Running Head BACKGROUND AND SIGNIFICANCE1Running Head BACKGR.docx

Running Head: BACKGROUND AND SIGNIFICANCE 1
Running Head: BACKGROUND AND SIGNIFICANCE 1
Background and Significance
Lana Eliot
Psychology 625
Professor Weniger
July 29, 2018
Specific Aims:
The effect of stress on human beings is terrible that leads them

to different diseases. The stress comes from environment and
change in human behavior. Stress profoundly impacts or minds
that leads to damages of prefrontal cortex which plays a
prominent role in cognition (Andrew Holmesa, 2010 ). The
cognitive abilities of a human being the effect a lot in the
presences of stress. That leads to mood swings, schizophrenia
and anxiety disorder. Hence, numerous studies are carried out
on the stress-induced cognitive abilities (Joëls, 2006).
Intense stress and even the minor stress is responsible for
changes in cognition impairment. It is responsible for
significant changes in the remodeling of neurons. It also brings
changes in neuronal morphology and effects the working
memory of human beings (Luine, 1994). This study
demonstrates that how stress-induced cognitive impairment
affects the different areas of the brain (Maroun, 2008). The
impact of stress on the human brain is studied under molecular
basis induced changes. There is numerous significance of this
study that includes how the brain is affected by stress and what
stress causes cognition problems. It will further demonstrate
how molecular basis changes the prefrontal cortex. It also gives
details about pathophysiology and its association with
dysfunction in neuropsychiatric diseases. Further strategies will
also have introduced for its treatment that helps in overcoming
stress-induced cognitive impairments.
Background
Stress have destructive effects on human. These results are
related to all internal and external development of human body
and mind. Humans are exposed to multiple stressors in their
daily routine that leads to severe problems. When the human
body is exposed to stress at that time that time, they did notice
that how this stress affects them. But later, when they are more
frequently exposed to stress they feel changes in their behavior
and brain as well. Mood swings and unpredicted behavior of
humans are the results of this stress. As well as the brain is
concerned, stress disturbs the chemical balance that restricts
brains from performing their ordinary functions. Most

importantly it affects the cognition problems in humans. They
more frequently started to forget about different things that they
did not realize initially. But with the passage of time when
these things get severe, they know that how this stress
negatively affect this stress. Furthermore, stress is the only
factors that induce cognition and learning problems in humans.
Bondi et al. (2007) conducted a study on chronic unpredictable
stress that induces cognitive deficit as well as anxiety problems.
Keeping in view the aim of this study, he experiments on rats
where he injected the chronic antidepressant drug to analyze its
effects. Stress-induced frontal lobe dysfunction increases
depression and anxiety and psychiatric illness. To find the
relationship between stress-induced impairment and how it can
be recovered by using the antidepressant.
He experimented with rats where he induced desipramine and
escitalopram per day. These two chemicals are induced because
these are the one who produces in human brain because of
stress. After infecting this chemical daily, he notices that
desipramine induced effect on the brain of rats that is shown by
their behavior, but escitalopram has no effect. He further treated
these rats with antidepressants (Bondi, 2008). From his studies,
it is proved that treatment of stress is present with the use of
antidepressants as it is also proved by clinical evidence.
Joels et al. (2006) along with his coworkers, performed research
on how stress affects the process of learning and how does it
work when an individual is frequently exposed to stress. In his
study, he stated that the relationship between stress and learning
is not always clear. Stress has to influence and impairing effects
on the human brain. But its results are varied from person to
person. In his study, he proposed unifying research, under this
theory, he states that stress is having an influencing impact on
memory process and learning (Joëls, 2006).
The stress hormone corticosteroids are responsible for stress
influenced behavior. This hormone increases the attention of
human being even in the stressed situation and improves his
learning. When an individual is more focused than he was more

