasebe, 2000;Smith, Standing & de Man, 1992). However, little is known in the instructional technology field about such findings.…”

Section: Improving Learner Performance Through Olfactory Interventionmentioning

confidence: 99%

“…Interestingly, the lavender group was more accurate in its math responses than the rosemary group, suggesting that relaxation may assist concentration (p. 223). Nagai et al, (2000) examined the influence of participant-selected aromas (and their documented intensities) during a psychomotor task. They used a blood pressure monitor and a polygraph system which monitored "respiratory movement, electrocardiogram, pulse wave of the left middle finger, and skin temperatures of the forehead and the left forefinger" (p. 228).…”

Section: Olfaction and Learner Anxietymentioning

confidence: 99%

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Tool use in open learning environments: In search of learner-related determinants

Clarebout

Elen

2008

Learning Environ Res

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IntroductionBeliefs about teaching and learning play an important role in transforming classrooms through the use of technology (Ertmer, 1999(Ertmer, , 2005. Additionally, attitudes toward technology can influence teachers' technology uses (Myers & Halpin, 2002;Yildirim, 2000). In order to prepare preservice teachers to use technology effectively, it is necessary to examine their beliefs about learning and teaching and their attitudes toward technology. Teacher educators must act as role models for preservice teachers and prepare them to use technology in their future professional practices. In this paper we report the results of a study that examined teacher educators' beliefs and technology uses in relation to preservice teachers' beliefs and technology attitudes. Ertmer (1999) described two types of barriers to technology integration: first-order barriers and secondorder barriers. First-order barriers are extrinsic to teachers and include lack of access to hardware and software, time, and necessary support. Second-order barriers are intrinsic to teachers and include teachers' belief systems about teaching and learning, as well as their familiar teaching practices, which can affect meaningful technology integration. Since second-order barriers are more ingrained and personal than first-order barriers, they may be harder to overcome. Current literature Niederhauser & Stoddart, 2001; Norm, Grabinger & Duffield, 1999) indicated that teachers who had more constructivist or student-centered beliefs tended to use technology and engage the students in more technology-supported student-centered learning activities, while those who had more traditional or teacher-centered beliefs tended to use less technology and had students use technology to reinforce skills.Some researchers (Cifuentes, 1997;Daniel, 1996; Friel & Carboni, 2000; Hart, 2002) suggested that participation in teacher education programs could influence preservice teachers' beliefs. In teacher education courses, teacher educators create learning environments through specific teaching strategies that allow preservice teachers to experience models of teaching and learning that they might use in their future teaching. Supporting the strategies that teacher educators employ are their underlying beliefs about teaching and learning (Pajares, 1992). Since we may be able to predict teacher educators' teaching practices from their beliefs, and their practices are likely to influence preservice teachers' beliefs, it may be possible to predict preservice teachers' beliefs from teacher educators' beliefs. Thus, one of the research interests in this study was the relationship between teacher educators' beliefs and preservice teachers' beliefs.Besides beliefs, attitudes are thought to serve as predictors of behaviors (Richardson, 2003). Applied to technology use, attitudes toward technology are expected to predict one's uses of technology. According to Aiken (1980), attitudes can be "learned directly by observing the activities of people who are perceived as signific...

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Pleasant odors attenuate the blood pressure increase during rhythmic handgrip in humans

Cited by 52 publications

References 11 publications

Olfactory Discrimination and Transient Mood Change in Young Men and Women: Variation by Season, Mood State, and Time of Day

Olfactory Discrimination and Transient Mood Change in Young Men and Women: Variation by Season, Mood State, and Time of Day

Sedative effects of the jasmine tea odor and (R)-(−)-linalool, one of its major odor components, on autonomic nerve activity and mood states

Tool use in open learning environments: In search of learner-related determinants

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