Love Chemicals
The theory of a biological basis of love has been explored by such sciences as , , and . Specific chemical substances such as are studied in the context of their roles in producing human experiences and behaviors that are associated with .
Evolutionary psychology[]
has proposed several explanations for love. Monkey infants and children are for a very long time dependent on parental help. Love has therefore been seen as a mechanism to promote mutual parental support of children for an extended time period. Another is that may cause, among other effects, permanently reduced , injury to the fetus, and increase risks during . This would favor exclusive long-term relationships reducing the risk of contracting an STD.
From the perspective of evolutionary psychology the experiences and behaviors associated with love can be investigated in terms of how they have been shaped by human evolution. For example, it has been suggested that human language has been selected during evolution as a type of “mating signal” that allows potential mates to judge reproductive fitness. Miller described evolutionary psychology as a starting place for further research: “Cognitive neuroscience could try to localize courtship adaptations in the brain. Most importantly, we need much better observations concerning real-life human courtship, including the measurable aspects of courtship that influence mate choice, the reproductive (or at least sexual) consequences of individual variation in those aspects, and the social-cognitive and emotional mechanisms of falling in love.” Since time there have been similar speculations about the of human interest in music also as a potential signaling system for attracting and judging the fitness of potential mates. It has been suggested that the human capacity to experience love has been evolved as a signal to potential mates that the partner will be a good parent and be likely to help pass genes to future generations. Biologist defines love as ‘unconditional selflessness’, suggesting utterly cooperative instincts developed in modern humans’ ancestor, . Studies of (a great ape previously referred to as a ) are frequently cited in support of a cooperative past in humans.
Neurochemistry
Simplified overview of the chemical basis of love.
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The conventional view in is that there are three major drives in love – , , and . The primary neurochemicals (, , and ) that govern these drives are , , , , and .
Central mediate partner preference behavior, while vasopressin in the and oxytocin in the and mediate partner preference and attachment behaviors. Sex drive is modulated primarily by activity in the ( and ). (e.g., and ) play a critical role in regulating neuronal activity in the dopaminergic pathways of the .
Testosterone and estrogen contribute to these drives by modulating activity within dopamine pathways. Adequate brain levels of testosterone seem important for both human male and female sexual behavior. and have a less significant, contributing role through their effects upon dopamine and oxytocin release in certain pathways.
The chemicals triggered that are responsible for passionate love and long-term attachment love seem to be more particular to the activities in which both persons participate rather than to the nature of the specific people involved. Individuals who have recently fallen in love show higher levels of .
(1) Create a list of the love chemicals/neurotransmitters/hormones discussed in Chapter 2 of On Romantic Love. These include serotonin, dopamine, norepinephrine (noradrenaline), epinephrine and cortisol.
(2) State what their roles are and how an instability in these love chemicals/neurotransmitters/hormones can lead to psychological instability or related problems.
Minimum Length Requirement: 500 words.
ADDITIONAL INSTRUCTIONS FOR THE CLASS
Discussion Questions (DQ)
- Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
- Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
- One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
- I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation
- Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
- In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
- Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
- Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality
- Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
- Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
- I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes
- I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
- As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
- It is best to paraphrase content and cite your source.
LopesWrite Policy
- For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
- Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
- Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
- Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy
- The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
- Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
- If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
- I do not accept assignments that are two or more weeks late unless we have worked out an extension.
- As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication
- Communication is so very important. There are multiple ways to communicate with me:
- Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
- Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.