likely to remember all the events due to transmitters and
hormones that are released in response to stress. From the
findings of this article, it is analyzed that it is not necessary
that stress have destructive functions, but it has an important
function as well.
A line along with his fellow team conduct a study on repeated
stress reversible impairments that effects spatial memory
performance. His research states that if the human mind is
exposed to 6 hours per day and it continues for 21 days. It
results in impairments that occur due to the acquisition of
spatial memory task. These stress-induced impairments are
reversible that caused temporary blockage of phenytoin that acts
as a blocker for excitatory amino acid (Luine, 1994). In such
situation when an individual is frequently exposed to stress than
tianeptine which is an antidepressant is given to him which
lowers the extracellular serotonin. With the use of this drug,
dendrites of CA 3 neurons are temporarily blocked.
Mizoguchi, along with a team of experts, research chronic stress
that induces impairment in the spatial memory because of
dysfunction of prefrontal dopaminergic. From this research, it is
analyzed that chronic stress induces many impairments whether
it is in temporary memory or spatial working memory
(Mizoguchi, 2000). Its effect is in the long run that damages the
prefrontal cortical dopaminergic dysfunctions. The findings of
this research suggest that these can be controlled by using drugs
that control this dysfunction.
Sandi presented his findings on cognitive impairment effects on
cell adhesion molecules. The findings of his research suggest
that how stress changes the chemical reaction in the brain that
leads to sudden changes in the mood of an individual (Sandi,
2004). These chemical reactions are temporary but later if
chronic stress increased than these chemicals would never come
back in their original foam. Thus, it leads to severe diseases.
Shansky, in his research on the stress-induced cognitive
dysfunction that effects hormone neurotransmitter interaction
that happens in the prefrontal cortex. The findings of this

research suggest that stress-induced cognitive dysfunction
(Shansky & Jennifer, 2013). Due to this dysfunction
neurotransmitter-induced hormones in prefrontal cortex which
have a direct impact on memory. Song revealed in his research
on impairment of memory and spatial learning that is induced
by chronic mild stress and helplessness. Under this study, three-
dimensional modal that is known as 3D modal is used to detail
analysis of impairment that is induced by chronic mild stress
(Song, 2006).
Arnstein in his research on stress signaling that induces
impairment of PFC (prefrontal cortex structure) and its
function. His research revealed that how the architecture of our
brain effects when it is exposed to even little stress. Moreover,
he further demonstrates that how genetics and environmental
factors induce stress signals that lead to dysfunction of PFC
dysfunction (Arnstein, 2009). In 2010, Andrew presented his
research on the dysfunction of rodents and prefrontal
reorganization due to induced stress. He states in research that
dysfunction of rodents leads to difficulties in information
processing. It most likely induces mood swings, anxiety
disorder, and schizophrenia. In some persons, it leads to
addiction (Holmes, A., 2010).
Maroon in 2008 represents his findings on medial PFC
amygdala circuit that induce stress on the elimination of fear.
The intensity of stress induces that how much a person is
affected by it. The intensity of stress determines how much
cognition and learning of human being is affected. Due to an
imbalance in Gamma-aminobutyric acid, the cognitive abilities
of man become pretentious (Maroun, 2008).
Bisaz, along with his fellow team present a study on the role of
neural cell hold molecule NCAM and its effect on learning that
is done under stress. The findings of this papers suggest that
stress occurs due to the combination of intrinsic and extrinsic
factors. When a human body is exposed to these factors, it
induces stress, under the NCAM molecule that helps in inducing
stress in brains it is analyzed that this molecule induces stress

and disturbs the learning behavior of human being (Bisaz R1,
2009).
Cheryl presents a study in 2017 that is conducted on
hippocampal dendritic complexity that leads to chronic stress
along with its functional and methodological considerations.
His study suggests that dendritic morphology framework acts as
a stress field. Where chronic stress leads to loss of spatial
memory. His study further elaborates that CA3 atrophied
dendrites are the molecules that help in post-stress recovery
(Judd, M., 2017). Gerard in his research on chronic social stress
that is conducted under the Curt Richter revealed that there are
many individuals in society that are more exposed to social
stress. The constant social stress related to food intake,
disturbed metabolism and body composition (Schwartz, C.,
2017). Due to excess of food intake, it leads to obesity. The
incipient metabolic syndrome is responsible for it.
Reis, H.J., along with his coworkers presented research on
neuron transmitter of the central nervous system along with its
implication in memory and learning process. In his research, he
demonstrates that neurotransmitters are the one who is
responsible for action and reaction of a person that he did in
response to internal and external factors (Reis, H.J., 2009).
When the person is exposed to stress, then the chemical balance
of these neurotransmitter is disturbed that leads to chronic
stress.
Eva F. G Naninck reflects his findings on early micronutrients
supplementations that help in protecting individual form
cognitive impairments. The findings of this research evaluate
that if micronutrients supplements are given to individual than
they are exposed to less stress. This help in recovering the
human being from deficiency. My research hypothesis is people
who create self-induced stress have higher chance of negative
cognitive development than those who do not create self-
induced stress.Significance
Stress-induced cognitive impairment is a problem due to which
everyone is suffered at different stages of their life. This

problem is most likely to occur with any individual even the
child is most often exposed to it due to the stress of studies and
environmental problems as well. As far as young people are
concerned, this stress-induced cognitive impairment affects
because a young person is more exposed to intrinsic and
extrinsic factors. These factors are responsible for creating
cognition problems in humans. The results of these problems are
in short and long run because it affects the memory of an
individual. This field of study I researched from multiple
perspectives, but the findings are not used in a contractive way
that helps in solving these problems.
This project proposed that how the scientific knowledge of this
study help in exploring other factors which are associated with
this study. From the clinical practices, the issues that arise are
further tested in the laboratory to find its roots from where it
associates and how it can be researched that results in finding a
proposed solution to solve this stress-induced cognitive
problem.
If the proposed aim of this study has been achieved that it will
aide in solving cognition problems that are associated with
stress. In this study, it is evaluated how we can reduce these
stress-induced cognitive impairments.
Week 4
Proposed Study
draft grant proposal
Week 5 Review classmates
Week 6 Final Grant Proposal
References
Arnsten, A. F. (2009). Stress signaling pathways that impair
prefrontal cortex structure and function. PMCID, 410–422.
Bondi, Corina O., Gustavo Rodriguez, Georgianna G. Gould,

Alan Frazer, and David A. Morilak, (2008). Chronic
unpredictable stress induces a cognitive deficit and anxiety-like
behavior in rats that is prevented by chronic antidepressant drug
treatment. Neuropsychopharmacology, 33 (2), 320-331.
Bisaz R; Sandi C, Vulnerability of conditional NCAM-deﬁcient
mice to develop stress-induced behavioral alterations. Stress
(Amsterdam, Netherlands) [Stress], ISSN: 1607-8888, 2012
Mar; Vol. 15 (2), pp. 195-206; Publisher: Informa Healthcare;
PMID: 21939373, Database: MEDLINE
Holmes, A.C. (2010). Stress-induced prefrontal reorganization
and executive dysfunction in rodents. PMCID, 773–783.
Joëls, Marian, Zhenwei Pu, Olof Wiegert, Melly S. Oitzl, and
Harm J. Krugers (2006). Learning under stress: how does it
work? Trends in cognitive sciences, 10 (4), 152-158.
Luine, V., Villegas, M., Martinez, C., and McEwen, B.S.
(1994). Repeated stress causes reversible impairments of spatial
memory performance. Brain research, 639 (1), 167-170.
Maroun, I. A. (2008). The Role of the Medial Prefrontal Cortex-
Amygdala Circuit in Stress Effects on the Extinction of Fear.
PMCID, 30873.
Mizoguchi, K. Y. (2000). Chronic stress induces impairment of
spatial working memory because of prefrontal dopaminergic
dysfunction. Journal of Neuroscience, 20 (4), 1568-1574.
Naninck , E., Hoeijmakers, L., Kakava-Georgiadou, N.,
Meesters, A., Lazic, S., Lucassen, P., Korosi, A. (2014).
Chronic early life stress alters developmental and adult
neurogenesis and impairs cognitive function in mice.
https://doi.org/10.1002/hipo.22374
Reis, H. T., & Gosling, S. D. (2010). Social psychological
methods outside the laboratory. In S. Fiske, D. Gilbert, and G.
Lindzey (Eds.), Handbook of social psychology (5th ed., Vol. 1,
pp. 82-114). New York: Wiley.
Sandi, C., (2004). Stress, cognitive impairment and cell
adhesion molecules. Nature Reviews Neuroscience, 5 (12), 917.
Schwarts, C., Hilbert, S., Schlegl, S., Freyer, T., Lowe, B.,
Osen, B., Voderholzer, U. (2017). Change factors in the process

of cognitive‐behavioural therapy for obsessive–compulsive
disorder. Clinical Psychology & Psychotherapy, Vol 24(3), pp.
785-792.
Shansky, R. M., & Jennifer, L. (2013). Stress-induced cognitive
dysfunction: hormone-neurotransmitter interactions in the
prefrontal cortex. Frontiers in human neuroscience, 4 (1), 7.
Song, L., Wang, C., Wang, M., Murakami, Y., and Matsumoto,
K. (2006). Impairment of the spatial learning and memory
induced by learned helplessness and chronic mild stress.
Pharmacology Biochemistry and Behavior, 83 (2), 186-193.
Running Head: STRESS INDUCED DEPRESSION 1
STRESS INDUCED DEPRESSION 1
Stress Induced Depression
Lana Eliot
PSY. 625Biological Bases of Behavior
Professor Weiger
July 23, 2018

Grant Proposal topic
Does self-inflicted stress harm a person’s cognitive
development?
Specific Aims
Stress can have horrible effects on some people. The way
people handle different stressors are related to development of
human body and mind. All persons are exposed to stressors in
their daily life which can lead to severe problems. When the
human body is exposed to stress, they notice how the stress
affects them. When a person is exposed to multiple stressors,
they feel changes in their behavior and brain as well. Mood
swings and unpredicted behavior of humans are the results of
this stress. As for the brain is concerned, stress disturbs the
chemical balance that restricts brains from performing their
ordinary functions. Most importantly the cognition is affected in
humans. If a person’s stress level continues, negative actions
may occur. When stressors become severe, people become very
depressed and some may isolate or harm themselves. Stress is a
factor that induces cognition and learning problems in humans.
Does self-induced stress cause cognitive learning issues in
children and adults? That is what this grant proposal is
intended to research. There has been much documentation that
stress does cause cognitive learning issues, however does self-
induced stress also create issues in cognitive learning? Self-
induced stress is caused by the person whom it affects. No
person but the self is responsible for the action. I would
propose to study the effects of self-induced stress (internal)
versus uncontrollable (external) stress in persons and verify if it
does or does not cause cognitive developmental issues.
Annotated Bibliography
1. Bondi et al. (2007) conducted a study on chronic
unpredictable stress that induces cognitive deficit as well as
anxiety problems. Keeping in view the aim of this study, he

experiments on rats where he injected the chronic
antidepressant drug to analyze its effects. Stress-induced frontal
lobe dysfunction increases depression and anxiety and
psychiatric illness. To find the relationship between stress-
induced impairment and how it can be recovered by using the
antidepressant. He experimented with rates where he induced
desipramine and escitalopram per day. These two chemicals are
induced because these are the one who produces in human brain
as a result of stress. After infecting this chemical daily, he
notices that desipramine induced effect on the brain of rats that
is shown by their behavior, but escitalopram has no effect. He
further treated these rates with antidepressants (Bondi, 2008).
From his studies, it is proved that treatment of stress is present
with the use of antidepressants as it is also proved by clinical
evidence.
2. Joëls et al. (2006) along with his coworkers, performed
research on how stress affects the process of learning and how
does it work when an individual is frequently exposed to stress.
In his study, he stated that the relationship between stress and
learning is not always clear. Stress must influence and
impairing effects on the human brain. But its results are varied
from person to person. In his study, he proposed unifying
research, under this theory, he states that stress is having an
influencing impact on memory process and learning (Joëls,
2006). The stress hormone corticosteroids are responsible for
stress influenced behavior. This hormone increases the attention
of human being even in the stressed situation and improves his
learning. When an individual is more focused than he was more
likely to remember all the events due to transmitters and
hormones that are released in response to stress. From the
findings of this article, it is analyzed that it is not necessary
that stress have destructive functions, but it has an important
function as well.
A line along with his fellow team conduct a study on repeated
stress reversible impairments that effects spatial memory
performance. His research states that if the human mind is

exposed to 6 hours per day and it continues for 21 days. It
results in impairments that occur due to the acquisition of
spatial memory task. These stress-induced impairments are
reversible that caused temporary blockage of phenytoin that acts
as a blocker for excitatory amino acid (Luine, 1994). In such
situation when an individual is frequently exposed to stress than
tianeptine which is an antidepressant is given to him which
lowers the extracellular serotonin. With the use of this drug,
dendrites of CA 3 neurons are temporarily blocked.
3. Mizoguchi along with a team of experts, research chronic
stress that induces impairment in the spatial memory because of
dysfunction of prefrontal dopaminergic. From this research, it is
analyzed that chronic stress induces many impairments whether
it is in temporary memory or spatial working memory
(Mizoguchi, 2000). Its effect is in the long run that damages the
prefrontal cortical dopaminergic dysfunctions. The findings of
this research suggest that these can be controlled by using drugs
that control this dysfunction.
4. Sandi presented his findings on cognitive impairment
effects on cell adhesion molecules. The findings of his research
suggest that how stress changes the chemical reaction in the
brain that leads to sudden changes in the mood of an individual
(Sandi, 2004). These chemical reactions are temporary but later
if chronic stress increased than these chemicals would never
come back in their original foam. Thus, it leads to severe
diseases.
5. Shansky in his research on the stress-induced cognitive
dysfunction that effects hormone neurotransmitter interaction
that happens in the prefrontal cortex. The findings of this
research suggest that stress-induced cognitive dysfunction
(Shansky & Jennifer, 2013). Due to this dysfunction
neurotransmitter-induced hormones in prefrontal cortex which
have a direct impact on memory. Song revealed in his research
on impairment of memory and spatial learning that is induced
by chronic mild stress and helplessness. Under this study, three
dimensional modal that is known as 3D modal is used to detail

analysis of impairment that is induced by chronic mild stress
(Song, 2006).
6. Arnstein in his research on stress signaling that induces
impairment of PFC (prefrontal cortex structure) and its
function. His research revealed that how the architecture of our
brain effects when it is exposed to even little stress. Moreover,
he further demonstrates that how genetics and environmental
factors induce stress signals that lead to dysfunction of PFC
dysfunction (Arnsten, 2009). In 2010, Andrew presented his
research on the dysfunction of rodents and prefrontal
reorganization due to induced stress. He states in research that
dysfunction of rodents leads to difficulties in information
processing. It most likely induces mood swings, anxiety
disorder, and schizophrenia. In some persons, it leads to
addiction (Andrew Holmesa, 2010).
7. Maroon in 2008 represents his findings on medial PFC
amygdala circuit that induce stress on the elimination of fear.
The intensity of stress induces that how much a person is
affected by it. The intensity of stress determines how much
cognition and learning of human being is affected. Due to an
imbalance in Gamma-aminobutyric acid, the cognitive abilities
of man become pretentious (Maroun, 2008).
8. Bisaz along with his fellow team present a study on the role
of neural cell hold molecule NCAM and its effect on learning
that is done under stress. The findings of this papers suggest
that stress occurs due to the combination of intrinsic and
extrinsic factors. When a human body is exposed to these
factors, it induces stress, under the NCAM molecule that helps
in inducing stress in brains it is analyzed that this molecule
induces stress and disturbs the learning behavior of human
being (Bisaz R1, 2009).
9. Cheryl presents a study in 2017 that is conducted on
hippocampal dendritic complexity that leads to chronic stress
along with its functional and methodological considerations.
His study suggests that dendritic morphology framework acts as
a stress field. Where chronic stress leads to loss of spatial

memory. His study further elaborates that CA3 atrophied
dendrites are the molecules that help in post-stress recovery
(M.Judd, 2017). Gerard in his research on chronic social stress
that is conducted under the Curt Richter revealed that there are
many individuals in society that are more exposed to social
stress. The constant social stress related to food intake,
disturbed metabolism and body composition (J.Schwartzbc,
2017). Due to excess of food intake, it leads to obesity. The
incipient metabolic syndrome is responsible for it.
10. Resi along with his coworkers presented research on neuron
transmitter of the central nervous system along with its
implication in memory and learning process. In his research, he
demonstrates that neurotransmitters are the one who is
responsible for action and reaction of a person that he did in
response to internal and external factors (Reis HJ, 2009). When
the person is exposed to stress, then the chemical balance of
these neurotransmitter is disturbed that leads to chronic stress.
11. Eva F. G (Eva F. G. Naninck, 2016) reflects his findings on
early micronutrients supplementations that help in protecting
individual form cognitive impairments. The findings of this
research evaluate that if micronutrients supplements are given
to individual than they are exposed to less stress. This help in
recovering the human being from deficiency. This project
proposed that how the scientific knowledge of this study help in
exploring other factors which are associated with this study.
From the clinical practices, the issues that arise are further
tested in the laboratory to find its roots from where it associates
and how it can be researched that results in finding a proposed
solution to solve this stress-induced cognitive problem.

References
Andrew Holmesa, a. C. (2010 ). Stress-induced prefrontal
reorganization and executive dysfunction in rodents. PMCID,
773–783.
Arnsten, A. F. (2009). Stress signalling pathways that impair
prefrontal cortex structure and function. PMCID, 410–422.
Bisaz R1, C. L. (2009). Learning under stress: a role for the
neural cell adhesion molecule NCAM. Neurobiol Learn Mem,
333-42.
Bondi, C. O. (2008). Chronic unpredictable stress induces a
cognitive deficit and anxiety-like behavior in rats that is
prevented by chronic antidepressant drug treatment.
Neuropsychopharmacology, 33(2), 320-331.
Eva F. G. Naninck, J. E.-Y.-N.-S. (2016). Early micronutrient
supplementation protects against early stress–induced cognitive
impairments. FASEB Journal , 1-10.
J.Schwartzbc, G. P. (2017). Randall Sakai, chronic social stress,
and the research tradition of Curt Richter. Physiology &
Behavior, 2 -6 .
Joëls, M. Z. (2006). Learning under stress: how does it work?
Trends in cognitive sciences , 10(4), 152-158.
Luine, V. M. (1994). Repeated stress causes reversible
impairments of spatial memory performance. Brain research ,
639(1), 167-170.
M.Judd, C. D. (2017). Chronic stress and hippocampal dendritic
complexity: Methodological and functional considerations.
Physiology & Behavior, 66-81.
Maroun, I. A. (2008). The Role of the Medial Prefrontal Cortex-
Amygdala Circuit in Stress Effects on the Extinction of Fear.

PMCID, 30873.
Mizoguchi, K. Y. (2000). Chronic stress induces impairment of
spatial working memory because of prefrontal dopaminergic
dysfunction. Journal of Neuroscience, 20(4), 1568-1574.
Reis HJ, G. C. (2009). Neuro-transmitters in the central nervous
system & their implication in learning and memory processes.
Curr Med Chem, 796-840.
Sandi, C. (2004). Stress, cognitive impairment and cell adhesion
molecules. Nature Reviews Neuroscience, 5(12), 917.
Shansky, R. M., & Jennifer, L. (2013). Stress-induced cognitive
dysfunction: hormone-neurotransmitter interactions in the
prefrontal cortex. Frontiers in human neuroscience, 4(1), 7.
Song, L. W.-W. (2006). Impairment of the spatial learning and
memory induced by learned helplessness and chronic mild
stress. Pharmacology Biochemistry and Behavior, 83(2), 186-
193.

Grant Proposal Guidelines – Final Project
Instructions: This assignment involves preparing a grant
proposal requesting support for a 12-month
research project. The total amount of support you may request is
$60,000 (including direct and indirect
costs). You will choose a specific topic in neuroscience or
neuropsychology and develop a grant proposal
based on a review of the literature and identification of a
research hypothesis. The grant proposal must
be six to eight double-spaced pages in length (not including title
page, references list, and appendix), 12-
point font, and formatted according to APA style as outlined in
the Ashford Writing Center. You must use
at least 15 peer-reviewed sources in addition to the text.
The components of your proposal are outlined below. View the
Sample Grant Proposal to see an example
of a completed proposal in APA format. Use the Grant Proposal
Template to create your grant proposal.
NOTE: All titles should be centered and all content should be
formatted as in the Grant Proposal
Template and the Sample Grant Proposal, not as outlined below
in this guidelines document.
Title Page (1 page):
• Title of your grant proposal

• Your full name
• Course name and number
• Instructor’s name
• Date submitted
Specific Aims: (1 page)
Clearly and concisely state the goals of your grant proposal.
Summarize the expected outcome(s),
including the impact that the results of the proposed research
will exert on the research field(s) involved.
List the specific objectives of your grant proposal (e.g., to test a
stated hypothesis, create a novel design,
solve a specific problem, challenge an existing paradigm or
clinical practice, address a critical barrier to
progress in the field, or develop new technology).
Background: (6 - 8 pages for Background, Significance,
Proposed Study, and Budget Justification
sections)
The goal of this section is to provide a well-developed literature
review that provides the basis for the
research problem and illustrates to the reader that you are
knowledgeable about the scope of the theory.
Research as many studies pertaining to the theory as possible,
and summarize them in a succinct manner.
In most respects, this section is precisely what you do when you
write the introduction section to a
research paper. Your background section should clearly state
the rationale for the topic you have chosen.
It includes the literature review you conducted to identify an
area of neuroscience or neuropsychology
that has not yet been studied. At the end of this section, you

should clearly specify your research
hypotheses.
Significance:
Explain the importance of the problem or critical barriers to
progress in the field that the proposed project
addresses. Explain how the proposed project will improve
scientific knowledge, technical capability,
and/or clinical practice in one or more broad fields. Describe
how the concepts, methods, technologies,
treatments, services, or preventative interventions that drive
this field will be changed if the proposed
aims are achieved.
PSY625: Biological Bases of Behavior Ashford University
https://awc.ashford.edu/Index.html
https://bridgepoint.equella.ecollege.com/curriculum/file/02cbc3
91-db64-4663-887b-
fb9af6cef106/1/PSY625_Sample%20Grant%20Proposal.pdf
https://bridgepoint.equella.ecollege.com/curriculum/file/6bcb83
04-d28a-486a-90f5-
22527ac0a293/1/Grant%20Proposal_Template_blank.docx
Grant Proposal Guidelines
Proposed Study:
This section will very much resemble a typical methods section
like the one you would write in an
empirical paper (except that the data have not yet been

collected). You should describe the study that you
are proposing to conduct to test your hypothesis. This section
should include the following subsections:
• Participants: include a description of the population that will
be used for the study. Point out
any procedures, situations, or materials that may be hazardous
to personnel and precautions to be
exercised.
• Procedures: include a description of how the study will be
conducted including any instruments
that will be used and how the data will be collected.
• Hypotheses and Analysis: state hypotheses of the proposed
study and general outline of how
data will be collected and used to accomplish the specific aims
of the project.
Budget Justification:
Provide a brief summary justifying your budget and the needs
for the items listed in Appendix A: Budget.
The actual numbers will be listed in Appendix A. The budget
for this proposal is limited to $60,000.
References:
Cite a minimum of 15 peer-reviewed articles from the Ashford
University Library or PubMed Central
(PMC). All sources must be current (published within the 10
years unless it’s a seminal work) and
relevant to your topic. Format all sources in APA style as
outlined in the Ashford Writing Center.
Appendix A: Budget: (see Grant Proposal Template, Appendix

A)
A typical grant proposal has a very detailed budget. For our
purposes here, you should include an
appendix with a completed budget. Your figures are just an
estimate so feel free to make up the budget
numbers and figures. Use the template called Summary Proposal
Budget in the Grant Proposal Template,
Appendix A to create your budget. There is also an optional
Budget Calculation Spreadsheet to help you
calculate your figures. The goal of this exercise is for you to
spend time thinking about the costs of
conducting research. Here are some examples of expenses you
could include:
Direct Costs:
• Personnel:
o Graduate research assistant salary – 20-hours per week for 12
months is roughly $25,000
(this covers salary, tuition, and fringe benefits).
o Principal Investigator Salary - make-up your annual salary
and divide it by 12, then
multiple this number by the number of months of salary you
wish to pay yourself (this
can range from 1-12 months; and from 10% to 100% effort).
• Equipment:
o List major purchases (greater than $5000) that will be
necessary to complete your project
(e.g., computers, video equipment, physiological measures,
expensive software, etc.) and
costs.

• Travel
o Conference Travel
o Other (e.g., travel for research assistant if needed for study)
• Participant Support
o Costs for subject participation (e.g., reimbursement for time,
travel, etc.)
• Other
o Computers or other equipment less than $5000
o Miscellaneous Expenses (e.g., postage, phone bills,
photocopying, etc.)
http://www.ncbi.nlm.nih.gov/pmc/
04-d28a-486a-90f5-
04-d28a-486a-90f5-
https://bridgepoint.equella.ecollege.com/curriculum/file/e68a2c
0b-136c-40bc-8260-
17678c2038b2/1/PSY625_BudgetCalculationSpreadsheet.xls
Indirect Costs:
Multiply the total direct costs budget by 0.375. This amount
(37.5%) represents the indirect costs of your
grant application. This money goes to the university toward

operating costs, overhead, etc.
Total Costs:
Sum up your direct and indirect costs (must not exceed
$60,000).
Grant Proposal Guidelines – Final Project
Instructions: This assignment involves preparing a grant
proposal requesting support for a 12-month
research project. The total amount of support you may request is
$60,000 (including direct and indirect
costs). You will choose a specific topic in neuroscience or
neuropsychology and develop a grant proposal
based on a review of the literature and identification of a
research hypothesis. The grant proposal must
be six to eight double-spaced pages in length (not including title
page, references list, and appendix), 12-
point font, and formatted according to APA style as outlined in
the Ashford Writing Center. You must use
at least 15 peer-reviewed sources in addition to the text.
The components of your proposal are outlined below. View the
Sample Grant Proposal to see an example
of a completed proposal in APA format. Use the Grant Proposal
Template to create your grant proposal.
NOTE: All titles should be centered and all content should be
formatted as in the Grant Proposal

Template and the Sample Grant Proposal, not as outlined below
in this guidelines document.
Title Page (1 page):
• Title of your grant proposal
• Your full name
• Course name and number
• Instructor’s name
• Date submitted
Specific Aims: (1 page)
Clearly and concisely state the goals of your grant proposal.
Summarize the expected outcome(s),
including the impact that the results of the proposed research
will exert on the research field(s) involved.
List the specific objectives of your grant proposal (e.g., to test a
stated hypothesis, create a novel design,
solve a specific problem, challenge an existing paradigm or
clinical practice, address a critical barrier to
progress in the field, or develop new technology).
Background: (6 - 8 pages for Background, Significance,
Proposed Study, and Budget Justification
sections)
The goal of this section is to provide a well-developed literature
review that provides the basis for the
research problem and illustrates to the reader that you are
knowledgeable about the scope of the theory.
Research as many studies pertaining to the theory as possible,
and summarize them in a succinct manner.
In most respects, this section is precisely what you do when you
write the introduction section to a

research paper. Your background section should clearly state
the rationale for the topic you have chosen.
It includes the literature review you conducted to identify an
area of neuroscience or neuropsychology
that has not yet been studied. At the end of this section, you
should clearly specify your research
hypotheses.
Significance:
Explain the importance of the problem or critical barriers to
progress in the field that the proposed project
addresses. Explain how the proposed project will improve
scientific knowledge, technical capability,
and/or clinical practice in one or more broad fields. Describe
how the concepts, methods, technologies,
treatments, services, or preventative interventions that drive
this field will be changed if the proposed
aims are achieved.
https://bridgepoint.equella.ecollege.com/curriculum/file/02cbc3
91-db64-4663-887b-
fb9af6cef106/1/PSY625_Sample%20Grant%20Proposal.pdf
04-d28a-486a-90f5-

Proposed Study:
This section will very much resemble a typical methods section
like the one you would write in an
empirical paper (except that the data have not yet been
collected). You should describe the study that you
are proposing to conduct to test your hypothesis. This section
should include the following subsections:
• Participants: include a description of the population that will
be used for the study. Point out
any procedures, situations, or materials that may be hazardous
to personnel and precautions to be
exercised.
• Procedures: include a description of how the study will be
conducted including any instruments
that will be used and how the data will be collected.
• Hypotheses and Analysis: state hypotheses of the proposed
study and general outline of how
data will be collected and used to accomplish the specific aims
of the project.
Budget Justification:
Provide a brief summary justifying your budget and the needs
for the items listed in Appendix A: Budget.
The actual numbers will be listed in Appendix A. The budget
for this proposal is limited to $60,000.
References:
Cite a minimum of 15 peer-reviewed articles from the Ashford
University Library or PubMed Central
(PMC). All sources must be current (published within the 10

years unless it’s a seminal work) and
relevant to your topic. Format all sources in APA style as
outlined in the Ashford Writing Center.
Appendix A: Budget: (see Grant Proposal Template, Appendix
A)
A typical grant proposal has a very detailed budget. For our
purposes here, you should include an
appendix with a completed budget. Your figures are just an
estimate so feel free to make up the budget
numbers and figures. Use the template called Summary Proposal
Budget in the Grant Proposal Template,
Appendix A to create your budget. There is also an optional
Budget Calculation Spreadsheet to help you
calculate your figures. The goal of this exercise is for you to
spend time thinking about the costs of
conducting research. Here are some examples of expenses you
could include:
Direct Costs:
• Personnel:
o Graduate research assistant salary – 20-hours per week for 12
months is roughly $25,000
(this covers salary, tuition, and fringe benefits).
o Principal Investigator Salary - make-up your annual salary
and divide it by 12, then
multiple this number by the number of months of salary you
wish to pay yourself (this
can range from 1-12 months; and from 10% to 100% effort).
• Equipment:
o List major purchases (greater than $5000) that will be

necessary to complete your project
(e.g., computers, video equipment, physiological measures,
expensive software, etc.) and
costs.
• Travel
o Conference Travel
o Other (e.g., travel for research assistant if needed for study)
• Participant Support
o Costs for subject participation (e.g., reimbursement for time,
travel, etc.)
• Other
o Computers or other equipment less than $5000
o Miscellaneous Expenses (e.g., postage, phone bills,
photocopying, etc.)
http://www.ncbi.nlm.nih.gov/pmc/
04-d28a-486a-90f5-
04-d28a-486a-90f5-
https://bridgepoint.equella.ecollege.com/curriculum/file/e68a2c
0b-136c-40bc-8260-
17678c2038b2/1/PSY625_BudgetCalculationSpreadsheet.xls

Indirect Costs:
Multiply the total direct costs budget by 0.375. This amount
(37.5%) represents the indirect costs of your
grant application. This money goes to the university toward
operating costs, overhead, etc.
Total Costs:
Sum up your direct and indirect costs (must not exceed
$60,000).

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